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(完整版)电气工程毕业设计外文资料翻译

(完整版)电气工程毕业设计外文资料翻译
(完整版)电气工程毕业设计外文资料翻译

附录:外文资料翻译

外文资料原文:

A Virtual Environment for Protective Relaying Evaluation

and Testing

A. P. Sakis Meliopoulos and George J. Cokkinides

Abstract—Protective relaying is a fundamental discipline of power system engineering. At Georgia Tech, we offer three courses that cover protective relaying: an undergraduate course that devotes one-third of the semester on relaying, a graduate courseentitled “Power System Protection,” and a three-and-a- the concepts,theory, and technology associated with protective relaying, we a virtual environment. The virtual environment includes a) a power system simulator, b) a simulator of instrumentation for protective relaying with visualization and animation modules, c) specific protective relay models with visualization and animation modules, and d) interfaces to be performed. We refer to this set of software as the “virtual power system.” The virtual power system permits the in-depth coverage of the protective relaying concepts in minimum time and maximizes student understanding. The tool is not used in a passive way. Indeed, the students actively participate with well-designed projects such as a) design and implementation of multifunctional relays, b) relay testing for specific disturbances, etc. The paper describes the virtual power system organization and “engines,” such as solver, visualization, and animation of protective relays, etc. It also discusses the utilization of this tool in the courses via specific application

examples and student assignments.

Index Terms—Algebraic companion form, animation, relaying,time-domain simulation, visualization.

I. INTRODUCTION

RELAYING the security and reliability of electric power systems. As the technology advances, relaying of the system. It is indisputable that relaying the safety of systems and protection of equipment. Yet, because of the complexity of the system and multiplicity of competing factors, relaying is a challenging discipline.

Despite all of the advances in the field, unintended relay operations (misoperations) do occur. Many events of outages and blackouts can be attributed to inappropriate relaying settings, unanticipated system conditions, and inappropriate selection of instrument transformers. Design of relaying schemes strives to anticipate all possible conditions for the purpose of avoiding undesirable operations. Practicing relay engineers utilize a two-step procedure to minimize the possibility of such events. First, in the design phase, comprehensive analyses are utilized to determine the best relaying schemes and settings. Second, if such an event occurs, an exhaustive post-mortem analysis is performed to reveal the root cause of the event and what “was missed” in the design phase. The post-mortem analysis of these events is facilitated with the existing technology of disturbance recordings (via fault disturbance recorders or embedded in numerical relays). This process results in accumulation of experience that passes from one generation of engineers to the next.

An important challenge for educators is the training of students to

become effective protective relaying engineers. Students must be provided with an understanding of relaying technology that encompasses the multiplicity of the relaying functions, communications, protocols, and automation. In addition, a deep understanding of power system operation and behavior during disturbances is necessary for correct relaying applications. In today’s crowded curricula, the challenge is to achieve this training within a very short period of time, for example, one semester. This paper presents an approach to meet this challenge. Specifically, we propose the concept of the virtual power system for the purpose of teaching students the complex topic of protective relaying within a short period of time.

The virtual power system approach is possible because of two factors: a) recent developments in software engineering and visualization of power system dynamic responses, and b) the new generation of power system digital-object-oriented relays. Specifically, it is possible to integrate simulation of the power system, visualization, and animation of relay response and relay testing within a virtual environment. This approach permits students to study complex operation of power systems and simultaneously observe relay response with precision and in a short time.

The paper is organized as follows: First, a brief description of the virtual power system is provided. Next, the mathematical models to enable the features of the virtual power system are presented together with the modeling approach for relays and relay instrumentation. Finally, few samples of applications of this tool for educational purposes are presented. II. VIRTUAL POWER SYSTEM

The virtual power system integrates a number of application software in a multitasking environment via a unified graphical user interface. The application software includes a) a dynamic power system simulator, b) relay objects, c) relay instrumentation objects, and d) animation and visualization objects. The virtual power system simulation of the system under study;

2) ability to modify (or fault) the system under study during the simulation, and immediately observe the effects of thechanges;

3) advanced output data visualization options such as animated 2-D or 3-D displays that illustrate the operation of any device in the system under study.

