NED University of Engineering & Technology

Department of Electrical Engineering

LAB MANUAL
For the course

POWER SYSTEM ANALYSIS

(EE-362) For T.E.(EE)

Instructor name:__________________________________
Student name:____________________________________
Roll no: Batch:___________________
Semester: Year:________________
 LAB MANUAL
For the course

POWER SYSTEM ANALYSIS

(EE-362) For T.E.(EE)

Content Revision Team:

Ms. Ayesha Saeeed, Dr Mohsin Aman
Last Revision Date:

Approved By

The Board of Studies of Department of Electrical Engineering

____________________ ____________________

____________________ ___________________

____________________ ____________________
To be filled by lab technician

Attendance: Present out of _____ Lab sessions

Attendance Percentage ________

To be filled by Lab Instructor

Lab Score Sheet

Roll No. Rubric Rubric Rubric Rubric Rubric Rubric OEL/PBL Final LAB Attendance Final weighted Score for
based based based based based based Rubric Rubric Percentage MIS System
Lab I Lab II Lab III Lab IV Lab V Lab VI Score Score [10(A)+10(B)+5(C)]/25
A B C Round to next higher
multiple of 5

EE-362 PSA Rubric Based Labs 2, 4, 5, 6, 10, 11

Note: All Rubric Scores must be in the next higher multiple of 5 for correct entry in MIS system.
 CONTENTS

S.No. Date Title of Experiment Signature

1 Modeling of a network on Simulink

Determination of the significance of surge
2* impedance of transmission line.
Introduction to Electrical Transient
3 Analyzer Program (ETAP).
Studying the operation of a power
4* transmission line in no-load conditions.
To observe and analyse the impact of load
5* changes on Generator Controls and
Transmission Lines.
Short circuit analysis on ETAP
6*
Symmetrical component analysis on
7 Simulink
Digital faults simulation in stand-alone
8 mode on AEL-CPSS-01S.

Solution of Non Linear Algebraic

9 Equations on MATLAB

10* Sequence Networks

11* Load Flow Analysis on ETAP

Open Ended Lab: Asymmetrical fault
12* analysis on ETAP

Note: *Lab evaluation is rubric based.

Power System Analysis Lab Session 01
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 1

TITLE
Network Modeling on Simulink.

THEORY
Simulink is an environment for simulation and model-based design for dynamic and embedded
systems. It provides an interactive graphical environment and a customizable set of block
libraries that let you design, simulate, implement, and test a variety of time-varying systems,
including power system, controls, signal processing etc.

The Simulink Library Browser is the library where you find all the blocks you may use in
Simulink. Simulink software includes an extensive library including SimPowerSystems,
Aerospace Blockset, Communication Blockset.

Simscape Power Systems™ provides component libraries and analysis tools for modelling and
simulating electrical power systems. It includes models of electrical power components,
including three-phase machines, electric drives, and components for applications such as
flexible AC transmission systems (FACTS) and renewable energy systems. Harmonic analysis,
calculation of total harmonic distortion (THD), load flow, and other key electrical power
system analyses are automated, helping you investigate the performance of your design.

EXERCISE
▪ Open MATLAB and select the Simulink icon from the main toolbar or type Simulink
on the command window. This opens the Simulink library browser.
▪ Create a new model. Drag and drop the elements given in the table below to build the
following model:
Power System Analysis Lab Session 01
NED University of Engineering and Technology Department of Electrical Engineering

Blocks Library Path Quantity

SimPowerSystems >
Three Phase Voltage Source Fundamental Blocks > 1
Electrical Sources ems >
SimPowerSystems >
Three Phase VI
Fundamental Blocks > 2
measurement
Measurements
SimPowerSystems >
Three Phase Transformer
Fundamental Blocks > 2
(2 winding)
Elements
SimPowerSystems >
Pi Section Line Fundamental Blocks > 3
Elements
SimPowerSystems >
Three Phase Series RLC
Fundamental Blocks > 1
load
Elements
SimPowerSystems >
Power Control & Measurements > 2
Measurements
Simulink>
Scope 4
Commonly Used Blocks

Display Simulink>Sinks 4

SimPowerSystems >
Powergui 1
Fundamental Blocks

▪ Connect the blocks as shown.

▪ Set the three-phase voltage source to 11kV, 50 Hz.
▪ Set the three-phase VI measurement block’s voltage measurement to ‘phase to ground’.
▪ The sending end transformer is 250 MVA 11/66kV step up transformer and the
receiving end transformer is step down 66/11 kV transformer.
▪ Both the transformers have R= 0.002 pu and L= 0.05 pu
▪ The load is a series Y grounded RLC load.
▪ Use ode23tb as the solver for the given system.

OBSERVATION
▪ Note the steady state voltages by opening powergui.
▪ Observe the waveforms on different scopes.
▪ Attach the waveforms.
Power System Analysis Lab Session 02
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 2

TITLE
Studying the significance of surge impedance of transmission line.

THEORY
The theoretical significance of the surge impedance is that if a purely resistive load that is equal
to the surge impedance were connected to the end of a transmission line with no resistance, the
voltage at the receiving end would have the same magnitude as the sending end voltage. Surge
impedance load (SIL) is such a load at which natural reactive balance occurs as shown below:

MVar Produced by Capacitance of the line = MVar Used by Inductance of the line

kV²
=I²XL
XC

kV²
= XC XL
I²

L
Surge Impedance=√
C

2
kVL_L
SIL=
Surge Impedance
From the above equation it can be observed that SIL only depends on the voltage level and
surge impedance of the line. It is independent of the length of the line.

It is a useful quantity as it suggests transmission line loading with minimum reactive power
requirement. Lines loaded above SIL are inductive in their behavior while those loaded below
SIL are capacitive.

Power system engineers find it convenient to express power transmitted by line in terms of per
unit of SIL i.e as a ratio of power transmitted to SIL.
Power System Analysis Lab Session 02
NED University of Engineering and Technology Department of Electrical Engineering

EXERCISE
▪ Open MATLAB and build the model given in the figure below.
▪ The transmission line is of (Your Roll Number) kV with R= 1 nΩ, L= 2 mH/km, C= 8
nF/km. The resistance is set to a very low value so that the effect of SIL can be observed
in the simulation.
▪ Calculate SIL. Use this value to complete the table given below.

OBSERVATION
Complete the following table and explain your observations.

Load VS (kV) VR (kV) PS (MW) PR (MW) QS (Vars) QR (Vars)

Load < SIL
Load = SIL
Load < SIL

Surge Plimit
Line Surge Line Plimit
Capacitance Inductance Impedance (in
Length Impedance Reactance (3-Phase)
(nF) (mH) Loading terms of
(km) (ohms) (ohms) (MW)
SIL (MW) SIL)
200
400

CONCLUSION
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code: EE-362 Course Title: Power System Analysis

Laboratory Session No.: ________________________ Date: ______________________________
Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Software Initialisation Completely Able to recognise Able to recognise Able to Able to
and Configuration: unable to initialisation but initialisation but recognise/perform recognise/perform
Set up and recognise recognise could not configuration is initialisation and initialisation and
software initialisation initialisation and configure erroneous configuration with configuration with
and configuration configuration minimal errors complete success
steps
10% 0 10 20 30 40
Software Menu Unable to Little ability and Moderate ability Reasonable Demonstrates
Identification and understand and understanding of and understanding of command over
Usage: use software software menu understanding of software menu software menu
Ability to operate menu operation, makes software menu operation, makes no usage with frequent
software environment many mistake operation, makes major mistakes use of advance
under supervision, lesser mistakes menu options
using menus,
shortcuts, instructions
etc.
15% 0 15 30 45 60
Modeling of given Unable to Moderately able Adequately able Adequately able to Demonstrates
SLD/Network operate to operate to operate operate software, mastery over
Diagram: software, could software, could software, simulation model is software, error free
Ability to operate not create not create simulation model error free simulation model is
software environment simulation simulation model contains errors created and
in order to create model simulation is started
simulation model of
given network
parameters
15% 0 15 30 45 60
Detecting and Unable to check Able to find error Able to find error Able to find error Able to find error
Removing Errors: and detect error messages and messages and messages in messages in
Detect messages and indications in indications in software as well as software along with
Errors/Exceptions and indications in software but no software as well understanding of the understanding
in simulation model software understanding of as understanding detecting all of those to detect and rectify
and manipulate detecting those of detecting some errors and their them
model to rectify the errors and their of those errors types
simulation types and their types
15% 0 15 30 45 60

