Advanced teaching method for balanced operations of overhead transmission lines based on simulations and experiment

Abstract

An advanced teaching method for the analysis of balanced operations of overhead transmission lines has been described in this paper. The proposed educational method combines theoretical, simulation and experimental approaches with the purpose of a higher-level knowledge achievement. Several exercises have been defined and implemented in the teaching process. Some characteristic overhead transmission line steady state regimes, such as Ferranti effect, natural load flow and capacitive overhead transmission line behaviour, have been analysed. The special analysis has been carried out in order to determine the basic characteristics of the switching transients. Software package MATLAB/Simulink has been used for the estimation of system parameters and for the simulation analysis. Different overhead transmission line models have been compared and useful modelling guidelines have been recommended. Experimental calculations have been performed by using a physically scaled system consisting of multiple Pi sections representing 100 km length 400 kV overhead transmission line. The proposed method has been tested within High Voltage Engineering undergraduate course and useful application feedback from students has been obtained.

Advanced teaching method for learning power system operation based on load flow simulations

“…Furthermore, an important issue a power system engineer must understand is the Ferranti effect, which occurs due to the pi equivalent model of the lines. This is the phenomenon of voltage rise at the receiving line end due to the transmission of a weak load through the line [15,45]. Therefore, undergraduate students must observe the Ferranti effect in the simulated power system (Figure 1), which specifically occurs in the lines B2–B3.…”

“…In PowerFactory, the lines may be modeled as either lumped parameters (pi equivalent model) or distributed parameters. The former was chosen, as it is computationally less expensive [15]. Specifically, the pi equivalent of the lines considers that each pi sector is composed of the series resistance ( R series ) and the series inductive reactance ( X series ), in addition to the shunt capacitive susceptance ( B ).…”

“…Nevertheless, other simulation tools are commonly used by network operators (including both distribution and transmission system operators), one of which is PowerFactory, which requires a deep learning curve [22]. As a result, there is a lack of PowerFactory teaching/learning activities for undergraduate students [15]. Specialized teaching is required for Electrical Engineering students to be able to learn how to deal with the simulation tools used by the nonacademic sector.…”

“…The inclusion of a computer‐assisted MATLAB‐based instruction into an electromagnetics course for electrical engineering education was addressed in Reference [32]. MATLAB/Simulink was also used to investigate the effects of reactive power mitigation with capacitor banks in Reference [29], to determine the basic characteristics of the switching transients that occur in overhead transmission lines in Reference [15], and to improve the general understanding of synchronous machines in Reference [36].…”

Open innovation laboratory in electrical energy education based on the knowledge economy

“…Thus, laboratory courses are updated continuously, and innovative teaching methods are developed to improve the student's skills. 39 Further, an educational method in laboratories that combines theoretical, simulation and experimental approaches can reach a higher-level knowledge 40 but it requires a complicated design process for updating the complete courses, and it has to be connected with different classes to cover complex topics such as smart grids. When a complex class, SG laboratory, is designed, sometimes more than one course is included in the main course, 41 so the laboratory course can connect several engineering topics from the basic ones to the complex ones.…”