The above properties are fundamental for a virtual environment intended for the study of protective relaying. The first property guarantees the uninterrupted operation of the system under study in the same way as in a physical laboratory: once a system assembled, it will continue to operate. The second property guarantees the ability to connect and disconnect devices into the system without interrupting the simulation of the system or to apply disturbances such as a fault. This property duplicates the capability of physical laboratories where one can connect a component to the physical system and observe the reaction immediately (e.g., connecting a new relay to the system and observing the operation of the protective relaying logic, applying a disturbance and observing the transients as well as the relay logic transients, etc.). The third property duplicates the ability to observe the simulated system operation, in a similar way as in a physical laboratory. Unlike the physical laboratory

where one cannot observe the internal operation of a relay, motor, etc., the virtual power system and animation of the internal “workings” of a relay, motor, etc. This capability to animate and visualize the internal “workings” of a relay, an instrumentation channel, or any other device is based on the MS Windows multidocument-viewarchitecture. Each document object constructs a single solver object, which computations. The simulated system is represented by a set of objects—one for each system device (i.e. generators, motors, transmission lines, relays, etc). The document object can generate any number of view window objects. Two basic view classes are available: a) schematic views and b) result visualization views. Schematic view objects allow the user to define the simulated system connectivity graphically, by manipulating a single line diagram using the mouse. Result visualization views allow the user to observe calculated results in a variety of ways. Several types of result visualization views are supported and will be discussed later.

Fig. 1 illustrates the organization of device objects, network solver, and view objects and their interactions. The network solver object is the basic engine that provides the time-domain solution of the device operating conditions. To maintain object orientation, each device is represented with a generalized mathematical model of a specific structure, the algebraic companion form (ACF). The mathematics of the algebraic companion form are described in the next section. Implementationwise, the network solver is an independent background computational thread, allowing both schematic editor and visualization views to be active during the simulation. The network solver continuously updates the operating states of the devices

and “feeds” all other applications, such as visualization views,etc.

The network solver speed is user selected, thus allowing speeding-up or slowing-down the visualization and animation speed. The multitasking environment permits system topology changes, device parameter changes, or connection of new devices (motors, faults) to the system during the simulation. In this way, the user can immediately observe the system response in the visualization views.

The network solver interfaces with the device objects. This interface requires at minimum three virtual functions:

Initialization: The solver calls this function once before the simulation starts. It initializes all device-dependent parameters and models needed during the simulation.

Reinitialization: The solver calls this function any time the user modifies any device parameter. Its function is similar to the initialization virtual function.

Time step: The solver calls this function at every time step of the time-domain simulation. It transfers the solution from the previous time step to the device object and updates the algebraic companion form of the device for the next time step (see next section “network solver.”) In addition to the above functions, a device object the schematic editor graphical user interface. Specifically,the device diagram can be moved, resized, and copied using the mouse. Also, a function is included in this set, which implements a device parameter editing dialog window which “pops-up” by double clicking o n the device icon. Furthermore,

the schematic module interface allows for device icons that reflect the

device status. For example, a breaker schematic icon can be implemented to indicate the breaker status.

Finally, each device class (or a group of device classes) may optionally include a visualization module, consisting of a set of virtual functions that and animation output. The visualization module interface allows for both two-dimensional (2-D) and three-dimensional (3-D) graphics. Presently, 2-D output is implemented via the Windows graphical device interface (GDI) standard. The 3-D output is implemented using the open graphics library (OpenGL). Both 2-D and 3-D outputs generate animated displays, which are dynamically updated by the network solver to reflect the latest device state. The potential applications of 2-D or 3-D animated visualization objects are only limited by the imagination of the developer. These objects can generate photorealistic renderings of electromechanical components that clearly illustrate their internal operation and can be viewed from any desired perspective,slowed down, or paused for better observation.

III. NETWORK SOLVER

Any power system device is described with a set of algebraicdifferential-integral equations. These equations are obtained directlyfrom the physical construction of the device. It is alwayspossible to cast these equations in the following general formNote that this form includes two sets of equations, which arenamed external equations and internal equations, respectively.The terminal currents appear only in the external equations.Similarly, the device states consist of two sets: external states[i.e., terminal voltages, v(t)] and internal states [i.e. y(t)]. Theset of (1) is consistent in the sense that the number of externalstates and the number

of internal states equals the number of externaland internal equations, respectively.

