MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION (MSBTE) I Scheme VI Semester Course Curriculum. Course Title: Substation Practices (Course Code:...

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1 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION (MSBTE) I Scheme VI Semester Course Curriculum Course Title: Substation Practices (Course Code:...) Diploma Programme in which this course is offered Electrical Engineering Semester in which offered Sixth 1. RATIONALE The electrical power for many industries is made available through their own substations. This course will empower the students with the necessary knowledge of substations equipments, operations & maintenance. This course will also be useful for students to observe the safety while working in substations. This course will also improve the quality of power system. In this course new type of substation like Gas Insulated substation is also included. 2. COMPETENCY The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences: Operate and maintain switchgear and control equipment in substation. 3. COURSE OUTCOMES (COs) The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency: a. Follow safety rules for Substation. b. Maintain substation earthing and neutral grounding. c. Operate & Maintain the Sub-station Equipments and Bus bar layout d. Follow maintenance procedure(s) in substations. e. Operate and maintain Gas insulated Substation 4. TEACHING AND EXAMINATION SCHEME Teaching Scheme Total Credits Examination Scheme (In Hours) (L+T+P) Theory Marks Practical Marks Total L T P C ESE PA ESE PA Marks * (*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs. Legends: L-Lecture; T Tutorial/Teacher Guided Theory Practice; P - Practical; C Credit, ESE - End Semester Examination; PA - Progressive Assessment 5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics) This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the Page 1 of 8

2 course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map. ADO 1b - Demonstrate as team member. Topic Polarity tests on mutually inductive coils and single phase transformers; Polarity test, Phasing out test on Three-phase transformer To be edited. UO 5b Describe with circuit diagram the Polarity and Phasing out tests on the given type of transformer Topic4.5 - Single phase and three phase auto transformers: Construction, working and applications PrO 14 - Perform phasing out test on a three phase transformer whose phase markings are masked PrO 19- Test the pulse transformer. UO 5a Explain with circuit diagram the working of the given type of special purpose transformer CO(d) - Use threephase transformers for different applications CO(e) - Use relevant special purpose transformers for different applications PrO 1- Dismantle a DC generator. UO 3c Calculate transformation ratio for given transformer rating. CO (c) - Use single phase transformer for different applications conditions. Competency Operate and maintain switchgear and control equipment in substation CO (b) - Use different types of DC motors. CO(a) Use different types of DC generators UO 1a- Identify the different parts of the DC generator in the given sketch with justification. Topic 3.3 Significance of transformer ratings PrO 7- Test the functioning of single phase transformer To be edited. PrO 3- Perform brake test on DC shunt motor Topic 1.1- DC generator construction, parts, materials and their functions ADO 1a - Follow ethical practices. UO 2b Describe with sketches the procedure of the DC shunt motor brake test. Topic 2.2: Torque and Speed; Armature torque, Shaft torque, BHP, Brake test, losses efficiency Legends CO - Course Outcome PrO through Practicals UO in Cognitive Domain ADO - Affective Domain Outcome Topic 6. SUGGESTED PRACTICALS / EXERCISES The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency. Practical Outcomes (PrOs) Unit Approx. Hrs. Required 1 Prepare Visit report of 33/11KV sub-station I 04 2 Prepare maintenance schedule of 33/11KV sub-station. II 02 3 Prepare Visit report of HVDC sub-station. II 04 4 Measure the earth resistance of 33/11KV substation II 02 5 Prepare report on earthing of 11 KV pole mounted sub-station II Figure 1 - Course Map Measure insulation resistance of Distribution transformer using Megger. Perform specific gravity test and measure battery voltage and prepare maintenance schedule of Battery II 02 III 02 Page 2 of 8

