EE117L Lab Manual1

ELECTRICAL POWER TRANSM ISSION
AND DISTRIBUTION
LABORATORY MANUAL
TABLE OF CONTENTS
Preface
General Laboratory Guidelines for Students
Safety Rules When Earthquake Occurs
What to Do in Case of Fire
Suggested Format of the Laboratory Report
General Provisions for Laboratory Measuring lnstruments
The Transmission Line Simulator
Experiment No. 1 - Short Line lnvestigation
Experiment No. 2 - Medium Length Line: NominalT Method
16
Experiment No. 3
- Medium Length Line: Nominal Pi Method
23
Experiment No. 4 - Effect of Real Power and Reactive power on voltage Drop
and Transmission Line Angle
Experiment No. 5 - lnvestigation of the Natural Load of a Line

Experiment No. 6
- voltage
Regulation at constant Load power Factor
30
37
44
Experiment No. 7 -Three-Phase Line: Unbalanced Load and Neutral Connection
49
Experiment No. 8 - Design Experiment
53
Laboratory Rubric
54
PREFACE
xxx
GENERAL LABORATORY GUIDELINES FOR STUDENTS
t,
Only students with officially scheduled laboratory class are allowed

laboratory room with the presence of an instructor.
2.
other things not needed in performing the experiment should be placed at the
designated area (i.e. bag counter, tables, etc.). However, valuables must be kept secure.
Laboratory personnel will not be held responsible for any loss or damaged personal
to
enter the
Bags and
belongings.
3. No food or drinks are allowed
inside the laboratory.
4.
Laboratory room must be kept clean and neat.
5.
Students assigned as group leaders must fill out the pertinent data on the borrower slip
and have the slip signed by the instructor before any material, instrument or equipment
can be lent to the group.
6. ln cases of accidental
loss or damages
to any
laboratory material, instrument or

equipment due to mishandling by the students, the breakage expense shall be charged to
all members of the group concerned.
7.
All borrowed materials, instruments and equipment shall be returned in good condition
to the laboratory personnel at least fifteen (15) minutes before the period ends.
8.
A student who missed an experiment due
to
a valid reason must
formally notify his/her
instructor so that a make-up experiment can be scheduled the soonest.
9.
Any student not currently enrolled with any laboratory classes who wishes to borrow
instruments and equipment must furnish a copy of request to be noted by his/her
instructor.
(Reference: The Laboratory Operations Committee, School of
EECE)
SAFETY RULES WHEN EARTHQUAKE OCCURS

DURING
1. lf you are inside a structurally-sound
building, STAYTHERE! Protectyour bodyfrom falling

debris by bracing yourself in a doorway or be getting under a study desk or table.
2. lf you are inside an old, weak structure,

3.
TAKE THE FASTEST AND SAFEST WAY OUT.
lf you are in a crowded place like a store, theatre or mall, DO NOT RUSH TO THE EXIT. Get
out calmly in an orderly manner.
4.
lf you are outdoors, MOVE TO AN OPEN AREA. Get away from power lines, posts, walls
and the like.
5.
lf you are in a coastal area and sea level shows unusual changes after an earthquake,
HEAD TO A HIGHER GROUND. An under-the-sea earthquake can cause Tsunami or Tidal
Wave.
6.
When driving, PULL OVER AND STOP. Do not attempt to cross a bridge or flyover that has
been damaged.
7.
lf you are on a mountain pass or road,
STOP YOUR CAR AND STAY AWAY CLEAR FROM
STEEP ESCARPMENTS OR CLIFFS THAT MAY BE AFFECTED BY A LANDSLIDE.
AFTER
L.
CHECK YOURSELF and
others for injuries.
2. CLEAN UP CHEMICAL SPILLS and secure toxic and flammable
materials to avoid any chain
of unwanted events.
3.
CHECK FOR FIRE. lf
4.
CHECK YOUR WATER AND ELECTRICAL LINES FOR DEFECTS.
there is one, bring it under control.

lf you suspect damage, turn
off the system valve or switch.
5.
BE PREPARED FOR AFTERSHOCKS. Gather
information from battery-operated radios.
6. OBEY PUBLIC SAFETY PRECAUTION. Do not use the telephone and your vehicle unless
there is an emergency.
7.
lF YOU MUST EVACUATE, LEAVE A MESSAGE ABOUT WHERE YOU ARE GOING. Take
you all the necessary items for your comfort and protection.
(Reference: Philvocs)
with
WHAT TO DO IN CASE OF FIRE
1. lf you detect smoke or any evidence of fire, notify your instructor
immediately or the
nearest person in authority so that the fire alarm may be turned on.
2.
Take time
3.
lf the hallway appears safe, use the nearest stairway free of fire or the nearest fire exit.
4.
lf hallway is no longer safe, close doors leading to the room and stop up any openings or
cracks through which smoke may enter by using wet towels, sheets, blankets or alike.
5.
Open windows slightly and stay near it. Keep calm and avoid hysteria. Do not jump out.
to plan an exit.
BEFORE THE FIRE STARTS
1.
Know how to notify your fire department.
2.
Know the location of the nearest fire alarm box and learn how to turn on an alarm.
3.
Know how to turn on an alarm by telephone.
4.
Keep the fire department telephone number posted prominently.
WHEN FIRE STRIKES
1. Notify the fire department
immediately. Get everybody out of the building or house. lf

you turn on an alarm from the firebox, stay near the box to direct the fireman to the
location of the fire.
2.
Don't give fire a head-start by trying to fight it alone, Call help first from your department,
and then use your first-aid fire appliances.
3.
Fire in motors and other electrical appliance (Class C) call for nonconductive dry powder,
carbon dioxide gas or vaporizing liquid. Never use water for these kind of fires.
(Reference: Bureau of Fire Prevention and Protection)
SUGGESTED FORMAT OF LABORATORY REPORT
EE
Laboratory Report Rubric (also serves as the title page of the report)
Detached Pages of the Manual

Final Data Sheet
Graphs or Curves, if required
lnterpretation of Results
Conclusion
Answers to Questions and Problems
Preliminary Data Sheet
GENERAL PROVIS!ONS FOR

LABORATORY MEASURING INSTRUMENTS
Electrical measuring instruments, in general are of delicate construction therefore should
be handled in extreme care and must be guarded against abuse. Enumerated are
some
precautions and/or directions to be observed when electrical measuring instruments are used.
1.
Before connecting any instrument in the circuit, precaution should be taken to ensure
that the current andlor voltage are within its range. Use appropriate scale to prevent over
fluctuation.
2.
Use appropriate types of meters on given electric circuit diagrams i.e. dc meters
for
dc
circuits and ac meters for ac circuits.
3. Connect
measuring meters on their appropriate polarity leads especially dc meters.
4.
Fasten properly the lead connections of meters on the given circuit.
5.
Level and inspect zero position of measuring instruments. Do not adjust/calibrate meters
by yourself, laboratory personnel are capable and experienced in calibrating meters.
6.
Measuring instruments should not be subjected to vibration or heavy jarring of any kind.
7.
Avoid exposing measuring instruments to extreme temperature changes.
8.
Never connect D Arsonval type of meters to alternating current circuits.
9.
A shunt should always be used with the same leads with which it is calibrated.
errors in reading meters by aligning the pointer of the meter with its
reflection in the mirror.
10. Avoid parallax
11. Ammeters or current coils of any instrument must always be connected in series with the
current to be measured or in series with the load.

12. Avoid prolonging the measuring instrument to the circuit.
13. Under any circumstance, never open or dismantle any instrument or meter.
THE TRANSMISSION LINE SIMUTATOR

The Transmission Line Simulator is a fully equipped module that can be used to examine the
characteristics and performance of transmission lines. lt has a single-phase line that connects to
show a short line, nominal Pi and nominalT representation and allows the students to examine
the accuracy of such lines. lt also has a three-phase line with series and shunt reactances given
in per unit form. The three-phase line allows the students to do basic power system experiments
such as unbalanced loads.
The main electrical supply connects to one of the sockets at the back of the console. lt passes
through a hand-operated miniature circuit breaker (MCB) on the left of the lower front of the
console that connects and disconnects the supply to the delta-wye connected transformer which
powers the three-phase line. The single-phase line is connected between the line and neutral on
the secondary side of the transformer after the first circuit breaker (CB1). To switch on the
Simulator, the MCB has to be lifted until it latches. The simulator is equipped with an emergency
stop button that trips the MCB once pressed. The emergency button must be turned and released
to reset it.
The single-phase line contains four inductors of 9.55mH each and shunt capacitors of values 4pF,
students to connect and study short, nominal T and nominal Pi circuits.

