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Power Transmission and Distribution System Labs at Drexel University
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Abstract— At Drexel University, two power laboratories have
been developed: the transmission oriented Interconnected
Power System Laboratory (IPSL) and, more recently, the
distribution oriented Reconfigurable Distribution Automation
and Control laboratory (RDAC). The laboratories provide
students with hands-on experience on the analysis, operation,
and planning of both transmission and distribution systems.
This paper will discuss power and measurement hardware in
both laboratories as well as an Energy Management System
(EMS) for IPSL and a Distribution Management System
(DMS) for RDAC. It will also address the successful
implementation of the laboratories to undergraduate and
graduate curricula at Drexel.
Index Terms—Power Laboratory, Transmission Systems,
Distribution Systems, Energy Management System, Power
Hardware
1. INTRODUCTION
Two power system laboratories have been designed and
developed at Drexel University. The laboratories provide
students with hands-on learning experience in the
management and control of both power transmission and
distribution systems. The laboratories are integrated into
Drexel’s electrical and computer engineering curriculum and
its transmission and distribution system courses. First, the
Interconnected Power System Laboratory (IPSL) [1, 2, 3, 4]
uses real-life generators, motors, loads, and relays to form a
power transmission system. Then, the Reconfigurable
Distribution Automation and Control Laboratory (RDAC) [5,
6, 7] uses lines, loads and digital relays to form a power
distribution system. Both laboratories have been designed to
operate at 208V and 60Hz. In association with these
laboratories, several educational experiments have been
developed to introduce students to power transmission and
distribution systems.
The general objectives of the laboratories are to:
Provide a set of experiments on the interaction of the
various system components in a real-life power
system operating environment.
Provide students with the experience of visualizing
power system phenomena through scaled down power
This work was supported by NSF-DUE#9950775, NSF-ECS#9984692
and ONR N0014-01-1-0760.
C. Nwankpa, K. Miu, D. Niebur and X. Yang are with the Center for
Electric Power Engineering, Drexel University, Philadelphia, PA 19104,
USA (e-mail: nwankpa@ece.drexel.edu, miu@ece.drexel.edu,
niebur@ece.drexel.edu, xy27@drexel.edu)
S. P. Carullo is with Naval Surface Warfare Center, Carderock Division,
Philadelphia, PA 19104, USA (e-mail: carullosp@nswccd.navy.mil)
systems and energy management system (EMS)
emulators.
Provide facilities for learning how components
studied in previous machine labs interact to form a
system.
Experimental model validation platforms.
Provide for exploration of new power devices,
operating scenarios, and/or planning techniques.
EMS emulators provide the means to achieve these
objectives. An EMS emulator is used to monitor and control
the transmission system of IPSL. A DMS emulator is used to
monitor and control the distribution system of RDAC. Both
consist of their own supervisory control and data acquisition
(SCADA) system and associated software for visualization
purposes.
In addition to their similarities, each laboratory provides
distinct features exhibited by their power hardware and
measurement design. IPSL power hardware has been
designed to mimic high-voltage systems, including the ability
to realize short, medium and long transmission line models.
Its measurement design includes the communication between
several Remote Terminal Units (RTUs) responsible for a sole
measurement point and a Master Station. In contrast, RDAC
hardware has been selected to mimic low-voltage systems,
including a large number of network buses and higher R/X
ratios for distribution lines. Its measurement system includes
Remote Terminal Units which are responsible for several
measurement points.
The laboratory details will be delineated in the following
sections. In Section 2, an overview of the transmission
system laboratory IPSL, including its power and
measurement hardware and its EMS is presented. In Section
3, an overview of the distribution system laboratory RDAC
including its power and measurement hardware and its DMS
is presented. Then, in Section 4, the incorporation of the
laboratories in undergraduate and graduate curricula at
Drexel is discussed.
2. TRANSMISSION SYSTEM LABORATORY (IPSL)
The general configuration of the IPSL is depicted in Fig.
2.1 on the following page. It exhibits the interrelationship
between two main parts: the interconnected power system
and the energy management system (EMS) emulator.
