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ABSTRACT: Differential protection was already applied toward the end of the 19th century and was one of the
first protection systems ever used. Faults are detected by comparison of the currents flowing into and out of the
protected plant item. As a result of the fast tripping with absolute selectivity, it is suited as main protection of all
important items of plant. The article presents an approach to teaching relay laboratory using specially designed
exercises that can be done using MATLAB-SIMULINK. This article presents a MATLAB-SIMULINK-based
technology to simulate differential relay for determining behavior of it during transformer internal fault
protection. The results show that this simulation method can work properly and this design can be used for
power system simulation in MATLAB-SIMULINK. Evaluation of the simulation with more than 60 students
is very positive in terms of their developing confidence in and understanding of this kind of relay operation.
ß 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ; View this article online at wileyonlinelibrary.com;
DOI 10.1002/cae.20493
1
2 VAHIDI AND ESMAEELI
Figure 6 Currents and voltages during A Phase to B Phase to ground fault condition.
Figure 7 Currents and voltages during A Phase to B Phase to ground fault condition þ inrush current.
MATLAB-SIMULINK-BASED SIMULATION 7
Figure 9 Currents and voltages during A Phase to B Phase to C Phase fault condition.
8 VAHIDI AND ESMAEELI
Figure 8 shows the A Phase to ground fault condition on the Figure 12 Students understanding chart.
high-voltage side of transformer under load condition.
Figure 9 shows the A Phase to B Phase to C Phase fault
condition on the high-voltage side of transformer under load The following questions are prepared for testing the students
condition. whether they gained all the concepts or not:
From the above results, it can be concluded that the designed
relay is working properly and can discriminate inrush from (1) How is differential relay acting?
internal faults and it works on different fault condition. The (2) Explain the differences between voltage and current
designed relay is tested for high impedance fault and it works waveforms due to inrush current phenomena and fault
properly on this kind of internal fault. phenomena.
The test is performed on four groups (i.e., G1, G2, G3, and
STUDENTS FEEDBACK G4) of students (15 students per group). Before using the
simulator, the understanding rate of students in each group is
Assessment of learning outcomes refers to specific processes shown in Figure 10. As it can be seen from this chart, the learning
through which learners demonstrate the attainment of learning rate in all four groups is low. However, after the first try, the rate
outcomes. In a course, the instructor has the obligation to check of understanding increases.
learners whether they have attained the learning outcomes or not. Figure 11 shows the understanding rate of students of each
To assess the depth of learning of learners of this test, a group in four successive tries. The final result is also shown for
question sheet is prepared. The students are required to answer cumulative number of learning of students during four tries in
the questions after theoretical sessions are attained and before Figure 12. After four tries, all the students have got the concepts
using the simulator. Same questions are asked of students after by using the simulation utilities (at the end of each try the same
each try of using the simulator. To be noted is that before the first questions are asked). It is good to mention that during each try,
try of using the simulator, working procedure with simulator is the students may focus on the questions that they have not
taught first and the questions are based only on the machine itself. answered correctly. In a different test, with different learners, it
A student is said to understand the concept, if he/she answers all may take more than four tries for educators to learn the subject to
the questions correctly. all the learners.
CONCLUSION
Several semesters’ evaluation of the project involving 60 server to facilitate the education of mathematical programming,
students indicates benefits of this project in teaching the power Int J Math Educ Sci Technol 37 (2006), 765782.
transformer differential protection. [12] M. Larsson, ObjectStab—An educational tool for power system
stability studies, IEEE Trans Power Syst 19 (2004), 5663.
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BIOGRAPHIES
Behrooz Vahidi was born in Abadan, Iran in Ehsan Esmaeeli was born in Najafabad, Iran
1953. He received the BS in electrical engi- in 1981. He received the BS in electrical
neering from Sharif University of Technology, engineering from Isfahan University of Tech-
Tehran, Iran in 1980 and MS degree in nology, Isfahan, Iran in 2004, and MSc in
electrical engineering from Amirkabir Univer- electrical engineering from Amirkabir Univer-
sity of Technology, Tehran, Iran in 1989. He sity of Technology, Tehran, Iran in 2006.
also received his PhD in electrical engineering Presently, he is a PhD student at the Depart-
from UMIST, Manchester, UK in 1997. From ment of Electrical Engineering of Iran Uni-
1980 to 1986 he worked in the field of high versity of Science and Technology, Tehran,
voltage in industry as chief engineer. From Iran. His main fields of research are power system and high-voltage
1989 to present he has been with the Department of Electrical engineering.
Engineering of Amirkabir University of Technology where he is now
a professor. Prof. Vahidi is a senior member of IEEE. His main fields
of research are high voltage, electrical insulation, power system
transient, lightning protection, and pulse power technology. He has
authored and co-authored five books and 200 articles on high-voltage
engineering and power system.