The three-phase line contains five 0.15 pu inductors and one 0.25 pu inductor in each phase with
a total of 1.0 pu impedance. Analogue and digital instruments to show voltage, current, power,
8ptF and 16pF. This allows
etc. can be found at the sending and receiving ends of the line.
The Transmission Line Simulator is equipped with wye-connected resistive, inductive and
capacitive loads. Each load is divided into values of 25%,50Yo,75o/o and 100%. For single phase
experiments, loads can be connected is series, in parallel or in series-parallel. A neutral
connection exists between the neutral line and the star point of the load banks. A neutralswitch
enables the neutral line connection to be opened. There is also a test link near the neutral switch
to allow the measurement of the neutral current.
EXPERIMENT NO. 1
SHORT LINE INVESTIGATION
Objectives
The students should be able to:
r
o
o
identify the characteristics of a short line;

determine the voltage regulation and efficiency of a simple inductive line; and
construct the relevant phasor diagram
Theory
Transmission line is defined as a mechanical structure designed to transmit a certain maximum
amount of energy economically from one place to another with a specified limit to the
permissible voltage variation at receiving end. lt serves as the linkage between power generation
and power substations where voltage transformation and/or switching takes place. The
equivalent circuit of a line consists of a uniform distribution of resistance, inductance,
conductance and susceptance along the length of the line. Refer to figure 1.1 for the exact
equivalent circuit of a transmission line.
Figure 7.7 Exact Equivolent Circuit of a Transmission Line
Note: For overhead line conductors, conductance (g) is neglected because i. >>>>>
ig.
Transmission lines are classified according to length namely, short, medium and long
transmission lines. A short transmission line has a length of up to 80 km. When the length of the
line is more than 80 km up to 240 km, the line is classified as a medium length line. A transmission
line exceeding a length of 240 km is considered as a long transmission line. ln short line, the effect
of the capacitive current can be neglected.

10
Figure 7.2 Short Line Equivolent Circuit
jl-l->
-,
-t
->
ln Figure 7.2,|s represents the sending end current which is equal to the current I flowing through
the impedanceZ and equal to the receiving end current ln. VsN represents the line to neutral
sending end voltage which is the phasor sum of the line to neutral receiving end voltage Vnrv and
the voltage drop due to the series impedance. Mathematically, Vsru is given by:
Vsru
Tnrv
Ip Z (note: all parameters are vector quantities)
Figure 7.3 Short Line Phasor Diagrom
lR
ls
Where:
R
X
Vo
e
c
- resistance of the line

- inductive reactance of the line
the impedance Z
- angle of the receiving end current
- angle of the sending end voltage
- voltage drop associated with
Power plants are generally located in remote locations and require transmission Iines and other
equipment to bring electricity to the load centers. The longer the cables or conductors used, the
higher the impedance of the line becomes. ln the process of transmission of electricity, energy is
lost and voltage drop exists in the transmission line conductors due to the impedance of the line.
The analysis of the performance of transmission lines generally involve the calculation of voltage
LT
regulation and transmission efficiency. Voltage regulation or line regulation is defined as the
percentage rise in voltage at the receiving end when the full load is thrown off with the sending
end voltage remaining at a constant value. This is given by the equation:
Voltage Regulation:
VnxL
Vnrt
Vnp'"
x700o/o
The voltage drop due to the series impedance is zero at no load hence
VnrL is
Vnrur is
equal to Vs while
simply Vn. Line to neutral values can also be used to determine the voltage regulation.
Transmission efficiency is the ratio of the power received (output power) over a transmission
path to the power transmitted (input power). ln transmission lines, the power taken at the
receiving end is referred to as the output power while the power at the sending end is referred
to as the input power. Mathematically, efficiency is given by:
Ef ficiency =
Output Power
lnput Power
x loao/o =
Pf
rcoo/o
The power at the sending end can also be expressed as the sum of the power at the receiving
end (Pn) plus the transmission line losses (Pross).
Procedure
l.
Resistive Load
a. Connect the circuit as shown in Figure 1.4.

b. Load the circuit starting with 25% resistive load.
c.
d.
Close CB1 (at the secondary of the supply transformer) and CB2 (at the sending end of
the line). This connects power to the line.

Use the analog voltmeter to measure the voltage drop (Vo) across the line impedance.
Use the multifunction meters to measure the sending and receiving end voltages,
currents and power. You can also use these meters to verify the power factor.
e.
Proceed to the next trial using different percentage of resistive load.
f.
the results to determine the line voltage regulation and efficiency.

Construct a short line phasor diagram.
Use the results to calculate the actual value of inductance and compare it with the values
written next to the inductors.
g.
h.
Use
Note: The sending end voltage should remain fairly constant.
ll.
lnductive Load
a.
Repeat procedure I using a combination of resistive and inductive load. Use 25%
lnductive Load for alltrials,
13
Figure 1".4 Connection Diagrom
.,,1
trtr
I",
aa
RESISTIVE LOr\t)
L1 L2
L3
-{aO
aaa
INOUC
Ll
IVE LOAL)
t_2
t3
aaa
oootvl
cAf,AotI
L1 L2
aaa
ooo
r.oAt)
L3
aa
$
H
PRELIMINARY DATA SHEET
Experiment No. 1- Short Line lnvestigation

Group No.:
Table
1-
Resistive Load
too%
125%
1509/"
L-
mH
Table 2 - Resistive Load and lnductive Load
Note: Use 25% lnductive Load for all tri;rls.

l-=
mH
i;rsir;c:or's f'.la-n: 7' Signature / Date

15
Questions and Problems:
t.
What parameters are being considered in the analysis of the performance of short
transmission lines?
2. Why is the capacitance
of the line not being considered in the analysis of the performance of

short transmission lines?
3. What is the relationship
between the sending end current and receiving end current in a short
transmission line?
4. Why is the measured
Vo different from the difference between the sending end voltage and
receiving end voltages?
5.
Why
is
the power measured at the receiving end less than the power measured at the sending
end?
6. What is the significance of the series impedance in the transmission
7. A short, three-phase transmission
line?
line with resistance and reactance of 8 O and 11C)

respectively, is supplied with a voltage of 11 kV. A balanced load P kW at 0.8 power factor is
connected at the end of the line. For what value of P is the voltage regulation of the line zero?
16
School of Electrical Engineering, Electronics

Engineering, and Computer Engineering
Laboratory Experiment Report Rubric
Nmre
or Stuoerur:
Dlte SueirffTeo:
ExpeRrtleHtTrue
Criteria
A.Completeness
and organization
ol the Experiment
Laboratory
Report
B.Correctness of
the gathered data
and answers to
questions.
C.lnterpretalion ol
data and
discussion
D,Conclusion
E.Use
F.
ol Language
Promptness
Evlrueron:
Poor
Fair
Good
Very Good
Excellent
(1)
(21
(3)
(4)
(5)
The laboratory report

is untidy, did not lollow
the given format, some
parts are missing,
most questions are not
answered.
The laboralory report is

untidy, followed the
given lormat, some
parts are missing, most
questions are not
answered.
The laboratory report is

neat, tollowed the given
lormal, some parts are
missing, mostly
questions are not
answered.

neat, followed the given
format, no missing
parts, and only a lew
queslions are not
answered.

