Paper ID #12209

Transmission Line Analysis using PowerX

Dr. Thomas Richard Walsh, Eastern Washington University
Thomas Walsh is a professor of Electrical Engineering at Eastern Washington University. He teaches
courses in Energy Systems, Power Systems and Protective Relaying. His research interests include adap-
tive relaying, synchrophasors and the smart grid.

American
c Society for Engineering Education, 2015
 Transmission Line Analysis using PowerX.

Introduction

This paper describes the software implementation of a Transmission Line Analysis

module to an existing software application, named PowerX, which is used for educational
instruction in the courses EENG 350: Energy Systems and EENG 450: Power Systems
Analysis at Eastern Washington University (EWU). PowerX is a windows-based software
application, written entirely in C#, which was originally developed under an internal
grant from EWU to do research in the area of Synchrophasors for the Power Grid. Over
time, more and more functionality was added to PowerX and eventually it started being
used in classes like EENG 350 and EENG 450 in order to give the students a better
physical feel for realistic numbers when doing numerical computations as well as
displaying graphical representation of typical power system problems. The Transmission
Line Analysis component developed for PowerX provides functionality for computing
the resistance, inductance and capacitance of transmission lines for a variety of different
line parameters. Given these quantities, PowerX provides the ability to analyze a
transmission line using either the small, medium or long length mathematical model and
subsequently compute power flow, power factor, efficiency and voltage regulation of a
given transmission line.

Overview of PowerX

A variety of commercial software exists for analyzing power systems. These include
ETAP1, SKM2 and EasyPower3. While these are all good tools for the working engineer,
they may not necessarily be the best tool for the student just starting out and learning
about power systems.

An example of an educational software application tied to a textbook for learning is

PowerWorld Simulator. This tool is used both professionally and academically and
discussed in the textbook by Glover et al. 4.

PowerX is similar to PowerWorld Simulator in that it is used for educational purposes but
one aspect of PowerX is that it is also used to support independent studies for EE’s
wanting to learn about writing software. Several students have done independent studies
with the result of adding components to PowerX.

PowerX provides a variety of tools to analyze components of a power system. These

tools include a complex calculator, a unit’s conversion tool, a per-unit tool, phasor
diagram tool, one line diagrams, power flow analysis, transmission line analysis and
symmetrical components 5.

The modules present in PowerX are mainly tied to the typical homework assignments the
student will be assigned during a ten week quarter. The idea is to have the student
complete the assignment by hand showing all their work. Then have the student check
their answer using PowerX. Lastly, some changes are made to the original question such
as “what is the effect of varying these two parameters while these other parameters
remain constant”. The student is then asked to characterize their answer by varying
parameters within the appropriate tool in PowerX.

This paper will focus on the Transmission Line component within PowerX and how it is
used with respect to student homework assignments in regards to improving student
leaning.

Resistance of Transmission Line

The AC Resistance of a transmission line is given as 6

𝑅𝑎𝑐 = 𝜅𝑅𝑑𝑐
𝑀+𝑇 𝜌
= 𝜅(𝑀+𝑇 )(𝑙𝐴) [Ohms/mile]
20

Where Rac is the AC resistance of the line, Rdc is the DC resistance of the line, T is the
current temperature, T20 is 20 degrees centigrade, M is the temperature constant in
centigrade for this type of line, 𝜌 is the resistivity of the conductor material, l is the length
of the line and A is the cross-sectional area of the line.

The student will first select the type of conductor. The choices include Annealed Copper,
Hard-drawn copper, Aluminum, Iron and Silver. Annealed Copper is shown selected in
the Figure 1. The type of conductor will determine the value of conductivity, resistivity
and the temperature constant.
 Type of Conductor

Resistances

Figure 1: Resistance of a Transmission Line

The student will then enter a variety of data including the length, temperature and
diameter. The student clicks on the “Compute R” button and subsequently the DC
resistance at 20 C, the DC resistance at specified temperature and the AC resistance at
temperature are calculated. The resulting value of AC resistance is shown to be 0.062
ohms per mile. A plot is also shown displaying the relationship between Temperature and
AC resistance. This value of AC resistance will subsequently be used in analyzing a
given transmission line.