Note that (1) may contain linear and nonlinear terms. Equation(1) is quadratized (i.e., it is converted into a set of quadraticequations by introducing a series of intermediate variables and expressing the nonlinear components in terms of a series of quadratic terms). The resulting equations are integrated using a suitable numerical integration method. Assuming an integration time step is given with a second-order equation of the formwhere , are past (2) is referred to as the algebraic companion form (ACF) of the device model. Note that this form is a generalizationof the resistive companion form (RCF) that is used by the EMTP [3]. The difference is that the RCF is a linear model that represents a linearized equivalent of the device while the ACF is quadratic and represents the detailed model of the device.The network solution is obtained by application of Kirchoff’s current law at each node of the system (connectivity constraints). This procedure results in the set of (3). To these equations, the internal equations are appended resulting to the following set of equations:(3)internal equations of all devices (4)where is a component incidence matrix withif node of component is connected to node otherwise is the vector of terminal currents of component k.

Note that (3) correspond one-to-one with the external system states while (4) correspond one-to-one with the internal system states. The vector of component k terminal voltages is

related to the nodal voltage vector by(5)Upon substitution of device (2), the set of (3) and (4) become a set of quadratic equations (6)where x(t) is the

vector of all external and internal system states.These equations are solved using Newton’s method. Specifically,the solution is given by the following expression(7)where is the Jacobian matrix of (6) and are the values ofthe state variables at the previous iteration.

IV. RELAY INSTRUMENTATION MODELING

Relays and, in general, IEDs use a system of instrument transformers to scale the power system voltages and currents into instrumentation level voltages and currents. Standard instrumentation level voltages and currents are 67 V or 115 V and 5 A, respectively. These standards were established many years ago to accommodate the electromechanical relays. Today, the instrument transformers are still in use but because modern relays (and IEDs) operate at much lower voltages, it is necessary to apply an additional transformation to the new standard voltages of 10 or 2 V. This means that the modern instrumentation channel consists of typically two transformations and additional wiring and possibly burdens. Fig. 2 illustrates typical instrumentation channels, a voltage channel and a current channel. Note that each component of the instrumentation channel will introduce an error. Of importance is the net error introduced by all of the components of the instrumentation channel. The overallerror can be defined as follows. Let the voltage or current at the power system be and , respectively. An ideal instrumentation channel will generate a waveform at the output of the channel that will be an exact replica of the waveform at the power system. If the nominal transformation ratio is and for the voltage and current instrumentation channels, respectively, then the output of an “ideal” system and the instrumentation channel error will bewhere

the subscript “out” refers to the actual output of the instrumentation channel. The error waveforms can be analyzed to provide the rms value of the error, the phase error, etc.

Any relaying course should include the study of instrumentation channels. The virtual power system is used to study the instrumentation error by including an appropriate model of the entire instrumentation channel. It is important to model the saturation characteristics of CTs and PTs, resonant circuits of CCVTs, etc. (see [6]). In the virtual power system, models of instrumentation channel components developed. The resulting integrated model provides, with precision, the instrumentation channel error.With the use of animation methods, one can study the evolution of instrumentation errors during transients as well as normal operation.

V. PROTECTIVE RELAY MODELING

Today, all new relays are numerical relays. These types of relays can be easily modeled within the virtual power system. Consider, for example, a directional relay. The operation of this relay is based on the phase angle between the polarizing voltage and the current. Modeling of this relay then requires that the phase angle between the polarizing voltage and the current be computed. For this purpose, as the power system simulation progresses, the relay model retrieves the instantaneous values of the polarizing voltage and the current. A Fourier transform is applied to the retrieved data (a running time Fourier transform over a user-specified time window). The result will be the phasors of the polarizing voltage and current from which the phase angles are retrieved. The directional element of the relay will trip if the phase angle difference is within the operating

region. It should be also self understood that if the relay to be modeled be also included in the model.

