A Laboratory Manual for

Power System II
(3150911)

B.E. Semester 5 (Electrical Engg.)

<Institute logo>

Directorate of Technical Education, Gandhinagar,

Gujarat
 <College Name>
Certificate
This is to certify that Mr./Ms. ___________________________________
________ Enrollment No. _______________ of B.E. Semester _____
Electrical Engineering of this Institute (GTU Code: _____ ) has satisfactorily
completed the Practical / Tutorial work for the subject Power System II
(3150911) for the academic year 2022-23.

Place: __________
Date: __________

Name and Sign of Faculty member

Head of the Department

Power System II (3150911)

Preface

Main motto of any laboratory/practical/field work is for enhancing required skills as well as
creating ability amongst students to solve real time problems by developing relevant
competencies in the psychomotor domain. By keeping in view, GTU has designed competency
focused outcome-based curriculum for engineering degree programs where sufficient weightage
is given to practical work. It shows the importance of enhancement of skills amongst the
students, and it pays attention to utilize every second of time allotted for practical amongst
students, instructors and faculty members to achieve relevant outcomes by performing the
experiments rather than having merely study type experiments. It is essential for effective
implementation of competency focused outcome-based curriculum that every practical is keenly
designed to serve as a tool to develop and enhance relevant competency required by the various
industries among every student. These psychomotor skills are very difficult to develop through
traditional chalk and board content delivery methods in the classroom. Accordingly, this lab
manual is designed to focus on the industry-defined relevant outcomes, rather than old practice
of conducting practical to prove concepts and theory.

By using this lab manual students can go through the relevant theory and procedure in advance
before the actual performance which creates an interest and students can have basic ideas prior
to performance. This in turn enhances predetermined outcomes amongst students. Each
experiment in this manual begins with competency, industry relevant skills, course outcomes as
well as practical outcomes (objectives). The students will also achieve safety and necessary
precautions to be taken while performing practical.

This manual also provides guidelines to faculty members to facilitate student centric lab
activities through each experiment by arranging and managing necessary resources in order that
the students follow the procedures with required safety and necessary precautions to achieve the
outcomes. It also gives an idea that how students will be assessed by providing rubrics.

Power System II is the Professional Core Course which is aimed to provide exposure about the
modeling of power systems components and transmission line, its analysis and performance
including the fault analysis of power systems, brief introduction to corona and transients in
power systems.

Utmost care has been taken while preparing this lab manual. However there are always chances
of improvement. We welcome constructive suggestions for improvement and removal of errors
if_any.
 Power System II (3150911)

Practical – Course Outcome matrix

Course Outcomes (COs):
CO1: Prepare the model of transmission line, generator, and transformer of power system for single
line diagram representation and per unit quantity calculation.
CO2: Evaluate performance of short, medium, and long transmission lines.
CO3: Analyze symmetrical and unsymmetrical faults in power system.
CO4: Describe various aspects of over-voltages and corona in power transmission.
CO5: Describe travelling wave and transients in power system.
Course Outcome (Laboratory) (CLOs)
CLO1. Evaluate transmission line parameters and operating performance using computer program and
simulation.
CLO2. Calculate fault current and voltages for three phase symmetrical and unsymmetrical faults on
power systems using computer program and computer simulation.
CLO3. Calculate important Design parameters of transmission line design and calculate ratings of
circuit breakers for transmission system.

Sr.

CLO1

CLO2

CLO3
CO4

CO5
CO1

CO2

CO3
Objective(s) of Experiment
No.

To understand and relate vision, mission of DTE, College

and the department including Programme Educational
0.
Objectives, Programme Specific Outcome, Programme
Objectives, Course Objectives
To analyze single phase and three phase AC circuits and
write a computer program to plot instantaneous voltage,
1. √ √
current and power.

To analyze short, medium, and long transmission lines.

2. Write computer program and obtain voltage regulation and √ √
efficiency.
To evaluate performance of transmission line using sending
3. end power circle diagram and receiving end power circle √ √
diagram
To analyze and simulate transient in power system
4. √ √
represented by series R-L circuit
To analyze and simulate a three phase fault on the terminal √
5. √
of an unloaded synchronous generator.
6. To develop a program for formulation of the ZBUS matrix. √ √
To write a computer program for obtaining symmetrical
7. √ √
components for a given set of unbalanced phasors.
To write a computer program for animation of traveling
8. √ √
waves of a long transmission line.
To verify power invariance for symmetrical components
9. √ √
using computer program
To analyze unsymmetrical faults using symmetrical
10. √ √ √
components.
Power System II (3150911)

Industry Relevant Skills

The following industry relevant competencies are expected to be developed in the student by
undertaking the practical work of this laboratory.
1. To be able to mathematically model and analyze given power system and its
components.
2. To be able to analyze, estimate fault current and thereby select appropriate rating of
the circuit breaker.

Guidelines for Faculty members

1. Teacher should provide the guideline with demonstration of practical to the students
with all features.
2. Teacher shall explain basic concepts/theory related to the experiment to the students
before starting of each practical
3. Involve all the students in performance of each experiment.
4. Teacher is expected to share the skills and competencies to be developed in the
students and ensure that the respective skills and competencies are developed in the
students after the completion of the experimentation.
5. Teachers should give opportunity to students for hands-on experience after the
demonstration.
6. Teacher may provide additional knowledge and skills to the students even though not
covered in the manual but are expected from the students by concerned industry.
7. Give practical assignment and assess the performance of students based on task
assigned to check whether it is as per the instructions or not.
8. Teacher is expected to refer complete curriculum of the course and follow the
guidelines for implementation.
9. Rubrics chart is given on the next page as guidelines to assess students‟ learning
during laboratory sessions. The teacher is expected to refer the same and fill the
marks table at the end of each experiment.

Instructions for Students

1. Students are expected to carefully listen to all the theory classes delivered by the faculty
members and understand the COs, content of the course, teaching and examination
scheme, skill set to be developed etc.
2. Students shall organize the work in the group and make record of all observations.
3. Students shall develop maintenance skill as expected by industries.
4. Student shall attempt to develop related hand-on skills and build confidence.
5. Student shall develop the habits of evolving more ideas, innovations, skills etc. apart from
those included in scope of manual.
6. Student shall refer technical magazines and data books.
7. Student should develop a habit of submitting the experimentation work as per the schedule
and s/he should be well prepared for the same.
Power System II (3150911)

Rubrics chart
(a guideline to use rubrics table given at the end of each experiment)
Analytical scale (1 to 5) for rating the performance of student
Sr Performance
Category

no criteria/
. assessment POOR (1) AVERAGE (2) GOOD (3) VERY GOOD (4) EXCELLENT
process

(1) MARK (2)MARKS (3)MARKS (4)MARKS (5) MARKS

Laboratory The student The student The student The student The student
assignment does not demonstrates demonstrates full demonstrates very demonstrates
Application of theory concept

includes a understand partial understanding of the good understanding of excellent

numerical the theory understanding of concept and its the concept and solves understanding of the
problem which concept or the concept with application with given problem(s) concept, applies
needs to be solved how to apply no/little idea minor correctly without any correctly for solution
1 manually/ using a it for about its errors/suggestions. errors/suggestions. of the given problem
computer solution of application. and also has self
program. given understanding of its
problem. application in various
scenarios.

A The student The student is The student is able to The student is able to The student is able to
MATLAB/SciLab is not able to either able to prepares a computer prepare an interactive prepare a generic user
program/simulatio write any prepare an program/simulation computer interactive computer
Use of software tools

n is to be prepared algorithm or algorithm/block for solution of given program/simulation program/simulation

for the solution of instructions diagram for problem using the for solution of given which would work for
the given of the computer given data. problem without solution of a variety
2 problem. program or is program/simulatio errors following few of problems based on
not able to n with some hints/suggestions. the same concept.
select errors/suggestions
required .
simulation
blocks.

