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Application of virtual experiment in high-voltage engineering education

Conference Paper · August 2012

DOI: 10.1109/TALE.2012.6360345

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 Application of Virtual Experiment in High Voltage
Engineering Education
Jinsong Tao Shujuan Zhang
School of Electrical Engineering Wuhan University Journal Press
Wuhan University Wuhan University
Wuhan, P.R.China Wuhan, P.R.China
Jamson_tao@163.com
Abstract—Physical experiment in engineering education is
necessary. But there are not enough teaching resources for
students to fully understand the experiment, because the physical
experimental equipment is expensive, bulky and scarce. Then
virtual experiment can be widely used in education. Taking the
experiment of the air gaps breakdown at AC high voltage for an
example, this paper represents the design of the virtual
experimental software. This software is used in the lab courses,
and the teaching effectiveness is very good according to the
feedbacks of students.
Keywords- Physical experiment; Virtual experiment; AC high-
voltage experiment; Software design; Assessment
I. INTRODUCTION
The laboratory courses play an important role in university
education, especially in engineering education [1]-[3]. Physical
experiments are essential to develop the engineering students’
skills. Students work in groups of two to five at a laboratory
and receive help from a teacher that develops their sense of
responsibility and teamwork spirit [4].
The development of industry and economy need more and
more electrical power. High-Voltage Transmission has
advantage on power supplying and universities pay more
attention to High-Voltage course. The High-Voltage
Experiment Technology is a constituent part of the specialized
course on Electrical Engineering. However the high-voltage
laboratory equipments can’t be operated by every student
because of the particularity of high-voltage experiment. Firstly,
the equipments are rare in a high-voltage lab because they are
bulky and expensive. Secondly, the procedures are complicated
for the sake of experimentalists’ safety. Thus, students always
watch the high-voltage experiments being conducted without
any chance to operate the equipment themselves.
The introduction of virtual laboratory may solve this kind
of problem mostly. Nowadays the rapid development of
computer and Internet technology makes virtual experiment
come true [5]. The virtual experiment makes use of students’
and teachers’ time much effectively. It minimizes the students’
exposure to very high voltages, ensuring therefore personal
safety in the laboratory [6]. An assessment result presents that
amount of learning in the virtual lab is approximately equal to
learning in the lecture [7].
Supported by Wuhan University (2003031) and Visiting Scholarship of
State Key Laboratory of Power Transmission Equipment & System Security
and New Technology（Chongqing University）(2007DA10512711412)
Wei Zhang, Hui Zhang, Xishan Wen
School of Electrical Engineering
Wuhan University
Wuhan, P.R.China
Nowadays the virtual experiment offers the services
through the network. We can surf the internet or run the
simulation software to conduct the experiment [4]. In this paper,
Flash animations are used to simulate the high-voltage air gaps
breakdown. Students can run the software on the computer.
The fundamental date of the program comes from real
experiments. The functional relationship between the gap
lengths and the breakdown voltages is carried out through
curve fitting. The breakdown voltages from the simulating
program meet the normal distribution which simulated for
physical experiment. However, the simulating experiment can’t
take the place of the real experiment. The software just wants
to give students a chance to conduct the high-voltage
experiments. They can know what they have learned better,
and increase their interests in high-voltage studying.
II. PHYSICAL EXPERIMENT
With the rapid growth of Chinese economy, the voltage
levels of the power grid are gradually increased. The
reliability of the insulation of the large power transformers,
electric power cables, generators and other electrical
equipments need more guarantee in order to transmit safely.
The AC voltage test of electrical equipment must be in strictly
accordance with the test procedures on a regular basis.
As the demonstration experiment of the AC voltage test,
air gaps are widely used as the test sample, and the AC high-
voltage generator are used to output voltage. In the AC high-
voltage breakdown test of air gaps, the experimental
components include a voltage regulator, a cascade AC high-
voltage generator, the capacitive divider and the air gap device.
The experimental procedure is as follows:
 Select air gap type of test items, and adjust the gap
length.
 When the charging voltage is less than 75%
breakdown voltage, raising the voltage at a rapid rate.
 When the charging voltage is greater than 75%
breakdown voltage, raising the voltage at a rate of 2%
of the withstand voltage per second.
 After the gap breakdown, record the breakdown
voltage.
  Release the residual charge of the electrodes into the
earth. Re-test is carried out according to the need.

III. FUNCTIONAL RELATIONSHIP

Each functional relationship of the breakdown voltage and
the length of the three typical air gaps are as follows:
a) Ball-ball air gap:

0.337 d
U b  [27.7  (1  )] 
R d
0.9  (1  )
2  R (1)
b) Rod-plane air gap: U b  40  5  d
(2) Figure 2. The Experimental Interface