It is important that students be also involved in the design of numerical relays. A typical semester project is to define the functionality of a specific relay and a set of test cases. The student assignment is to develop the code that will mimic the operation of the relay and demonstrate its correct operation for the test cases.

The new technology of the virtual power system offers another more practical way to model relays. The virtual power system uses object-oriented programming. As such, it is an open architecture and can accept dynamic link libraries of third parties. A natural extension of the work reported in this paper is to use this feature to interface with commercially available digital “relays.” The word “relay” is in quotation marks to indicate that the relay is simply a digital program that takes inputs of voltages and currents, performs an analysis of these data, applies logic, and issues a decision. This program is an object and can be converted into a dynamic link library. If this DLL is “linked” with the virtual power system, in the sense that the inputs come from the virtual power system, then the specific relay can be evaluated within the virtual environment. The technology for this approach is presently available. Yet, our experience is that relay manufacturers are not presently perceptive in making their “relay” objects available as DLLs that can be interfaced with third-party software.

VI. APPLICATIONS

The described virtual environment used in a variety of educational

assignments. The possible uses are only limited by the imagination of the educator. In this section, we describe a small number of educational application examples.

Figs. 3 and 4 illustrate an exercise of studying instrumentation channel performance. Fig. 3 illustrates an example integrated model of a simple power system and the model of an instrumentation channel (voltage). The instrumentation channel consists of a PT, a length of control cable, an attenuator, and an AD converter (Fig. 3 illustrates the icons of these components and their interconnection). Fig. 4 illustrates two waveforms: the voltage of phase A of the power system when it is experiencing a fault and the error of the instrumentation channel. The upper part of the figure illustrates the actual voltage of Phase A and the output of the instrumentation channel (multiplied by the nominal transformation ratio). The two traces are quite close. The lower part of the figure illustrates the error between the two waveforms of the upper part of the figure. The two curves illustrate the normalized error at the input of the AD converter and at the output of the AD converter. The figure is self-explanatory and a substantial error occurs during the transient of the fault. When the transients subside, the error of the instrumentation channel is relatively small. The intention of this exercise is to study the effects of different parameters of the instrumentation channel.For example, the students can change the length of the control cable and observe the impact on the error. Or in case of a current channel, they can observe the effects of CT saturation on the error of the instrumentation channel, etc.

Fig. 5 illustrates the basics of an example application of the virtual

power system for visualization and animation of a modified impedance relay. The example system consists of a generator, a transmission line, a step-down transformer, a passive electric load (constant impedance load), an induction motor, and a mechanical load of the motor (fan). A modified distance relay (mho relay) monitors the transmission line. The operation of thi s relay is based on the apparent impedance that the relay “sees” and the trajectory of this impedance.

The visualization object of this relay displays what the relay “sees” during a disturbance in the system and superimposes this information on the relay settings. Typical examples are illustrated in Figs. 6 and 7. The relay monitors the three-phase voltages and currents at the point of its application. The animation model retrieves the information that the relay monitors from the simulator at each time step. Subsequently, it computes the phasors of the voltages and currents as well as the sequence components of these voltages and currents. Fig. 6 illustrates a 2-D visualization of the operation of this relay over a period that encompasses a combined event of an induction motor startup followed by a single-phase fault on the shows the voltages and currents “seen” by the relay(the snapshot is after the fault cleared). The graph also shows the trajectory (” by the relay. The graph shows the trajectory “seen” o ver a user-specified time interval preceding present time. The impedance trajectory is superimposed on the trip characteristics of this relay. In this case, the impedance trajectory does not visit the trip “region” of the relay.

Fig. 7 provides the recorded impedance trajectory for the combined event of an induction motor startup followed by a three-phase fault near

the low-voltage bus of the transformer. The impedance trajectory is superimposed on the trip characteristics of this relay. In this case, the i mpedance trajectory does visit the trip “region” of the relay. This example can be extended to more advanced topics. For example, the animated display may also include stability limits for the “swing” of the generator. For this purpose, the stability limits for the particular condition must be computed and displayed.This exercise can be the topic of a term project.

Another important protective relaying example is the differential relay. In this example, we present the animated operation of a differential relay scheme for a delta-wye connected transformer with tap changing under load. The example system is shown in Fig. 8. It consists of an equivalent source, a transmission line, a 30-MVA delta-wye connected transformer, a distribution line, and an electric load. A transformer differential relay Fig.