Output of the The student The student is The student is able to The student is able to The student is able to
program in the is not able to able to verify the verify the correctness verify the correctness verify the correctness
form of computed verify correctness of of results/graphs and of results/graphs, is of the results/graphs,
results and/or correctness results/graphs for is able to make valid able to make valid draw valid
Analysis of results

graphs must be of the the given problem conclusions from conclusions, for the conclusions, and is
verified for results/graph but unable to them for the given given problem also able to explain
3 correctness in s. derive some valid problem following a without any the effect of change in
different conclusions from few hints/suggestions. hints/suggestions. input parameters on
scenarios. A valid the results. the results for the
conclusion must given problem as well
be derived from as for any similar
the information problem.
obtained.
Completed The student The student is The student is able to The student is able to The student is able to
laboratory manual is not able to able to prepare prepare and submit prepare and submit prepare and submit
along with solved prepare and submit the the lab manual and the lab manual and the lab manual and
assignments must laboratory laboratory manual assignments within assignments within assignments within
be submitted manual along along with solved prescribed time limit prescribed time limit prescribed time limit
before due date. with solved assignments but without significant without errors and has without any erros and
Presentation

assignments has significant errors/corrections but good quality has very good quality
4 within errors/corrections has average quality of presentation/formattin presentation/formattin
prescribed or poor/average presentation/formattin g. g.
time limit. quality of g.
presentation or
there is late
submission of
assignment
without errors.
Power System II (3150911)

Index
(Progressive Assessment Sheet)
Sr. Objective(s) of Experiment Page Date of Date of Assessment Sign. of Remarks
No. No. performance submission Marks (Max Teacher
20/experiment) with
date
0. To understand and relate vision, mission of
DTE, College and the department including
Programme Educational Objectives,
Programme Specific Outcome, Programme
Objectives, Course Objectives
1. To analyze single phase and three phase AC
circuits and write a computer program to plot
instantaneous voltage, current and power.
2. To analyze short, medium, and long
transmission line. Write computer program
and obtain voltage regulation and efficiency.
3. To evaluate performance of transmission line
using sending end power circle diagram and
receiving end power circle diagram
4. To analyze and simulate transient in power
system represented by series R-L circuit
5. To analyze and simulate a three phase fault on
the terminal of an unloaded synchronous
generator.
6. To develop a program for formulation of the
ZBUS matrix.
7. To write a computer program for obtaining
symmetrical components for a given set of
unbalanced phasors.
8. To write a computer program for animation of
traveling waves of a long transmission line.
9. To verify power invariance for symmetrical
components using computer program
10. To analyze unsymmetrical faults using
symmetrical components.
Progressive Assessment: PA (I) component: (Total/20) Total
(Max marks 20)
 Experiment 0

Vision of DTE

1. To provide globally competitive technical education;

2. Remove geographical imbalances and inconsistencies;
3. Develop student friendly resources with a special focus on girls‟ education and support to
weaker sections;
4. Develop programs relevant to industry and create a vibrant pool of technical professionals.

Vision & Mission of Institute

Vision
To be a leading institution ensuring Academic Excellence, Research, Nurturing Innovation and
Entrepreneurial Attitude to produce competent technocrats for service to Nation.
Mission

1. To be a student centric institute imbibing experiential, innovative and lifelong learning

skills, addressing societal problems.
2. To create a conducive ecosystem for Research, innovation & extension services.
3. To inculcate entrepreneurial attitude and values amongst Learners.
4. To Collaborate with Industries and other institutions to strengthen symbiotic relations.
5. To mentor aspiring Institutions to unleash their potential, towards nation building.

Core Values
Our core values are quality, equality, morality, environmental sustainability, energy saving and
strong commitment to the cause of technical education and services. We believe and put efforts
towards:

● Equitable and harmonious growth of students, staff, society, industry.

● Quality services and education to train students enlightened with vision to be committed
citizen with strong civic sense and high moral standards having concern for local and
global values.

Vision & Mission of Department

Vision
To thrive for excellence in the field of Electrical Engineering by imparting quality education that
produces skilled, innovative and ethical engineers to meet the needs of academia, industry and
society.
Mission

● To provide an effective Teaching -Learning environment to acquire skills and knowledge

in the field of Electrical Engineering.
● Strengthen industry institute interaction to enable the students to work on innovative and
real time problems.
● To foster a culture of entrepreneurship amongst the students.
● To instill values in students for lifelong learning and service to the society.
 Program Outcomes as defined by NBA (PO)

Engineering Graduates will be able to:

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex engineering
problems.

2. Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.

3. Design/development of solutions: Design solutions for complex engineering problems and

design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.

4. Conduct investigations of complex problems: Use research-based knowledge and research

methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.

5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations.

6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering practice.

7. Environment and sustainability: Understand the impact of the professional engineering

solutions in societal and environmental contexts, and demonstrate the knowledge of, and need
for sustainable development.

8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.

9. Individual and team work: Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings.

10. Communication: Communicate effectively on complex engineering activities with the

engineering community and with society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and receive
clear instructions.

11. Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one‟s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.

12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.
 Program Educational Objectives (PEOs)

The Graduates will be able to

1. Design, model, analyze and provide appropriate solutions to the industry based problems.
2. Demonstrate entrepreneurial skills and lifelong learning during the career.
3. Adapt themselves with the new technological challenges.
4. Exhibit professional leadership skills imbibing ethical practices.
5. Contribute idea with effective communication and work in a team to develop projects and
plans.

Program Specific Outcomes (PSO)

PSO 1: Utilize the domain knowledge cultivated from courses of Electrical Engineering
encompassing Analysis, Control, Protection, Design of Electrical Machines and Power Systems.
PSO 2: Evaluate the existing system and provide technical solutions to meet the societal needs.

Course Outcome (COs):

After learning the course the students should be able to:

CO1: Prepare the model of transmission line, generator, and transformer of power system for
single line diagram representation and per unit quantity calculation.

CO2: Evaluate performance of short, medium and long transmission lines.

CO3: Analyze symmetrical and unsymmetrical faults in power system.

CO4: Describe various aspects of over-voltages and corona in power transmission.

CO4: Describe travelling wave and transients in power system.

Course Outcome (Laboratory):

After performing the practical, the students should be able to:

1. Evaluate transmission line parameters and operating performance using computer program and
simulation.

2. Calculate fault current and voltages for three phase symmetrical and unsymmetrical faults on
power systems using computer program and computer simulation.

3. Calculate important Design parameters of transmission line design and calculate ratings of
circuit breakers for transmission system.
 Experiment #1

To analyze single phase and three phase AC circuits and write a computer
program to plot instantaneous voltage, current and power.
Date:

Competency and Practical Skills: Basic knowledge of complex power mathematical modeling
and basic Scilab/MATLAB programming skills

Relevant CO: CO1: Prepare the model of transmission line, generator, and transformer of power
system for single line diagram representation and per unit quantity calculation.
CLO1: Evaluate transmission line parameters and operating performance using
computer program and simulation.

Objectives: (a) To be able to mathematical model 1-phase and 3-phase AC circuits

(b) To express complex power flow mathematically
(c) To write a computer program for analyzing and plot instantaneous voltage,
current and power in a single-phase ac circuit.

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

Consider ideal single-phase diagram displaying sinusoidally ac source supplying load as per
following:

iL
Single phase
Sinusoidal ac Load
voltage
source
v

Fig.1.1 Single Phase AC load equivalent circuit along with phasors

Above case represents complex nature of the power drawn by the load from sinusoidal single
phase voltage source. The very case represents inductive nature of the load as shown through
voltage and current phasors parted by angle of phase difference.

The single-phase AC circuit, that supplies complex power (S) to a load can be derived using the
expression:

S = VIL* … … 1.1
where V is the complex voltage and
IL* is the complex conjugate of the current.

The complex power is a useful quantity that considers both the magnitude and phase relationship
between the voltage and current in an AC circuit, and it is expressed in units of volt-amperes (VA)
or volt-amps reactive (VAR), depending on the load type.