very neat, well
presented, tollowed the
given formal, organized,
and the required content
is complete.
The resuh, gathered

data. and answers to
questions were all
incorrect. lf data
sheets are reguired in
the experiment, they
are not used.
The result is correct,

however. gathered
data, and answers to
questions were all
incorrect. ll data
sheets are required in
the experiment. data
sheets are used but
wrong data are used in
the computation or
tabulated.
The result and gathered

data were correct.
however, answers to
questions were all
incorrect. ll data sheets
are required in the
experiment, data
sheets are consulted
but some of the data
used are wrong.
The resuh and gathered

data were all correct,
and most ol the
answers to questions
are all correct. lf data
sheets ar6 required in
the experiment, data
but with lew wrong data
used in the computalion
or tabulation.
The result, galhered

questions are all correct.
ll data sheets are
required in the
experiment, data sheets
are lully consulted and
correcl dala are used in
the tabulation or
computation.
The interpretation ol
data and discussion
were not based on lhe
result and data
gathered during lhe
experiment.
dala and discussion
were based on the
resuh and data
gathered during the
experiment, but does
not present clanty.
data and discussion
were based on the
result and data
gathered during the
experiment, and
somehow presents
clarity.
data and discussion
were based on the
result and data
gathered during the
experjment, and mostly
presents chrity.
The interpretation ol data

and discussion were
based on the result and
data gathered during the
experiment and are
presented very clearly.
The conclusion was

not based on the
obiectives and all
ideas are not coherent
or clear.
The conclusion was

based on the obiectives
but not all ol the ideas
are coherent nor clear.
The conclusion was

based on lhe objectives
and few ol the ideas
are coherent but not too
clear.
The conclusion was

based on the objectives
and most ol the ideas
are coherent and clear.
The conclusron was

and all of the ideas are
coherent and presented
very clearly.
The words used were

nol appropriate, had
poor grammar, had
bad senlence
construclion and ideas
were not clearly
express6d.
The words used were

somehow appropriate,
had good grammar,
had good sentence
construction and not all
ideas were clearly
expressed.
The words used were

appropriate, had good
grammar, had good
sentence construction
and lew of the ideas
were clearly expressed.
The words used were

appropriate, had very
good grammar, had
very good sentence
construction and almost
all of the ideas were
clearly 6xpressed.
The words used were

appropriate, had
excellent grammar, had
excellenl sentence
construction and all ol
the ideas were clearly
6xpressed.

was submitted two or
more weeks late.

was submitted one
week late.

was submitted thre to
six days late

was submitted one lo
two days late.

was submitted on time.
AVERAGE: (A+B+C+D+E+F)/6
Score
EXPERIMENT NO. 2
Medium Length Line: Nominal T Method

Objectives
o
o
o
construct a nominalT circuit using the transmission line trainer;
determine the voltage regulation and efficiency of a medium length line represented by
the nominalT circuit; and
draw the relevant phasor diagram.
Theory
For medium length transmission lines, the capacitive charging current cannot be neglected and
its effect must be taken into consideration. The analysis of such lines involves the use of lumped
parameters and one of the methods that can be used to determine its characteristics is the
nominal T method. ln this method, the total line capacitance is placed at the middle of the line
and the half of the total impedance is placed at each end of the line. Unlike the short line, the
receiving end current is no longer equal to the sending end current due to the presence of the
shunt capacitance.
Figure 2.7 NominalT Circuit
j
As shown in Figure 2.1 above, both ls and ln passes through half of the
total impedance located

at the sending end and receiving end, respectively. The total power loss therefore is dependent
on these two currents and is given by:
Pross=
3[G+
18
I1.]
R
2
The line charging current lr due to the shunt admittance Y is calculated from:
V1
where Vr is the voltage across the admittance
Using Kirchhoff's Circuit Laws, the following equations can be formed:
Zsr
Tniv
LIs
IRI
Vt= VnN * ,-G)

/5= /p*
11
Combining these equations give the formula of Vslr and
ls
for a nominal T circuit.
r ZYI
r ZYI
vsx: [r*Z]unrv* zl1,+ +lt*
r ZY-l
, _r
ts={
Znru*
[1+-2]/R
At no load, the second term in the Vsru equation is zero. The no-load receiving end voltage {line
to neutral) VnruruL therefore is equal to Vsru divided by the coefficient of Vnr.r. Mathematically, Vnrunr
is given by:
t/YRNNI
vnNt=
"[#]
,,-l#7
(using line to line ualues)
The phasor diagram of a NominalT Circuit is shown in Figure 2.2.

Figure 2.2 NominalT Circuit Phosor Diagram
rs(R/2)
19
rs(xl2)
Procedure
l. Resistive Load
a. Connect a nominal T circuit using four inductors with 8 pF capacitor (Figure 2.3).
b. Close CB1 (at the secondary of the supply transformer) and CB2 (at the sending end of
c.
d.
e.
f.
g.
h.
i.

Measure the receiving end voltage without load.
Load the circuit starting with 25% resistive load.
Use the two analog voltmeters to measure the voltage drop (Vor and Voz) across the two
inductances at the sending and receiving end. Use the multifunction meters to measure
the sending and receiving end voltages, currents and power. You can also use these
meters to verify the power factor.
Repeat steps a to f using the 16
ptF
capacitor.
the results to determine the line voltage regulation and efficiency.

Construct the relevant phasor diagram.
Use
ll. lnductive Load

a. Repeat procedure I using a combination of resistive and inductive load. Use25% lnductive
Load for all trials.
20
Figure 2.3 Connection Diogram
4-t
---#'
a.
I
a
C82
I
I
I
I
I
I
I
I
,";[ L*
| ..-- -.-..,
I nEstsr rvt
I
r oAL)
oaa
INOUCTIVE LOAD
L1L2L3N
aaaa
aoa
CAP/ICIIl\tE. LOA[)
L1L2L3N
aaaa
oaa
Experiment No. 2 - Medium Length Line: Nominal T Method

Group No.:
Table 1A - Resistive Load (C = SpF)
Trial
Vs
ls
Ps
Vor
Voz
Vc
Vn
ln
Pn
Ffn
%vR
%r1
Vn
ln
Pn
Ffn
%VR
%r1
25%
50%
75%
100%
125%
150%
VnNu =
Table 18
Trial
- Resistive Load (C = 15pF)

Vs
ls
Ps
Vor
Voz
Vc
25%
50%
75%
LOO%
L25%
$a%
Vnnl =
lnstructor's Name / Signature / Date

22
Experiment No. 2 - Medium Length Line: Nominal T Method

Table 24
Trial
- Resistive and lnductive

Vs
ls
Ps
Vor
Loads (C = SpF)
Voz
Vc
Vn
In
Pn
Pfn
%VR
%r1
ln
Pn
Pfn
%VR
%r1
25%
50%
7s%
7AO%
L25%
150%
Note: Use 25% inductive load for all trials.

t,
VRNL -
Table 28
Trial
- Resistive and lnductive Loads (C = 16pF)

Vs
ls
Ps
Vor
Voz
Vc
Vn
25%
50%
75%
LOO%
125%
150%
Note: Use 25%inductive load for alltrials.

Vnrul =
Instructor's Nanre / Signature

23
Date
MAPT]A

INSTITUTE OF
TECHNOLOGY

Neue or SruoeNr:
Dare SueutrTeo:
ExpenmenrTrle
EvarulroR:
Crlteria
A.Completeness
and organization
oI the Experiment
Laboratory
Heport
B.Correctness of
the gathered data
and answers to
queslions.
C.lnterpretation ol
data and
discussion
D.Conclusion
E.Use of Language
F.
Promptness
Poor
Fair
Good
Very Good
Excellent
(1)
(2)
(3)
(4)
(5)

the given rormat, some
parts are missing,
answered.

untidy, lollowed the
given format, some
questlons are not
answered.

neat, followed the giv6n
format, some parts are
missing, mostly
questions are not
answered.

neat, lollowed the given
formal, no missing
queslions are not
answered.

very neat, well
presented, lollowed the
given format, organized,
is complete.
The resuh, gathered

questions were all
incorrect. If data
are not used.
The resuh is correct,

however, gathered
questions were all
incorrect. ll data
sheets are used but
the computation or
tabulated.
The resutt and gathered

data were correct,
however, answers to
questions were all
are required in the
experiment, data
used are wrong.

and most of the
are allcorrect. lf data
sheets are consufted
used in the computation
or tabulation.
The resuft, gathered

ll data sheets are
required in the
6xp6riment, data sheets
are fully consufted and
correct data are used in
the tabulation or
computation.
The,nterpretation o{
data and discussion
were not based on the
result and data
galhered during the
experiment.
The interpretation ot
data and discussion
were based on the
result and data
gathered during the
expenment, but does
not present clarity.
data and discussion
were based on the
result and data
gathered during the
experiment, and
somehow presents
clarity.
data and discussion
were based on lhe
result and data
gathered during the
experiment, and moslly
presents clarity.

and discussion were
dala gathered during the
experiment and are
The conclusion was

not based on the
objectives and all
ideas are not coherenl
or clear.
The conclusion was

The conclusion was

are coherent bul not loo
clear.
The conclusion was

and most of the ideas
The conclusion was

and all of th6 ideas are
very clearly.
The words used were

not appropriate, had
poor grammar, had
bad sentence
construction and ideas
were not clearly
expres6ed.
The words used were

had good grammar,
had qood senlence
construclion and not all
ideas were clearly
expressed.
The words used were

grammar, had good
and lew ol the ideas
The words used were

good grammar, had
very good sentence
clearly expressed.
The words used were

appropriale, had
excellent sentence
construction and all of
expr6ssd.

more weeks lale.

was submitted one
week late.

was submitted three to
six days late

was submilted one to
two days late.

