1. Introduction. 1.1 Background. 1.2 Electrical Transmission Networks. 1.3 Conventional Control Mechanisms. 1.4 Flexible ac Transmission Systems (FACTS). 1.5 Emerging Transmission Networks. 2. Reactor--Power Control in Electrical Power Transmission Systems. 2.1 Reacrive Power. 2.2 Uncompensated Transmission Lines. 2.3 Passive Compensation. 2.4 Summary. 3. Principles of Conventional Reactive--Power Compensators. 3.1 Introduction. 3.2 Synchronous Condensers. 3.3 The Saturated Reactor (SR). 3.4 The Thyristor--Controlled Reactor (TCR). 3.5 The Thyristor--Controlled Transformer (TCT). 3.6 The Fixed Capacitor--Thyristor--Controlled Reactor (FC--TCR). 3.7 The Mechanically Switched Capacitor--Thristor--Controlled Reactor (MSC--TCR). 3.8 The Thyristor--Switched capacitor and Reactor. 3.9 The Thyristor--Switched capacitor--Thyristor--Controlled Reactor (TSC--TCR). 3.10 A Comparison of Different SVCs. 3.11 Summary. 4. SVC Control Components and Models. 4.1 Introduction 4.2 Measurement Systems. 4.3 The Voltage Regulator. 4.4 Gate--Pulse Generation. 4.5 The Synchronizing System. 4.6 Additional Control and Protection Functions. 4.7 Modeling of SVC for Power--System Studies. 4.8 Summary. 5. Conceepts of SVC Voltage Control. 5.1 Introduction 5.2 Voltage Control. 5.3 Effect of Network Resonances on the Controller Response. 5.4 The 2nd Harmonic Interaction Between the SVC and ac Network. 5.5 Application of the SVC to Series--Compensated ac Systems. 5.6 3rd Harmonic Distortion. 5.7 Voltage--Controlled Design Studies. 5.8 Summary. 6. Applications. 6.1 Introduction. 6.2 Increase in Steady--State Power--Transfer Capacity. 6.3 Enhancement of Transient Stability. 6.4 Augmentation of Power--System Damping. 6.5 SVC Mitigation of Subsychronous Resonance (SSR). 6.6 Prevention of Voltage Instability. 6.7 Improvement of HVDC Link Performance. 6.8 Summary. 7. The Thyristor--Controlled SeriesCapacitor (TCSC). 7.1 Series Compensation. 7.2 The TCSC Controller. 7.3 Operation of the TCSC. 7.4 The TSSC. 7.5 Analysis of the TCSC. 7.6 Capability Characteristics. 7.7 Harmonic Performance. 7.8 Losses. 7.9 Response of the TCSC. 7.10 Modeling of the TCSC. 7.11 Summary. 8. TCSC Applications. 8.1 Introduction. 8.2 Open--Loop Control. 8.3 Closed--Loop Control. 8.4 Improvement of the System--Stability Limit. 8.5 Enhancement of System Damping. 8.6 Subsynchronous Resonanace (SSR) Mitigation. 8.7 Voltage--Collapse Prevention. 8.8 TCSC Installations. 8.9 Summary. 9. Coordination of FACTS Controllers. 9.1 Introduction 9.2 Controller Interactions. 9.3 SVC--SVC Interaction. 9.4 SVC--HVDC Interaction. 9.5 SVC--TCSC Interaction. 9.6 TCSC--TCSC Interaction. 9.7 Performance Criteria for Damping--Controller Design. 9.8 Coordination of Multiple Controllers Using Linear--Control Techniques. 9.9 Coordination of Multiple Controllers using Nonlinear--Control Techniques. 9.10 Summary. 10. Emerging FACTS Controllers. 10.1 Introduction. 10.2 The STATCOM. 10.3 THE SSSC. 10.4 The UPFC. 10.5 Comparative Evaluation of Different FACTS Controllers. 10.6 Future Direction of FACTS Technology. 10.7 Summary. Appendix A. Design of an SVC Voltage Regulator. A.1 Study System. A.2 Method of System Gain. A.3 Elgen Value Analysis. A.4 Simulator Studies. A.5 A Comparison of Physical Simulator results With Analytical and Digital Simulator Results Using Linearized Models. Appendix B. Transient--Stability Enhancement in a Midpoint SVC--Compensated SMIB System. Appendix C. Approximate Multimodal decomposition Method for the Design of FACTS Controllers. C.1 Introduction. C.2 Modal Analysis of the ith Swing Mode, C.3 Implications of Different Transfer Functions. C.4 Design of the Damping Controller. Appendix D. FACTS Terms and Definitions. Index.