In AC circuit analysis, voltages and currents are often expressed in phasor form, which is a
complex representation of their magnitudes and phase angles. Let's assume the voltage and current
are represented as follows:
V = Vm∠ϕv , … … 1.2
IL = Im∠ϕi … … 1.3

where Vm and Im are the magnitudes of the voltage and current, respectively, and ϕv and ϕi are
their respective phase angles.

The complex conjugate of a complex number is obtained by changing the sign of its imaginary
part. In this case, taking the complex conjugate of the current I gives us:
IL* = Im∠(-ϕi) … … 1.4

Multiplying the voltage and the complex conjugate of the current gives us:
VIL* = Vm∠ϕv * Im∠(-ϕi) … … 1.5

Above expression: VI* is still in phasor form. To express it in rectangular form, we can use the
trigonometric identities:

cos(ϕv - ϕi) = cosϕv * cosϕi + sinϕv * sinϕi … … 1.6

sin(ϕv - ϕi) = sinϕv * cosϕi - cosϕv * sinϕi … … 1.7

Substituting these identities into the previous equation, we get:

VIL* = VmIm * [cosϕv * cosϕi + sinϕv * sinϕi + j * (sinϕv * cosϕi - cosϕv * sinϕi)]… 1.8

where j is the imaginary unit.

Separating the real and imaginary parts of VIL*, we can equate the real part to the real power (P)
and the imaginary part to the reactive power (Q):

P = VmIm * (cosϕv * cosϕi + sinϕv * sinϕi) … … 1.9

Q = VmIm * (sinϕv * cosϕi - cosϕv * sinϕi) … … 1.10

So, the complex power S is given by:

S = P + jQ … … …1.11

= VmIm * (cosϕv * cosϕi + sinϕv * sinϕi) + j * VmIm * (sinϕv * cosϕi - cosϕv * sinϕi)..1.12

Exercise:

Note: Write Scilab/MATLAB code for the following problem definitions on separate sheet of
paper along with the output as well as plots as per asked.

Ex.1: Consider a single-phase circuit with a resistive load. The circuit parameters are as follows:
● Voltage amplitude (Vm) = 100 V
● Frequency (f) = 50 Hz
● Resistance (R) = 50 ohms
Write a Scilab/MATLAB code to generate and plot the instantaneous current, voltage, real
power, and reactive power over one cycle of the AC waveform. Assume a sinusoidal
waveform for the voltage.

Ex.2: Consider a single-phase circuit with an inductive load. The circuit parameters are as
follows:
● Voltage amplitude (Vm) = 120 V
● Frequency (f) = 60 Hz
● Inductance (L) = 0.1 H
● Resistance (R) = 10 ohms
Write a Scilab/MATLAB code to generate and plot the instantaneous current, voltage, real
power, and reactive power over one cycle of the AC waveform. Assume a sinusoidal
waveform for the voltage.

Ex.3: Consider a single-phase circuit with an inductive load. The circuit parameters are as
follows:
● Voltage amplitude (Vm) = 100 V
● Frequency (f) = 50 Hz
● Inductance (L) = 0.1 H
● Resistance (R) = 50 ohms
● Capacitance(C)=0.01 F
Write a Scilab/MATLAB code to generate and plot the instantaneous current, voltage, real
power, and reactive power over one cycle of the AC waveform. Assume a sinusoidal
waveform for the voltage.

Ex.4: Two loads connected in parallel are supplied from a single-phase 240-V rms source. The
two loads draw a total real power of 400 kW at a power factor of 0.8 lagging. One of the
loads draws 120 kW at a power factor of 0.96 leading. Find the complex power of the
other load.

Write a Scilab/MATLAB program for the system such that the voltage magnitude of source
1 is changed from 75 percent to 100 percent of the given value in steps of 1 volt. The
voltage magnitude of source 2 and the phase angles of the two sources is to be kept
constant. Compute the complex power for each source and the line loss. Tabulate the
reactive powers and plot Q1, Q2, and QL versus voltage magnitude |V1| From the results,
show that the flow of reactive power along the interconnection is determined by the
magnitude difference of the terminal voltages.
Ex.5: A balanced three-phase source supplies a balanced Y-connected load with an impedance of
Z = 300 * (36.87 + 1i) per phase. The instantaneous phase voltages are given by:
van = 2800 * cos(wt)
vbn = 2800 * cos(wt - 120)
vcn = 2800 * cos(wt - 240)
where wt represents time in radians.

Using Scilab/MATLAB, plot the instantaneous powers for each phase (pa, pb, pc) and
their sum (total three-phase real power) versus time (wt) over a range of 0 to 2pi with an
increment of 0.01pi on the same graph.

Conclusion:

Quiz: (write answer on separate sheet of paper)

1. What are the components of complex power in AC circuits and how do they relate to real
power and reactive power?
2. Express complex impedance in AC circuits as a function of frequency, resistance, and
reactance.
3. How is complex power used to determine the sizing of electrical equipment?
4. How can instantaneous power be used to analyze the performance of different loads in AC
circuits?

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment #2

To analyze short, medium, and long transmission lines. Write computer

programs and obtain voltage regulation and efficiency.
Date:

Competency and Practical Skills: Basic knowledge of mathematical modeling of short, medium,
long transmission line, and basic Scilab/MATLAB programming skills

Relevant CO: CO2: Evaluate performance of short, medium and long transmission lines.
CLO1:Evaluate transmission line parameters and operating performance using
computer program and simulation.
Objectives: (a) To be able to make a mathematical model of short, medium, long transmission
lines.
(b) To evaluate transmission line parameters and operating performance using
computer program and simulation above models.
(c) To write a computer program for voltage regulation and efficiency of short,
medium, and long transmission line.

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:
Given transmission line can be modeled mathematically based on its length and line voltage level:
1. Short Transmission line approximation:

A short transmission line is typically defined as a line where the length is less than 80 km
or the line's length is small compared to the wavelength of the operating frequency. In
such cases, the transmission line can be modeled as a lumped element circuit, and its
behavior can be analyzed using a simplified equivalent circuit.

Due to the small magnitude of the capacitance, it is negligible and can be ignored.
Similarly, the shunt admittance can also be disregarded as the current flowing through the
line remains the same.

L L

R
R

R
R

Fig.2.1 Short transmission line approximation with phasor diagram

 Following are the observations:

i. Since the shunt capacitance of the line is not considered, the sending end current
and the receiving end current are assumed to be equal.

ii. As there is no capacitance in the transmission line, the current through the line is
assumed to be negligible during no-load condition. Therefore, at no-load condition, the
receiving end voltage is considered to be the same as the sending end voltage.

iii. With change in load being fed through the line, voltage drop across line impedance
reduces the receiving end voltage as depicted in the vector diagram using Fig.2.1.

Thus above facts can be represented by following vector expressions:

IS = IR … … …2.1

VS = VR+IR(R+jXL) … … …2.2

= VR+IRR cos�+IRR sin� … … …2.3

Voltage regulation in the context of a short transmission line refers to the change in
voltage at the receiving end of the transmission line when the load conditions change,
while keeping the sending end voltage constant. It is typically expressed as a percentage of
the nominal or sending end voltage.

Mathematically, the voltage regulation can be defined as:

Voltage Regulation (%) = ((VR - VS) / VS) * 100 … … …2.4

PU voltage Regulation = = ((Vr - Vs) / Vs) * 100 / Vbase … … …2.5

Above expressions can also be represented using ABCD parameters.

Efficiency (%) = (P_out / P_in) * 100 … … …2.6

= (P_out / (P_out+3IR2R))*100 … … …2.7

2. Medium Transmission Line

A medium transmission line refers to a type of transmission line with an effective length
that falls between 80 km to 250 km.
● Unlike a short transmission line, the line charging current in a medium
transmission line is significant,
● Thus the shunt capacitance must be taken into account.
● The shunt capacitance is incorporated as admittance (Y) in the ABCD circuit
parameters.
Method Equivalent Circuit Equations

Nominal Π
representation

Nominal T
representation

End Condenser
Method

3. Long Transmission Line

A long transmission line refers to a type of transmission line with an effective length that exceeds
250 km.
● No longer can model line parameters as lumped rather they are modeled as distributed
uniformly along the total length.
● The calculations for circuit parameters will require rigorous solutions due to the
complexity involved.
Exercise:

To write computer program for voltage regulation and efficiency of short, medium and long
transmission line.