2.1 Power and Measurement Hardware for IPSL
The power system network portion of the figure consists of
a four bus system. Bus 1 and bus 2 are generator buses, bus
3 is a substation bus, and bus 4 is a load bus. Setting up a
suitable power system network involves interconnecting two
synchronous generators via a single scaled down
Power Transmission and Distribution System
Laboratories at Drexel University Chika Nwankpa, Member IEEE, Karen Miu, Member IEEE, Dagmar Niebur, Member IEEE,
Xiaoguang Yang, Student Member, IEEE, Stephen P. Carullo, Member, IEEE
transmission line (using lumped parameter equipment for
resistances, capacitances, and inductances).
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Ethernet Communication
Bus 1 Bus 2
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Ethernet Communication
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Fig. 2.1. IPSL: Transmission System Laboratory Setup
(3 bus, 3 RTUs and 1 Master Station)
In order to perform a suite of transmission-oriented
experiments for both normal operating conditions and fault
conditions. The IPSL system must be able to handle normal
load and fault currents that the students will be creating.
Based on our synchronous generator ratings, maximum fault
currents may reach as high as 20 amperes. This
configuration must also provide a mechanism which will
allow students to create faults at different points along the
scaled down transmission line.
As such, the transmission lines were built to resemble a
model of a real transmission line, each phase of the
transmission line being a separate model. Lumped
parameter equipment was used for the series resistances,
series inductances, and shunt capacitances in the models.
Presently, there is no mutual coupling between phases. A
photo of one of the completed transmission lines is shown in
Fig. 2.2. The transmission lines were built in steel, grounded
boxes with plexi-glass lids for safety purposes and placed on
carts for ease in creating various setups. The transmission
lines can be configured to serve as either a short, medium, or
(equivalent) long length transmission line by changing the
value of the model components. The transmission lines
also include a neutral path.
In addition, a pair of Schweitzer Engineering Laboratories
SEL-321 Directional Overcurrent Relay Fault Locators (not
shown in Figure 2.1) are utilized in order to detect faults and
capture fault data from the line connecting bus 1 to bus 2.
These SEL-321 relays are used for the purposes of the Fault
Analysis Experiment [2].
Fig. 2.2 Three-Phase Transmission Line with the Panel Representing a
Source Connection
In usage of the IPSL, the utility grid acts as an infinite bus.
This provides a validation platform, by which a comparison
can be made to common software simulations (e.g. load flow,
fault studies, etc.). Another configuration can be setup
without the infinite bus in order to study problems involving
generator participation to supply a given load profile (e.g.
economic dispatch).
Concerning the measurement hardware, the high voltage
and current signals sensed from the transmission line pass
through signal conditioning circuitry before entering a data
acquisition, DAQ, card in the RTU. There are separate
signal conditioning circuits used for the high voltages and
currents [1]. The signal conditioning hardware performs four
tasks: (i) attenuation to reduce the signals to levels
acceptable to an electronic analog-to digital converter; (ii)
surge suppression to prevent voltage spikes from entering the
PC; (iii) isolation to prevent ground loops; and (iv) low pass
filtering to reduce high frequency electrical noise. The two
circuits differ only in the attenuation stage.
2.2 Energy Management System (EMS) for IPSL
The primary goal of the EMS emulator is to allow students
to examine power systems in a user-friendly and realistic
manner. It is desired to provide students with the experience
of visualizing power system phenomena in terms of the EMS
equipment. A computer interface to a real power system has
been designed in order to provide control and data capturing.
The EMS for IPSL consists of three computers serving as
remote terminal units (RTUs) and one computer as the EMS
central computer (the master station).
While collecting the sampled data, the RTUs also: (i)
display oscillographic data from the sampled channels; (ii)
calculate rms voltage, rms current, frequency, real and
reactive power, and power factor; (iii) capture events, such as
fault conditions; and (iv) package the processed data and
send it over the network to the master station computer in
near real-time. For more details about the process in
calculating phase shifts, rms values and other values, please
see [1].
The RTUs are designed to pass data to the master station
computer upon request of the master. The RTUs send the
following data to the Master Station:
RMS Voltages (Va, Vb, and Vc)
RMS Currents (Ia, Ib, Ic, and In)
Frequency
Power Factor
Real and Reactive Power
Fig. 2.3 Graphical User Interface for RTU
The Master Station applications enhance the students’
perception of electrical power systems and their performance
by graphically modeling the active control elements of the
power system on a color computer screen. The Master
Station provides the following user interfaces:
Laboratory Tutorial
Experimental Control
RTU and SEL-321 Data Collection
For an example of use of IPSL is through the single and
three phase AC Power Experiments. These experiments are
set up so a group of four or five students can perform the
experiment at each laboratory station. Figure 2.4 shows a
photo of one complete laboratory station configured for the
Three-Phase AC Power Experiment.
