New selective earth faults only current directional method for isolated neutral systems

In order to achieve total selectivity at electrical distribution networks it is of great importance to analyze the defect currents at ungrounded power systems. This information will help to grant selectivity at electrical distribution networks ensuring that only the defect line or feeder is removed from service. In the present work a new selective and directional protection method for ungrounded power systems is evaluated. The new method measures only defect currents to detect earth faults and works with a directional criterion to determine the line under faulty conditions. The main contribution of this new technique is that it can detect earth faults in outgoing lines at any type of substation avoiding the possible mismatch of traditional directional earth fault relays. This detection technique is based on the comparison of the direction of a reference current to the direction of all earth fault capacitive currents at all the feeders connected to the same bus bars. This new method has been validated through computer simulations. The results for the different cases studied are remarkable, proving total validity and usefulness of the new method.

Engineering education on geosciences in a changing world

Engineering aims to work with what knowledge is available to achieve society's goals (Coyle, Murphy, and Grimson 2007). The current environmental challenges and the characteristics of the labour market mean that the effectiveness of Engineering activities in Geosciences must be increased through the development of technical knowledge and the inclusion of suitable training aimed at solving real cases (European Commission 2010). Human capital – understood as the talents, skills and capabilities of higher education graduates – is perceived as an essential element for sustainable economic growth and development in the globalised economy (Sianesi and Van Reenan 2003). We need, therefore, to rethink our approaches to curriculum, instruction and assessment in science education, particularly because of the rapid growth of the scientific knowledge, tools/technologies and theories that have originated over the last 50 years (Duschl and Grandy 2013).