Consider transmission line with following parametric data:

Frequency (f): 50 Hz
Transmission line length (d): 300 km
Total series resistance (R): 40 ohm
Total series reactance (XL): j120 ohms
Total shunt admittance (Y): 10^(-3) mho

Receiving-end load:
Load power (P): 50 MW
Load voltage (V): 220 kV
Power factor (pf): 0.8 lagging

Find the sending-end voltage, current, power and power factor using computer program for
following mathematical models:
(a) Short line approximation
(b) nominal-T method,
(c) nominal- method,
(d) Exact transmission line equation
(Use separate page/s for computer program as well as result for the given problem)

Conclusion:
Quiz: (write answers on separate sheet of paper)

1. Why is the transmission line length up to 80 km called “short”? (discuss wavelength and
wave propagation relationship with power frequency).
2. What are the effects of line length on the transmission of electrical signals in a medium
transmission line?
3. How do the line reactances affect transmission line performance?

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment #3

To evaluate performance of transmission line using sending end power circle

diagram and receiving end power circle diagram.

Date:

Competency and Practical Skills: Basic knowledge of applying sending end power circle
diagram and receiving end power circle diagram for transmission line performance evaluation and
basic Scilab/MATLAB programming skills

Relevant CO: CO2: Evaluate performance of short, medium, and long transmission lines.
CLO2: Calculate fault current and voltages for three phase symmetrical and
unsymmetrical faults on power systems using computer program and computer
simulation.
Objectives: (a) To be able to represent vectorial representation of a given transmission line
using power circle diagrams.
(b) To be able to evaluate performance parameters of transmission line using
power circle diagrams
(c) To write a computer program to evaluate performance parameters of
transmission line using power circle diagrams.

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

Power circle diagram represents A circle representing the locus of the complex sending and
receiving end power, and it is a convenient way to visualize load flow over a single transmission
line. Circle diagrams are helpful tools for understanding the load flow problem.
Following is an equation involving general circuit constants representing Power flow through a
transmission line:

Vs

VR

фR IR IX

I
Fig.3.1 single line diagram of a transmission line
Vs = AVR + BIR … … … 3.1

IR= (VS -AVR)/B … … … 3.2

Multiplying 3.1 by VR/B vector, we get,

VS.VR /B = AVR2 /B +VR IR … … … 3.3

Analyzing above expression as follows:

● VR IR = represents the volt-amperes at the receiving end

=SR = Total Receiving end power

Equation 3.3 may be re written representing SR as follows:

VR IR= SR = - AVR2 /B+VS.VR /B … … … 3.4

to involve angular relationship in above expression, Let us assume that vector VR is to be taken as

reference, hence, VR=|VR|ㄥ0 , VS=|VS|ㄥδ, A= |A| ㄥ∝, B=|B|ㄥβ. Using these angular

representation of phasors, can be rewritten Eq.3.4, as follows:

The loci for the complex power at receiving end SR can be

represented by a circle with

❖ constant phasor as center m while

❖ radius given by

Following are the steps:

1. The center is located by drawing a phasor(on) of - AVR2 /B at an angle of (β-∝)

2. The center n, the receiving end circle is drawn with the radius.
 3. The operating point(m) on the circle is located by means of the received Real power (nl) =
PR
4. Once the operating point (m) is located, Then total received power SR =nm

Fig. 3.2 Receiving end power circle diagram

In same manner Sending end circle diagram can also be obtained as shown in figure 3.3 the center
of this

circle is located at tip of phasor

The operating point N is located by measuring load angel ( ) from receiving the end circle
diagram in the direction indicated from the reference line.
 Fig. 3.3 Sending end power circle diagram

Exercise:
Ex1.
Write a computer problem to draw power circle diagram and solve the following:
● A 50 Hz, three-phase, 275 kV ,400 km transmission line has the following parameters:
● Resistance = 0.035 Ohms/km per phase
● Inductance = 1.1 mH/km per phase
● Capacitance = 0.012 pF/km per phase
● If the line is supplied at 275 kV, determine the MVA rating of a shunt reactor having
negligible losses that would be required to maintain 275 kV at the receiving end when the
line is delivering no load.

(Write the code, solution and paste result plot on separate sheet of paper)

Ex.2
Write a computer problem to draw power circle diagram and solve the following:
A 275 kV, three-phase line has the following line parameters:
A=093 angle 1.5°, B=115 angle 77°
If the receiving-end voltage is 275 kV, determine:
(a) The sending-end voltage required if a load of 250 MW at 0.85 lagging pf
 is being delivered at the receiving-end.
(b) The maximum power that can be delivered if the sending-end voltage is
held at 295 kV.
(c) The additional MVA that has to be provided at the receiving-end when
delivering 400 MVA at 0.8 lagging pf, the supply voltage being
maintained at 295 kV.
(Write the code, solution and paste result plot on separate sheet of paper)

Conclusion:

Quiz:(use separate papers to answer)

1. What information can be obtained from the power circle diagram about the power flow in
a transmission line?
2. How can the power circle diagram be used to determine the voltage regulation of a power
transformer?
3. What is the significance of the radius of the power circle in the power circle diagram?

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment #4

To analyze and simulate transient in electrical power systems represented by

series R-L circuit

Date:

Competency and Practical Skills: Basic knowledge of transient analysis, its modeling by series
R-L circuit and basic Scilab/MATLAB programming skills

Relevant CO: CO5: Describe travelling wave and transients in power system.
CLO1:Evaluate transmission line parameters and operating performance using
computer program and simulation.

Objectives: (a) To be able to represent electrical power system transient model using series R-
L circuit mathematically
(b) To be able to estimate power system parameters using transient analysis
(c) To write a computer program to simulate and analyze transient condition
using series R-L circuit model.

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:
In an electrical power system, transient analysis is important to understand the system's behavior
under different operating conditions, such as during faults or sudden changes in load or
generation. These changes can be caused by a variety of factors, including switching operations,
lightning strikes, or faults in the system.
The transient current is caused by the inductance of the circuit, which opposes any change in
current. With this understanding, transient response of electrical power systems through the R-L
series circuit model.

Fig. 4.1 Series R-L circuit under transient condition

To derive the equation for transient behavior in a series R-L circuit, we can start by applying
Kirchhoff's voltage law (KVL) to the circuit. We have:

V(t) = L(di/dt) + R*i(t) … … … 4.1

Where V(t) is the voltage across the circuit, i(t) is the current in the circuit, L is the inductance, R
is the resistance, and di/dt is the rate of change of the current with respect to time.
Taking the Laplace transform of this equation, we have:

V(s) = LsI(s) + RI(s) … … … 4.2

Solving for I(s), we get:

I(s) = V(s) / (Ls + R) … … … 4.3

Taking the inverse Laplace transform of I(s), we get the time-domain equation for the transient
current in the circuit:
−𝑹𝒕
i(t) = (V/R) + (I0 - V/R) * 𝒆 𝑳 … … … 4.4
Where I0 is the initial current in the circuit at t = 0.
The solution of this equation is:
−𝑹𝒕
𝑽𝒎𝒂𝒙
i= [sin (ɷt + α – Φ ) -𝒆 𝑳 sin(α – Φ )] … … … 4.5
𝒁

ɷ𝑳
where, 𝒁 = 𝑹𝟐 + (ɷ𝑳)𝟐 and Φ = 𝒕𝒂𝒏−𝟏 ( ).
𝑹
The equation (4.5) can be separated into two terms. The first term is a sinusoidal function (as
shown by Fig.4.2) that varies with time. The second term is non-periodic (as shown by Fig.4.3)
and has an exponential decay with a time constant of L/R. This second term is known as the DC
component of the current.