3 8 Practical Outcomes (PrOs) Unit Approx. Hrs. Required Perform dielectric test on transformer oil (BDV test). III 02 9 Interpret layout of 132 kv Substation and list detailed III 04 specifications of equipments used. 10 Prepare a report on maintenance of circuit breakers in sub station III Locate & record the hot spot(s) in a substation equipments, terminals, conductor joints etc. by using non contact type thermal 04 sensor Total 32 Note i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as * are compulsory, so that the student reaches the Precision Level of Dave s Psychomotor Domain Taxonomy as generally required by the industry. ii. The Process and Product related skills associated with each PrO is to be assessed according to a suggested sample given below: Performance Indicators Weightage in % 1 Preparation of experimental set up 20 2 Setting and operation 20 3 Safety measures 10 4 Observations and Recording 10 5 Interpretation of result and conclusion 20 6 Answer to sample questions 10 7 Submission of report in time 10 Total 100 The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences: a. Follow safety practices. b. Practice good housekeeping. c. Demonstrate working as a leader/a team member. d. Maintain tools and equipment. e. Follow ethical Practices. The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl s Affective Domain Taxonomy should gradually increase as planned below: Valuing Level in 1 st year Organizing Level in 2 nd year Characterizing Level in 3 rd year. Page 3 of 8

4 7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators. Equipment Name with Broad Specifications PrO. 1 Multimeter, clip on meter, voltmeters, ammeters 0 to 16 2 Digital Earth tester 04 3 Motorized megger (1000 V) 06 4 Hygrometer 07 5 Oil testing kit (0-60) kv 08 6 Non contact type thermometer / thermal sensor for locating hot spots UNDERPINNING THEORY COMPONENTS The following topics are to be taught and assessed in order to develop the sample UOs given below for achieving the COs to attain the identified competency. More UOs could be added. Unit Unit I Substations and its Safety Unit II Sub- Station Earthing & Neutral Grounding (Earthing) Unit Outcomes (in cognitive domain) 1a. State the various names of equipments used in substation. 1b. State the classification of substation. 1c. Justify the safety requirement for sub-station. 1d. Describe the layout of switch yard equipment. 1e. State the types of temperature Class 1f. Define the weather Protection 1g. Describe the various techniques for Explosion Protection 1h. State the Group Classification inflammable gas /vapour 2a. Justify the safety requirement for sub-station. 2b. Describe the layout of switch yard equipment. 2c. Definition of earthing. 2d. State the types of earthing. 2e. Define various terms related to earthing. 2f.Describe the procedure to measure the earth resistance using earth tester 2g. State the neutral grounding. Topics and Sub-topics 1.1 Definition of substation. 1.2 Switching Sub-stations. 1.3 Typical sub-stations in distribution system. 1.4 Classification of sub-station. 1.5 Requirements of Electrical safety. 1.6 Temperature class (Ignition Group). 1.7 Weather protection. 1.8 Explosion protection techniques. 1.9 Group classification of inflammable gas/vapour 2.1 Equipment earthing 2.2 Functions of Sub-stations earthing system. 2.3 Connection of electrical equipment to station earthing system. 2.4 Sub-station earthing system. 2.5 Earth electrodes. 2.6 Integrated earthing systems for two or more installations. 2.7 Step potentials and touch potentials. 2.8 Earth resistance of earthing systems. 2.9 Earth resistance measurement. Page 4 of 8

5 Unit- III Substation Equipment s and Bus bar layout Unit IV Maintenan ce procedure in substation Unit V Gas Insulated sub-station 2h. State the advantages and disadvantages of neutral grounding. 2i. Describe the connection of arc suppression coil. 2j. State the earthing transformer. 2k. Determine reactance of coil. 3a. State the various names of equipments. 3b. Describe the location of relays, C.B. C.T. &P.T. 3c. State the Bus- Bar and its arrangement in switch yard. 3d. Describe the layout of switch yard equipment. 3e. Describe the maintenance zone. 3f. State the isolated phase Bus systems. 4a. State the various types of maintenance. 4b. State the guidelines of maintenance of switch gear. 4c. Describe the maintenance of SF6 circuit breaker. Relays &Isolators. 4d. Describe the troubles and periodic check. 4e. Describe the installation of circuit breaker and relays. 5a. Describe Gas Insulated substation. 5b. Describe the Single line diagrams of sub-station. 5c. Describe the SF6 insulated switch gear Earth screen Definition of neutral grounding Disadvantages of ungrounded systems Advantages of neutral grounding Types of grounding Reactance in neutral connection Connection of arc suppression coil Neutral point earthing of transformer L.V. circuits Neutral grounding practice Earthing transformer Ratings of neutral devices. 3.1 Requirements of isolators & its rating. 3.2 Ratings of relays. 3.3 Layout the switch yard equipments 3.4Location of Relays, C.B., C.T. &P.T. 3.5 Bus bar arrangements in switch yards. 3.6 Bus bar systems recommended for large important sub-stations. 3.7 Maintenance zoning. 3.8 Used a load break switches. 3.9 Isolated phase Bus systems Continuous housing types isolated phase basis. 4.1 Break Down Maintenance versus preventive maintenance. 4.2 Inspections, servicing, overhaul. 4.3 Guidelines of maintenance of switch gear. 4.4 Field quality plans. 4.5 Maintenance of SF6 circuit breaker. Relays & Isolators 4.6 Typical maintenance of record card. 4.7 Insulation resistance measurement at site. 4.8 Likely troubles and essential periodic checks. 4.9 Installation of Draw out metal clad switch gear Installation of outdoor circuit breaker and relays. 5.1 Gas Insulated Substation (GIS). 5.2 Single line diagrams of sub-station. 5.3 SF6 insulated switch gear. 5.4 Partial discharge monitoring. 5.5 Loss measurement and temperature rise tests. Page 5 of 8