Inductance of Transmission Line

The Inductance, La, of a three-phase transmission line is given as 6

𝐺𝑀𝐷
𝐿𝑎 = 2𝑥10−7 𝑙𝑛𝑒 ( ) [H/m]
𝑟′

where GMD is the geometric mean distance and is given as [𝐷12 𝐷23 𝐷31 ]1/3, r’ is the
equivalent radius and Dij is the separation between the ith and jth line.
The inductive reactance, Xl, is given as 2𝜋𝑓𝐿𝑎 .

The transmission line is assumed to be a solid conductor. Future work will include
implementing both stranded and bundled conductors.

Figure 2: Inductance of a Solid Transmission Line

The student enters in the distance between the 3-phase conductors, 𝐷12 , 𝐷23 , 𝑎𝑛𝑑 𝐷31 , the
radius of the conductor, r, and then clicks on the “Calculate Inductance” button. The
inductance and inductive reactance are subsequently computed. This value of inductive
reactance will be used in the complex impedance, Z, of the transmission line to be
analyzed.

Capacitance of Transmission Line

The Capacitance-to-neutral of a three-phase transmission line is given as 6

2𝜋𝜀𝑜
𝐶𝑛 = 𝐺𝑀𝐷 [Farad meters]
𝑙𝑛𝑒 ( )
𝑟′
Where GMD is the geometric distance defined previously, 𝑟 ′ is the equivalent radius and
1
𝜀𝑜 is the permittivity of free space. The capacitive reactance, Xc, is given as 2𝜋𝑓𝐶 .
𝑛
Similar to computing inductance, the student enters values for the separation between the
conductors, 𝐷12 , 𝐷23 and 𝐷31 and a radius. The student then clicks on “Calculate
Capacitance” and PowerX calculates the capacitance per line, the capacitive reactance
and the admittance per phase.

Figure 3: Capacitance of a Solid Transmission Line

The admittance, Y, is subsequently used in the long transmission line model. Typical
homework would say something like “what happens to L as the space between the lines
increases from 1 [m] to 2 [m]”.

Analysis of Transmission Lines

The values of R, L and C, computed previously, are used to represent the transmission
line impedance, Z, and admittance, Y. The student can now analyze the power flow of a
transmission line. The student may choose to use either the short, medium or long
transmission line model.

Short Transmission Line Model

The following figure shows the short transmission line model. It is assumed that the line
is less than 50 miles (~80 km).

Is Z = R + jXl Ir

Sending Receiving
+ +
End End
Es Er
- -

Figure 4: Short Transmission Line Model

Z equals the complex impedance of the transmission line computed from the resistance
and inductance values discussed previously. Es is the sending-end voltage, Er is the
receiving-end voltage and Ir = Is is the line current.

For the short transmission line model, the equations relating the sending-end voltage and
current to the receiving-end voltage and current are given as follows 6

𝐸𝑠 = 𝐼𝑠 𝑍 + 𝐸𝑟

𝐼𝑠 = 𝐼𝑟

The student will enter data into the “Receiver Specs” group box shown in Figure 5. These
include the receiving-end voltage, power factor and active power absorbed by the
receiving-end. Typical values for these are Er_LL equal to 220 kV, power factor of 0.9
lagging and active power absorbed of 40 [MW].
 Entered by the Student

Figure 5: Computation for Short Transmission Line Model

Given these receiving-end parameters, the student then clicks on “Calculate Short Model”
button. Various quantities at the sending-end, over the transmission line and at the
receiving-end of the line are computed.

In the Sending End group box in Figure 5, the line-to-line voltage, line-to-neutral voltage,
line current, power factor, active power, reactive power and apparent power are
computed. In the Transmission Line group box, the voltage regulation, efficiency of the
line, and active power and reactive power absorbed are computed. In the Receiving End
group box, the line current is computed, which for this model is the same as the line
current on the sending-end. The reactive power and apparent power at the receiving end
are also computed. The phase angle of the voltage at the receiving end is always taken as
the reference with a value of zero. Note that the phase angle at the sending end is
computed to be 1.6 degrees. This is consistent with the fact that active power flows from
high phase to low phase. Also, the transmission line is absorbing 147.8 [kW] of active
power and 1.54 [MVars] of reactive power.

Medium Transmission Line Model

The medium transmission line model takes into account shunt capacitance which can be
modeled as ½ of the admittance, Y, at the sending end and ½ at the receiving end of the
line. This is illustrated in the following figure.