Fig.4.2 Sinusoidal component of the transient current wave

Fig.4.3 Non.sinusoidal component of the transient current wave

Exercise:
Write computer program for the following numericals and paste the result on separate piece
of paper
Ex1.
In the circuit of Fig.4.1. let R = 0.125Ω , L = 10 mH, and the source voltage be given by:
v(t) = 151 sin(377t+α).
Determine the current response after closing the switch for the following cases.
(a) No dc offset.
(b) For maximum de offset.

Ex2.
Write computer program for the following data:
Vs=230 V
R = 0.001Ω
L=0.36 mH
f= 50 Hz

Determine the current response after closing the switch for the following cases.
(a) No dc offset.
(b) For maximum de offset.

Conclusion:

Quiz:(use separate papers to answer)

1. How does the initial condition of the circuit affect the transient current?
2. What is the DC offset current in an R-L series circuit?
3. How does the DC offset current change over time in an R-L series circuit?
4. How does the DC offset current change if a new excitation is applied at a different
instant?

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment #5

To analyze and simulate a three phase fault on the terminal of an unloaded

synchronous generator.

Date:

Competency and Practical Skills: Basic knowledge of transient analysis, modeling of

synchronous machine, modeling three phase fault response by unloaded synchronous generator,
and basic Scilab/MATLAB programming skills.

Relevant CO: CO3: Analyze symmetrical and unsymmetrical faults in power system
CLO2:Calculate fault current and voltages for three phase symmetrical and
unsymmetrical faults on power systems using computer program and computer
simulation.

Objectives: (a) To be able to represent electrical power system transient model using series R-
L circuit mathematically
(b) To be able to model synchronous machines
(c) To write a computer program to simulate and analyze the response of an
unloaded synchronous machine in the event of a three phase fault.

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:
A three-phase fault on the terminal of an unloaded synchronous generator refers to a fault that
occurs in the three-phase electrical system at the terminal of the generator when it is not
connected to any load. When a three-phase fault occurs, there is an abrupt change in the voltage
and current waveforms at the terminal of the generator. The voltage drops to zero almost
instantaneously, and the current waveform experiences a sudden increase. This results in a large
fault current flowing through the generator and the associated electrical system.

The large fault current can cause a significant amount of mechanical stress on the generator shaft
and rotor, leading to potential damage or failure of the generator. Therefore, protective relays are
used to detect and isolate faults to prevent any further damage to the generator.

Therefore, it is crucial to detect and clear the fault quickly to minimize the damage to the
generator. Protective devices such as overcurrent relays, differential relays, and distance relays
can be used to detect and isolate the faulted section of the system. The protective relays should be
set to operate quickly enough to prevent extensive damage to the generator while avoiding
nuisance tripping during normal operation.

The purpose of such simulation and analysis is to estimate design protective switchgears, circuit
breaker in specific.

he three-phase fault current on the terminal of an unloaded synchronous generator can be

mathematically modeled using the following equation:

i_fault = E / X … … … 5.1
where i_fault is the fault current, E is the generator's terminal voltage, and X is the equivalent
fault impedance seen by the generator.
During a three-phase fault, the fault impedance is very low, resulting in a high fault current. The
fault impedance can be modeled as a combination of the generator's internal impedance and the
external fault impedance.

The fault current can be calculated using the above equation, which shows that the fault current is
directly proportional to the generator's terminal voltage and inversely proportional to the fault
impedance. Therefore, during a fault, the generator's terminal voltage drops significantly, and the
fault current increases rapidly.

The dynamic reactance of a synchronous generator can be modeled as a combination of several

reactances, including the subtransient reactance (Xd"), transient reactance (Xd'), steady-state
reactance (Xd), field winding reactance (Xf), and leakage reactance (Xl). The total dynamic
reactance of the generator can be represented by:

X(dyn) = Xd" + Xd' + Xd + Xf + Xl … … … 5.2

The subtransient reactance (Xd") represents the initial opposition to the flow of current due to the
presence of magnetic fields in the rotor and stator windings. It is typically the highest reactance
value and reflects the transient behavior of the machine. The subtransient reactance is generally
between 10% to 25% of the synchronous reactance (Xs).

The transient reactance (Xd') represents the opposition to the flow of current during the transient
period following a fault. It is caused by the time-varying magnetic field in the rotor winding as it
interacts with the time-varying stator currents. The transient reactance is typically between 20% to
50% of the synchronous reactance (Xs).

The steady-state reactance (Xd) represents the opposition to the flow of current when the machine
has reached its steady-state operating conditions. It is caused by the time-invariant magnetic field
in the rotor winding as it interacts with the time-invariant stator currents. The steady-state
reactance is typically between 70% to 90% of the synchronous reactance (Xs).

The field winding reactance (Xf) represents the opposition to the flow of current in the field
winding circuit. It is typically small compared to the other reactances and is usually neglected in
many analyses.

The leakage reactance (Xl) represents the opposition to the flow of current caused by the magnetic
fields in the slots and teeth of the rotor and stator. It is typically smaller than the other reactances
and is also neglected in many analyses.

The armature reaction reactance (Xa), represents the distortion of the magnetic field due to the
armature current.

Fig. 5.1 equivalent circuit modeling equivalent dynamic reactance of the synchronous reactance
The sub transient reactance can be represented by:

𝟏
Xd’’ = 𝑿𝒍 + 𝟏 𝟏 𝟏 … … … 5.3
( + + )
𝑿𝒂 𝑿𝒇 𝑿𝒅𝒘

The dynamic reactance of a synchronous generator can be mathematically modeled using a phasor
diagram and equivalent circuits. The reactance values can be calculated based on the physical
characteristics of the machine, such as the number of turns in the winding, the length and diameter
of the conductors, and the magnetic properties of the core material.

Fig. 5.2 Short circuit current supplied by synchronous generator through subtransient-transient-steady state

Xd , Xd„, Xd‟‟ are reactance offered by Synchronous generator towards fault current during:
Steady state, transient and sub transient period respectively, such that Xd”<Xd‟ <Xd.

|I|=oa/√𝟐=|Eg| /Xd … … …5.4

|I’|=ob/√𝟐=|Eg| /Xd’ … … …5.5
|I”|=oc/√𝟐=|Eg| /Xd” … … …5.6
Instantaneous fault current in unloaded synchronous machines, that can be derived including Eq.
5.5, 5.1 through 5.6, we may obtain following expression:
i(t)=Vm*((((1/Xd’’)-(1/X’))*exp(-t/Td’’))+(((1/Xd’)-(1/Xd))*exp(-
t/Td’))+(1/Xd)).*(sin(((w*t)+α-(π/2))))
… … …5.7
Exercise:

Write computer program for the following numericals and paste the result on separate piece of
paper

Ex1.
Analyze and plot instantaneous fault current, rms value of the fault current and for the
unloaded synchronous machine for the following numerical data.

Vrms = 230 V
Xd’’ = 0.15 Ω
Xd’ = 0.24 Ω
Xd = 1.1 Ω
α =0
Td’’ = 0.035 S
Td’ = 2.0 S
f = 50 Hz
(write a computer program and paste the result plots on separate sheet of paper)

Conclusion:

Quiz:(use separate paper to answer)

1. How does the value of dynamic reactance change from the instant of fault to the
steady state?
2. What is the effect of changes in excitation on the dynamic reactance of a synchronous
generator?
3. What are the limitations of modeling dynamic reactance in a synchronous generator?
Rubric wise marks obtained:
(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment #6

To develop a computer program for formulation of the ZBUS matrix.

Date:

Competency and Practical Skills: ZBUS formulation and matrix manipulations, basic
Scilab/MATLAB programming skills.
Relevant CO: CO2: Evaluate performance of short, medium, and long transmission lines.
CLO1:Evaluate transmission line parameters and operating performance using
computer program and simulation

Objectives: (a) To be able to represent electrical transmission line network through ZBUS
(b) To write a computer program to formulate, manipulate and analyze power
system using ZBUS.

