电气工程毕业设计外文资料翻译.docx
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1、电气工程毕业设计外文资料翻译 附录:外文资料翻译 外文资料原文: A Virtual Environment for Protective Relaying Evaluation and Testing A. P. Sakis Meliopoulos and George J. Cokkinides AbstractProtective relaying is a fundamental discipline of power system engineering. At Georgia Tech, we offer three courses that cover protective re
2、laying: an undergraduate course that devotes one-third of the semester on relaying, a graduate courseentitled “Power System Protection,” and a three-and-a-half-day short course for practicing engineers. To maximize student understanding and training on the concepts,theory, and technology associated
3、with protective relaying, we have developed a number of educational tools, all wrapped in a virtual environment. The virtual environment includes a) a power system simulator, b) a simulator of instrumentation for protective relaying with visualization and animation modules, c) specific protective re
4、lay models with visualization and animation modules, and d) interfaces to hardware so that testing of actual relaying equipment can be per formed. We refer to this set of software as the “virtual power system.” The virtual power system permits the in-depth coverage of the protective relaying concept
5、s in minimum time and maximizes student understanding. The tool is not used in a passive way. Indeed, the students actively participate with well-designed projects such as a) design and implementation of multifunctional relays, b) relay testing for specific disturbances, etc. The paper describes the
6、 virtual power system organization and “engines,” s uch as solver, visualization, and animation of protective relays, etc. It also discusses the utilization of this tool in the courses via specific application examples and student assignments. Index TermsAlgebraic companion form, animation, relaying
7、,time-domain simulation, visualization. I. INTRODUCTION R ELAYING has always played a very important role in the security and reliability of electric power systems. As the technology advances, relaying has become more sophisticated with many different options for improved protection of the system. I
8、t is indisputable that relaying has made significant advances with dramatic beneficial effects on the safety of systems and protection of equipment. Yet, because of the complexity of the system and multiplicity of competing factors, relaying is a challenging discipline. Despite all of the advances i
9、n the field, unintended relay operations (misoperations) do occur. Many events of outages and blackouts can be attributed to inappropriate relaying settings, unanticipated system conditions, and inappropriate selection of instrument transformers. Design of relaying schemes strives to anticipate all
10、possible conditions for the purpose of avoiding undesirable operations. Practicing relay engineers utilize a two-step procedure to minimize the possibility of such events. First, in the design phase, comprehensive analyses are utilized to determine the best relaying schemes and settings. Second, if
11、such an event occurs, an exhaustive post-mortem analysis is performed to reveal the roo t cause of the event and what “was missed” in the design phase. The post-mortem analysis of these events is facilitated with the existing technology of disturbance recordings (via fault disturbance recorders or e
12、mbedded in numerical relays). This process results in accumulation of experience that passes from one generation of engineers to the next. An important challenge for educators is the training of students to become effective protective relaying engineers. Students must be provided with an understandi
13、ng of relaying technology that encompasses the multiplicity of the relaying functions, communications, protocols, and automation. In addition, a deep understanding of power system operation and behavior during disturbances is necessary for correct relayin g applications. In todays crowded curricula,
14、 the challenge is to achieve this training within a very short period of time, for example, one semester. This paper presents an approach to meet this challenge. Specifically, we propose the concept of the virtual power system for the purpose of teaching students the complex topic of protective rela
15、ying within a short period of time. The virtual power system approach is possible because of two factors: a) recent developments in software engineering and visualization of power system dynamic responses, and b) the new generation of power system digital-object-oriented relays. Specifically, it is
16、possible to integrate simulation of the power system, visualization, and animation of relay response and relay testing within a virtual environment. This approach permits students to study complex operation of power systems and simultaneously observe relay response with precision and in a short time
17、. The paper is organized as follows: First, a brief description of the virtual power system is provided. Next, the mathematical models to enable the features of the virtual power system are presented together with the modeling approach for relays and relay instrumentation. Finally, few samples of ap
18、plications of this tool for educational purposes are presented. II. VIRTUAL POWER SYSTEM The virtual power system integrates a number of application software in a multitasking environment via a unified graphical user interface. The application software includes a) a dynamic power system simulator, b
19、) relay objects, c) relay instrumentation objects, and d) animation and visualization objects. The virtual power system has the following features: 1) continuous time-domain simulation of the system under study; 2) ability to modify (or fault) the system under study during the simulation, and immedi
20、ately observe the effects of thechanges; 3) advanced output data visualization options such as animated 2-D or 3-D displays that illustrate the operation of any device in the system under study. The above properties are fundamental for a virtual environment intended for the study of protective relay
21、ing. The first property guarantees the uninterrupted operation of the system under study in the same way as in a physical laboratory: once a system has been assembled, it will continue to operate. The second property guarantees the ability to connect and disconnect devices into the system without in
22、terrupting the simulation of the system or to apply disturbances such as a fault. This property duplicates the capability of physical laboratories where one can connect a component to the physical system and observe the reaction immediately (e.g., connecting a new relay to the system and observing t
23、he operation of the protective relaying logic, applying a disturbance and observing the transients as well as the relay logic transients, etc.). The third property duplicates the ability to observe the simulated system operation, in a similar way as in a physical laboratory. Unlike the physical labo
24、ratory where one cannot observe the internal operation of a relay, motor, etc., the virtual power system has the capability to provide a visualization and animation of the internal “workings” of a relay, motor, etc. This capability to animate and visualize the internal “workings” o f a relay, an ins
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