Page 1 of 2
 Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Graphical Unable to Ability to Ability to Ability to Ability to
Visualisation and understand and understand and understand and understand and understand and
Comparison of utilise utilise utilise utilise visualisation utilise visualisation
Model/Network visualisation or visualisation and visualisation and and plotting and plotting
Parameters: plotting plotting features plotting features features features
Manipulate given features with frequent successfully but successfully, successfully, also
model/simulation errors unable to partially able to able to draw
under supervision, in compare and compare and conclusions after
order to produce analyse them analyse them analysis
graphs/plots for
measuring and
comparing network
parameters
15% 0 15 30 45 60
Following step-by- Inability to Able to recognise Able to recognise Able to recognise Able to recognise
step procedure to recognise and given lab given lab given lab procedures given lab procedures
complete lab work: perform given procedures and procedures and and perform them and perform them
Observe, imitate and lab procedures perform them perform them by by following by following
operate software to but could not following prescribed order of prescribed order of
complete the follow the prescribed order steps, with steps, with no
provided sequence of prescribed order of steps, with occasional mistakes mistakes
steps of steps frequent mistakes
10% 0 10 20 30 40
Recording Simulation Inability to Able to recognise Able to recognise Able to recognise
Observations: recognise prescribed or prescribed or prescribed or
Observe and copy prescribed or required required simulation required simulation
prescribed or required required simulation measurements but measurements and
simulation results in simulation measurements records them records them
__
accordance with lab measurements but does not incompletely completely, in
manual instructions record according tabular form
to given
instructions
10% 0 10 30 40
Discussion and Complete Slight ability to Moderate ability Reasonable ability to Full ability to discuss
Conclusion: inability to discuss recorded to discuss discuss recorded recorded
Demonstrate discuss observations and recorded observations and observations and
discussion capacity on recorded draw conclusions observations and draw conclusions draw conclusions
the recorded observations draw conclusions
observations and and draw
draw conclusions from conclusions
it
10% 0 10 20 30 40

Total Points (out of 400)

Weighted CLO (Psychomotor Score) (Points/4)
Remarks
Instructor’s Signature with Date

Page 2 of 2
Power System Analysis Lab Session 03
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 3

TITLE
Introduction to Electrical Transient Analyzer Program (ETAP)

THEORY
ETAP is a power system simulation software suite that contains a group of sub-programs that handle
a variety of power system analysis. The analysis types include balanced and unbalanced load flow
analysis, short circuit analysis, arc flash analysis, real-time simulation, distribution system design,
grounding, protection scheme simulations, and others. The software is used mostly by engineers at
the facility design and control levels, and includes energy management modules and substation
automation.

PROCEDURE

Create a new project

New projects can be created in ETAP through file menu in status bar. The editor window ‘Create
new project’ asks for the name of project. The ‘User information’ editor asks user name, full name
and description related to your project.
Mode Toolbar

When you click the One-Line Diagram (Network Systems) button on the System toolbar, the Mode
toolbar is available that contains all the study modules related to the one-line diagram.

In general, ETAP has three modes of operation under Network Systems; Edit, AC Study, and DC
Study. The AC Study mode consists of analyses such as Load Flow, Short Circuit, Motor
Acceleration, Transient Stability, and Protective Device Coordination.

Mode Toolbar with Motor Acceleration Mode Selected

Edit Mode

Edit mode enables you to build your one-line diagram, change system connections, edit engineering
properties, save your project, and generate schedule reports in Crystal Reports formats. You can
select this mode by clicking the Edit button (graphically represented by a pencil). The Edit toolbars
for AC Elements, DC Elements, and Instrumentation Elements will be displayed to the right side of
the ETAP window.
Power System Analysis Lab Session 03
NED University of Engineering and Technology Department of Electrical Engineering

Mode Toolbar with Edit Mode Selected

This mode provides access to editing features that include:

• Dragging and Dropping Elements

• Connecting Elements
• Changing IDs
• Cutting, Copying, and Pasting Elements
• Moving Items from System Dumpster
• Inserting OLE Objects
• Cutting, Copying, and Pasting OLE Objects
• Merging Two ETAP Projects
• Hiding/Showing Groups of Protective Devices
• Rotating Elements
• Sizing Elements
• Changing Symbols
• Editing Properties
• Running Schedule Report Manager

Study Mode

Study modes enable you to create and modify study cases, perform system analysis, view alarm/alert
conditions, and view output reports and plots. When a study mode is active (selected), the toolbar
for the selected study is displayed on the right side of the ETAP window. By clicking the buttons
on the study toolbar, you can run studies, transfer data, and change display options. Two of the
available study modes which you will use and associated study toolbars are shown in the table
below.

Study Mode Toolbar Study Mode Toolbar

Load Flow Short Circuit

• Load Flow • ANSI Short Circuit

• Auto-Run Load Flow Duty
• ANSI 30 Cycle Faults
• ANSI Unbalanced
Faults
• IEC Short Circuit
Duty
• IEC 909 Short Circuit
• IEC Unbalanced
Faults
• IEC 363 Short Circuit
• Arc Flash Analysis
Power System Analysis Lab Session 03
NED University of Engineering and Technology Department of Electrical Engineering

In addition to the Study toolbar, a Study Case toolbar is displayed automatically when one of the
study modes becomes active. The Study Case toolbar allows you to control and manage the solution
parameters and output reports. The Study Case toolbar is available for all ETAP configurations.

EXERCISE
Task 1 Model a simple 4 bus system as shown in the figure below:

Editors

1. Double-click the generator symbol on the one-line diagram and view the editor. This is where you
enter data for the generator model.
2. Select different pages of this editor and look over the type of information that you can provide to
model a utility machine.
3. Click OK and close the editor.
4. Double-click other elements and explore their editors. Each available element has a customized
editor.
5. Double-click the lumped load and view its editor. This is where you enter data used for load.

Task 2
Complete this exercise to familiarize yourself with how the program works.
Set the following parameters in the respective editors of each elements by using the information
given below:

• The source is a 12.47 kV line-to-line infinite bus (swing). It is a 10 MVA generator with a power
factor of 0.85. The generator is Y connected and solidly grounded.
• Both the transmission lines are 2000 ft with a vertical configuration. Further details of the
conductors are given below:
Phase Conductor: 336,400 26/7
GMR = 0.0244 ft., Resistance = 0.306 Ω/mile, Diameter = 0.721 inch
Ground Conductor: Penguin 4/0
GMR = 0.00814 ft., Resistance = 0.592 Ω/mile, Diameter = 0.563 inch
Power System Analysis Lab Session 03
NED University of Engineering and Technology Department of Electrical Engineering

The conductors have a horizontal configuration with 2.5 ft spacing between A and B and 4.5 ft
spacing between B and C. The distance CG is 4 ft and the total height of conductors is 28 ft.
• The transformer is a step down 10000 kVA, 12.47/4.16 kV two winding transformer with X/R
ratio equal to 6. Both the windings are Y connected and solidly grounded.
• The lumped load runs at 4.16 kV and is 1800 kW with 0.9 lagging power factor.
Run load flow analysis to check your system.

RESULTS
Attach a snapshot of the network modeled after running load flow successfully.
Power System Analysis Lab Session 04
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 4

TITLE
Studying the operation of a power transmission line in no-load conditions (no-load current of the
transmission line).

APPARATUS
▪ Industrial Power Supply (N-ALI01)
▪ Instrumentation Module 1 (N-PPIM2)
▪ Control and Protection of Turbine-Generator Group Module 1 (N-PPCM1)
▪ Power Generation Substation Module 1 (N-PSUB3)
▪ Network Analyzer Unit with Computer Data Acquisition (N-EALD) (2 units)
▪ Transmission Lines Simulation module (N-AEC1D)
▪ GMG4.5K2PH. 4,5 kW Generator-Motor Group (GMG4.5K3PH)

THEORY
Power transmission lines are designed to transmit large volumes of power between even far points
(hundreds and sometimes thousands of kilometers). Generally power plants are erected where an
energy source is available, then these plants will serve all the users located in urban and industrial
areas. The term “Line” will include both the overhead lines (usually bare conductors spaced from
each other) and the cable lines (insulated conductors grouped even under a further common sheath).
Three-phase cable lines show some troubles when their length exceeds 40 km, therefore they are
used to distribute energy between the substations and the final users at medium voltage. Overhead
lines cannot be used, for instance, for undersea connections between mainland and islands. The main
factor for the design/construction of a line is the power to be transmitted. Apart from some particular
cases, long-distance power lines consist of three-phase systems almost everywhere. The operating
voltage is chosen according to the power in order to minimize Joule effect losses (R I2). It can
immediately be realized that losses will be reduced when current is reduced, but, when huge volumes
of power have to be sent, energy will exclusively be transmitted with high voltages (of some
hundreds of kV). All that will lead to consider also the accessories, that is step-up transformers at
the origin and the respective step-down transformers at the destination of the lines.

EXERCISE
▪ Carry out the step described in the paragraph “Starting up the application” (See Appendix)
▪ The table below shows the final position of the switches placed in the N-PSUB module and
sequence needed to control automatically the motor-generator group:

SWITCHES POSITION
Local/SCADA Control Mode UP (Local Control Mode)
Power System Analysis Lab Session 04
NED University of Engineering and Technology Department of Electrical Engineering

Manual/Automatic Speed Control DOWN (Automatic Speed Control)

Manual/Automatic Excitation Control DOWN (Automatic Excitation Control)
Enable/Disable 52NET Right (Disable 52NET)
Start/Stop Turbine Left (Start Turbine)
52G Synchronization Permission UP

▪ A Network Analyzer is connected before and after the transmission line to measure the
powers and other parameters at no-load.
▪ When the pre-established conditions (380-400V and 50Hz) are automatically reached, the
automatic speed and voltage controller will close the circuit breaker and the 52G indicator
will be turned on.
▪ Start this exercise considering the transmission LINE with the following constants:
Resistance = 33 Ω; Capacitance = 2 µF on both sides of pi-model; Inductance = 0.033 H.
▪ The reference electric diagram, the connections and configuration of the line are respectively
shown in the Figures 1 and 2.
▪ Read the electric quantities on the network analyzers and write them down in the following
table.
▪ Remove left side capacitor bank, right side capacitor bank and then both the capacitor banks
and respectively read the electric quantities on the network analyzers in all configurations.