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

In power system analysis, the ZBUS. matrix is an important tool for calculating fault currents,
voltages, and power flows. It is a matrix that relates the complex voltages and currents at all buses
in a power system under fault conditions. The ZBUS. matrix can be derived from the YBUS matrix,
which represents the admittance of the network. The Ybus matrix is obtained by summing the
admittances of all the branches and nodes in the network.

The ZBUS. matrix is a square matrix with dimension N x N, where N is the number of buses in the
network. The diagonal elements of the ZBUS. matrix represent the self-impedances of each bus,
while the off-diagonal elements represent the mutual impedances between buses. The elements of
the ZBUS. matrix can be obtained by inverting the YBUS matrix.

To obtain the ZBUS. matrix experimentally, we first need to construct the YBUS matrix of the given
reactance network. This can be done by measuring the admittances of all the branches and nodes
in the network. Once the YBUS matrix is obtained, we can simply invert it to obtain the ZBUS
matrix.

ZBUS. = YBUS-1 … … … 6.1

where ZBUS. is the impedance matrix of the power system, and YBUS is the admittance matrix.

Once we have the ZBUS. matrix, we can use it to solve for the voltage, current, and power flow in
the system using various methods such as Gauss-Seidel, Newton-Raphson, and Fast-Decoupled
methods.

In this experiment, we will derive the ZBUS. matrix of a given reactance network by inverting the
Ybus matrix. We will measure the admittances of all the branches and nodes in the network and
construct the Ybus matrix using these measurements. We will then invert the Ybus matrix to
obtain the ZBUS. matrix.
Procedure:

1. Construct the admittance matrix YBUS for the given power system network using the
formula Ybus = [Y], where [Y] is the nodal admittance matrix.
2. Verify that the Ybus matrix is symmetric and has a diagonal of real numbers.
3. Invert the Ybus matrix to obtain the ZBUS. matrix using the formula ZBUS. = inv(Ybus).
4. Verify that the ZBUS matrix is also symmetric and has a diagonal of complex numbers.
5. Use the ZBUS. matrix to analyze the power system network for various fault conditions,
such as line-to-ground faults, line-to-line faults, and three-phase faults.
6. Compare the results obtained using the ZBUS. matrix with those obtained using other
methods, such as sequence impedance of symmetrical components analysis.

Consider a typical bus of an n-bus power system network. The system is assumed to be operating
under balanced conditions and a per phase circuit model is used as in Fig.6.1

Fig.6.1 n-bus power system network

Here is a n-bus power system network as depicted above in Fig.6.1, that represents the per phase
model. The voltage vector below represents pre fault column voltage vector:

V1(0)
….. … … … 6.2
V BUS(()) = Vk(0)
….
Vn(0)

To represent simplest load model, as a constant impedance model at above voltage level that is
prefault potential.

Zi L = [V(0)]2 /S*L … … … 6.3

On the occasion of fault, the resultant circuit may be analyzed using Thevenin‟s theorem as shown
in following Thevenin‟s equivalent circuit:
 Fig.6.2 Thevenin’s equivalent post fault representation

Changes in bus voltage post fault may be given by the following column vector:

ΔV1
…..
ΔV BUS = ΔVk … … … 6.4
….
ΔVn

Thus resultant voltage vector out of 6.2, 6.4, we get:

VBUS(F) = VBUS(0) + ΔVBUS … … … 6.5

Applying current injection method using node voltage method, we get:

IBUS = YBUS . VBUS … … … 6.6

Generating admittance matrix as follows:

Diagonal elements:
𝒎
𝒀𝒊𝒊 = 𝒋=𝟎 𝒚𝒊𝒋 where, i ≠ 𝒋 … … … 6.7
Off diagonal elements:

𝒀𝒊𝒊 = 𝑌𝑗𝑖 = -yij … … … 6.8

Thus the nodal expression on application of the Thevenin‟s circuit:

… … … 6.9

i.e. IBUS(F) = YBUS . ΔVBUS … … … 6.10

also, ΔVBUS = ZBUS . Ibus(F) … … … 6.11

because, ZBUS = YBUS-1 … … … 6.12

on substituting ΔVBUS from 6.11 to 6.5, we get,

VBUS(F) = VBUS(0) + ZBUS . Ibus(F)… … … 6.13

above may be represented by following matrix:

… 6.14

above 6.14 shows that kth row element is non-zero,

Vk (F) = Vk (0) - ZKK,IK(F) … … … 6.15

as per fig.6.2,

Vk (F) = ZFIK(F) … … … 6.16

comparing 6.15 and 6.16,

IK(F) = Vk (0)/ (ZF + ZKK) … … … 6.17

as kth bus has got the fault, we can looking from back (from kth bus),

Vi (F) = Vi (0) - ZiK.IK(F) … … … 6.15

substituting IK(F) from 6.17 to 6.18, we have,

Vi (F) = Vi (0) - ZiK. Vk (0)/ (ZF + ZKK) … … … 6.16

fault currents in all the lines may be generalized as:

Iij(F) = (Vi(F) - Vj(F))/ Zij … … … 6.17

Exercise:
Use a separate sheet of paper to write a program for the following numerical problem data
also paste the result of the program.

Consider the 4-bus system of Fig.6.3,

Buses 1 and 2 are generator buses and 3 and 4 are load buses.
The generators are rated l l kv, 100 MVA, with transient reactance of l0 % each.
Both the transformers are 11/110 kV, 100 MVA with a leakage reactance of 5%.
The reactance of the lines to a base of 100 MVA, 110 kV are indicated on the figure.

Obtain the short circuit solution for a three-phase solid fault on bus 4 (load
bus). Assume pre fault voltages to be 1 pu and pre fault currents to be zero.

Fig.6.3 on-line diagram

YBUS data:

From To R XL G
Bus Bus

1 2 0 0.2 0.15

1 3 0 0.15 0

1 4 0 0.1 0

2 3 0 0.1 0

2 4 0 0.15 0

Conclusion:

Quiz:(use separate paper to answer)

4. What is the significance of the diagonal elements of the ZBUS matrix?

5. What are the key advantages of using the per unit system in the context of power
system analysis?
6. Compare ZBUS matrix and YBUS matrix differ in terms of their elements and
structure.

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment # 7

To write a computer program for obtaining symmetrical components for a

given set of unbalanced phasors.

Date:

Competency and Practical Skills: Basic knowledge of symmetrical and unsymmetrical fault
analysis, formulation of symmetrical components and basic Scilab/MATLAB programming
skills.

Relevant CO: CO3: Analyze symmetrical and unsymmetrical faults in power system.
CLO2. Calculate fault current and voltages for three phase symmetrical and
unsymmetrical faults on power systems using computer program and computer
simulation.
Objectives: (a) To be able to analyze symmetrical fault
(b) To be able to analyze unsymmetrical fault using symmetrical components
(c) To write a computer program to simulate and analyze unsymmetrical fault
using symmetrical components

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

Symmetrical components are in power system analysis to simplify the analysis of unbalanced
three-phase systems. The method of symmetrical components involves breaking down the
unbalanced phasors into three balanced sets of phasors, each set representing the positive
sequence, negative sequence, and zero sequence components of the original unbalanced phasors
as represented by phasors in Fig.7.1

● The positive sequence component represents a set of phasors that rotate in the same
direction,
● the negative sequence component represents a set of phasors that rotate in the
opposite direction, and
● the zero sequence component represents a set of phasors that do not rotate.
Symmetrical components allow unbalanced phase quantities such as currents and voltages to be
replaced by above three separate balanced symmetrical components.

Fig.7.1 symmetrical component phasors

We knew the operator “j” represents phasors apart of 900, here in above case, operator “a” is used
to relate phasors apart with 1200.

… … … 7.1

thus,

1 + a + a2 = 0 … … … 7.2

… … … 7.3

… … … 7.4

… … … 7.5

Representing above set of expressions into a following matrix

… … … 7.6
Exercise:

Ex1.

