Abstract
Students in the electrical branch of the short-cycle tertiary education program acquire developmental and design skills for low voltage transmission power lines. Aerial power line design requires mathematical tools not covered well enough in the curricula. Designing suspension cables requires the use of a Taylor series and integral calculation to obtain the parabola’s arc length. Moreover, it requires iterative procedures, such as the Newton–Raphson method, to solve the third-order equation of the steady-static response. The aim of this work is to solve the steady-static response equation for suspended cables using simple calculation tools. For this purpose, the influence of the horizontal component of the cable tension on its curvature was decoupled from the cable’s self-weight, which was responsible for the tension’s vertical component. To this end, we analyzed the laying and operation of the suspended cables by defining three phases (i.e., stressing, lifting, and operation). The phenomena that occurred in each phase were analyzed, as was their manifestation in the cable model. Herein, we developed and validated the solution of the steady-static response equation in suspended cables using simple equations supported with intuitive graphics. The best results of the proposed calculation procedure were obtained in conditions of large temperature variations.
Highlights
Programs like vocational education and training studies for electrical and automatic systems (Spanish Royal Decree (RD) 1127/2010 [1]) and short-cycle tertiary education (classified at an international standard classification of education (ISCED) level 5 [2]) are designed to provide participants with professional knowledge, skills, and competencies
We developed and validated the solution of the steady-static response equation in suspended cables using simple equations supported with intuitive graphics
According to RD 1127/2010 [1], electrical and mechanical calculations are required for low voltage power transmission lines
Summary
Programs like vocational education and training studies for electrical and automatic systems (Spanish Royal Decree (RD) 1127/2010 [1]) and short-cycle tertiary education (classified at an international standard classification of education (ISCED) level 5 [2]) are designed to provide participants with professional knowledge, skills, and competencies. The use of a Taylor series is required to approximate both the profile and length of the cable [4,5]. The arc length of the parabola is essential for solving the steady-static response equation of the cable [6,7]. It is a polynomial equation that can be solved with a simple code [7]. Both a Taylor series and iterative resolution algorithms take the student away from real physical phenomena
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