Score
1.
What did you observe about the value of the receiving end and sending end currents in the
nominalT circuit as compared to the currents in a short line circuit? Explain your answer.
2.
Why is the capacitance of the line being considered in the analysis of medium length lines?
3. What causes the voltage at the receiving end to rise more than the voltage at the sending
end at low load conditions?
4.
A 370 km long three-phase transmission line has a series impedance of Q.843L/79.O4" Q/mi
and a shunt admittance of 5.105 x1.0-6 Z9O" mho/mi. The load on the line is 125 MW at 215
kV with 100% power factor. Find the voltage, current and power at the sending end. Also
determine the efficiency and the voltage regulation of the line. (Use the Nominal T equivalent
circuit)
24
EXPERIMENT NO. 3
Medium Length Line: Nominal n Method

Objectives
o
r
o
construct a nominal Pi circuit using the transmission line trainer;
determine the voltage regulation and efficiency of a medium length line represented by
the nominal n circuit; and
draw the relevant phasor diagram.
Theory
ln Experiment 2, the characteristics of a medium length line was investigated using a nominal T
method. Another method that is used to investigate the characteristics of medium-length lines is
the nominaln method. ln this method the total line resistance and inductive reactance is placed
at the middle of the line and half of the total line capacitance is placed at each end of the line.
Figure 3.7 Nominaln Circuit
,L-
-r'
T- ----+
rl |r ----t__-t
-----------)
l,
l-
l.
lv
I
-_->
t
.I
l;il
J,
t
The line charging currents l1 and
12
due to the shunt admittance at the receiving end and sending
end, respectively is calculated from:

Y
I1
VnN
Y
I2
Tsrv
Using Kirchhoff's Circuit Laws, the following equations can be formed:
Tsiv= VRN+ IZ
I = In* It
26
Is= I*
Iz
Combining these equations give the formula of Vsn and
ls
for a nominal x circuit.
ZYI
t,
rs,=
[r* Z]VRN+ IRZ

r ZY'r r ZY'r
Is=Y
[r* Z]rniv* [1 + TLIR
Similar to nominalT circuit, the no-load receiving end voltage (line to neutral) is given by:
vnur,tr,Vnr,tr
vswl#)
t2t
= ,t b * Ul
(rring line to ltne ualues)
Unlike the nominalT circuit, the power loss in a nominal n circuit is neither caused by ls or ln. The
power loss is dependent on the current I and is given by:

Prcss
= 3I2R
The phasor diagram of a Nominaln Circuit is shown in Figure 3.2.

Figure 3.2 Phosor Diogram of o Nominaln Circuit
27
Procedure
l. Resistive Load
a.
b.
c.
d.
e.
f.
Connect a nominal Pi circuit using four inductors with 4 pF capacitor (Figure 3.3).

Measure the receiving end voltage without load.
Load the circuit starting with 25% resistive load.
Use the two analog voltmeters to measure the voltage drop (Vor and Voz) across the two
inductances at the sending and receiving end. Use the multifunction meters to measure
the sending and receiving end voltages, currents and power. You can also use these
meters to verify the power factor.
g. Repeat steps a to f using the 8 pF capacitor.

h. Use the results to determine the line voltage regulation
i.
and efficiency.
Construct the relevant phasor diagram.
Note:The sending end voltage should remain fairly constant.

ll. lnductive Load
a, Repeat procedure I using
Load for all trials.
combination of resistive and inductive load. Use25% lnductive
28
Figure 3.3 Connection Diagram
-{----ril
il
I
,"{.
i----'-'
trtr
-t.,,
aa
RESISTI\/E I-OAt)
L3
L1 L2
-aa
aoa
INDUCTIVE LOAD
L1 L2
aaa
L3
ooo
CAPACITIV[ LOAD
L1 t2
aaa
aao
L3
II
a
I
Experiment No. 3 - Medium Length Line: Nominal Pi Method

Group No.:
Table LA - Resistive Load (C = 4pF)
Trial
Vs
ls
Ps
Vo
lcr
lcz
Vn
ln
Pn
Pfn
%VR
%q
lcu
Vn
In
Pn
Ffn
%VR
%r1
25%
50%
75%
tol%
725%
15Oo/"
\,VRNL
Table 18
Trial
- Resistive Load (C = 8pF)
Vs
ls
Ps
Vo
lcr
25%
s0%
75%
100%
125o/o
L50%
\,VRNL _
lnstrLjctor's Name
I Signature /
Date
Experiment No. 3 - Medium Length Line: Nominal Pi Method

Table 24
Trial
- Resistive and lnductive Load (C = 4pF)

Vs
ls
Ps
Vo
lcr
lcz
Vn
In
Pn
Pfn
%VR
%r1
ln
Pn
Pfn
%VR
%r1
25o/o
50%
7s%
tao%
125%
L50%
Note: Use 25% inductive load for all trials.
Vnnl =
Table 28
Trial
Vs
Resistive and lnductive Load (C = 8pF)

ls
Ps
Vo
lcr
lcz
Vn
25%
50%
75%
LOA%
125%
150%
Note: Use 25% inductive load for alltrials.

VRrul =
lnstn-:ctor's Name / Signatr.rre

31
Date
1. Explain why the receiving end voltage of a Nominal Pi circuit at no load is no longer equal to
its sending end voltage.
2.
What is the voltage across each of the shunt capacitance of a Nominal Pi circuit?
3.
How is the power loss determined in a Nominal Pi circuit?
4.
A 120 km three-phase transmission line has a series impedance of 15 + j50 ohms and
shunt
susceptance to neutral of j10 X 10{ siemens. lt is supplying a balanced three-phase load of 30 MVA at
115 kV and 80% lagging power factor. What is the percent regulation and efficiency of the line? (Use
the nominal
Pi equivalent
circuit)
32

Nnue or Sruoenr:
Dlre Sueunreo:
ExpenrueNrTrlr
Evalulron:
Crlterla
A.Completeness
and organization
ol the Experiment
Laboratory
Report
B.Correctness ot
the gathered data
and answers to
questions.
C.lnterpretation of
data and
discussion
D.Conclusion
E.Use
F.
ol Language
Promptness
Poor
Fair
Good
Very Good
(1)
(2)
(3)
(4)
Excellent
(s)
The laboralory report

is untidy, did not follow
the given lormat, some
parts are missing,
answered.

given lormat, some
questions are not
answered.
The laboratory reporl is

lormat, some parts are
missing, moslly
questions are not
answered.

neat, Iollowed the given
lormat, no missing
parts, and only a few
questions are not
answered.
The laboratory repon is

very neat, well
given lormat, organrzed,
is complete.
The resutt, gathered

questions were all
incorrect. lf data
are not used.
The resuh is correct,

however, gathered
data. and answers lo
questions were all
incorrect. ll data
sheets are used but
the computation or
tabulated.

data were correct,
however, answers lo
questions were all
are required in the
experiment, data
sheets are consulled
but some ol the data
used are wrong.

and mosl ol the
are all correct. ll data
sheets are r6quired in
or tabulation.
The result, gathered

ll data sheets are
required in the
are fully consulted and
the tabulation or
computation.
The interpretation o{
data and discussion
result and dala
gathered during the
experiment.
data and discussion
were based on lhe
resuh and data
gathered during the
not presenl clarity.
The interpretation of
data and discussion
were based on the
resutt and data
gathered during the
experimenl, and
somehow presents
clarity.
data and discussion
were based on the
result and data
gathered during the
experiment, and mostly
presents clarity.
The inlerpretation ol data

and discussion were
experiment and are
The conclusion was

not based on the
objectives and all
or clear.
The conclusion was

based on the objeclives
The conclusion was

are coherent but nol too
clear.
The conclusion was

and most ol the ideas
The conclusion was

and all ot the ideas are
very clearly.
The words used were

poor grammar, had
bad sentence
were not clearly
expressed.
The words used were

had good grammar,
had good sentence
conslruclion and not all
ideas were clearly
expressed.
The words used were

grammar, had good
and {ew ol the ideas
The words used were

good grammar, had
very good sentence
construction and almosl
all ol the ideas were
clearly expressed.
The words used were

appropriate, had
excellent sentence
construction and all o{
expressed.

more weeks late.

was submitted one
week late-
The laboralory report

six days late

was submitted one to
two days late.