7. Animation of a mho relay for a three phase fault on the 13.8-kV bus. is protecting the transformer. The differential relay of a differential relay visualization is shown in Fig. 9 based on the electromechanical equivalent relay. Note that the 2-D visualization shows the “operating” coils and “restraining” coils and the currents that flow in these coils at any instant of time. Instantaneous values, rms values, and phasor displays are displayed. Fig. 9 illustrates one snapshot of the system. In reality, as the system operation progresses, this figure is continuously updated, providing an animation effect. The system may operate under steady-state or under transient conditions. The effects of tap changing on the operation of the relay are demonstrated. The importance of this animation module is that one can study the effects of various parameters and phenomena on the

operation of the relay. Examples are: a) effects of tap setting. The differential relay settings are typically selected for the nominal tap setting. As the tap setting changes under load, the current in the operating coil changes and may be nonzero even under normal operating conditions. It is very easy to change the tap setting andobserve the operation of the relay in an animated fashion. It is also easy to observe the operation of the relay during a through fault for different values of tap settings. Thus, this tool is very useful in determining the optimal level of percent restraint for the relay. b) effects of inrush currents. One can perform energization simulations of the transformer by various types of breaker-closing schemes. Since the transformer model includes the nonlinear magnetization model of the transformer core, the magnetization inrush currents will appear in the terminals of the transformer and, therefore, in the differential relay. The display of Fig. 9 provides a full picture of the evolution of the electric currents. One can study the effects of inrush currents by bypassing the even study these phenomena in

depth and in very short time with the aid of animation and visualization methods.

The virtual power system also used for testing of physical relays. This application is quite simple. The virtual power system COMTRADE format. Then, the COMTRADE file is fed into commercial equipment that generates the actual voltages and currents and feeds them into the physical relays. The actual response of the relays is then observed. This application was performed on the premises of a utility with limited access to students.

Recently, a major relay manufacturer (SEL) the process of setting up

the laboratory for routine use of this function by students. There are numerous other applications of the proposed virtual power system. The pedagogical objective is to instill a deep understanding of protective relaying concepts and problems in the very short time of one semester. The effectiveness of the proposed approach increases as new examples are generated and stored in the database.Aclassical example that demonstrates the effectiveness of the virtual power system is the issue of sympathetic tripping. Usually, this topic requires several lectures and long examples. With the virtual power system, one can very thoroughly teach the concept of sympathetic tripping within one

lecture. For example, a simple system with mutually coupled lines can be prepared, with relays at the ends of all lines. Then with a fault in one line, the relays of the be visualized and animated. The students can observe that the relays of the another line. And more important, the students can make changes to the designs of the lines and observe the relative effect of design parameters on induced voltages and currents, etc.

VII. CONCLUSION

This paper for visualization and animation of protective relaying. The virtual power system the instruction of protective relaying courses. It is also an excellent tool for assigning term projects on various aspects of protective relaying. One important feature of the tool is that the user can apply disturbances to the system while the system operates (i.e., faults, load shedding, motor start-up, etc.). The response of the relays is instantaneously observed. The paper a multitasking environment.

The paper and animation of instrumentation channel error, b)

impedance relay, and c) a transformer differential relay. From these examples, it is clear that virtual laboratories can be quite beneficial from the educational point of view as they can provide insight of the system under study that are impossible in a physical laboratory. In addition, the virtual power system is valuable for testing commercially available digital relays with appropriate interfaces between the virtual power system and the numerical relay software.

The effectiveness of this approach assessed informally with discussions with students and evaluation of the term projects. The response is positive and enthusiastic (for example, two of the term project reports were over 100 pages long and the content reflected an excellent understanding of protective relaying concepts and technology). We plan to conduct formal evaluation of the approach by the students.

The tool is continuously under development as additional relay functions and animation and visualization objects of various protective relay functions are being developed. This task is open ended because of the plethora of existing power system relaying devices and possible ways to visualize and animate their functions. There is also a multiplicity of term projects that can be designed and assigned to students with the virtual power system as the basic tool. We also plan to make this tool available to power educators. Presently, the tool is posted on the course web site, when the course is offered. The web site is terminated when the course is completed. In the next offering of the course, the web site will be made permanent and accessible to power educators.