Each laboratory station setup, as shown in Figure 2.4,
consists of the following:
1) A three-phase utility grid source (regulated to 110V).
2) A three-phase transmission line module (Total
impedance of 18 /phase).
3) Two signal conditioning modules (Each module is
capable of handling eight input signals)
4) Two Data Acquisition Cards (National Instruments
AT-MIO-16E-2).
5) Two 200Mhz Pentium PC computers and all
laboratory software.
6) A 10 base T LAN and the Cycle Livenet protocol.
In the Three-Phase AC Power Experiment, the laboratory
stations are setup as shown back in Figure 2.5. The students
are made to vary the size and type of load that is connected
to the load bus. The load impedance settings are
predetermined values and range from pure resistive to pure
inductive to pure capacitive. For each of these different load
settings, the students are asked to use each RTU to record
voltage, current, real power, reactive power, and power
factor. Each RTU only displays some of the above values
and leaves the students to calculate the rest on their own. For
example, the sending-end RTU may only display voltage and
current information and leave the students to calculate real
power, reactive power, and power factor on their own (see
back in Figure 5). The RTU application allows the students
to save voltage, current, real power, reactive power, and
power factor values directly to a spreadsheet.
RTU
ComputerRTU
Computer
Transmission Line
Power
Utility
Source
Figure 2.4: Photo of a Complete Laboratory Station
The RTU’s provide the students with prelab calculations
and questions, background theory, instructions needed to
perform the experiments, the control center for performing
the experiments, and data collection from the point
monitored on the power system. The RTU computers
provide the students with near real-time oscilloscopic signal
data as well as near real-time tables and phasor diagrams.
Load
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Load
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Transmission Line
Transmission Line
Transmission Line
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Figure 2.5: Laboratory Setup for the Three-Phase AC Power Experiment
The RTU programs also allow the students to view the
voltages and currents at each bus in the form of phasor
diagrams (see Figure 2.6). These diagrams help the students
to better view voltages and currents as vector quantities. The
RTU program also allows the students to view oscilloscopic
data of the voltages and currents at each bus (see Figure 2.7).
Figure 2.8 shows a screen, which is unique to the three-phase
experiment, that plots instantaneous power.
The students can take turns operating the two different
RTUs (sending-end and receiving-end RTUs) and changing
the loads. The lab is equipped with visible-disconnect
switches so that the students can easily see that the power is
disconnected before changing the loads.
The laboratory experiments are designed to reinforce the
theory the students learn in class. The experiments are
designed to verify this theory. The students will be asked to
make redundant measurements with oscilloscopes and meters
for the purpose of error evaluation. The students will also be
asked to perform software simulations (load flow, pspice,
etc.) to verify data obtained during the experiments. The
students can then use all these results to write a laboratory
report.
Figure 2.6: Phasor Diagram Screen
Figure 2.7: Oscilloscope Screen
Figure 2.8: Instantaneous Power Screen
Though we are viewing two-bus arrangements in these
experiments, the same goes for larger sized systems. In such
instances, in addition to the RTU’s there are Master Stations.
The Master Station’s main functions include:
Control center from which to actively control the RTU
computers and perform the various experiments.
Real-time data collection from RTUs and the SEL-321
relays.
An interactive laboratory tutorial, which includes
instructions on how to perform the various laboratory
experiments.
For each experiment, the Master Station invokes an
associated interface for visualizing the hardware experiment
and linking the RTUs hardware measurements. Thus the
IPSL laboratory intends to mimic the hardware, measurement
and software functions common in transmission systems. To
complement this laboratory, the reconfigurable distribution
automation and control laboratory has been created which
allows students to focus in on distribution systems typically
represented as bulk loads in transmission systems.
3. DISTRIBUTION SYSTEM LABORATORY (RDAC)
At Drexel, a curriculum has been developed that provides
formal education on distribution systems for both
undergraduate and graduate students through dedicated
courses with both hardware and software experiments. The
curriculum is centered around a scaled-down power
distribution system: RDAC- the Reconfigurable Distribution
Automation and Control laboratory [5-7]. RDAC is a 36 bus,
48 branch, reconfigurable laboratory that can form many
different multi-phase distribution networks. Through a series
of experiments, students can:
Perform distribution system analysis and study
different techniques for planning and operation, such
as power flow, service restoration, capacitor
placement, and various types of fault analysis;
Obtain hands-on laboratory experience of distribution
system properties such as radial network structures,
high R/X ratios, system imbalance, and power quality;
Study characteristics of individual distribution system
components and their interaction as a system;
Experience power system phenomena using a
Distribution Energy Management System (DMS) with
a Graphical User Interface (GUI).