Thyristor-Based Facts Controllers for Electrical Transmission Systems

Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of these laboratories, and there is a long-running debate about the value of hands-on versus simulated laboratories. In addition, the introduction of remote laboratories adds a third category to the debate. Through a review of the literature related to these labs in education, the authors draw several conclusions about the state of current research. The debate over different technologies is confounded by the use of different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. We observe that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology. We also discuss areas for future research.

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Hands-on, simulated, and remote laboratories: A comparative literature review

This paper discusses and compares different control techniques for damping undesirable interarea oscillation in power systems by means of power system stabilizers (PSS), static VAr compensators (SVCs), and shunt static synchronous compensators (STATCOMs). The oscillation problem is analyzed from the point of view of Hopf bifurcations, an "extended" eigenanalysis to study different controllers, their locations, and the use of various control signals for the effective damping of these oscillations. The comparisons are based on the results obtained for the IEEE 50-machine, 145-bus test system, which is a benchmark for stability analysis.

Comparison of PSS, SVC, and STATCOM controllers for damping power system oscillations

This review presents the first attempt to synthesize recent (post-2005) empirical studies that focus on directly comparing learning outcome achievement using traditional lab (TL; hands-on) and non-traditional lab (NTL; virtual and remote) participants as experimental groups. Findings suggest that most studies reviewed (n?=?50, 89%) demonstrate student learning outcome achievement is equal or higher in NTL versus TL across all learning outcome categories (knowledge and understanding, inquiry skills, practical skills, perception, analytical skills, and social and scientific communication), though the majority of studies (n?=?53, 95%) focused on outcomes related to content knowledge, with most studies (n?=?40, 71%) employing quizzes and tests as the assessment instrument. Scientific inquiry skills was the least assessed learning objective (n?=?4, 7%), and lab reports/written assignments (n?=?5, 9%) and practical exams (n?=?5, 9%) were the least common assessment instrument. The results of this review raise several important concerns and questions to be addressed by future research. Data supports equal or greater outcome achievement in virtual/remote labs vs. hands-on.A categorization tool (KIPPAS) is presented for meaningful outcome comparisons.The Knowledge and understanding (K) outcome of the KIPPAS tool is most frequently assessed.Quizzes/exams are the most frequently used tools for evaluating outcome achievement.

Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories

Economic pressures on universities and the emergence of new technologies have spurred the creation of new systems for delivering engineering laboratories in education, in particular simulations and remote-access laboratory systems. Advocates of simulation argue that physical labs needlessly consume university space and students' time. However, proponents of hands-on laboratories argue that student engineers should be exposed to real environments. Remote laboratories have appeared as a third option. These laboratories are similar to simulation techniques in that they require minimal space and time, because the experiments can be rapidly configured and run over the Internet. But unlike simulations, they provide real data. Studying the relative effectiveness of these modes of delivering student laboratories is complex, for the underlying technology of the laboratory is just one of many possible factors that could influence effectiveness. For example, the interface to the equipment may be of importance, as might the discussions students have among themselves. This paper presents a model for testing the relative effectiveness of engineering laboratories in education that takes account of these and other factors. The results are presented for an assessment study comparing versions of remote labs versus hands-on labs in a junior-level mechanical engineering course on machine dynamics and mechanisms. The results suggest that students learned lab content information equally well from both types of laboratories, and that they have a realistic understanding and appreciation of the practical advantages of remote laboratories.

A model for evaluating the effectiveness of remote engineering laboratories and simulations in education

This paper presents detailed steady-state models with controls of two flexible AC transmission system (FACTS) controllers, namely, static VAr compensators (SVCs) and thyristor controlled series capacitors (TCSCs), to study their effect on voltage collapse phenomena in power systems. Based on results at the point of collapse, design strategies are proposed for these two controllers, so that their location, dimensions and controls can be optimally defined to increase system loadability. A European system is used to illustrate the application of all proposed models and techniques.

Analysis of SVC and TCSC controllers in voltage collapse

This paper discusses different computer tools used to help deliver, administer, and teach the material covered in two basic undergraduate courses in electrical engineering. The computer facilities, programs and tutorials developed are discussed; however, the paper concentrates more on analyzing the results of using these tools in the student learning process. The students' marks and the results of several student surveys, as well as the teaching staff's observations, are used to evaluate the usefulness of the different tools and determine their advantages and disadvantages. Some unexpected results regarding the actual students' use of these tools are also presented and thoroughly analyzed.

Z.T. Faur

Papers

Analysis of SVC and TCSC controllers in voltage collapse

Advantages and disadvantages of using various computer tools in electrical engineering courses