OBSERVATION
Actual measurements carried out on the LINE with: Resistance = 33Ω; Capacitance = 2µF;
Inductance = 0.033 H.

The reactive power that must be provided by each capacitor in a three-phase transmission line
system with star connected line capacitors is:
𝟐
𝑽𝒑𝒉𝒂𝒔𝒆 𝟐
𝑸𝑪𝟏 = 𝑿𝒄 ∗ 𝑰𝒑𝒉𝒂𝒔𝒆 = 𝑿𝒄 ∗ ( ) = 𝑽𝟐𝒑𝒉𝒂𝒔𝒆 /𝑿𝒄
𝑿𝒄

𝑸𝑪𝟏 = 𝝎𝑪𝑳 ∗ 𝑽𝟐𝒑𝒉𝒂𝒔𝒆 = 𝟐𝝅 ∗ 𝟓𝟎 ∗ 𝟐 ∗ 𝟏𝟎−𝟔 ∗ 𝟐𝟐𝟎𝟐 = 𝟑𝟎. 𝟒𝟏 𝑽𝑨𝑹

𝑸𝟏 = 𝝎𝑪𝑳 ∗ 𝑽𝟐𝑳 = 𝟐𝝅 ∗ 𝟓𝟎 ∗ 𝟐 ∗ 𝟏𝟎−𝟔 ∗ 𝟑𝟖𝟎𝟐 = 𝟗𝟎. 𝟕𝟑 𝑽𝑨𝑹

𝑸𝑪𝟏 = reactive power due to the capacitance between two active conductors
𝑸𝑪𝟏 resulting from the formula indicated above is calculated for only one phase.
Total reactive power of the three-phase transmission line:
𝑸𝑻𝒐𝒕𝒂𝒍 = 𝟑 ∗ 𝑸𝑪𝟏 = 𝟗𝟎 𝑽𝑨𝑹

Compare the reactive power measured on the line to that calculated with the above formulae.

The no-load operation of the transmission line detects some active power, and this is due to the
dielectric losses and due to the discharge resistances available in capacitors.
 Power System Analysis Lab Session 04
NED University of Engineering and Technology Department of Electrical Engineering

Repeat and record the measurements excluding the set of capacitors.

Voltage Line current Active power Reactive power

measured at measured at measured at measured at
the origin the origin the origin the origin of
of the line of the line of the line the line
𝑽𝟏 (V) 𝑰𝟏 (A) 𝑷𝟏 (W) 𝑸𝟏 (Var)
Both the capacitor banks (2𝜇𝐹 each)
are present in the transmission
network

Excluding the left-side capacitor

bank from the transmission network

Excluding the right-side capacitor

bank from the transmission network

Excluding both the capacitor banks

from the transmission network

CONCLUSION
Power System Analysis Lab Session 04
NED University of Engineering and Technology Department of Electrical Engineering

Figure 1. Reference electric diagram

Power transmission line in no-load condition.
 Laboratory Grid
Resistive Loads

Network Network
Power System Analysis

Analyzer Analyzer

Transmission
Line
NED University of Engineering and Technology

Inductive Loads

Figure 2. AEL-CPSS-01S electrical diagram

BACK-UP
OVERCURRENT
PROTECTION

Turbine
Generator

Capacitive Loads

FREQUENCY EXCITATION
CONTROLLER REGULATOR

Excitation Signal

Speed Signal GENERATOR PROTECTION &

MANAGEMENT RELAY
Lab Session 04
Department of Electrical Engineering
 Appendix
Starting up the application
Follow the steps below to assembly the AEL-CPSS-01S modules, activate the protections and turn
on the unit:
1. Connect the modules as it is shown in paragraph “Cable assembly of the AEL-CPSS-01S
modules”.
2. Verify the position of the magneto-thermal circuit breaker placed at the N-ALI01. It must be
activated.
3. Turn the removable key to select the ON position in the N-ALI01 module.
4. Adjust the manual control potentiometers to the minimum values allowed and turn on the
ON/OFF switch in the N-PSUB module.
5. Turn the selector switches of the N-REFT/3C, N-INDT/3C and N-CAR19T/3C modules to
disconnect all loads.

Shutting down the application

1. Stop the turbine selecting this option in the N-PSUB module (local control mode) or in the
SCADA software (remote control mode).
2. Wait until the turbine is turned off and, if the unit has been controlled in remote mode, stop the
SCADA system and close it.
3. Switch off the N-PSUB module.
4. Turn off the N-ALI01 module
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code and Title: _______________________________________________________________

Laboratory Session: No._______________________________ Date: ____________________

Psychomotor Domain Assessment Rubric-Level P3

Skill Sets Extent of Achievement
0 1 2 3 4
Equipment Not able to identify Able to identify
Identification Sensory the equipment. equipment as well as
skill to identify equipment -- -- -- its components.
and/or its component for a
lab work.
10 % 0 40
Equipment Use Never describes the Rarely able to describe Occasionally Often able to Frequently able to
Sensory skills to describe use of equipment. the use of equipment. describe the use describe the use describe the use of
the use of the equipment of equipment. of equipment. equipment.
for the lab work.
15% 0 15 30 45 60

Procedural Skills Not able to either Able to slightly Able to Able to Able to fully
Displays skills to act upon learn or perform lab understand lab work somewhat moderately understand lab work
sequence of steps in lab work procedure. procedure and perform understand lab understand lab procedure and
work. lab work. work procedure work procedure perform lab work.
and perform lab and perform lab
work. work.
15% 0 15 30 45 60

Response Not able to imitate the Able to slightly imitate Able to Able to Able to fully imitate
Ability to imitate the lab lab work. the lab work. somewhat moderately the lab work.
work on his/her own. imitate the lab imitate the lab
work. work.
15% 0 15 30 45 60

Observation’s Use Not able to use lab Able to slightly use lab Able to Able to Able to fully use lab
Displays skills to perform work observations work observations into somewhat use moderately use work observations
related mathematical into mathematical mathematical lab work lab work into mathematical
calculations using the calculations. calculations. observations observations calculations.
observations from lab into into
work. mathematical mathematical
calculations. calculations.
15% 0 15 30 45 60

Safety Adherence Doesn’t adhere to Slightly adheres to Somewhat Moderately Fully adheres to
Adherence to safety safety procedures. safety procedures. adheres to safety adheres to safety safety procedures.
procedures. procedures. procedures.
10% 0 10 20 30 40

Equipment Handling Doesn’t handle Rarely handles Occasionally Often handles Handles equipment
Equipment care during the equipment with equipment with handles equipment with with required care.
use. required care. required care. equipment with required care.
required care
10% 0 10 20 30 40

Group Work Never participates. Rarely participates. Occasionally Often Frequently

Contributes in a group- participates and participates and participates and
based lab work. contributes. contributes. contributes.
10% 0 10 20 30 40

Total Points (Out of 400)

Weighted CLO (Psychomotor Score) (Points /4)

Remarks

Instructor’s Signature with Date:

Power System Analysis Lab Session 05
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 5

TITLE
To observe and analyze the impact of load changes on Generator Controls and Transmission Lines.

APPARATUS
▪ Industrial Power Supply (N-ALI01)
▪ Instrumentation Module 1 (N-PPIM2)
▪ Control and Protection of Turbine-Generator Group Module 1 (N-PPCM1)
▪ Power Generation Substation Module 1 (N-PSUB3)
▪ Network Analyzer Unit with Computer Data Acquisition (N-EALD) (2 units)
▪ Transmission Lines Simulation module (N-AEC1D)
▪ GMG4.5K2PH. 4,5 kW Generator-Motor Group (GMG4.5K3PH)
▪ 3 x 300 W Three-Phase Configurable Resistors Module (N-REFT/3C)
▪ 3 x 300 VAr Three-Phase Configurable Inductances Module (N-INDT/3C)
▪ 3 x 300 VAr Three-Phase Configurable Capacitors Module (N-CAR19T/3C)

EXERCISE
▪ Carry out the step described in the paragraph “Starting up the application” (See Appendix)
▪ The table below shows the final position of the switches placed in the N-PSUB module and
sequence needed to control automatically the motor-generator group:

SWITCHES POSITION
Local/SCADA Control Mode UP (Local Control Mode)
Manual/Automatic Speed Control DOWN (Automatic Speed Control)
Manual/Automatic Excitation Control DOWN (Automatic Excitation Control)
Enable/Disable 52NET Right (Disable 52NET)
Start/Stop Turbine Left (Start Turbine)
52G Synchronization Permission UP

▪ A Network Analyzer is connected before and after the transmission line to measure the
powers and other parameters at different load conditions.
▪ When the pre-established conditions (380-400V and 50Hz) are automatically reached, the
automatic speed and voltage controller will close the circuit breaker and the 52G indicator
will be turned on.
▪ Start this exercise considering the transmission LINE with the following constants:
Resistance = 33 Ω; Capacitance = 2 µF on both sides of pi-model; Inductance = 0.033 H.
▪ Increase the load by gradually adding resistive, inductive and capacitive load and observe
its effect on generator parameters and how the controller compensates them.
▪ The reference electric diagram, the connections and configuration of the line are respectively
shown in the Figures 1 and 2.
Power System Analysis Lab Session 05
NED University of Engineering and Technology Department of Electrical Engineering

▪ Read the electrical quantities on the network analyzers and write them down in the following
table.