Write a computer program to analyze unbalanced phasors. Compute and plot symmetrical
components using above expressions for the following data:

with power frequency of 50 Hz

( Use separate sheet of paper to write a computer program, results/ and plots for above
problem)

Conclusion:

Quiz:(use separate paper to answer)

1. Can symmetrical components be applied to systems other than three-phase power

systems?
2. How do unsymmetrical faults affect the symmetry of phasors in power systems?
3. Can symmetrical components be used to analyze unsymmetrical faults in DC power
systems?

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment #8

To write a computer program for animation of traveling waves of a long

transmission line.

Date:

Competency and Practical Skills: Basic knowledge of modeling long transmission line,
modeling traveling voltage and current waves and basic Scilab/MATLAB programming skills.

Relevant CO: CO5: Describe travelling wave and transients in power system.
CLO1. Evaluate transmission line parameters and operating performance using
computer program and simulation.

Objectives: (a) To be able to model and analyze long transmission line

(b) To be able to analyze sending and reflecting waves
(c) To write a computer program to animate, simulate and analyze propagation
of traveling waves

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

Voltage and current phasors in terms of propagation constant may be represented as follows:

V(x) = A1e‫ץ‬x +A2e-‫ץ‬x … … … 8.1

where,

γ = α + β … … … 8.2

= is an propagation constant and hence, 8.1 may be rewritten using 8.2 as follows:

V(x) = A1eαxejβx + A1e-αxe-jβx … … … 8.3

here in 8.3, the real part: α = refers to the attenuation constant, while,
the imaginary part:β = refers to as a phase constant

Instantaneous voltage as a function of t and x it is:

V(t, x) = √2 A1eαxej(wt+βx) + √2A1e-αxe-j(wt-βx) … … … 8.4

the first term with coefficient eαx represents the incident wave., while the second term with and
e-αx represents reflected waves. with wavelength

λ =2π/β m
while velocity of propagation of wave , v = λ/(*1/f) = fλ m/s

Let us represent above expression by following:

V(t, x)= V1(t, x)+V2(t, x) … … … 8.5

where,

V1(t, x) = √2 A1eαx cos(wt+βx) … … … 8.6

V2(t, x) = √2 A2eαx cos(wt-βx) … … … 8.7

I(x) = (A1e‫ץ‬x +A2e-‫ץ‬x)/ZC … … … 8.8

where, ZC is known as a characteristic impedance given by,

ZC = √z/y … … … 8.9

Exercise:
Write a computer program for the animation of traveling wave having following data of
numerical:

Consider a transmission line with length of 400 km having sending end voltage 220 kV, 50
Hz, 3-phase transmission line having defined by line parameters r = 0.125 Ω/km, x = 0.4
Ω/km, and y = 2.8X10-06 mho/km.
With α = 0.163X10-3 and β = 1.068X103

( Use separate sheet of paper to write a computer program, results/ and plots for above
problem)

Conclusion:

Quiz:(use separate paper to answer)

1. What causes traveling waves in a transmission line?
2. How does the reflection coefficient affect traveling waves in a transmission line?
3. Provide significance regarding matching the load impedance with the characteristic
impedance of the transmission line?
Rubric wise marks obtained:
(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment # 9

To verify power invariance for symmetrical components using computer

program

Date:

Competency and Practical Skills: Basic knowledge of modeling symmetrical components, power
variance and basic Scilab/MATLAB programming skills.

Relevant CO: CO3: Analyze symmetrical and unsymmetrical faults in power system.
CLO2. Calculate fault current and voltages for three phase symmetrical and
unsymmetrical faults on power systems using computer program and computer
simulation.

Objectives: (a) To be able to model and analyze transmission line using symmetrical
components
(b) To be able to analyze complex power using symmetrical components
(c) To write a computer program
(d) To verify power invariance for symmetrical components

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

The experiment no.8 discussed regarding symmetrical components using 8.6 as follows:

considering above matrix of symmetrical components with actual voltage phasors as follows:

V = A VSym … … … 9.1

where,

V= … … … 9.2

A= … … … 9.3
VSym = … … ... 9.4

by rewriting 9.1,

VSym = A-1 V … … … 9.5

where,

𝟏
A-1 = 𝟑 … … … 9.6

… … … 9.7

… … … 9.8

… … … 9.9

same way,

I = A . Isum … … … 9.10

Isum = A-1. I … … … 9.11

where,

I = … … … 9.12

ISym = … … … 9.13
applying 9.11, 9.12, 9.13, we get,

… … … 9.14

… … … 9.15

… … … 9.16

Power Invariance:

The complex power can be expressed as:

S = Va Ia* +Vb Ib* +Vc Ic* … … … 9.17

based on 9.7, 9.8, 9.9, 9.14,9.15,9.16, 9.17,

S = 3Va1 Ia1* + 3Va2 Ia2* + 3Va0 Ia0*

Thus power invariance may be verified, if,

Total complex power S = sum of the symmetrical components.

Exercise:
Write a computer program to verify power invariance for symmetrical components for the
following data:

unbalanced voltage input for phase a, b, c

Va = 568.3121 + j369.9066
Vb = -305.6848 - j406.7205
Vc = -222.6273 + j36.8139

unbalanced current input for phase a, b, c

Ia = 1.7754 + j0.8157
Ib = -4.0194 - j13.1284
Ic = -5.8983 - j5.6112
Conclusion:

Quiz:(use separate paper to answer)

1. How is complex power calculated using unbalanced voltage and current inputs?
2. What is the significance of the constant "a" used in the matrix "A"?
3. Can power invariance be used to analyze single-phase systems as well?justify your
answer.

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Experiment # 10

To analyze unsymmetrical faults using symmetrical components.

Date:

Competency and Practical Skills: Basic knowledge of modeling long transmission line,
symmetrical and unsymmetrical fault analysis, and basic Scilab/MATLAB programming skills.

Relevant CO: CO3: Analyze symmetrical and unsymmetrical faults in power system
CLO2. Calculate fault current and voltages for three phase symmetrical and
unsymmetrical faults on power systems using computer program and computer
simulation.
CLO3. Calculate important Design parameters of transmission line design and
calculate ratings of circuit breakers for transmission system.
Objectives: (a) To be able to model and analyze transmission line using symmetrical
components
(b) To be able to analyze unsymmetrical fault using symmetrical components
(c) To write a computer program to simulate and analyze unsymmetrical fault
using symmetrical components

Equipment/Instruments: Scilab/MATLAB installed device.

Theory:

Different types of unsymmetrical faults occurring in a power system can be listed as,
 Single-line to ground (L–G ) fault
 Line to line (L–L ) fault
 Double-line to ground (L–L–G ) fault

Majority of the faults occurring in a power system are unsymmetrical in nature. Such faults give
rise to unbalanced fault currents in the three phase system and hence analysis of such faults is not
possible on per phase basis. However, the concept of symmetrical components can be easily
applied to compute fault currents in the event of such faults. The following discussion summarizes
the application of symmetrical component transformation to solve unsymmetrical faults.

(A) Single line to ground (L – G ) fault (unloaded generator):

For a three phase system, the positive, negative and zero sequence networks can be drawn as
represented by fig.10.1.(a),10.1.(b) and 10.1.(c) respectively.

Fig.10.1 (A) Single line to ground (L – G ) fault

The Thevenin‟s equivalent of each of these networks as viewed from the fault point F can be
drawn as

Fig.10.2 Thevenin’s equivalent of each of these networks

For analysis of an L-G fault on phase a in a system as shown in Error! Reference source not
found. below, we can write,

Fig.10.3 Analysis of an L-G fault

𝐼𝑓 = 𝐼𝑎 , 𝐼𝑏 = 0 and 𝐼𝑐 = 0. Further, 𝑉𝑎 = 𝑍𝑓 𝐼𝑓 . Applying symmetrical component transformation,

we get,
𝑉𝑎1 + 𝑉𝑎2 + 𝑉𝑎0 = 3𝑍𝑓 𝐼𝑓 … 10.1
and,
𝑬𝒂
𝑰𝒂𝟏 = 𝑰𝒂𝟐 = 𝑰𝒂𝟎 = 𝒁 𝒇
… 10.2
𝟏 +𝒁𝟐 +𝒁𝟎 +𝟑𝒁
These equations suggest a series connection of sequence networks through an impedance 3𝑍𝑓 as
shown in Fig.10.4 below.