Score
EXPERIMENT
NO.4
Effect of Real Power and Reactive Power on Voltage Drop and

Transmission Angle
Objectives
demonstrate the effect of real power (P) and reactive power (Q) on the voltage regulation
and transmission angle in lines that have high X/R ratio.
Theory
Complex power is defined as:
= P + jQ Qf the current lags the voltage)
=P-
jQ (if the current leads the voltage)
lf the impedance of the system is known, the above equations can be used to develop the general
equations for real power and reactive power flow in the power system.
Figure 4.1 Equivalent Circuit of o Line with Series lmpedance Only
Consider a transmission line represented by the equivalent circuit in Figure 4.1. For this line, it
may be shown that:
-ry
cos(o-
6)- $
co,e
where 6 is the angle between Vs and
Vn.
For line with large X/R ratio, 0 approaches zero (0). Hence,
, = Y+.srn
The equation above tells us that the real power (P) determines the transmission angle (6). The
maximum value of power that can be delivered by a power system,

capacitance is neglected, occurs at 6 = 90o.
if the
resistance and
From the equivalent circuit shown in Figure 4.1, a voltage phasor diagram shown in Figure 4.3
can be drawn. The current I is broken down into its real (lpland imaginary (lq) components which
are at right angles to each other as shown in Figure 4.2.|p is in phase with Vn while lq lags Vn by
900.
Figure 4.2 Reol and lmoginory Component of Current I
Figure 4.3 Voltoge Phasor
for o Lood with Lagging Power Foctor
AVo
Vn
Xh
,Rle
-=--_r--AVp
From the voltage phasor in Figure 4.3:
35
v!= (v*+ LV,)z+ LVd

avp-RtP+xla
lf 6 is small, then
(Vs- Vil
RP+XO
=
,VR
AVe
AVp
RP_XO
AVp
(lagging power f actor)

(leading power factor)
lf X/R > 1, then, the flow of reactive power (Q) determines the voltage drop.
Procedure
l. Resistive Load
a,
b.
Connect a short line circuit using two inductors.

c. Load the circuit starting with 25% resistive load.

d.
the multifunction meters to measure the sending & receiving end voltages, currents
and real and reactive power. You can also use these meters to verify the power factor.
e. Use the phase angle meter to measure the transmission angle across the two inductors.
The two leads of the phase angle meter should be connected at the sending end and the
other two at the receiving end.
t. Proceed to the next trial using different percentage of resistive load.
g. Select a trial and draw the phasor diagram. Determine the transmission angle from the
phasor diagram and compare it with the measured value.
Use
ll. lnductive Load

a. Repeat procedure I using inductive load.
lll.
Resistive and lnductive Loads
a.
Repeat procedure I using a combination

lnductive Load for alltrials.
of resistive and inductive loads. Use
25%
Note: Phasor diagram should be drawn for resistive, inductive and the combination of resistive
and inductive loads.
36
---- ---i
i'
ivue
[
:
cB2 ii
|
i
ii
I
I
I
?ll I
' '
IIi I
I
I
i-----
1..-_________
iII
r"""
_j_-__-.
i II i ,'
'
-i,
-------
aoo
INDUCTIVE LOAI)
LlL2L3N
aoaa
aaa
CAP/rClTlVf LOAD
Ll12L3N
aaaa
oaa
aa
r--
rn
Experiment No. 4 - Effect of Power and Reactive Power on Voltage

Drop and Transmission Angle
Group No.:
Table
Trial
1- Resistive Load
Vs
ls
Ps
Os
Vo
Vn
lx
Pn
Qn
%VR
Ps
As
Vo
Vn
ln
Pn
AR
%vR
2s%
50%
75%
too%
725%
!50o/o
Table2-lnductiveLoad
Trial
Vs
ls
25%
50%
7S%
LOO%
!25%
L50%
lnstructor's Name / Signature / Date
Experiment No. 4 - Effect of Real Power and Reactive Power on

Voltage Drop and Transmission Angle
Table 3 - Resistive and lnductive Loads
Trial
Vs
ls
Ps
Os
Vo
Vn
Pn
In
25%
50%
75%
700%
L25%
150%
Note: Use 25% lnductive Load for all trials
lnstructor's Nanre / Signature
Date
On
%VR
1. How would you demonstrate
experimentally the effect

transmission angle and voltage drop, respectively?
40
of real and reactive power
on
School ol Electrical Engineering, Electronics

Naug or Sruoexr:
Dlrs Sueunreo:
ExpenrueurTrue
EvauulroR:
Criterla
A.Completeness
and organization
ol the Experiment
Laboratory
Report
B.Correctness ot
the gathered data
and answers to
questions.
C.lnterpretation ol
data and
discusslon
D.Conclusion
E.Use of Language
F.
Promptness
Poor
Fair
Good
Very Good
Excellent
(1)
(2t
(3)
(4)
(5)

is untidy, did nol lollow
the given Iormat, some
parts are missing,
answered.

given rormat, some
questions are not
answered.

tormat, some parts are
missing, mostly
questions are not
answered.

lormat, no missing
questions are nol
answered.

very neat, well
presented, Iollowed the
given lormat, organized,
is complete.
The resull, gathered

dala, and answers to
questions were all
incorrecl. ll data
ths experiment, they
are not used.

however, gathered
questions were all
incorrect. ll data
sheets are ussd but
the computation or
tabulated.

data were correct,
however, answers to
queslions were all
incorrect. lf data sheets
are required in the
experiment, data
sheels are consulted
used are wrong.

and most ol the
used in the computatron
or tabulation.
The resuh, gathered

ll data sheets are
required in the
experiment, data shets
are lully consutted and
the tabulation or
computation.
data and discussion
result and data
gathered during the
experiment.
The inlerpretation ol
data and discussion
were based on the
resutt and data
gathered during the
nol presenl clarity.
data and discussion
were based on the
result and data
gathered during the
experimenl, and
somehow presents
clarity.
The interpretation o,
data and discussion
ware based on the
resuft and data
gathered during the
experiment, and moslly
presents clarily.

and discussion were
experiment and are
The conclusion was

not based on the
obiectives and all
or clear.
The conclusion was

The conclusion was

and tew ol the ideas
clear.
The conclusion was

based on the objeclives
The conclusion was

and all ol the ideas are
very clearly.
The words used were

poor grammar, had
bad sentence
were not clearly
expressed.
The words usod were

had good grammar.
had good sentence
construclion and nol all
ideas were clearly
expressed.
The words used were

grammar, had good
senlence construction
and lew ol the ideas
The words used were

good grammar, had
very good sentence
clearly expressed.
The words used were

appropriate, had
excellent sentence
conslruction and all ol
expressed.

more weeks late.

was submitted one
week late.

six days late

two days late.