6 5d. Describe the Installation and 5.6 Installation and maintenance of GI maintenance of GI Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level and above of Bloom s Cognitive Domain Taxonomy. 9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN Unit Unit Title Teaching Distribution of Theory Marks Hours R Level U Level A Level Total Marks I Sub-stations and its Safety II Sub-Station Earthing & Neutral Grounding III Sub-station Equipments and Bus bar layout IV Maintenance procedure in substation V Gas Insulated sub-station Total Legends: R=Remember, U=Understand, A=Apply and above (Bloom s Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table. 10. SUGGESTED STUDENT ACTIVITIES Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student s) portfolio which will be useful for their placement interviews: a. Prepare report on market survey of various three phase power and distribution transformers (specification, manufacturer, application, cost) b. Prepare model of three phase power / distribution transformer. c. Prepare power point presentation related to sub-station equipments. d. Prepare power point presentation related to three phase power / distribution transformer. e. Prepare a single line diagram of sub-station. 11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any) These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course: a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics. b. L in item 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes. c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the Page 6 of 8

7 development of the COs through classroom presentations (see implementation guideline for details). d. With respect to item 10, teachers need to ensure to create opportunities and provisions for co-curricular activities. e. Use Flash/Animations to explain various theorems in circuit analysis f. Guide student(s) in undertaking micro-projects. 12. SUGGESTED MICRO-PROJECTS Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three. The micro-project could be industry application based, internet-based, workshopbased, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs. A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty: a. Power / distribution transformer : Prepare chart showing three phase power / distribution transformer. b. Neutral grounding: Collect specification from different manufacturers and prepare report. c. Sub-station equipments: Collect specification from different manufacturers and prepare report. d. Gas Insulated Substation: Collect photographs with details of Gas Insulated Substation and identify different parts (specification, application, cost, features, manufacturer) e. Single line diagram of sub-station: Prepare Single line diagram of sub-station 13. SUGGESTED LEARNING RESOURCES Title of Book Author Publication Generation Of Electrical Energy Principles Of Power System A Course in Electrical Power Switchgear Protection and Power Systems Eurasia Publishing House (Pvt.) Ltd, Gupta B.R. Third Edition, ISBN : V.K. Mehta Chand & Co.Ltd, Reprint, M. L.Soni, P.V.Gupta, U. Bhatnagar, Sunil Rao ISBN : X Dhanpat Rai & Co. (P) Ltd., First Edition, ISBN : 10: / 13: Khanna Publisher, 13th Edition, 2008 ISBN : 10: Page 7 of 8

8 Title of Book Author Publication 13: Elements of Electrical Power Station Design Power Plant Engineering M.V. Deshpande G.R. Nagpal, C. Sharma, Prentice Hall India Learning Private Limited, 2009 ISBN : 10: X 13: Khanna Publishers-Delhi, 2012 ISBN : 10: : SUGGESTED SOFTWARE/LEARNING WEBSITES a) b) c) d) e) SEQUEL (open source) f) PSIM g) PSCAD 15. COURSE CURRICULUM DEVELOPMENT COMMITTEE No. MSBTE Resource Persons Name and Designation Institute Contact 1 Mr. A. M. Arekar 2 Mr. Ashtaputre 3 Government Polytechnic Nagpur Government Polytechnic Nasik NITTTR Bhopal Resource Person ajayarekar@gmail.com Sunil8son@yahoo.com 1 2 Name and Designation Department Contact Page 8 of 8