Is Z = R + jXl Ir

Sending Receiving
+ +
End End
Es Y/2 Y/2 Er
- -

Figure 6: Medium Transmission Line Model

The sending-end voltage, Es, and current, Is, can be written in terms of the receiving-end
voltage, Er, and current, Er, by using the following ABCD matrix 6.

𝐸 𝐴 𝐵 𝐸𝑟
[ 𝑠] = [ ][ ]
I𝑠 𝐶 𝐷 𝐼𝑟
𝑍𝑌 𝑍𝑌
where 𝐴 = 𝐷 = 2 + 1, 𝐵 = 𝑍, and 𝐶 = 𝑌 ( 4 + 1) and Y and Z are the admittance and
impedance of the transmission line as shown in Figure 7.
 Figure 7: Computation for Medium Transmission Line Model

Similar to the short transmission line model, the student will enter data into the “Receiver
Specs” group box. These include the receiving-end voltage, power factor and active
power absorbed by receiving-end. Typical values for these are Er_LL equal to 220 kV,
power factor of 0.9 lagging and active power absorbed of 40 [MW]

The student clicks on the “Calculate Medium Model” button and subsequent values are
computed for the sending-end, transmission line and receiving-end just like for the small
transmission line model. One difference is that here, the A, B, C, D parameters are
computed. Note that the transmission line absorbs 1.168 [MW] of active power, 4.26
[MVars] of reactive power and there is a voltage drop from the sending-end to the
receiving end of 225 [kV] to 220 [kV] at the receiving end. Also, note that the phase
difference between the sending-end voltage and receiving-end voltage is 6.6 degrees.
This is consistent with the fact that active power flows from high phase to low phase and
active power is in fact absorbed by the transmission line.

Long Transmission Line Model

The long transmission line model is similar to the medium model but takes into account
propagation delay. It is typically used for lines longer than 150 miles. It also relates the
sending-end voltage and current to the receiving-end voltage current through the use of
an ABCD matrix where 𝐴 = cosh(𝛾𝑙), 𝐵 = 𝑍𝑜 𝑠𝑖𝑛ℎ(𝛾𝑙), 𝐶 = 𝑠𝑖𝑛ℎ(𝛾𝑙)/𝑍𝑜 and 𝐷 =
cosh(𝛾𝑙).6

Figure 8: Computation for Long Transmission Line Model

The student clicks on the “Calculate Long Model” button and subsequent values are
computed for the sending-end, transmission line and receiving-end just like for the small
transmission line model. One difference is that here, in addition to the A, B, C, D
parameters, the propagation constant, 𝛾𝑙, and characteristic impedance, 𝑍𝑜 , are also
computed. Note that the transmission line absorbs 1.258 [MW] of active power, 4.727
[MVars] of reactive power and there is a voltage drop from the sending-end to the
receiving end of 225 [kV] to 220 [kV] at the receiving end. Also, note that the phase
difference between the sending-end voltage and receiving-end voltage is 6.5 degrees.
This is consistent with the fact that active power flows from high phase to low phase and
active power is in fact absorbed by the transmission line.
PowerX Usage Scenario

This section describes the typical usage scenario of using PowerX in a classroom
environment. The student is given a homework problem and required to solve the
problem by hand showing all their calculations. Then the student will solve the same
problem using PowerX verifying that they got the correct answer. Then the student will
be asked a variety of questions so as to learn how varying typical parameters will affect
the system. For example, typical questions might be as follows:

 What is the effect on increasing the diameter of the transmission line on the watts
and vars dissipated in the transmission line? Use PowerX to justify your answer.
 What is the effect of a decreasing power factor at the receiving-end on the drop in
voltage over the transmission line? Use PowerX to justify your answer.

The student will then make the appropriate changes and run the computation in PowerX
and then try to describe the effect from a physical point of view. All the while the student
is exposed to realistic numbers and hopefully developing a sense of what a realistic value
would mean in this type of problem.

Student Assessment

Student assessment was done by comparing grades from one quarter where PowerX was
not used (Spring 2013) with another Quarter where PowerX was used (Spring 2014). The
raw data representing the students test scores on transmission line materials is presented
in Table 1.