c) Rod-rod air gap: U b  70  5.25  d

(3)
Due to the presence of membranous discharge and linear
discharge process, the breakdown voltage is of random
dispersion. Under natural conditions, the breakdown voltage of
the randomness is subject to normal distribution.
IV. SOFTWARE INTERFACE FORMATION
A. Software Main Interface
Fig. 1 shows the main interface of the platform from which
test interface can be obtained by selecting different buttons to
enter the interface test of different gaps.
Figure 1. The Main Interface
B. Software Experimental Interface
Fig. 2 shows one of the experimental interfaces with rod-
plane gap. The experimental interface of software consists of
the basic experimental components.
1) Discharge Region
The upper area of the interface is the location of the
discharge test equipment. The components of the interface
from the left side to the right are the first and second levels of
the cascade AC high-voltage generator, capacitive voltage
divider, rod-plane gap device, which are connected by the
cables. Pressing the “BACK” button can return to the main
interface.
a) Cascade AC High-voltage Generator
The AC high-voltage generator uses two transformers
connected in series.
b) Capacitive Voltage Divider
As a voltage measuring unit, the capacitive divider
measures the output voltage of the cascade AC high-voltage
generator. The relative error between the regulator and output
voltage is 5% in this software. And the measuring unit can
record the value of the discharge voltage.
c) Gap
The length of the rod-plane gap shown in Fig.2 is
adjustable, and one end of the gap must be grounded.
2) Regulating and Measuring Voltage Region
The lower area of the interface is the panel which can
operate the voltage of device and show the value of voltage
measured at output of regulator and gap respectively. The
components from the left side to the right are regulator handle
wheel, the length of the gap, and the recorded value of
breakdown voltage.
a) The Regulator Handle Wheel
The location, indicated by the blue pointer of the regulator
handle wheel in Fig. 2, is on behalf of that the regulator output
voltage is zero. When voltage rise, the regulator handle wheel
rotate under the control of the mouse, voltage will rise up or
drop down, the value of left text box (voltage of regulator)
changes and the right text box (breakdown voltage) changes in
proportion. After the breakdown occurs, the voltage cannot
rise just as the physical experiment equipment which
suppressed by protect circuit. Then the regulator hand wheel
automatically reverses until the blue pointer backs to the zero
position.
b) The length of the gap
The length of the gap is adjustable by gliding the slide
block (gap) shown in the middle down of Fig.2. The displayed
value also changes corresponding to the change of the length.
The slide block is moved from left to the right on behalf of the
spacing gradually increased. The length of the gap ranges
from 0.1 to 1.1. The slide block cannot be glided unless the
output of voltage is zero.
c) The Recorded Value of Breakdown Voltage
 Before the gap is breakdown, the displayed values of both
textbox are the measured value of the high-voltage generator
output voltage and voltage of gap respectively. If the
breakdown occurs, the displayed value of right down textbox
shows the breakdown voltage, and the value will be recorded
V. ASSESSMENT
In order to make an objective evaluation of the software
and analyze the possibility of post-optimization, the virtual
experiment software was used in the high-voltage specialized
course-High-Voltage Test Techniques at the School of
Electrical Engineering, Wuhan University. Junior students
who joined the course had already made the physical
experiment. They should perform the virtual experiment and
submitted the experimental reports and questionnaire. A total
of 173 junior students were given a survey questionnaire with
twelve questions which include six multiple choices and six
open-ended questions. 145 of them gave the feedbacks.
Students’ opinions of the advantages and disadvantages of
the virtual experiment are shown in the Table I. And their
opinions on how to improve this virtual experiment are shown
in Table II.
Table I Students’ Opinions on the Advantages and Disadvantages of the
Virtual Experiment
Advantages Disadvantages
1. In contrast with the physical 1. The design of the software is
experiment, the virtual restricted by the functions of the design
experiment can be done at platform, the procedure of the physical
anytime and at anywhere, and experiment, the collection of the
all the students can do the theoretical knowledge about the
virtual experiment at the same physical experiment.
time. 2. The virtual experiment can’t exercise
2. This software can realize the the experimenter’s practical ability and
repeated experiments within a offer
a three-dimensional feel.
very short time. Although using virtual reality
3. During doing the virtual technology can meet this requirement,
experiment, students don’t the technology is difficult and the cost
touch the physical devices,
is high.
which can ensure the safety of
3. The virtual experimental procedure
both devices and operators.
is mechanical and rough. No errors can
4. The cost of the virtual
experimental software is very happen during the virtual experiment.
low, and can save a lot of funds 4. This software doesn’t consider the
for the physical laboratory. altitude, deionization time, the change
5. The image of the of boosting speed and other factors,
experimental components is which may influence the air gap
realistic, the interface is simple breakdown characteristic. The scope of
and beautiful, the program code gap length is not enough.
can be modified and extended, 5. The virtual experiment software
the interaction between the does not provide a detailed description
human and the computer is of the experimental equipment and the
database.
good.
VI. CONCLUSION
The virtual experiment is of great significance for
engineering education. But because the virtual experiment is
View publication stats
Table II Students’ Opinions on How to Improve this Virtual Experiment
1. Some factors that the humidity, temperature, pressure, deionization time
and the speed of boost can be taken into account. The sound and pictures
which are related to the experimental phenomena should be further
processed, in order to strengthen the display of the virtual experimental
phenomena.
2. Use the virtual experimental equipment components to replace the fixed
equipment on the experimental interface. Give the users more privileges,
such as selecting the experimental equipment components and drawing the
lines.
3. Add the operation error function to the software. If wrong operations
happen, the software should be shield or error.
4. The software can be extended to provide some other virtual experiments.
Use new multimedia technology and computer technology to process the
interface. Finally, a complete high-voltage virtual laboratory is established.
the lack of three-dimension effects and can’t let students have
hands-on feeling it obviously can’t replace the physical
experiment but a powerful complement of the latter.
The cost of the virtual experiment is very cheap; however
it helps students to study on experimental content, and
acquires a very large teaching income.
This virtual software does not take into account all factors
such as humidity, temperature and pressure on the
experimental results. It is insufficient description of the
experimental phenomena, as well as other shortcomings. So it
is necessary to further improve the software, in order to achieve
greater satisfaction and more widespread use.
ACKNOWLEDGMENT
Thanks to Wuhan University and State Key Laboratory of
Power Transmission Equipment & System Security and New
Technology, College of Electrical Engineering, Chongqing
University
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