Reg.

No

Sona College of Technology (Autonomous), Salem -5.

SET - 2 Continuous Internal Evaluation Test –2
Department of EEE
U15EE702 –Power System Operation and Control
Common to All Section (IV Year / VII Semester)

Outcome
Levels of

Course
Date : 00.09.2018 Duration : 1 ½ hours

B.T
Time slot : 00.00 To 00.00 am/pm Marks : 50

PART – A Answer All Questions (9 x 2 = 18 Marks)

1. Draw incremental cost curve for a thermal power plant. LOTS 2

2. Write the equality and inequality constraints considered in the economic dispatch problem. LOTS 2

3. Write the coordination equation neglecting losses. HOTS 2

4. Define regulation. LOTS 3

5. What are the conditions necessary for proper synchronization of alternators? LOTS 3

6. What is area control error? LOTS 3

7. What are the advantages of pool operation with respect to LFC? LOTS 3

8. Define stiffness of the interconnected system. LOTS 3

9. A speed governor system cannot completely eliminate frequency error caused by a step load HOTS 3
change in power system. Justify this statement.
PART – B Answer All questions (2 x 16 = 32 Marks)
10. The input – output curve characteristics of three units are given by (16) HOTS 2
2
F 1=0.00 16 PG 1 +5.46 PG 1+ 94 0
2
F 2=0.00 19 P G 2+ 5.3 5 PG 2 +820
2
F 3=0.00 32 P G 3+ 5.65 PG 3 +99
Total load is 600 MW. Use the participation factor method to calculate the dispatch for a
load is reduced to 550 MW.

11. (a) Two identical 60MW synchronous machines operate in parallel, the governor (16) HOTS 3
settings on the machines are such that they have 4% and 3% droops no-load to full-
load % speed drops. Determine (a) The load taken by each machine for a total load
of 100 MW. (b) The % no-load speed to be made by the speeder motor if the
machines are to share the load equally.
(OR)
(b) Derive the transfer function of an uncontrolled load frequency control of a single (16) HOTS 3
area system and derive the expression for static error following a step load change.
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Bloom’s LOTS HOTS To
Percentage 20 80 1

Note: Kindly don’t change the above Levels of Bloom’s Taxonomy and Course Outcomes.
All Faculty are requested to set the QP’s for 1 ½ units compulsorily. This enables the mapping of
the course outcomes and thus its attachment.