TEST RESULTS

Load PG QG IG p.fG VG Field PL QL IL p.fL VL

IG
R1

R2

R3

R3L1

R3L2

R3L3

R3L3C1

R3L3C2

R3L3C3

DISCUSSION ON RESULTS
Power System Analysis Lab Session 05
NED University of Engineering and Technology Department of Electrical Engineering

Loads

Figure 2. Reference electric diagram

Power transmission line in loaded condition.
 Laboratory Grid
Resistive Loads

Network Network
Power System Analysis

Analyzer Analyzer

Transmission
Line
NED University of Engineering and Technology

Inductive Loads

Figure 2. AEL-CPSS-01S electrical diagram

BACK-UP
OVERCURRENT
PROTECTION

Turbine
Generator

Capacitive Loads

FREQUENCY EXCITATION
CONTROLLER REGULATOR

Excitation Signal

Speed Signal GENERATOR PROTECTION &

MANAGEMENT RELAY
Lab Session 05
Department of Electrical Engineering
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code and Title: _______________________________________________________________

Laboratory Session: No._______________________________ Date: ____________________

Psychomotor Domain Assessment Rubric-Level P3

Skill Sets Extent of Achievement
0 1 2 3 4
Equipment Not able to identify Able to identify
Identification Sensory the equipment. equipment as well as
skill to identify equipment -- -- -- its components.
and/or its component for a
lab work.
10 % 0 40
Equipment Use Never describes the Rarely able to describe Occasionally Often able to Frequently able to
Sensory skills to describe use of equipment. the use of equipment. describe the use describe the use describe the use of
the use of the equipment of equipment. of equipment. equipment.
for the lab work.
15% 0 15 30 45 60

Procedural Skills Not able to either Able to slightly Able to Able to Able to fully
Displays skills to act upon learn or perform lab understand lab work somewhat moderately understand lab work
sequence of steps in lab work procedure. procedure and perform understand lab understand lab procedure and
work. lab work. work procedure work procedure perform lab work.
and perform lab and perform lab
work. work.
15% 0 15 30 45 60

Response Not able to imitate the Able to slightly imitate Able to Able to Able to fully imitate
Ability to imitate the lab lab work. the lab work. somewhat moderately the lab work.
work on his/her own. imitate the lab imitate the lab
work. work.
15% 0 15 30 45 60

Observation’s Use Not able to use lab Able to slightly use lab Able to Able to Able to fully use lab
Displays skills to perform work observations work observations into somewhat use moderately use work observations
related mathematical into mathematical mathematical lab work lab work into mathematical
calculations using the calculations. calculations. observations observations calculations.
observations from lab into into
work. mathematical mathematical
calculations. calculations.
15% 0 15 30 45 60

Safety Adherence Doesn’t adhere to Slightly adheres to Somewhat Moderately Fully adheres to
Adherence to safety safety procedures. safety procedures. adheres to safety adheres to safety safety procedures.
procedures. procedures. procedures.
10% 0 10 20 30 40

Equipment Handling Doesn’t handle Rarely handles Occasionally Often handles Handles equipment
Equipment care during the equipment with equipment with handles equipment with with required care.
use. required care. required care. equipment with required care.
required care
10% 0 10 20 30 40

Group Work Never participates. Rarely participates. Occasionally Often Frequently

Contributes in a group- participates and participates and participates and
based lab work. contributes. contributes. contributes.
10% 0 10 20 30 40

Total Points (Out of 400)

Weighted CLO (Psychomotor Score) (Points /4)

Remarks

Instructor’s Signature with Date:

Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 6

TITLE
Short circuit analysis on ETAP

OBJECTIVES
1. To run short analysis on a test system for determining values of Short Circuit current,
line currents and bus voltages.
2. To observe the effect of fault location on the fault currents.
3. To study the effect of motor contributions to fault current.
4. To study the effects of reactor placement.

THEORY
A short-circuit fault takes place when two or more conductors come in contact with each other
when normally they operate with a potential difference between them. The contact may be a
physical metallic one, or it may occur through an arc. In the metal-to-metal contact case, the
voltage between the two parts is reduced to zero. On the other hand, the voltage through an arc
will be of a very small value. Short-circuit faults in three-phase systems are classified as:

1. Balanced or symmetrical three-phase faults.

2. Single line-to-ground faults.
3. Line-to-line faults.
4. Double line-to-ground faults.

Generator failure is caused by insulation breakdown between turns in the same slot or between
the winding and the steel structure of the machine. The same can take place in transformers.
The breakdown is due to insulation deterioration combined with switching or lightning
overvoltage. Overhead lines are constructed of bare conductors. Wind, sleet, trees, cranes,
kites, airplanes, birds, or damage to supporting structure are causes for accidental faults on
overhead lines. Contamination of insulators and lightning overvoltage
will in general result in short-circuit faults. Deterioration of insulation in underground cables
results in short circuit faults. This is mainly attributed to aging combined with overloading.
About 75 percent of the energy system’s faults are due to single-line-to-ground faults and result
from insulator flashover during electrical storms. Only one in twenty faults is due to the
balanced category.

A fault will cause currents of high value to flow through the network to the faulted point. The
amount of current may be much greater than the designed thermal ability of the conductors in
the power lines or machines feeding the fault. As a result, temperature rise may cause damage
by annealing of conductors and insulation charring. In addition, the low voltage in the
neighborhood of the fault will cause equipment malfunction.

Short-circuit and protection studies are an essential tool for the electric energy systems
engineer. The task is to calculate the fault conditions and to provide protective equipment
designed to isolate the faulted zone from the remainder of the system in the appropriate time.
Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

The least complex fault category computationally is the balanced fault. It is possible that a
balanced fault could (in some locations) result in currents smaller than that due to some other
type of fault. The interrupting capacity of breakers should be chosen to accommodate the
largest of fault currents, and hence, care must be taken not to base protection decisions on the
results of a balanced three phase fault. 1

ETAP SHORT CIRCUIT ANALYSIS2

The ETAP Short-Circuit Analysis program analyzes the effect of 3-phase, line-to-ground, line-
to-line, and line-to-line-to-ground faults on electrical distribution systems. The program
calculates the total short circuit currents as well as the contributions of individual motors,
generators, and utility ties in the system. Fault duties are in compliance with the latest editions
of the ANSI/IEEE Standards (C37 series) and IEC Standards (IEC 60909 and others).
ANSI/IEEE Calculation Methods
In ANSI/IEEE short circuit calculations, an equivalent voltage source at the fault location,
which equals the pre-fault voltage at the location, replaces all external voltage sources and
machine internal voltage sources.

All machines are represented by their internal impedances. Line capacitances and static loads
are neglected. Transformer taps can be set at either the nominal position or at the tapped
position, and different schemes are available to correct transformer impedance and system
voltages if off-nominal tap setting exists. It is assumed that for 3-phase fault, the fault is bolted.
Therefore, arc resistances are not considered. You can specify fault impedance in the Short
Circuit Study Case for single-phase to ground fault. System impedances are assumed to be
balanced 3-phase, and the method of symmetrical components is used for unbalanced fault
calculations.

Three different impedance networks are formed to calculate momentary, interrupting, and
steady-state short circuit currents, and corresponding duties for various protective devices.
These networks are: ½ cycle network (sub transient network), 1.5-4 cycle network (transient
network), and 30 cycle network (steady-state network).

ANSI/IEEE Standards recommend the use of separate R and X networks to calculate X/R
values. An X/R ratio is obtained for each individual faulted bus and short circuit current. This
X/R ratio is then used to determine the multiplying factor to account for the system DC offset.

Using the ½ cycle and 1.5-4 cycle networks, the symmetrical rms value of the momentary and
interrupting short circuit currents are solved first. These values are then multiplied by
appropriate multiplying factors to finally obtain the asymmetrical value of the momentary and
interrupting short circuit currents.

½ Cycle Network
This is the network used to calculate momentary short circuit current and protective device
duties at the ½ cycle after the fault. The ½ cycle network is also referred to as the sub-transient
network, primarily because all rotating machines are represented by their sub-transient
reactance.

1
Introduction to Electrical Power System by Mohamed E. El Hawary
2
ETAP Help
Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

1½-4 Cycle Network

This network is used to calculate the interrupting short circuit current and protective device
duties 1.5-4 cycles after the fault. The 1.5-4 cycle network is also referred to as the transient
network.
30 Cycle Network
This is the network used to calculate the steady-state short circuit current and duties for some
of the protective devices 30 cycles after the fault. Induction machines, synchronous motors,
and condensers are not considered in the 30 cycle fault calculation.
ANSI Short Circuit Toolbar3
This toolbar is active when you are in Short-Circuit mode and the standard is set to ANSI in
the Short Circuit Study Case editor.