A single-line diagram of RDAC is shown in Fig. 3.1 for a
typical setup. It consists of four identical distribution stations
with a total of 36 buses, 16 three-phase lines, 16 three-phase
normally closed switches, 16 three-phase normally open
switches, and various types of loads. The discussion below
now focuses on one station.
3.1 Power and Measurement Hardware for RDAC
A general 4-wire, three-phase experimental setup for one
RDAC station is shown in Fig. 3.2. Each station in RDAC
consists of up to 9 buses: the feeder bus is treated as the
substation bus and can relate to the transmission system
laboratory as being a possible load in Fig. 2.1. Feeder A (bus
A1 to A4) and Feeder/Lateral B (bus B1 to B4) emanate
radially from the substation. Each station in RDAC has
i) A power station providing three-phase 208V ac/120V
dc with 1 three-phase 1:1 autotransformer and a 30A
three-phase circuit breaker for safety reasons
ii) A distribution feeder box containing one feeder and
one lateral including 4 three-phase distribution lines
and 4 three-phase normally closed switches, Fig. 3.3
iii) A transfer station/light bank with two single-phase,
two two-phase, and two three-phase resistive loads,
one multi-phase capacitor, and four three-phase
normally open switches. Signal conditioning hardware
is also installed under the transfer station in a National
Instruments (NI) SCXI-1001 chassis [15];
iv) An RTU with data acquisition and digital control
hardware.
We note that for senior design and class projects, a 33 bus,
radial power system can be realized.
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Feeder Bus
Source Bus
Fig. 3.2. Laboratory Setup for a Three-Phase Configuration of the Multi-
Phase Radial Power Flow Experiment on One RDAC Station
Hall Effect Devices
Fuses
Closed Relays
Line Inductors
Fig. 3.3. 9-Bus Distribution Feeder Box
Each RTU is built on a 3GHz Pentium IV PCs. Signal
conditioning hardware, data acquisition hardware and digital
control hardware were also designed and integrated with the
RTUs in order to take measurements and to control the
digital relays for the experiment. NI SCXI system was used
as the backbone for the data acquisition system. Figure 10
shows a SCXI system for one station consisting of four
signal conditioning boards, and two NI SCXI-1163 [16]
Digital Control Modules hosted in a 12-slot NI SCXI-1001
chassis under the transfer station.
The data acquisition system on each station can measure
up to 4 user input locations and capture up to 32 signals
(voltages and currents on phases a,b,c and neutral) with NI
SCXI-1327 High Voltage Attenuation Modules [17] and
LEM LA-100P Hall Effect Devices [18]. Four 8-channel
signal conditioning circuits designed for IPSL [1] were
modified and used for signal attenuation, surge suppression,
ground loop flow isolation and high frequency noise
filtering.
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Fig. 3.1. RDAC: One-Line Diagram of the Typical Setup of the Reconfigurable Distribution Automation and Control Laboratory
Signal Conditioning Boards Digital Output Modules
Fig. 3.3. A SCXI System with Four Signal Conditioning Boards and Two
NI SCXI-1163 Digital Control Modules
3.2 Distribution Energy Management System (DMS) for
RDAC
The primary goals of the DMS is to provide students with
the following functions:
Monitoring the operation of the experimental setup;
Performing data acquisition using the DAQ hardware,
calculating and displaying voltage, current and power
information;
Transforming the network structure to set up multi-
phase experiments with the DAQ hardware and the
digital control hardware.
These functions have been realized using a DMS, which
provides students a platform for
i) Visualizing the distribution system setup;
ii) Sampling data and displaying oscillographic data at up
to four monitored buses;
iii) Calculating and displaying RMS voltages, RMS
currents, frequency, power and power factor on a cycle
per cycle basis;
iv) Operating switches to reconfigure the system or to alter
loads;
v) Capturing events, such as switching operations.
The DMS can also run stand alone for software only
experiments.