Score
EXPERIMENT NO. 5
lnvestigation of the Natural Load of a Line

Objectives
show how the Natural Load (Pr,r) of a transmission line depends on the values of its
inductance and capacitance; and
demonstrate how
the Natural
Load
of a transmission line can be determined
experimentally.
Theory
For medium length and long transmission lines, the capacitive charging current due to the
capacitance of the line cannot be neglected.
As the load current increases, transmission line absorbs an increasing amount of reactive power
due to the inductance of the line. At the same time, the line generates reactive power associated
with the capacitive of the line.
12X
Vz /Xc
(reactiue power due to the inductonce of the line)

(reactiue power due to the capacitance of the line)
lf the resistance of the line is neglected (X/R ratio is large) and the voltage is considered constant,
there will be a load on the line where the net reactive power is zero.
I2x- v2fXr=g
From this expression:
V
7=
E:
]e
,,
Jxxc =
L
C
(characteristic imPedance)
From the general equations for a transmission, it may be shown that when the line is terminated
by a load equal to its characteristic impedance (or surge impedance), the voltage and current
42
everywhere in the line are in phase and there is no voltage drop. The power delivered by a line
under these conditions is the Natural Load (Prv) or surge impedance load of the line.
yz
D_
rN-:
JL/C
Experimentally, the Natural Load can be determined by satisfying the following criteria:
(a) net reactive power is zero

(b) voltage drop is zero or the sending end voltage and the receiving end voltage are the same
Given that the load in the transmission line trainer is in steps of 25%, the above conditions may
not be exactly met. Therefore, the results in each trial should be analyzed carefully to determine
the Natural Load of the line.
For loads less than the Natural Load, the transmission line generates reactive power while it
absorbs reactive power when the load is greater than the Natural Load. ln a power system with
extensive transmission and distribution system, considerable amount of reactive power is

absorbed or generated by the transmission and distribution system itself with a conseguent drop
or rise of the system voltage.
Procedure
four line inductors

Connect a Pi circuit using four inductors and 4 microfarad capacitor.
Connect a25% resistive load.
Pi Connection using
a.
b.
c.
d.
currents and power.
ll.
e.
f.
Calculate the Natural Load
(Prv).
two line inductors

a. Repeat procedure I using only two line inductors.
lll. T Connection using four line inductors
a. Connect a T circuit using four inductors and 8 microfarad capacitor.
b. Repeat procedure lb to lg.
lV. T Connection using two line inductors
a. Repeat procedure lll using only two line inductors.
Pi Connection using
43
Figure 5.7 Connection Diagrom
,"{.
I.,,
st
rf
i
i,
Rrsrsrrv[
tn
<l
r.oAt)
LI L2
a-:,---
L3
,loa
INDUCTIVE LOAD
L1 L2
aaa
L:i
OOa
cApnctrrt,E LoAt)
L1 L2
aaa
ooo
L3

Group No.:
Table
Trial
1-
Pi Connection, 4 line inductors, 4 microfarad

Vs
ls
Ps
as
Vn
In
Pn
OR
Vo
Pr.r
Pn
On
Vo
Pru
25%
50%
75%
too%
L25%
750%
Pru=
Table 2 - Pi Connection, 2 line inductors, 4 microfarad

Trial
Vs
ls
Ps
as
Vn
ln
25o/o
5A%
75%
LOOo/o
125%
L50%
Pru=
lnstructor's Name / Signature
Date

Table 3 -T Connection,4line inductors,8 microfarad
Trial
Vs
ls
Ps
Os
Vn
ln
Pn
aR
Vo
Pru
Pn
0R
Vo
Prrr
25%
50%
75o/o
LOO%
t25%
150%
Pru=
Table 4 -T Connection, 2 line inductors, 8 microfarad

Trial
Vs
ls
Ps
Os
Vn
In
25%
50%
7s%
LOO%
L25%
750%
Pru=

47
Date
1. How is the Natural Load of a line determined experimentally?
2.
What kind of reactive power is generated when the load of the line is less than the Natural
Load? How about when the load is higher than the Natural Load?
3. Given the Natural Load determined in Run 1 to 4 of the experiment,
what conclusion can be
made?
4.
What are the challenges encountered by your group in determining the Natural Load of the
line experimentally? Elaborate your answer.
48
EXPERIMENT NO. 5
Voltage Regulation at Constant load Power Factor

Objective
The students should be able to investigate the change in voltage regulation with load at constant
power factor.
Theory
The transmission system may have connected loads of varying power factor. lt is therefore
important to determine how the receiving end voltage changes with different loadings at fixed
power factor. Leading power factor can cause the voltage to rise while a lagging power factor can
cause a severe reduction not only of the voltage but also of the maximum power that can be
delivered. To have maximum power transfer and to maintain the voltage near 1.0 per unit, it is
necessary for high power factors to be maintained. Figure 6.1 shows the variation of voltage and
power delivered at constant load power factor.
Figure 6.7 Voltoge Regulation ot Constant Load Power Foctor
\
I
----0.8 lag
liE - - tirrity
-0.'i
50
P{
Procedure
l.
Resistive Load (Unity Power Factor)
a. Connect a Pi circuit using four inductors and 4 microfarad capacitor.

b. Connect a25% resistive load.
c. Close CB1 (at the secondary of the supply transformer) and CB2 (at the sending end of
d.

currents and power.
e.
f.
Calculate the Natural Load
(Pr.r).
g. Calculate the ratios Vn/Vs and Pn/PN.

h. Plot Vn/Vs against Pn/Pru.
ll.
Resistive and lnductive Loads (Lagging Power Factor)
a.
Repeat procedure I using a combination of resistive (R) and inductive (L) loads. Each
combination must give a power factor of approximately 0.90 lagging.
51
RL
I
I
-4-4
a
C82
.,J
-I,,,
t;
iLlL2L3
t:
l-:---r
,oaa
I
,
INOUCTIV[: L.OAD
L3
L'
12
raaa
'oaa
,
CAPACITIl,/[ LOAt)
L3
LI
L2
"
oaa
'
Experiment No. 6 - Voltage Regulation at Constant load Power Factor

Group No.:
Table
1-
Resistive Load (Unity Power Factor)

L
Vs
Vn
Pn
Pfn
Pn/Pru
Vn/Vs
pn/prv
Vn/Vs
25%
50%
LAO%
L50%
2AOv
250%
300%
PN=
Table 2 - Resistive and lnductive Loads (Lagging Power Factor)

R
25%
25% + 25%
5A%
25%
L00%
50%
L50%
75%
200%
t00%
250%
125%
300%
750%
Vs
Vn
Pn
Ffn
Pru=
lnstructor's Narne / Signature f Date
1.
What is the effect of lagging power factor in the voltage of a line and in the maximum power
it can deliver?
7.
What is the relationship between the power factor and the maximum power that can be
transmitted by a transmission Iine?
54
MAPUA
INSTITUTE OF

TECHNO LOGY

Naue or Sruoerur:
Dlre Sugunreo:
ExpeRnnerrTmu
Evlluaron:
Crlteria
A.Completenoss
and organization
ol the Experiment
Laboratory
Repofi
B.Correctness ot
the gathered data
and answers to
queslions.
C.lnterpretation ol
data and
discussion
D.Conclusion
E. Use
F,
ot Language
Promptness
Poor
Fair
Good
Very Good
Excellent
(1)
(2)
(3)
(4)
(s)

the given format, some
parts are missing,
mosl questions are not
answered.

untidy, lollowed lhe
given lormat, some
questions are not
answered.

neat, Jollowed the given
missing, mostly
questions are not
answered.

Iormat, no missing
questions are not
answered.

very neat, well
given format, organized,
and the required contenl
is complete.

questions were all
incorrect. ll data
sheets are reguired in
are not used.

however, gathered
questions were all
incorrect. l, data
sheets are used but
the computation or
tabulated.

data were correct,
however, answers to
queslions were all
are required in the
experiment, data
but some ol the data
used are wrong.
The resutt and gathered

and most of the
are all correct. ll data
shoets are required in
but with few wrong data
or tabulation.

lf data sheets are
required in the
experimnt, data sheets
are tully consufted and
the tabulation or
computation.
The interpretatron of
data and discussion
result and data
gathered during the
experiment.
data and discussion
were based on the
result and data
gathered during the
experimenl, but does
data and discussion
were based on lhe
result and dala
gathered during the
experiment, and
somehow presents
clarity.
data and discussion
were based on the
result and data
gathered during the
experiment, and mostly
presents clarity.
The interpretation ol dala

and discussion were
experimenl and are
The conclusion was

not based on the
obpctives and all
or clear,
The conclusion was

The conclusion was

and lew o, the ideas
clear.
The conclusion was

are coherenl and clear-
The conclusion was

based on the ob.iectives
very clearly.
The words used were

not appropriate. had
poor grammar. had
bad sentence
construclion and ideas
were not clearly
expressed.
The words used were

had good grammar,
had good sentnce
ideas were clearly
expressed.
The words used were

grammar, had good
sentence conslruction
and rew o, lhe ideas
The words used were

good gtammar, had
very good sentence
clearly expressed.
The words used were

appropriate, had
excellent senlence
construction and all ol
expressed.

more weeks late.
The laboratory reporl

was submitted one
week late.

was submitted thr6e to
six days late

two days late.