3-Phase Faults - Device Duty

Click this button to perform a 3-phase fault study per ANSI C37 Standard. This study calculates
momentary symmetrical and asymmetrical rms, momentary asymmetrical crest, interrupting
symmetrical rms, and interrupting adjusted symmetrical rms short circuit currents at faulted
buses. ETAP checks the protective device rated close and latching, and adjusted interrupting
capacities against the fault currents, and flags inadequate devices. Generators and motors are
modeled by their positive sequence sub-transient reactance. Note that device duty calculation
for protective devices that are connected to single-phase loads is carried out only when you run
the Panel/UPS/1-Ph System Device Duty calculation.

3
ETAP Help
Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

LG, LL, LLG, & 3-Phase Faults - ½ Cycle (Max. Short-Circuit Current)

Click on this button to perform 3-phase, line-to-ground, line-to-line, and line-to-line-to-ground

fault studies per ANSI Standards. This study calculates short circuit currents in their rms values
at ½ cycle at faulted buses, which are considered the maximum short-circuit current values.

Generators and motors are modeled by their positive, negative, and zero sequence sub-transient
reactance. Generator, motor, and transformer grounding types and winding connections are
taken into consideration when constructing system positive, negative, and zero sequence
networks.

LG, LL, LLG, & 3-Phase Faults - 1.5 to 4 Cycle

Click on this button to perform 3-phase, line-to-ground, line-to-line, and line-to-line-to-ground

fault studies per ANSI Standards. This study calculates short circuit currents in their rms values
between 1.5 to 4 cycles at faulted buses.

Generators are modeled by their positive, negative, and zero sequence sub-transient reactance,
and motors are modeled by their positive, negative, and zero sequence transient reactance.
Generator, motor, transformer grounding types, and winding connections are taken into
considerations when constructing system positive, negative, and zero sequential networks.

LG, LL, LLG, & 3-Phase Faults - 30 Cycle (Min. Short-Circuit Current)

Click on this button to perform 3-phase, line-to-ground, line-to-line, and line-to-line-to-ground

fault studies per ANSI Standards. This study calculates short circuit currents in their rms values
at 30 cycles at faulted buses, which are the minimum, short-circuit current values.

Generators are modeled by their positive, negative, and zero sequence reactance, and short
circuit current contributions from motors are ignored. Generator and transformer grounding
types and winding connections are taken into consideration when constructing system positive,
negative, and zero sequence networks.

Short-Circuit Display Options

See the Display Options section to customize the Short-Circuit Annotation Display options on
the one-line diagram. This dialog box contains options for ANSI short-circuit study results and
associated device parameters. This includes displayed results for 3-phase and unbalanced faults
(LG, LL, and LLG) and their individual contributions.

Alert

After performing a short-circuit device duty calculation, you can click on this button to open
the Alert View, which lists all devices with critical and marginal violations based on the
settings in the Study Case.
Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

Short-Circuit Report Manager

Short-Circuit Output Reports are provided in Crystal Report format. The Report Manager
provides four pages (Complete, Input, Result, and Summary) for viewing the different parts of
the output report. Available formats for Crystal Reports are displayed in each page of the
Report Manager for ANSI short-circuit studies. You can open and save the report in PDF, MS
Word, Rich Text Format, or Excel format. You can open the whole short-circuit output report
or only a part of it, depending on the format selection.

You can also view output reports by clicking on the View Output Report button on the Study
Case toolbar. A list of all output files in the selected project directory is provided for short
circuit calculations. To view any of the listed output reports, click on the output report name,
and then click on the View Output Report button.

EXERCISE
▪ Open the network modeled in IEEE 4 Bus System.
▪ Open Short Circuit Mode.
▪ Set the standard to ANSI.
▪ Place fault one at a time on each bus and click 3-Phase Faults - Device Duty.
▪ It can be seen that fault current is also contributed by the motor.
▪ Run 3 phase faults for different cycles. Note the values in tables given below.
▪ Open the network modeled in IEEE 9 Bus System.
• Set G1’s Xd” = 0.4
• Set G2’s Xd” = 0.8
• Set G3’s Xd” = 3
▪ Place a reactor in series with generator G1. Design the reactor such that the generator
G1’s current is limited to 100 times the full load current. Show your calculations.
Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

OBSERVATION
Fault at Bus 1 - 3-Phase Fault

Current Generator Motor

Isc (A) Contribution Contribution
½ Cycle (Max. Short-
Circuit Current)
Bus 1
1.5 to 4 Cycle (Transient
Short- Circuit Current)
30 Cycle (Min. Short-
Circuit Current)

Fault at Bus 2 - 3-Phase Fault

Current Generator Motor

Isc (A) Contribution Contribution
½ Cycle (Max. Short-
Circuit Current)
Bus 2
1.5 to 4 Cycle (Transient
Short- Circuit Current)
30 Cycle (Min. Short-
Circuit Current)

Fault at Bus 3 - 3-Phase Fault

Current Generator Motor

Isc (A) Contribution Contribution
½ Cycle (Max. Short-
Circuit Current)
Bus 3
1.5 to 4 Cycle (Transient
Short- Circuit Current)
30 Cycle (Min. Short-
Circuit Current)

Fault at Bus 4 - 3-Phase Fault

Current Generator Motor

Isc (A) Contribution Contribution
½ Cycle (Max. Short-
Circuit Current)
Bus 4
1.5 to 4 Cycle (Transient
Short- Circuit Current)
30 Cycle (Min. Short-
Circuit Current)
Power System Analysis Lab Session 06
NED University of Engineering and Technology Department of Electrical Engineering

Fault at Bus 1 of IEEE 9 Bus System - 3 Phase Faults - ½ Cycle (Max. Short-Circuit
Current)
After placing a series reactor in series with the generator G1.

Current Generator
Isc (A) Contribution
½ Cycle (Max. Short-Circuit Current)
Bus 1
Before Placement of Series Reactor
½ Cycle (Max. Short-Circuit Current)
After Placement of Series Reactor

CALCULATION OF SERIES REACTOR

CONCLUSION
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code: EE-362 Course Title: Power System Analysis

Laboratory Session No.: ________________________ Date: ______________________________
Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Software Initialisation Completely Able to recognise Able to recognise Able to Able to
and Configuration: unable to initialisation but initialisation but recognise/perform recognise/perform
Set up and recognise recognise could not configuration is initialisation and initialisation and
software initialisation initialisation and configure erroneous configuration with configuration with
and configuration configuration minimal errors complete success
steps
10% 0 10 20 30 40
Software Menu Unable to Little ability and Moderate ability Reasonable Demonstrates
Identification and understand and understanding of and understanding of command over
Usage: use software software menu understanding of software menu software menu
Ability to operate menu operation, makes software menu operation, makes no usage with frequent
software environment many mistake operation, makes major mistakes use of advance
under supervision, lesser mistakes menu options
using menus,
shortcuts, instructions
etc.
15% 0 15 30 45 60
Modeling of given Unable to Moderately able Adequately able Adequately able to Demonstrates
SLD/Network operate to operate to operate operate software, mastery over
Diagram: software, could software, could software, simulation model is software, error free
Ability to operate not create not create simulation model error free simulation model is
software environment simulation simulation model contains errors created and
in order to create model simulation is started
simulation model of
given network
parameters
15% 0 15 30 45 60
Detecting and Unable to check Able to find error Able to find error Able to find error Able to find error
Removing Errors: and detect error messages and messages and messages in messages in
Detect messages and indications in indications in software as well as software along with
Errors/Exceptions and indications in software but no software as well understanding of the understanding
in simulation model software understanding of as understanding detecting all of those to detect and rectify
and manipulate detecting those of detecting some errors and their them
model to rectify the errors and their of those errors types
simulation types and their types
15% 0 15 30 45 60

Page 1 of 2
 Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Graphical Unable to Ability to Ability to Ability to Ability to
Visualisation and understand and understand and understand and understand and understand and
Comparison of utilise utilise utilise utilise visualisation utilise visualisation
Model/Network visualisation or visualisation and visualisation and and plotting and plotting
Parameters: plotting plotting features plotting features features features
Manipulate given features with frequent successfully but successfully, successfully, also
model/simulation errors unable to partially able to able to draw
under supervision, in compare and compare and conclusions after
order to produce analyse them analyse them analysis
graphs/plots for
measuring and
comparing network
parameters
15% 0 15 30 45 60
Following step-by- Inability to Able to recognise Able to recognise Able to recognise Able to recognise
step procedure to recognise and given lab given lab given lab procedures given lab procedures
complete lab work: perform given procedures and procedures and and perform them and perform them
Observe, imitate and lab procedures perform them perform them by by following by following
operate software to but could not following prescribed order of prescribed order of
complete the follow the prescribed order steps, with steps, with no
provided sequence of prescribed order of steps, with occasional mistakes mistakes
steps of steps frequent mistakes
10% 0 10 20 30 40
Recording Simulation Inability to Able to recognise Able to recognise Able to recognise
Observations: recognise prescribed or prescribed or prescribed or
Observe and copy prescribed or required required simulation required simulation
prescribed or required required simulation measurements but measurements and
simulation results in simulation measurements records them records them
__
accordance with lab measurements but does not incompletely completely, in
manual instructions record according tabular form
to given
instructions
10% 0 10 30 40
Discussion and Complete Slight ability to Moderate ability Reasonable ability to Full ability to discuss
Conclusion: inability to discuss recorded to discuss discuss recorded recorded
Demonstrate discuss observations and recorded observations and observations and
discussion capacity on recorded draw conclusions observations and draw conclusions draw conclusions
the recorded observations draw conclusions
observations and and draw
draw conclusions from conclusions
it
10% 0 10 20 30 40

Total Points (out of 400)

Weighted CLO (Psychomotor Score) (Points/4)
Remarks
Instructor’s Signature with Date

Page 2 of 2
Power System Analysis Lab Session 07
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 7

TITLE
Symmetrical component analysis on Simulink.