附录1 外文资料译文

继电保护的评估与测试的虚拟环境

P. Sakis Meliopoulos 和George J. Cokkinides

摘要:继电保护是力学系统共层的基础原则,我们提供了三种继电保护课程:一个是研究生课程,三分之一学期来学名为电网保护的继电保护,还有短暂的三天半的职业工程师课程。为了使学生最大限度的理解和训练他们有关继电的概念,理论,技术,我们发明了一些教育工具,全部都存在于一个虚拟的环境中。这样的虚拟环境包括一个模拟电网送电器、一个可视化的动画模组的继电保护的模拟器仪表、特定的可视化的动画模组式的继电气保护的模型和用来测试实际的继电气设备可以运行的硬件接口。我们称这种软件为虚拟电网。虚拟电网让学生在最短的时间内最大限度的理解继电保护的纵向概念的范围。这种工具不是被动的使用的。真实情况是,学生积极地的参与设计好的项目,例如多功能几点起的设计和实施和特定干扰的继电测试等。这篇论文描述了虚拟电网组织,例如解算器,继电保护的可视化和动画等,也讨论了这种工具通过特定的应用例子和学生作业的课程中的实用性。

索引词代数的同伴形式,动画,继电保护,时域模拟,可视化

简介

继电保护在电力系统的安全性和可靠性中一直都扮演了非常重要的角色。由于技术进步,继电保护变得更加复杂,有太多不同的改善了的系统保护可以选择。无可争议的是继电保护有非常显著的进步。在系统安全性和设备的保护上有戏剧性的益处。然而,由于系统的复杂性和竞争因素的多样性,继电保护是一项富有挑战性的学科。除了在此领域所有的进步外,非计划中的继电保护操作(误操作)确实发生了。许多运行中断和停电的事故都可以归结于不恰当的继电保护设置,意料之外的系统状况以及对仪器变压器不合适的选择继电保护的设计方案力争考虑到所有可能的情

况来避免误操作。实用继电保护工程师使用两步程序来最小化这样误操作的可能性。

第一,在设计阶段,实用综合分析来决定最好的继电保护方案和设置。

第二,如果这样的事故发生了,使用详尽的事后分析来揭露事故原因的根源和设计阶段究竟是什么弄错了。

现在的干扰记录技术可以加强事后分析的效果。(通过错误的干扰记录或者嵌入在数字继电器中的记录)这个过程的结果是一代一代的工程师传递下去的经验的积累。对于训练者来说一项重要的挑战是把学生训练成更有效地继电保护工程师的训练。学生必须具备对继电保护技术的理解,包括继电保护功能的多重性,交流性,规范性和自动化。另外,在干扰中为了正确的继电保护应用必须对电网的操作和行为有深刻的理解。在如今繁多的课程安排下,富有挑战性的是在一个非常短的时段内达到这样的训练目的,比如说一个学期。这篇论文呈现了一个完成这个挑战的方法。具体地说,我们提出虚拟电网的概念是为了在一个短的时段内就继电保护的复杂课题对学生进行教学。虚拟电网的方法是可行的,有两个原因

A,软件工程和电网可视化的进步的动态回应。

B,新一代的数字倾向的继电保护。

具体地说,将电网仿真,可视化,继电保护响应和继电保护测试在虚拟环境中一体化是可行的。这种方法让学生可以学习复杂的电网操作,同时在短时间内高精度的观测继电保护响应。

这篇论文结构如下:

第一,虚拟电网的简介

第二,使虚拟电网和继电保护和继电保护仪器的特点同时呈现的数学模型

第三,最后,提供了一些为了教学而运用这种工具的例子。

第二部分虚拟电网

虚拟电网将许多应用软件在多任务的环境下

A 动态的电网模拟器

B 继电保护对象

C 继电保护仪器对象

D 对象的自动化和可视化

虚拟电网具有以下特点:

1,在研究下的系统的持续的时域模拟

2,在模拟中更改(或检测错误)系统的能力和及时观测变化的影响的能力

3,先进的数据输出的可视化选择,如2D或3D动画,可以阐述系统中任一装置的操作

以上特性是就继电保护学习的虚拟环境的基本

第一项特性保证了系统的联系操作和在物理实验室是一样的,一旦系统被装配了便可以持续运行。

第二项特性保证在不干扰模拟器下或者应用干扰下如错误,连接和断开装置和系统的能力。这项特性复制了物理实验室的能力,在实验室里可以连接一个组件到物理系统中并且及时观测反映。(例子,将一个新的继电器连接到系统中并且观测机电保护的操作逻辑,应用干扰,观测瞬态和继电保护逻辑瞬态)

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电气自动化专业毕业论文英文翻译

电厂蒸汽动力的基础和使用 1.1 为何需要了解蒸汽 对于目前为止最大的发电工业部门来说, 蒸汽动力是最为基础性的。 若没有蒸汽动力, 社会的样子将会变得和现在大为不同。我们将不得已的去依靠水力发电厂、风车、电池、太阳能蓄电池和燃料电池,这些方法只能为我们平日用电提供很小的一部分。 蒸汽是很重要的,产生和使用蒸汽的安全与效率取决于怎样控制和应用仪表,在术语中通常被简写成C&I(控制和仪表 。此书旨在在发电厂的工程规程和电子学、仪器仪表以 及控制工程之间架设一座桥梁。 作为开篇,我将在本章大体描述由水到蒸汽的形态变化,然后将叙述蒸汽产生和使用的基本原则的概述。这看似简单的课题实际上却极为复杂。这里, 我们有必要做一个概述:这本书不是内容详尽的论文,有的时候甚至会掩盖一些细节, 而这些细节将会使热力学家 和燃烧物理学家都为之一震。但我们应该了解,这本书的目的是为了使控制仪表工程师充 分理解这一课题,从而可以安全的处理实用控制系统设计、运作、维护等方面的问题。1.2沸腾:水到蒸汽的状态变化 当水被加热时,其温度变化能通过某种途径被察觉(例如用温度计 。通过这种方式 得到的热量因为在某时水开始沸腾时其效果可被察觉,因而被称为感热。 然而,我们还需要更深的了解。“沸腾”究竟是什么含义?在深入了解之前,我们必须考虑到物质的三种状态:固态,液态,气态。 (当气体中的原子被电离时所产生的等离子气体经常被认为是物质的第四种状态, 但在实际应用中, 只需考虑以上三种状态固态,

物质由分子通过分子间的吸引力紧紧地靠在一起。当物质吸收热量,分子的能量升级并且 使得分子之间的间隙增大。当越来越多的能量被吸收,这种效果就会加剧,粒子之间相互脱离。这种由固态到液态的状态变化通常被称之为熔化。 当液体吸收了更多的热量时,一些分子获得了足够多的能量而从表面脱离,这个过程 被称为蒸发(凭此洒在地面的水会逐渐的消失在蒸发的过程中,一些分子是在相当低的 温度下脱离的,然而随着温度的上升,分子更加迅速的脱离,并且在某一温度上液体内部 变得非常剧烈,大量的气泡向液体表面升起。在这时我们称液体开始沸腾。这个过程是变为蒸汽的过程,也就是液体处于汽化状态。 让我们试想大量的水装在一个敞开的容器内。液体表面的空气对液体施加了一定的压 力,随着液体温度的上升,便会有足够的能量使得表面的分子挣脱出去,水这时开始改变 自身的状态,变成蒸汽。在此条件下获得更多的热量将不会引起温度上的明显变化。所增 加的能量只是被用来改变液体的状态。它的效用不能用温度计测量出来,但是它仍然发生 着。正因为如此,它被称为是潜在的,而不是可认知的热量。使这一现象发生的温度被称为是沸点。在常温常压下,水的沸点为100摄氏度。 如果液体表面的压力上升, 需要更多的能量才可以使得水变为蒸汽的状态。 换句话说, 必须使得温度更高才可以使它沸腾。总而言之,如果大气压力比正常值升高百分之十,水必须被加热到一百零二度才可以使之沸腾。

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