The sampling and display of data of the DMS is performed
in a similar manner as the EMS previously discussed for the
transmission lab IPSL. In addition, the calculation and
display of the real power, reactive power and power factor
using the voltages and currents mimics IPSL. The interface
of the data display is similar to that achieved in IPSL. This
similarity is designed to allow students to have a familiar
experience with the DMS.
The DMS distinguishes itself from the EMS previously
discussed because it captures up to 4 user input measurement
points and enables remote control of network components.
As a consequence, initialization of the software is required to
link the hardware/software experiments properly. In addition,
new graphical user interfaces were required for the
distribution system and its experiments. Presently, no master
station and associated communication requirements have
been implemented to monitor all stations, though it is
intended as future work.
The initialization process is now briefly discussed. At the
beginning of an experiment, the DMS will ask interactively
engage students to specify the hardware connection types
and numbers of loads on each bus and phase for software
initialization. They can be reviewed and modified according
to changes in connection types and/or numbers made during
the experiment. The amount of loads will be manually
recorded. Fig. 3.4 shows a load configuration on a bus with
one two-phase load (2-P (BC)), one three-phase wye
connected load (3-P (Y)), and one three-phase delta
connected load (3-P ( )).
Fig. 3.4. Bus Load Configuration
The DMS also requires students to specify up to four
buses for measurement, matching the hardware setup. Please
see Fig. 3.5 It is noted that the feeder bus must be the first
measurement because it will be used as the reference bus.
Fig. 3.5. Measurement Selection Window
With the load and measurement information, the DMS
provides multi-phase diagrams that reflect the actual
hardware setups in the three types of power flow experiments.
A screen shot of the DMS’s graphical user interface is
displayed in Fig. 3.6, on the following page, for a three-
phase balanced experiment with one wye-connected load and
one Delta-connected load. It is noted that question marks in
the voltage and current measurement tables are values to be
calculated by students.
The lines and switches are interactive on the DMS. By
clicking them, students can view the impedance of the lines
and operate the switches. The DMS allows students to easily
change the system from a three-phase balanced structure to
an unbalanced structure A breadth-first-search method was
used in the DMS to determine new system structures by
searching the connections of buses and branches from the
substation to the end of the feeder. All removed phases are
then made inactive and visually grayed in the diagram.
Fig. 3.6. Three-Phase System Setup for the Multi-Phase Power Flow Experiment
4. INTEGRATION TO CURRICULUM
A number of experiments have been developed for each
laboratory. These experiments in turn have been integrated
into coursework ranging from 3rd year or pre-junior students
to first year electrical and computer engineering graduate
students. In addition, the laboratories are frequently used for
demonstration purposes for architectural engineering
students, as well as outreach and open house events.
To provide students with experience on various power
system phenomena and interactions, a set of experiments
have been designed for use with the IPSL. These
experiments include the: (i) Single-Phase AC Power
Experiment [2]; (ii) Three-Phase AC Power Experiment [2];
(iii) Fault Analysis Experiment [1]; (iv) Symmetrical
Components Experiment [3]; and (v) Transmission Line
Parameters Experiment. Please note that experiments (i) and
(ii) are performed by all electrical and computer engineering
students.
To provide students with experience on various power
distribution system operating and planning functions, a set of
experiments have been designed and are under design for use
with RDAC. These experiments include the: (i) Multi-Phase
AC Power Flow Experiment which includes balanced and
unbalanced multi-phase systems; (ii) Network
Reconfiguration for Load Balancing and Loss Reduction [2];
(iii) Service Restoration Experiment; and (iv) Capacitor
Placement and Control Experiment. Please note that
experiments are/will be included in an academic year
distribution system course for power seniors and first-year
graduate students.
5. CONCLUSIONS
In this paper, two power laboratories, developed at Drexel
University, have been developed: the transmission oriented
Interconnected Power System Laboratory (IPSL) and, more
recently, the distribution oriented Reconfigurable
Distribution Automation and Control laboratory (RDAC).
The laboratories provide students with hands-on experience
on the analysis, operation, and planning of both transmission
and distribution systems. These two laboratories have played
a role in on-going development of the power system
curriculum at Drexel University. Initial feedback from
students have been rather positive in addition to being
helpful in finding out where improvements can be made.
This paper reports on the implementation approach used for
these laboratories into the undergraduate and graduate
curricula at Drexel.
6. ACKNOWLEDGEMENTS
We would like to recognize Mr. Scott Currie for his efforts in
the construction of the laboratory.
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