OBJECTIVES
1. To observe the set of symmetrical components currents and voltages using sequence
analyzer in MATLAB
2. To observe the effect of neutral grounding on the flow of zero sequence current
3. To observe different cases of unbalancing (Unbalanced loads , unbalanced faults)
4. To observe the complex power associated with the symmetrical components

THEORY
The method of symmetrical components is used to simplify fault analysis by converting a three-
phase unbalanced system into two sets of balanced phasors and a set of single-phase
phasors, or symmetrical components. These sets of phasors are called the positive-, negative-,
and zero-sequence components. These components allow for the simple analysis of power
systems under faulted or other unbalanced conditions. Once the system is solved in the
symmetrical component domain, the results can be transformed back to the
phase domain.

EXERCISE
▪ Build the model shown on next page.
▪ Run the different conditions and fill the observation table

OBSERVATION
Complete the following table by ticking the appropriate column.

Currents Voltages
Condition
I0 I1 I2 V0 V1 V2
Balanced Star connected load
Balanced Delta connected load
Unbalanced star load (grounded)
Unbalanced star load (ungrounded)
Unbalanced delta connected load
Single line to ground fault
Line to Line fault
Double line to ground fault
Power System Analysis Lab Session 07
NED University of Engineering and Technology Department of Electrical Engineering
Power System Analysis Lab Session 07
NED University of Engineering and Technology Department of Electrical Engineering

CONCLUSION
Power System Analysis Lab Session 8
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 8

TITLE
Digital faults simulation in stand-alone mode on AEL-CPSS-01S.

APPARATUS
• Industrial Power Supply (N-ALI01).
• Instrumentation Module 1 (N-PPIM2).
• Control and Protection of Turbine-Generator Group Module 1 (N-PPCM1).
• Power Generation Substation Module 1 (N-PSUB3).
• Transmission Lines Simulation module (N-AE1CD).
• 3 x 300 W Three-Phase Configurable resistors Module (N-REFT/3C).
• 3 x 300 VAr Three-Phase Configurable Inductances Module (N-INDT/3C).
• 3 x 300 VAr Three-Phase Configurable Capacitors Module (N-CAR19T/3C).
• Distribution Busbar Module (N-BUS08).
• Coupling Busbar (NBUS09).
• GMG4.5K2PH. 4,5 kW Generator-Motor Group (GMG4.5K3PH).
• Digital Fault Simulator Module (N-ERP-MF01).

EXERCISE
• Carry out the step described in the paragraph “’Starting up the application”. (See
Appendix)
• Carry out the wiring shown in the cable assembly section, ‘’ Stand –alone configuration
with transmission line and loads wiring’’. (See Appendix)
• Back-up protections parameters are already set so the students must not vary its
potentiometers:

Back-up protections Level Hysteresis Delay

Overcurrent
115% 10% 3s
protection
Inverse power
20% 1% 2s
protection

• The table below shows the final position of the switches placed in the N-PSUB module
and the sequence needed to control automatically the motor-generator group:

SWITCHES POSITION
Enable/Disable 52NET Right (Disable 52NET)
Local/SCADA Control Mode UP (Local Control Mode)
Manual/Automatic Speed Control DOWN (Automatic Speed Control)
Manual/Automatic Excitation Control DOWN (Automatic Excitation Control)
Power System Analysis Lab Session 8
NED University of Engineering and Technology Department of Electrical Engineering

Start/Stop Turbine Left (Start Turbine)

52G Synchronization Permission UP

• The digital fault simulation module is injected on the load.

• The three resistive loads must be turned on and consuming power.
• Set the type of fault to be injected. Play also with the impedances of the fault line and
check its effects.
• Push the button ‘’fault injection’’ to start the fault simulation.
• Check the effect of the fault injection.
• Remove the neutral connection with ground and check the effect on different fault
currents.
• Do not forget to carry out the step described in the paragraph ‘’Shutting down the
application’’ (See Appendix) to turn off the unit.

OBSERVATION
Line Current before occurrence of any fault: _______ A

Three – Phase Single Line to Line to Line

Type of
Trip Time = 0.2 s Fault Current Ground Fault Fault Current
Fault
(A) Current (A) (A)
Bolted
Grounded System
Unbolted

Ungrounded System Bolted

Three – Phase Single Line to Line to Line
Type of
Trip Time = 0.3 s Fault Current Ground Fault Fault Current
Fault
(A) Current (A) (A)
Bolted
Grounded System
Unbolted

Ungrounded System Bolted

Power System Analysis Lab Session 8
NED University of Engineering and Technology Department of Electrical Engineering

CONCLUSION
Power System Analysis Lab Session 9
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 9

TITLE
Solution of Non Linear Algebraic Equations on MATLAB

THEORY
Non Linear Algebraic Equations such as N Power Flow Equations for N number of buses are
solved using techniques called Iterative solutions of Non Linear Algebraic equations.

The most common solution techniques are Gauss-Seidel method and Newton-Raphson method.

GAUSS-SEIDEL METHOD

Consider the solution of a non linear equation given by:

F (x)= 0
This function can be rearranged and written as :
x = g (x)
If x(k) is an initial estimate of the variable x, the following iterative sequence is formed:
x (k+1) = g(x(k))
A solution is obtained when the difference between the absolute value of the successive
iteration is less than a specified accuracy, i.e.
| x (k+1) – x (k) | < ε
where ε is the desired accuracy.

Consider a non linear algebraic equation:

F (x) = x3 – 6x2 + 9x -4 = 0
Solving for x ;
X = - 1/9 x3 + 6/9 x2 + 4/9 = g(x)
Apply the Gauss Seidel algorithm and use an initial estimate of :
x (0) = 2
x(1) = g (2) = 2.2222
(2)
x = g (2.22222) = 2.517
.
.
.
.
x(7) = g(3.956) = 3.998
x(8) = g(3.998)= 4.0000
x(9) = g(4.000) = 4.000
So the first root is 4.
Power System Analysis Lab Session 9
NED University of Engineering and Technology Department of Electrical Engineering

NEWTON RAPHSON METHOD

Consider the following non linear algebraic equation:
F(x) =0

Find d F(x) / dx = J & Find - F(x)=0

At an initial estimate x , find Δx (0):
(0)

Δx (0)= [- F(x (0) )/ (d F(x) / dx ) (0)]

x(1) = x (0) + Δx (0)

Successive use of this procedure yields Newton Raphson Algorithm:

x(k+1) = x (k) + Δx (k)

A solution is obtained when the difference between the absolute value of the successive
iteration is less than a specified accuracy, i.e.
| x (k+1) – x (k) | < ε
where ε is the desired accuracy.

Consider a non linear algebraic equation:

F (x) = x3 – 6x2 + 9x -4 = 0
d F(x)/dx = 3x2-12x+ 9
F (x) = - x3 + 6x2 - 9x + 4 = 0

use an initial estimate of x (0) = 6

(d F(x)/dx) (0) = 3(6)2-12(6)+ 9 =45

-F (x (0)) = - 63 + 6(6)2 – 9(6) + 4 = -50
Δx (0)= -50/45 = -1.111
x(1) = x (0) + Δx (0) = 6 – 1.1111 = 4.8889
x = x (1) + Δx (1) = 4.8889 – 13.44/ 22.03 = 4.278
(2)

.
.
.
.
x(5) = x (4) + Δx (4) = 4.0011 – 0.0095/ 9.0126 = 4.0000

So the first root is 4.

It can be seen that:

• Newton Raphson requires less number of iterations to achieve the desired accuracy
• There is no guarantee, but relatively more probability of convergence.
• Convergence depends on the value of initial estimate .
• The initial estimate cannot be a value at which rate of change of function is zero.
• Calculations for Newton Raphson are relatively complex.
• One root at a time is calculated. For other solutions, the process has to be repeated with
a different initial estimate.
Power System Analysis Lab Session 9
NED University of Engineering and Technology Department of Electrical Engineering

EXERCISE
Following commands shows the procedure for the solution of the given equation by using
Gauss- Seidel method with an initial estimate of x(0) = 2. Enter them in MATLAB command
window.

dx=1;
x=2;
iter=0;
disp(‘Iter g dx x’)
while abs(dx) >= 0.001 & iter < 100
iter= iter + 1;
g= -1/9*x^3+6/9*x^2+4/9;
dx=g-x;
x= x + dx;
fprintf(‘%g’, iter), disp([g,dx,x])
end

Following commands shows the procedure for the solution of the given equation by using
Newton- Raphson method with an initial estimate of x(0) = 6. Enter them in MATLAB
command window.

dx = 1;
x = input(‘Enter initial estimate - > ‘) ;
iter = 0 ;
disp(‘ iter Dc J dx x’)
while abs(dx) > = 0.001 & iter < 100
iter= iter +1;
Dc = 0 – (x^3 – 6*x^2 + 9*x - 4) ;
J= 3*x^2 – 12*x +9 ;
Dx = Dc/J ;
x= x + dx ;
fprintf(‘%g’ , iter),disp([Dc,J,dx,x])
end
Power System Analysis Lab Session 10
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 10

TITLE
Sequence networks

OBJECTIVES
1. To study effect of winding configuration on symmetrical and asymmetrical faults.