Population Exam1 Exam2

50,72,72,96,100,86, 43, 75, 76, 55, 74, 74, 81,
100, 90, 80, …94, 100 65, 30, 93, …73, 74
Without PowerX
A
(Spring 2013) 𝜇̂ 𝐴1 = 87.18 𝜇̂ 𝐴2 = 68.77
𝑆𝑥 = 13.48 𝑆𝑥 = 16.13
𝑛 = 22 𝑛 = 22
77, 76, 64, 61, 70, 54, 64, 86, 74, 81, 84, 53, 86,
84, 53, 86, …63, 72 60, 92, 91, …71, 84
With PowerX
B
(Spring 2014) 𝜇̂ 𝐵1 = 72.28 𝜇̂ 𝐵2 = 78.67
𝑆𝑥 = 10.75 𝑆𝑥 = 10.33
𝑛 = 29 𝑛 = 29

Table 1: Assessment Data

Statistical hypothesis testing7 was used to compare whether the average on the two exams
differed between the courses. The first hypothesis test compared the average grade on
exam one for population A (without PowerX) to population B (with PowerX). The results
are given as follows:

𝐻𝑜 : 𝜇𝐴1 ≥ 𝜇𝐵1 (PowerX did not improve grades on Exam #1)

𝐻𝑎 : 𝜇𝐴1 < 𝜇𝐵1 (PowerX did improve grades on Exam #1)

This is a typical lower tail t-test with the test statistics computed as follows:

̂ 𝐴1 −𝜇
𝜇 ̂ 𝐵1
𝑡𝑐 = = 4.47
𝑠𝑝

At a 95% level of confidence, with a t-value of -1.96, we fail to reject Ho. From this we
conclude that PowerX did not increase the average value of Exam #1 between the two
classes. This may be due to the fact that Exam #1 was mainly concerned with computing
R, L, and C of a transmission line and the student was able to learn that material on their
own without much help from PowerX.

The second hypothesis test compared the average grade on exam two for population A
(without PowerX) to population B (with PowerX). The hypothesis is given as follows:

𝐻𝑜 : 𝜇𝐴2 ≥ 𝜇𝐵2 (PowerX did not improve grades on Exam #2)

𝐻𝑎 : 𝜇𝐴2 < 𝜇𝐵2 (PowerX did improve grades on Exam #2)

The test statistic for this test is computed as follows:

̂ 𝐴2 −𝜇
𝜇 ̂ 𝐵2
𝑡𝑐 = = -2.61
𝑠𝑝

The value of -2.61 will result in rejecting Ho, at a 95% level of confidence, just barely.
So for the case of the second exam, there appears to be a little improvement in the exam
scores. This makes a little sense since more of the material on the exam was related to the
transmission power flow problems and this material typically caused more problems for
the students.

Future Work

Future work on PowerX involves implementing a DC Machines component that will

examine the properties of Series, Shunt and Compound Motors/Generators. Also, the
implementation of a Gauss-Seidel tool to solve for the power flow in a small power
system consisting of multiple busses and transmission lines is currently under
development. Students are being encouraged to get involved with this work in the form of
independent studies or senior capstone projects. Such a project would require the student
or team to develop a significant component in PowerX to include design, development,
testing and documentation of their work.
Conclusion

This paper presented an overview of a software application called PowerX that initially
started out as a research tool and eventually made its way into the classroom to help
students get a better understanding of power systems problems and solutions to these
problems. For the most part, student response has been very positive and assessment data
shows a little improvement in student performance. Development on PowerX will
continue with the goal of implementing more functionality related to topics in relevant
courses.

Bibliography

1. ETAP Electrical Engineering Software, www.etap.com.

2. SKM Power System Software and Arc Flash Hazard Analysis, www.skm.com.

3. EasyPower Software, www.easypower.com.

4. Glover, J.D., Sarma, M.S. Overbye, T.J., “Power Systems: Analysis and Design”, Cengage Learning, 5 th
edition, 2008.

5. Walsh, T.R. and Li, Z., “Symmetrical Components Implementation to PowerX, An Educational Software
Tool”, 2013 PNW-ASEE Section Meeting, March 7-9, 2013.

6. Yamayee, Z.A and Bala Jr., J.L, “Electromechanical Energy Devices and Power Systems”, Wiley, 1994.

7. Freund, R.J., Mohr, D. and Wilson, W.J., “Statistical Methods”, 3 rd Edition, Academic Press, 2010.