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The objective of this report is to design exercises for the student so they can learn about protection systems.
They will learn how to:
- Identify the faulted components
- Identify the de-energized zone
- Identify the malfunctioning components
- Draw a conclusion from the one line diagram
- Draw a conclusion from the SER and the Hypotheses
What is the approach so the student is able to learn the objectives of this lesson?
We need to teach them step by step. Using the three simulated cases from GAAM, we lead the student toward a better understanding
of the real power system.
The three cases are:
- A fault between Vignole and Castelnuov without any malfunction.
- A fault between Vignole and Vado Term without any malfunction.
- A fault between Vignole and Castelnuov with relay a malfunction.
These three cases are designed so the student is able to learn how to handle and analyze a fault scenario step by step.
We can save time by using GAAM to automate this fault diagnosis process. Since GAAM analyzes the Sequence Event Recorder (SER) report
and generates hypotheses for a given scenario, the hypotheses can be use to narrow down all the possibilities that could happen in a full network.
Once the SER report is generated, GAAM will identify the faulted components and try to determine the status of every component based on the evidence.
Three cases are provided for the student:
- A basic example
- A basic diagnostic exercise
- An advanced diagnostic exercise
A basic example
In the first case, the student will learn a basic example from the instructor. The SER report, hypotheses, and the system diagram are the basic information that will be used for all three of the case.
The fault between Vignole and Castelnuov will be used in this example. The mentor can start by explaining how the protection logic works.
Explaining the SER report along with the one line diagram shows how the protection system logic works
A basic diagnostic exercise
After the mentor has finished explained the first case, it is time for the students to do the diagnosis by themselves. The second case simulates a fault between Castelnuov and Baggio.
The students are expected to give an explanation of the SER report to show their understanding. Once they are finished analyzing the SER report they should find out where the fault is. As another way
to test the student's understanding, the mentor can place the fault at another location in the system and ask the student to build the SER message or ask them to identify all of the substation that see the fault.
An advanced diagnostic exercise
The last step is to challenge the student's understanding of what they have learn so far. Basically the third case has the same fault location as the first case, but includes a malfunctioning relay at Castelnuov.
In this malfunction case, GAAM generates three hypotheses.
The student should confirm that each hypothesis is consistent with the SER report. The student should then determine what additional information would be
required to achieve a final, correct hypothesis. This problem consist of a dialog between the mentor and student.
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