EXERCISE
• In the model given in lab 3, observe the effect of change in ground connections of the
generator on fault at the generator bus.
• In the model given in lab 3, observe the effect of change in winding connections of the
transformer on different fault types, on both sides of the transformer.
• Justify your observations by constructing relevant sequence networks.

OBSERVATION
Attach different models here. Also explain results of each model with its figure respectively.
Power System Analysis Lab Session 10
NED University of Engineering and Technology Department of Electrical Engineering

CONCLUSION
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code: EE-362 Course Title: Power System Analysis

Laboratory Session No.: ________________________ Date: ______________________________
Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Software Initialisation Completely Able to recognise Able to recognise Able to Able to
and Configuration: unable to initialisation but initialisation but recognise/perform recognise/perform
Set up and recognise recognise could not configuration is initialisation and initialisation and
software initialisation initialisation and configure erroneous configuration with configuration with
and configuration configuration minimal errors complete success
steps
10% 0 10 20 30 40
Software Menu Unable to Little ability and Moderate ability Reasonable Demonstrates
Identification and understand and understanding of and understanding of command over
Usage: use software software menu understanding of software menu software menu
Ability to operate menu operation, makes software menu operation, makes no usage with frequent
software environment many mistake operation, makes major mistakes use of advance
under supervision, lesser mistakes menu options
using menus,
shortcuts, instructions
etc.
15% 0 15 30 45 60
Modeling of given Unable to Moderately able Adequately able Adequately able to Demonstrates
SLD/Network operate to operate to operate operate software, mastery over
Diagram: software, could software, could software, simulation model is software, error free
Ability to operate not create not create simulation model error free simulation model is
software environment simulation simulation model contains errors created and
in order to create model simulation is started
simulation model of
given network
parameters
15% 0 15 30 45 60
Detecting and Unable to check Able to find error Able to find error Able to find error Able to find error
Removing Errors: and detect error messages and messages and messages in messages in
Detect messages and indications in indications in software as well as software along with
Errors/Exceptions and indications in software but no software as well understanding of the understanding
in simulation model software understanding of as understanding detecting all of those to detect and rectify
and manipulate detecting those of detecting some errors and their them
model to rectify the errors and their of those errors types
simulation types and their types
15% 0 15 30 45 60

Page 1 of 2
 Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Graphical Unable to Ability to Ability to Ability to Ability to
Visualisation and understand and understand and understand and understand and understand and
Comparison of utilise utilise utilise utilise visualisation utilise visualisation
Model/Network visualisation or visualisation and visualisation and and plotting and plotting
Parameters: plotting plotting features plotting features features features
Manipulate given features with frequent successfully but successfully, successfully, also
model/simulation errors unable to partially able to able to draw
under supervision, in compare and compare and conclusions after
order to produce analyse them analyse them analysis
graphs/plots for
measuring and
comparing network
parameters
15% 0 15 30 45 60
Following step-by- Inability to Able to recognise Able to recognise Able to recognise Able to recognise
step procedure to recognise and given lab given lab given lab procedures given lab procedures
complete lab work: perform given procedures and procedures and and perform them and perform them
Observe, imitate and lab procedures perform them perform them by by following by following
operate software to but could not following prescribed order of prescribed order of
complete the follow the prescribed order steps, with steps, with no
provided sequence of prescribed order of steps, with occasional mistakes mistakes
steps of steps frequent mistakes
10% 0 10 20 30 40
Recording Simulation Inability to Able to recognise Able to recognise Able to recognise
Observations: recognise prescribed or prescribed or prescribed or
Observe and copy prescribed or required required simulation required simulation
prescribed or required required simulation measurements but measurements and
simulation results in simulation measurements records them records them
__
accordance with lab measurements but does not incompletely completely, in
manual instructions record according tabular form
to given
instructions
10% 0 10 30 40
Discussion and Complete Slight ability to Moderate ability Reasonable ability to Full ability to discuss
Conclusion: inability to discuss recorded to discuss discuss recorded recorded
Demonstrate discuss observations and recorded observations and observations and
discussion capacity on recorded draw conclusions observations and draw conclusions draw conclusions
the recorded observations draw conclusions
observations and and draw
draw conclusions from conclusions
it
10% 0 10 20 30 40

Total Points (out of 400)

Weighted CLO (Psychomotor Score) (Points/4)
Remarks
Instructor’s Signature with Date

Page 2 of 2
Power System Analysis Lab Session 11
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 11

TITLE
To perform the load flow analysis on ETAP.

OBJECTIVES
1. To design a power system such that
a. It has a swing bus with at least 2 generators in parallel. The voltage of the
generators is in the range of 11-18kV with a rating ranging from 10-50 MVA.
b. At least 2 transmission circuits are radiating out from the swing bus. Each
transmission circuit is connected to at least 1 distribution grid which steps down
the voltage to 11kV.
c. Distribution grid of the city is at least 40 km away from the generation station.
Connect the primary feeders to different loads and show details of appropriate
load sizing.
THEORY
The load flow or the power flow problems involves calculating voltages magnitudes and
angles, current and power injections at the various buses in the power system. The load flow is
a static network analysis, that is, the values of the impedances and currents must be the same.
There can be various methods to calculate the load flow analysis like Gauss Siedel method,
Gauss Jacobi method, Newton Raphson method etc.

ETAP LOAD FLOW ANALYSIS4

The ETAP Load Flow Analysis module calculates the bus voltages, branch power factors,
currents, and power flows throughout the electrical system. ETAP allows for swing, voltage
regulated, and unregulated power sources with multiple power grids and generator connections.
It is capable of performing analysis on both radial and loop systems. ETAP allows you to select
from several different methods in order to achieve the best calculation efficiency.

LOAD FLOW TOOLBAR1

The Load Flow Toolbar will appear on the screen when you are in the Load Flow Study
mode.

RUN LOAD FLOW STUDIES1

Select a study case from the Study Case Editor. Then click on the Run Load Flow Study
icon to perform a load flow study. A dialog box will appear to specify the output report name

4
ETAP Help
Power System Analysis Lab Session 11
NED University of Engineering and Technology Department of Electrical Engineering

if the output file name is set to Prompt. The study results will then appear on the one-line
diagram and in the output report.

LOAD FLOW DISPLAY OPTIONS1

The results from load flow studies are displayed on the one-line diagram. To edit how these
results look, click on the Load Flow Display Options icon.

ALERT VIEW1

After performing a load flow study, you can click on this button to open the Alert View, which
lists all equipment with critical and marginal violations based on the settings in the study case.

LOAD FLOW REPORT MANAGER1

Load flow output reports are provided in the form of a Crystal Report. The Report Manager
provides four pages (Complete, Input, Result, and Summary) for viewing the different parts of
the output report for Crystal Reports. Available formats for Crystal Reports are displayed in
each page of the Report Manager for load flow studies. You can view the report in the Crystal
Reports viewer, or save the report in PDF, MS Word, Rich Text Format, or Excel format. If
you wish this selection to be the default for reports, click the Set As Default check box.

Choosing any format in the Report Manager activates the Crystal Reports. You can open the
whole load flow output report or only a part of it, depending on the format selection. The format
names and corresponding output report sections are given below:

• Adjustments Indicates tolerance and temperature correction adjustments

• Alert-Complete Provides complete report of system alerts
• Alert-Critical Provides summary of critical alerts only
• Alert-Marginal Provides summary of marginal alerts only
• Branch Loading Branch loading results
• Branch: Branch input data
• Bus Loading Displays overloaded bus information
• Bus: Bus input data
• Cable: Cable input data
• Complete output report including all input and output
• Cover Title page of the output report
• Equipment Cable Equipment cable input data
• High Voltage DC Link High Voltage DC Link input data
• Impedance Provides detailed information about impedance elements in the system
• Line Coupling Displays Transmission Line coupling impedance data
• Load Flow Report Load Flow calculation results
• Losses Branch loss results
• NO Protective Devices Displays Normally Open protective devices
• Panel Report Load Flow calculation results for panel systems
• Reactor: Reactor input data
• Summary: Summary of load flow calculation
Power System Analysis Lab Session 11
NED University of Engineering and Technology Department of Electrical Engineering

• SVC Static Var Compensator (SVC) input data

• Transformer: Transformer input data
• UPS Report Load Flow calculation results for UPS systems

OBSERVATION

Attach your model here. Also mention details of your model including sizing of different equipment,
type of conductors used etc. Give reasons for your selection.
Power System Analysis Lab Session 11
NED University of Engineering and Technology Department of Electrical Engineering

CONCLUSION
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code: EE-362 Course Title: Power System Analysis