AVERAGE: (A+B+C+O+E+F)6
Score
EXPERIMENT NO.
Three-Phase Line: Unbalanced Loads and Neutral Connection

Objectives
o
o
show the effects of unbalanced loads on system voltages and currents; and
demonstrate how the unbalanced voltages and currents are changed by a neutral
connection between a wye-connected load and the neutral point of the transformer
secondary.
Theory
A three-phase load is considered unbalanced when the load is not equally distributed among the
three phases. Low voltage loads are usually single-phase (e.9. home appliances, computers,
lighting systems, etc.) hence the balance between phases is difficult to achieve. Even if the load
circuits in an electrical wiring system are distributed equally among the three phases, for example
one phase per house in a row of houses, the balance of the equivalent load at the source
fluctuates because of the varying duty cycles of the different individual loads. Abnormal system
conditions such as faults or bad electrical connections can also cause phase unbalance.
Unbalanced loading may cause different voltage drops in the three lines of a three-phase system.
This results to phase voltages that are different both in magnitude and phase. lt is possible that
the voltage in one phase may exceed the line to line voltage thus damaging the equipment
connected to the line due to over-voltage. To mitigate the effect of unbalanced loading, a neutral
wire is connected between the neutral point of the load and the neutral point of the source. The
neutral wire allows the line to neutral voltage to remain the same even if the load becomes
unbalanced.
Procedure
l.
Balanced Loads
a. Connect a three-phase circuit with each phase having two 0.15 PU inductors
in series and
no capacitors and terminated by resistive load at the end of the line. A link connects the
neutral point of the load to the neutral line. The multi-function meter in the upper
channel measures the neutral current and voltage. A neutral switch connects and
disconnects the neutral connection back to the transformer.
56
b.
Select 25%for each of the resistive loads. Shutthe neutralswitch, CB1, CB3 and CB4. Use
the multi-function meter to the right of the lower panel to measure the voltage and
currents through the loads. Use the multi-function meter to the left of the upper panel to
measure the neutral voltage and current.
c. Open the neutral switch and record the readings again.

d.
ll.
Repeat the test for SOYq75% and 100% loads.
Unbalanced Loads
a. Repeat procedure I but with unbalanced load {refer to table 2).
57
Experiment No. 7 - Three-Phase Line: Unbalanced Loads and the

Neutral Connection
Group No.:
Table
Neutral
Switch
1-
Balanced Load
Load
Load
Load
Close
25%
25%
25%
Open
25%
25%
25%
Close
50%
50%
50%
Open
50%
50%
50%
Close
75%
75%
7s%
Open
75%
75%
75%
Close
100%
LOO%
700%
Open
100% too%
LOO%
Vpr
Vpz
Vps
Vpr
Vpz
Vp:
lLr
r"r
lu
Ls
Vrrr
Lv
r-z
lu
Vru
In
Table 2 - Unbalanced Load

Neutral
Switch
Load
Load
Load
Close
25%
25%
toa%
Open
25%
25o/"
to0%
Close
50%
700% too%
Open
50%
LOO%
too%
Date
1.
What is the current flowing in the neutral wire of a balanced three-phase load? How about in
the neutralwire of the unbalanced three-phase load?
2.
What did you observe about the magnitude of the phase voltages and phase currents in the
unbalanced three-phase load?
3. What effect does the neutral connection bring to the phase voltages?
currents?
4, What is "floating neutral"?
Why is it undesirable?
59
How about in the phase
Xe,l
.-"- :
i'qk-** r\-;
'i&H*'.,
.r-,-r'ilrr
Document No.: FM-EEC-17-01

,
DESIGN OF EXPERIMENT RUBRIC
Effective Date: October 5,2015
Date Submitted:
Poor
Fair
Good
Very Good
Excellent
(1)
(2t
(3)
(4)
(5)
The design
experiment
The design
The design of
The design of
The design of
experiment
experiment
experiment
documentation was
untidy, did not
follow the given
format, some parts
were missing, most
questions are not
answered.
documentation was
given format, some
parts are missing,
most questions
were not answered.
documentation
was neat, followed
the given format.
some parts are
missing, mostly
questions were not
answered.
documentation
was neat,
followed the
given format,
no missing
parts, and only
a few questions
were not
answered.
experiment report
was very neat, well
presented, followed
the given format,
organized, and the
required content was
complete.
Complete stepby-step
experimental
procedures
were identified
with moderate
explanation
Criteria
A,Completeness of
the Design
Experiment
Documentation
B. Experimental
No experimental
procedures were
presented
lncomplete
Complete step-by-
experimental
step experimental
procedures were
listed but with
explanation
procedures were
identified with very
little explanation
Did not use

appropriate tools to
analyze and
tools and results tools and results
Procedures
Appropriate for
Data Gathering
c. use ol Aoorooflate
iJ"r"iliiil"ril"'-
interpretdata
Usedinappropriate Usedappropriate
clearly
explained
were not
were not clearly

explained
clearly
and lnterpret Data
D.
Application of all
the learned
theories and
concepts
Used
appropriate
tools and
results were
Score
Complete step-bystep experimental

procedures were
identified and
thoroughly explained
Used appropriate
tools and results

were clearly
explained with no
revision
explained with
minor revision
Theories and
concepts used were
not relevant to the
topic
Some theories and

concepts used
were relevant to
the topic
Theories and
concepts used
were partially
relevant to the
topic
Theories and
concepts used
were
thoroughly
Theories and
concepts used were
very relevant to the
topic
relevant to the
topic
E. Formulation
Experiment
Questions
of
Formulated
Formulated
questions \ire not

relevant to the topic
questions were
partially relevant to
the topic
Formulated
questions were
adequately
relevant to the
Formulated
Formulated
questions were
moderately
questions were very

relevant to the topic
topic
topic
relevant to the
Page
I of2
G. Accuracy of Data
Collected

data, and answers
The result was

correct, however,
to questions were
all incorrect.
gathered data, and

answers to
questions were all
incorrect
The result and
The result and
gathered data were

correcl, however,
answers to
questions were all
incorrect.
gathered data
were all
correct, and
answers to
questions are
data are all complete

and answers to
questions are all
correctly answered
ihoroughly
correct
. Presentation
poorly timed
r Presentation
.Makes no eye
eMakes little eye

contact and looks
contact and reads

from notes
rHesitation and
H.Delivery and
Presentation
l. Creativity
uncertainty are
very apparent
oSome hesitation
and uncertainty
are apparent
.Monotone and
or quickly for
audience to hear
and understand
non-engaging
delivery
Either makes no
effort to respond to
questions or does
so poorly
J.
at notes
r Speaks too quietly
Uses other people's

ideas, but does not
give them credit.
Abiltty to Answer
Questions
poorly timed
Presentation is
partly okay
. Makes eye
contact and often
looks at notes
o
Hesitation and
uncertainty are
minimized
.Adequate use
good vocabulary
and tone
. Presentation
is okay
.Uses time wisely in
. Makes eye
contact and
never looks at
notes
.Makes eye contact
(giving them credit),

but there is no
evidence of original
thinking.
Does not anticipate
audience
questions, makes
an effort to address
question, can
address some
questions, often
responds poorly to
questions
and does not read

information
.Speaks with good

. Hesitation
and
uncertainty
are eliminated
pacing and
enthusiasm
. Uses engaging
tone and
.Thoroughly
uses good
vocabulary
and tone
Uses other
people's ideas
the presentation
appropriate
vocabulary
Shows little original