Fig.10.4 Series connection of sequence networks

Voltage on phase b can be found as:
𝑉𝑏 = 𝛼 2 𝑉𝑎1 + 𝛼𝑉𝑏2 + 𝑉𝑎0 = 𝛼 2 𝐸𝑎 − 𝑍1 𝐼𝑎1 + 𝛼 −𝑍2 𝐼𝑎2 + (−𝑍0 𝐼𝑎0 ) … 10.3

𝟑𝜶𝟐 𝒁𝒇 +𝒁𝟐 𝜶𝟐 −𝜶 +𝒁𝟎 (𝜶𝟐 −𝟏)

= 𝑬𝒂 … 10.4
𝒁𝟏 +𝒁𝟐 +𝒁𝟎 +𝟑𝒁𝒇
Similarly,𝑉𝑐 can be found as,
𝟑𝜶𝒁𝒇 +𝒁𝟐 𝜶−𝜶𝟐 +𝒁𝟎 (𝜶−𝟏)
𝑽𝒄 = 𝑬 𝒂 … 10.5
𝒁𝟏 +𝒁𝟐 +𝒁𝟎 +𝟑𝒁𝒇

(B) Line to Line (L–L) Fault:

Let us assume a line to line fault between lines b and c as shown in fig. 10.5 below.

Fig.10.5 (B)Line to Line (L–L) Fault

For such a fault, 𝐼𝑎 = 0, 𝐼𝑏 = 𝐼𝑓 and 𝐼𝑐 = −𝐼𝑏 = −𝐼𝑓 . Also, 𝑉𝑏 = 𝑉𝑐 + 𝑍𝑓 𝐼𝑓 .

Applying symmetrical component transformation, we get,
𝐼𝑎2 = −𝐼𝑎1 and 𝐼𝑎0 = 0. … 10.6
Also, we get, 𝐼𝑏 = −𝑗√3𝐼𝑎1 … 10.7
𝑓
𝑉𝑎1 − 𝑉𝑎2 = 𝑍 𝐼𝑎1 … 10.8

These equations suggest parallel connection of positive and negative sequence networks through a
series impedance 𝑍𝑓 as shown in fig. 10.6 and 10.7 below.

Fig.10.6 Fig.10.7
Parallel connection of positive and negative sequence networks
In terms of Thevenin‟s equivalent, we get,
𝑬𝒂
𝑰𝒂𝟏 = 𝒁 𝒇
… 10.9
𝟏 +𝒁𝟐 +𝒁
and therefore,
−𝒋√𝟑𝑬𝒂
𝑰𝒇 = 𝑰𝒃 = −𝑰𝒄 = 𝒁 𝒇
… 10.10
𝟏 +𝒁𝟐 +𝒁
Knowing the values of 𝐼𝑎1 and 𝐼𝑎2 , we can calculate 𝑉𝑎1 and 𝑉𝑎2 from which 𝑉𝑏 and 𝑉𝑐 can be
calculated.

(C) Double Line to Ground (L–L-G ) Fault:

Fig,10. 8 below shows a double line to ground (L-L-G) fault at a point F in a three phase power
system. The fault impedance is denoted as 𝑍𝑓 .
For such a fault,
𝐼𝑎 = 0 and so 𝐼𝑎1 + 𝐼𝑎2 + 𝐼𝑎0 = 0 … 10.11
𝑉𝑏 = 𝑉𝑐 = 𝑍 𝐼𝑏 + 𝐼𝑐 = 3𝑍𝑓 𝐼𝑎0
𝑓
… 10.12
Applying symmetrical component transformation, we get,
1
𝑉𝑎1 = 𝑉𝑎2 = 3 [𝑉𝑎 + 𝛼 + 𝛼 2 𝑉𝑏 ] … 10.13

1
𝑉𝑎0 = 3 (𝑉𝑎 + 2𝑉𝑏 ) … 10.14

From eq. 10.13 and 10.14

𝑉𝑎0 − 𝑉𝑎1 = 𝑉𝑏 = 3𝑍𝑓 𝐼𝑎0 or 𝑉𝑎0 = 𝑉𝑎1 + 3𝑍𝑓 𝐼𝑎0 … 10.15

From equations 10.10, 10.12 and 10.14, we can draw connections of sequence networks as shown
in Fig.10.9 and 10.10 below.

Fig.10.9

Fig.10.10

In terms of Thevenin‟s equivalents, we can write,

𝐸𝑎
𝐼𝑎1 =
𝑍1 + 𝑍2 || 3𝑍𝑓 + 𝑍0
𝑬𝒂
=𝒁 𝒇 𝒇
… 10.16
𝟏 +𝒁𝟐 𝟑𝒁 +𝒁𝟎 /(𝒁𝟐 +𝟑𝒁 +𝒁𝟎 )

Once the value of 𝐼𝑎1 is available, 𝐼𝑎2 and 𝐼𝑎0 can be calculated by using current divider rule, so
that,
 𝟑𝒁𝒇 +𝒁𝟎
𝑰𝒂𝟐 = − 𝒁 𝒇 +𝒁
𝑰𝒂𝟏 … 10.17
𝟐 +𝟑𝒁 𝟎
𝒁𝟐
𝑰𝒂𝟎 == − 𝒁 𝒇 +𝒁
𝑰𝒂𝟏 … 10.18
𝟐 +𝟑𝒁 𝟎

The value of 𝐼𝑎0 can be substituted in eq. 10.12 to find 𝑉𝑏 and 𝑉𝑐 .

Exercise:

Ex1. A 25 MVA 13.2 kV, alternator with solidly grounded neutral has sub-transient reactance
of 0.25 p.u.. The negative and zero sequence reactance are 0.15 and 0.05 p.u. respectively. A
single line to ground fault occurs at the terminals of an unloaded alternator. Determine the fault
current and line to line voltage.
[ANS: 7289.8A, 9.16 kV, 17.78 kV, 9.16 kV]
Ex2. A 10 MVA, 6.9 kV generator has Z1 = 10%, Z2 = 7%, Z0 = 3% and its neutral is grounded
solidly. The generator is open circuited and excited to its rated voltage. Find the amount of fault
current and phase voltages for the L – L fault at generator terminal.
[ANS: 8525.1 A, Va = 5.68 kV, Vb = 2.84 kV, Vc = 2.84 kV.]
Ex3. For the system shown in the figure given below, find fault current when L-L-G fault
occurs at the mid-point of the transmission line.
Neglect pre-fault current. The reactance is given in p.u. on the same base.

Equipment Positive Seq. Negative Seq. Zero Seq.

Generator 0.30 0.20 0.05
Motor 0.25 0.15 0.05
Transformer (both) 0.10 0.10 0.10
Line 0.15 0.15 0.40

G M

f
[Ans. I b  4.91147.6 p.u., I c  4.9132.4 p.u., I  5.2690 p.u.]

Quiz:(use separate paper to answer)

1. How does the presence of unsymmetrical faults affect the calculation of sequence
impedances using symmetrical components?

2. What role do symmetrical components play in fault analysis and protection

coordination for unsymmetrical faults?

3. Can you explain how the symmetrical components technique helps in determining
the fault location during unsymmetrical fault conditions?
Conclusion:

Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
 Power System II
3150911

Lab Manual prepared by

Dr.H.S.Pandya
Assistant Professor, Govt. Engg. College, Modasa

Branch Coordinator
Dr. J.R.Iyer
Professor, Electrical Engineering L.D. College of Engineering
Ahmedabad

Committee Chairman Dr N M Bhatt

Professor of Mechanical Engineering
L. E. College, Morbi