Laboratory Session No.: ________________________ Date: ______________________________
Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Software Initialisation Completely Able to recognise Able to recognise Able to Able to
and Configuration: unable to initialisation but initialisation but recognise/perform recognise/perform
Set up and recognise recognise could not configuration is initialisation and initialisation and
software initialisation initialisation and configure erroneous configuration with configuration with
and configuration configuration minimal errors complete success
steps
10% 0 10 20 30 40
Software Menu Unable to Little ability and Moderate ability Reasonable Demonstrates
Identification and understand and understanding of and understanding of command over
Usage: use software software menu understanding of software menu software menu
Ability to operate menu operation, makes software menu operation, makes no usage with frequent
software environment many mistake operation, makes major mistakes use of advance
under supervision, lesser mistakes menu options
using menus,
shortcuts, instructions
etc.
15% 0 15 30 45 60
Modeling of given Unable to Moderately able Adequately able Adequately able to Demonstrates
SLD/Network operate to operate to operate operate software, mastery over
Diagram: software, could software, could software, simulation model is software, error free
Ability to operate not create not create simulation model error free simulation model is
software environment simulation simulation model contains errors created and
in order to create model simulation is started
simulation model of
given network
parameters
15% 0 15 30 45 60
Detecting and Unable to check Able to find error Able to find error Able to find error Able to find error
Removing Errors: and detect error messages and messages and messages in messages in
Detect messages and indications in indications in software as well as software along with
Errors/Exceptions and indications in software but no software as well understanding of the understanding
in simulation model software understanding of as understanding detecting all of those to detect and rectify
and manipulate detecting those of detecting some errors and their them
model to rectify the errors and their of those errors types
simulation types and their types
15% 0 15 30 45 60

Page 1 of 2
 Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Graphical Unable to Ability to Ability to Ability to Ability to
Visualisation and understand and understand and understand and understand and understand and
Comparison of utilise utilise utilise utilise visualisation utilise visualisation
Model/Network visualisation or visualisation and visualisation and and plotting and plotting
Parameters: plotting plotting features plotting features features features
Manipulate given features with frequent successfully but successfully, successfully, also
model/simulation errors unable to partially able to able to draw
under supervision, in compare and compare and conclusions after
order to produce analyse them analyse them analysis
graphs/plots for
measuring and
comparing network
parameters
15% 0 15 30 45 60
Following step-by- Inability to Able to recognise Able to recognise Able to recognise Able to recognise
step procedure to recognise and given lab given lab given lab procedures given lab procedures
complete lab work: perform given procedures and procedures and and perform them and perform them
Observe, imitate and lab procedures perform them perform them by by following by following
operate software to but could not following prescribed order of prescribed order of
complete the follow the prescribed order steps, with steps, with no
provided sequence of prescribed order of steps, with occasional mistakes mistakes
steps of steps frequent mistakes
10% 0 10 20 30 40
Recording Simulation Inability to Able to recognise Able to recognise Able to recognise
Observations: recognise prescribed or prescribed or prescribed or
Observe and copy prescribed or required required simulation required simulation
prescribed or required required simulation measurements but measurements and
simulation results in simulation measurements records them records them
__
accordance with lab measurements but does not incompletely completely, in
manual instructions record according tabular form
to given
instructions
10% 0 10 30 40
Discussion and Complete Slight ability to Moderate ability Reasonable ability to Full ability to discuss
Conclusion: inability to discuss recorded to discuss discuss recorded recorded
Demonstrate discuss observations and recorded observations and observations and
discussion capacity on recorded draw conclusions observations and draw conclusions draw conclusions
the recorded observations draw conclusions
observations and and draw
draw conclusions from conclusions
it
10% 0 10 20 30 40

Total Points (out of 400)

Weighted CLO (Psychomotor Score) (Points/4)
Remarks
Instructor’s Signature with Date

Page 2 of 2
Power System Analysis Lab Session 12
NED University of Engineering and Technology Department of Electrical Engineering

LAB SESSION 12

OPEN ENDED LAB

Asymmetrical Fault analysis on ETAP

OBJECTIVES
1. To design a 4-6 bus power system such that the maximum fault current on any bus does
not exceed the three-phase bolted fault current on that bus.
2. To perform asymmetrical short circuit analysis (SLG, L-L, DLG) using ETAP.
3. To observe the effect of neutral grounding in asymmetrical faults.

Submission Details:
The open-ended lab must be submitted as a separate document.

You must write and submit complete report in both soft and hard copy.
The report must consist of the following sections:
• Introduction
• Methodology
• Test System Details
• Simulation and Discussion (Show calculations where needed)
• Conclusion
Cover Page for Each PBL/OEL
Course Code:
Course Name:
Semester:
Year:
Section:
Batch:
Lab Instructor name:
Submission
deadline:

PBL or OEL Statement:

Asymmetrical fault analysis on ETAP

Deliverables:

Following are deliverables for the assigned task:

Introduction

Test system details

Simulation and discussion

Conclusion

Methodology:

Development of proper SLD of suitable size network

Proper insertion of equipment capacities as per the selected network

Perform and record short circuit analysis (asymmetrical) results

Discuss the effect of neutral grounding on fault analysis

1
Guidelines:

Develop report of the task as per described methodology

Rubrics:

Properly written introduction of the problem [2.5 marks]

Description the test system details in tabular or para form [2.5 marks]

Drawing/SLD of test system implementation [2.5 marks]

Results interpretation [2.5 marks]

2
 NED University of Engineering & Technology
Department of Electrical Engineering

Course Code: EE-362 Course Title: Power System Analysis

Laboratory Session No.: ________________________ Date: ______________________________
Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Software Initialisation Completely Able to recognise Able to recognise Able to Able to
and Configuration: unable to initialisation but initialisation but recognise/perform recognise/perform
Set up and recognise recognise could not configuration is initialisation and initialisation and
software initialisation initialisation and configure erroneous configuration with configuration with
and configuration configuration minimal errors complete success
steps
10% 0 10 20 30 40
Software Menu Unable to Little ability and Moderate ability Reasonable Demonstrates
Identification and understand and understanding of and understanding of command over
Usage: use software software menu understanding of software menu software menu
Ability to operate menu operation, makes software menu operation, makes no usage with frequent
software environment many mistake operation, makes major mistakes use of advance
under supervision, lesser mistakes menu options
using menus,
shortcuts, instructions
etc.
15% 0 15 30 45 60
Modeling of given Unable to Moderately able Adequately able Adequately able to Demonstrates
SLD/Network operate to operate to operate operate software, mastery over
Diagram: software, could software, could software, simulation model is software, error free
Ability to operate not create not create simulation model error free simulation model is
software environment simulation simulation model contains errors created and
in order to create model simulation is started
simulation model of
given network
parameters
15% 0 15 30 45 60
Detecting and Unable to check Able to find error Able to find error Able to find error Able to find error
Removing Errors: and detect error messages and messages and messages in messages in
Detect messages and indications in indications in software as well as software along with
Errors/Exceptions and indications in software but no software as well understanding of the understanding
in simulation model software understanding of as understanding detecting all of those to detect and rectify
and manipulate detecting those of detecting some errors and their them
model to rectify the errors and their of those errors types
simulation types and their types
15% 0 15 30 45 60

Page 1 of 2
 Psychomotor Domain Assessment Rubric for Laboratory (Level P3)
Extent of Achievement
Skill(s) to be assessed
0 1 2 3 4
Graphical Unable to Ability to Ability to Ability to Ability to
Visualisation and understand and understand and understand and understand and understand and
Comparison of utilise utilise utilise utilise visualisation utilise visualisation
Model/Network visualisation or visualisation and visualisation and and plotting and plotting
Parameters: plotting plotting features plotting features features features
Manipulate given features with frequent successfully but successfully, successfully, also
model/simulation errors unable to partially able to able to draw
under supervision, in compare and compare and conclusions after
order to produce analyse them analyse them analysis
graphs/plots for
measuring and
comparing network
parameters
15% 0 15 30 45 60
Following step-by- Inability to Able to recognise Able to recognise Able to recognise Able to recognise
step procedure to recognise and given lab given lab given lab procedures given lab procedures
complete lab work: perform given procedures and procedures and and perform them and perform them
Observe, imitate and lab procedures perform them perform them by by following by following
operate software to but could not following prescribed order of prescribed order of
complete the follow the prescribed order steps, with steps, with no
provided sequence of prescribed order of steps, with occasional mistakes mistakes
steps of steps frequent mistakes
10% 0 10 20 30 40
Recording Simulation Inability to Able to recognise Able to recognise Able to recognise
Observations: recognise prescribed or prescribed or prescribed or
Observe and copy prescribed or required required simulation required simulation
prescribed or required required simulation measurements but measurements and
simulation results in simulation measurements records them records them
__
accordance with lab measurements but does not incompletely completely, in
manual instructions record according tabular form
to given
instructions
10% 0 10 30 40
Discussion and Complete Slight ability to Moderate ability Reasonable ability to Full ability to discuss
Conclusion: inability to discuss recorded to discuss discuss recorded recorded
Demonstrate discuss observations and recorded observations and observations and
discussion capacity on recorded draw conclusions observations and draw conclusions draw conclusions
the recorded observations draw conclusions
observations and and draw
draw conclusions from conclusions
it
10% 0 10 20 30 40

Total Points (out of 400)

Weighted CLO (Psychomotor Score) (Points/4)
Remarks
Instructor’s Signature with Date

Page 2 of 2