thought, work
shows new ideas
and insights.
Shows an
adequate
amount of
original
thought. ldeas
are creative
and inventive.
Demonstrates
originality and design
of experiment was
new and contains
unique qualities
Does not anticipate

audience
questions,
understands
audience
questions, can
integrate
knowledge to
answer questions,
responds to most
questions
Anticipates
Anticipates audience
audience
questions,
understands
audience
questions, can
integrate
knowledge to
answer
questions,
questions,
understands
audience questions,
can integrate
knowledge to answer
questions,
thoroughly responds
to questions
thoroughly
responds to
most questions
The words used

were not
appropriate, had
poor grammar. had
bad sentence
K.Use of Language
consiruction and
ideas were not
clearly expressed.
The words used

were somehow
appropriate, had
good grammar, had
good sentence
construction but not
all ideas were
clearly expressed.
The words used

were appropriate,
had good
grammar, had
good sentence
construction and
few of the ideas
were clearly
expressed.
The words
used were
appropriate,
had very good
The words used

were appropriate,
grammar, had
excellent sentenc
construction and all
of the ideas were
clearly expressed.
very good
sentence
construction
and almost all
of the ideas
were clearly
expressed.
had excellent
grammar, had
Average: (A+ B+C+D+ E+F+G+H+!+J)/1 0
EXPERIMENT NO. 8
Design Experiment
Objectives
To design an experiment using the experience obtained in the seven (7)experiments performed.
To test the effectiveness of the experiment design documents developed by using it as a guide in
performing the actual experiment. The experiment design documents is considered effective
when the objectives are achieved by following the step by step procedure without any
modification.
(1) formulation of objectives;
(2) identification of the data to be collected that would help achieve the objectives
(3) formulation of the procedures that would allow the collection of data
(a) build the circuit diagram or equipment set-up
To test the experiment designed by
Procedure
Using the experience obtained from the seven (7) experiment performed, perform the
following tasks in sequence:
a.
Formulate a set of objectives. Allow your course instructor to review the objectives before
proceeding to the next task.
b. ldentify the data to be collected that would allow the attainment of the objectives.
c. Conceptualize the equipment set-up and draw the connection diagram.
d. Formulate the procedure using the equipment set-up and connection diagram that would
allow the collection of data identified in l.c.
e,
Formulate questions that would aid the understanding
of the
objectives
of
the
experiment.
ll.
Perform an experiment using the experiment design documents prepared by the other
groups. As your team perform the experiment, there may be a need to revise the experiment
design documents (e.g. procedures) to meet the objectives. Note these changes or
modifications and include them in the lnterpretation of Results of the Laboratory Report to
be submitted.
61
REFERENCE
1. PS120 Transmission Line Simulator User Guide
62

@fsAEu^
Laboratory Experiment Reporl Rubric

Naue op Sruoexr:
DnrE Sugunreo:
ExpeRruexrTrle
EvatuetoR:
Criteria
A.Completeness
and organizalion
ol the Erperiment
Laboratory
Feport
B.Correctness of
the gathered data
and answers to
questions.
C.lnterpretation ol
data and
discussion
D.Conclusion
E.Use
F.
ol Language
Promptness
Poor
Fair
Good
Very Good
Excellent
(1)
(2)
(3)
(4)
(5)

is unlidy, did not rollow
the given lormat, some
parts are missing,
answered.

given format, some
questions are not
answered.

neat, tollowed the given
missing, moslly
queslions are not
answered.

Iormat, no missing
questions are not
answered.

very neat, well
presented, followed the
given format, organrzed,
is complete.

questions were all

however, gaihered
questions were all
incorrect. ll data
sheets are used but
the computation or
tabulated.

data were correct,
however, answers to
questions were all
are required in the
experiment, data
used are wrong.

data were all eorrect,
and most ol the
the experimenl, data
used in the compulation
or tabulation.

daia, and answers to
questions are all correctlf data sheels are
required in the
are fully- consuhed and
the tabulatron or
computation.
The rnterpretation o{
data and discussion
result and data
gathered during the
experiment.
The interpretation ot
data and discussion
were based on the
resull and data
gathered during the
experimenl, but does
The interprelation of
data and discussion
were based on the
result and data
gathered during the
experiment, and
someholv presents
clarity.
The inlerpretation of
data and discussion
were based on the
result and dala
gathered during the
experimenl, and mostly
presents clarity.
The interpretation of data

and discussion were
experimenl and are
The conclusion was

not based on the
obiectives and all
or clear.
The conclusion was

The conclusion was

and few of the ideas
clear.
The conclusion was

based on the obJectlves
The conclusion was

very clearly.
The words used were

poor grammar, had
bad sentence
were not clearly
expressed.
The words used were

had good grammar,
had good sentence
ideas were clearly
expressed.
The words used were

grammar, had good
and few ol the ideas
The words used were

good grammar, had
very good sentence
all of the ideas \ryere
clearly expressed.
The words used were

appropriate, had
excellnt grammar, had
excellent sentence
conslruction and all o{
tile ideas were clearly
expressed.

more weeks late.

was submitted one
week late.

six days late

was submitled one to
two days late.

incorrect. lldata
lhe experiment, they

are not used.
AVERAGE: (A+B+C+D+E+F)16
Score

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ELECTRICAL POWER TRANSM ISSION

General Laboratory Guidelines for Students

Safety Rules When Earthquake Occurs

What to Do in Case of Fire

Suggested Format of the Laboratory Report

General Provisions for Laboratory Measuring lnstruments

The Transmission Line Simulator

Experiment No. 1 - Short Line lnvestigation

Experiment No. 2 - Medium Length Line: NominalT Method

- Medium Length Line: Nominal Pi Method

Experiment No. 5 - lnvestigation of the Natural Load of a Line

Regulation at constant Load power Factor

Experiment No. 7 -Three-Phase Line: Unbalanced Load and Neutral Connection

Experiment No. 8 - Design Experiment

GENERAL LABORATORY GUIDELINES FOR STUDENTS

Only students with officially scheduled laboratory class are allowed

3. No food or drinks are allowed

inside the laboratory.

Laboratory room must be kept clean and neat.

laboratory material, instrument or

A student who missed an experiment due

a valid reason must

formally notify his/her

instructor so that a make-up experiment can be scheduled the soonest.

SAFETY RULES WHEN EARTHQUAKE OCCURS

1. lf you are inside a structurally-sound

building, STAYTHERE! Protectyour bodyfrom falling

2. lf you are inside an old, weak structure,

TAKE THE FASTEST AND SAFEST WAY OUT.

out calmly in an orderly manner.

lf you are on a mountain pass or road,

STOP YOUR CAR AND STAY AWAY CLEAR FROM

STEEP ESCARPMENTS OR CLIFFS THAT MAY BE AFFECTED BY A LANDSLIDE.

CHECK YOURSELF and

others for injuries.

2. CLEAN UP CHEMICAL SPILLS and secure toxic and flammable

materials to avoid any chain

CHECK FOR FIRE. lf

CHECK YOUR WATER AND ELECTRICAL LINES FOR DEFECTS.

there is one, bring it under control.

off the system valve or switch.

BE PREPARED FOR AFTERSHOCKS. Gather

information from battery-operated radios.

WHAT TO DO IN CASE OF FIRE

1. lf you detect smoke or any evidence of fire, notify your instructor

BEFORE THE FIRE STARTS

Know how to notify your fire department.

Know how to turn on an alarm by telephone.

Keep the fire department telephone number posted prominently.

WHEN FIRE STRIKES

1. Notify the fire department

immediately. Get everybody out of the building or house. lf

SUGGESTED FORMAT OF LABORATORY REPORT

Detached Pages of the Manual

Preliminary Data Sheet

GENERAL PROVIS!ONS FOR

circuits and ac meters for ac circuits.

measuring meters on their appropriate polarity leads especially dc meters.

Fasten properly the lead connections of meters on the given circuit.

Avoid exposing measuring instruments to extreme temperature changes.

Never connect D Arsonval type of meters to alternating current circuits.

10. Avoid parallax

current to be measured or in series with the load.