Single real transformation matrices applied to double three-phase transmission lines

Single real transformation matrices are tested as phase-mode transformation matrices of typical symmetrical systems with double three-phase and two parallel double three-phase transmission lines. These single real transformation matrices are achieved from eigenvector matrices of the mentioned systems and they are based on Clarke's matrix. Using linear combinations of the Clarke's matrix elements, the techniques applied to the single three-phase lines are extended to systems with 6 or 12 phase conductors. For transposed double three-phase lines, phase Z and Y matrices are changed into diagonal matrices in mode domain. Considering non-transposed cases of double three-phase lines, the results are not exact and the error analyses are performed using the exact eigenvalues. In case of two parallel double three-phase lines, the exact single real transformation matrix has not been obtained yet. Searching for this exact matrix, the analyses are based on a single homopolar reference. For all analyses in this paper, the homopolar mode is used as the only homopolar reference for all phase conductors of the studied system. (C) 2008 Elsevier B.V. All rights reserved.

Eigenvalue analyses of two parallel lines using a single real transformation matrix

For a typical non-symmetrical system with two parallel three phase transmission lines, modal transformation is applied using some examples of single real transformation matrices. These examples are applied searching an adequate single real transformation matrix to two parallel three phase transmission line systems. The analyses are started with the eigenvector and eigenvalue studies, using Clarke's transformation or linear combinations of Clarke's elements. The Z C and parameters are analyzed for the case that presents the smallest errors between the exact eigenvalues and the single real transformation matrix application results. The single real transformation determined for this case is based on Clarke's matrix and its main characteristic is the use of a unique homopolar reference. So, the homopolar mode becomes a connector mode between the two three-phase circuits of the analyzed system. ©2005 IEEE.

Correction procedure applied to a single real transformation matrix -Untransposed three-phase transmission line cases

Clarke's matrix has been used as an eigenvector matrix for transposed three-phase transmission lines and it can be applied as a phase-mode transformation matrix for transposed cases. Considering untransposed three-phase transmission lines, Clarke's matrix is not an exact eigenvector matrix. In this case, the errors related to the diagonal elements of the Z and Y matrices can be considered negligible, if these diagonal elements are compared to the exact elements in domain mode. The mentioned comparisons are performed based on the error and frequency scan analyses. From these analyses and considering untransposed asymmetrical three-phase transmission lines, a correction procedure is determined searching for better results from the Clarke's matrix use as a phase-mode transformation matrix. Using the Clarke's matrix, the relative errors of the eigenvalue matrix elements can be considered negligible and the relative values of the off-diagonal elements are significant. Applying the corrected transformation matrices, the relative values of the off-diagonal elements are decreased. The comparisons among the results of these analyses show that the homopolar mode is more sensitive to the frequency influence than the two other modes related to three-phase lines. © 2006 IEEE.

Modal transformation obtained from Clarke's matrix - Asymmetrical three-phase case

Some constant matrices can be used as phase-mode transformation matrices for transposed three-phase transmission lines. Clarke's matrix is one of these options. Its application as a phase-mode transformation matrix for untransposed three-phase transmission lines has been analyzed through error and frequency scan comparisons. Based on an actual untransposed asymmetrical three-phase transmission line example, a correction procedure is applied searching for better results from the Clarke's matrix applicaton as a phase-mode transformation matrix. The error analyses are carried out using Clarke's matrix and the new transformation matrices obtained from the correction procedure. Applying Clarke's matrix, the relative errors of the eigenvalue matrix elements can be considered negligible and the relative values of the off-diagonal elements are significant. If the the corrected transformation matrices are used, the relative values of the off-diagonal elements are decreased. Based on the results of these analyses, the homopolar mode is more sensitive to the frequency influence than the two other modes related to three-phase lines. © 2007 IEEE.

Eigenvalue analyses for non-transposed three-phase transmission line considering non-implicit ground wires

This paper presents a method for analyzing electromagnetic transients using real transformation matrices in three-phase systems considering the presence of ground wires. So, for the Z and Y matrices that represent the transmission line, the characteristics of ground wires are not implied in the values related to the phases. A first approach uses a real transformation matrix for the entire frequency range considered in this case. This transformation matrix is an approximation to the exact transformation matrix. For those elements related to the phases of the considered system, the transformation matrix is composed of the elements of Clarke's matrix. In part related to the ground wires, the elements of the transformation matrix must establish a relationship with the elements of the phases considering the establishment of a single homopolar reference in the mode domain. In the case of three-phase lines with the presence of two ground wires, it is unable to get the full diagonalization of the matrices Z and Y in the mode domain. This leads to the second proposal for the composition of real transformation matrix: obtain such transformation matrix from the multiplication of two real and constant matrices. In this case, the inclusion of a second matrix had the objective to minimize errors from the first proposal for the composition of the transformation matrix mentioned. © 2012 IEEE.

Be careful what you ask for : how inquiry strategy influences readiness mode

Much has been written about affecting change in the workplace, including how to help employees prepare for the process. However, little is known about how participation influences employees' emotions and attitudes at the start of an intervention. By qualitatively analyzing conversations that were triggered by an organizational change effort, we explored how different inquiry strategies influence readiness for change. We examined four inquiry strategies by combining strength or deficit frames with individual or organizational focus. Distinctive conversational patterns emerged within each strategy, which we believe influence peoples' change readiness. In this article we present four readiness modes to describe these patterns and conclude with implications for managers who seek to shape their change efforts more effectively.

Implementation of an integrated, technology-based, discovery mode assessment item involving an incubation period to enhance learning outcomes for engineering maths students

In this paper we discuss our current efforts to develop and implement an exploratory, discovery mode assessment item into the total learning and assessment profile for a target group of about 100 second level engineering mathematics students. The assessment item under development is composed of 2 parts, namely, a set of "pre-lab" homework problems (which focus on relevant prior mathematical knowledge, concepts and skills), and complementary computing laboratory exercises which are undertaken within a fixed (1 hour) time frame. In particular, the computing exercises exploit the algebraic manipulation and visualisation capabilities of the symbolic algebra package MAPLE, with the aim of promoting understanding of certain mathematical concepts and skills via visual and intuitive reasoning, rather than a formal or rigorous approach. The assessment task we are developing is aimed at providing students with a significant learning experience, in addition to providing feedback on their individual knowledge and skills. To this end, a noteworthy feature of the scheme is that marks awarded for the laboratory work are primarily based on the extent to which reflective, critical thinking is demonstrated, rather than the amount of CBE-style tasks completed by the student within the allowed time. With regard to student learning outcomes, a novel and potentially critical feature of our scheme is that the assessment task is designed to be intimately linked to the overall course content, in that it aims to introduce important concepts and skills (via individual student exploration) which will be revisited somewhat later in the pedagogically more restrictive formal lecture component of the course (typically a large group plenary format). Furthermore, the time delay involved, or "incubation period", is also a deliberate design feature: it is intended to allow students the opportunity to undergo potentially important internal re-adjustments in their understanding, before being exposed to lectures on related course content which are invariably delivered in a more condensed, formal and mathematically rigorous manner. In our presentation, we will discuss in more detail our motivation and rationale for trailing such a scheme for the targeted student group. Some of the advantages and disadvantages of our approach (as we perceived them at the initial stages) will also be enumerated. In a companion paper, the theoretical framework for our approach will be more fully elaborated, and measures of student learning outcomes (as obtained from eg. student provided feedback) will be discussed.