Power Transmission Line Workbook

Laboratory Manual
EE-3336: Power Transmission Line
Updated By: Supervised By:

Engr. Mudassar Riaz Engr. Muhammad Rashad
Lab Engineer Assistant Professor
Last Revision: Feb 2020

Version: 1.3
Certificate of Approval
It is certified that the lab manual titled “Power Transmission Line”,

in scope and in quality, covers the objectives and topics defined in the
course outline.
Remarks by Mentor:
Dr. Ali Raza
Assistant Professor
Department of Electrical Engineering
The University of Lahore
Remarks by HOD:
Dr. Fainan Hanif
Associate Professor
Department of Electrical Engineering
The University of Lahore
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Course Learning Outcomes (CLOs)
The Course Learning Outcomes (CLOs) pertaining to the lab are given below along with their
Bloom's Taxonomy Level and mapping to a Program Learning Outcome (PLO).
CLO Course Learning Outcomes Domain Level PLO

# Mapping
CLO5 Investigate the models and performance of power Cognitive 5 PLO 4
transmission lines through MATLAB/Simulink.
CLO6 Make different scenarios of power transmission lines Psychomotor 4 PLO 5
on power trainers subject to performance.
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Mapping of Experiments to CLOs and
PLOs
The experiments pertaining to the lab are given below along with their mapping to a Course
Learning Outcome (CLO)and Program Learning Outcome (PLO)
Lab # Lab Title Related PLO

CLO Mapping
Lab 1 Parameters extraction of a transposed transmission line CLO 5 PLO 4
(Single circuit line) using MATLAB.
(Double circuit horizontal configuration) using MATLAB.
(Double circuit vertical configuration) using MATLAB.
Lab 4 Operation of short and medium range transmission lines CLO 5 PLO 4
under normal operating condition using MATLAB.
Lab 5 Operation and performance evaluation of long-range CLO 5 PLO 4
transmission lines under normal operating condition using
MATLAB.
Lab 6 Operation and performance evaluation of any line using CLO 5 PLO 4
MATLAB (Open-ended lab-1).
Lab 7 Measuring and interpreting the performance of a CLO 6 PLO 5
transmission line at no-load.
transmission line at matched-load and during a three-phase
short-circuit.
transmission line at ohmic-inductive and ohmic-capacitive
load.
transmission line during isolated neutral point system:
fault-to-earth.
Lab 11 Determining the inductance of an earth-fault neutralizer for CLO 6 PLO 5
a transmission line and compare the performance with lab
10.
Lab 12 Investigating the effect of parallel compensation of a line CLO 6 PLO 5
on the voltage stability at the load.
Lab 13 Investigating the effect of series compensation of a line on CLO 6 PLO 5
the voltage stability at the load.
Lab 14 Measuring current distribution and Investigating effects of CLO 6 PLO 5
operating capacitances in a series operation of two lines.
Two Lines in Series (With Operating Capacitances)
Two Lines in Series (Without Operating Capacitances)
Lab 15 Measuring current distribution and Investigating effects of CLO 6 PLO 5
operating capacitances in a parallel operation of two lines.
Two Lines in Parallel (With Operating Capacitances)
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Two Lines in Parallel (Without Operating Capacitances)
Lab 16 Operation and performance evaluation of a HVDC line and CLO 5 PLO 4
compare it with EHV line (Open-ended lab-2)
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Contents
1 Parameters extraction of a transposed transmission line (Single circuit line) using
MATLAB.. ............................................................................................................................... 12
1.1 Objective: .................................................................................................................. 12
1.2 Introduction and Theory: ........................................................................................... 12
1.3 Equipment: ................................................................................................................ 12
1.4 Pre-Lab Preparation: ................................................................................................. 12
1.5 Procedure:.................................................................................................................. 13
1.6 Observations and Results .......................................................................................... 14
1.7 Learning Outcomes: .................................................................................................. 15
1.8 Questions ................................................................................................................... 15
2 Parameters extraction of a transposed transmission line (Double circuit horizontal
configuration) using MATLAB. .............................................................................................. 18
2.1 Objective: .................................................................................................................. 18
2.3 Equipment: ................................................................................................................ 18
2.5 Procedure:.................................................................................................................. 19
2.8 Questions ................................................................................................................... 21
3 Parameters extraction of a transposed transmission line (Double circuit vertical
configuration) using MATLAB. .............................................................................................. 24
3.1 Objective: .................................................................................................................. 24
3.3 Equipment: ................................................................................................................ 24
3.5 Procedure:.................................................................................................................. 25
3.8 Questions ................................................................................................................... 27
4 Operation of short and medium range transmission lines under normal operating condition
using MATLAB. ...................................................................................................................... 30
4.1 Objective: .................................................................................................................. 30
4.3 Equipment: ................................................................................................................ 32
4.5 Procedure:.................................................................................................................. 33
4.8 Questions ................................................................................................................... 34
5 Operation and performance evaluation of long-range transmission lines under normal
operating condition using MATLAB. ...................................................................................... 38
5.1 Objective: .................................................................................................................. 38
5.3 Equipment: ................................................................................................................ 39
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5.5 Procedure:.................................................................................................................. 40
5.8 Questions ................................................................................................................... 40
6 Operation and performance evaluation of any line using MATLAB (Open-ended lab-1).
43
6.1 Objective: .................................................................................................................. 43
6.3 Equipment: ................................................................................................................ 43
6.5 Procedure:.................................................................................................................. 44
6.8 Questions ................................................................................................................... 44
7 Measuring and interpreting the performance of a transmission line at no-load. .............. 47
7.1 Objective: .................................................................................................................. 47
7.3 Equipment: ................................................................................................................ 48
7.4 Procedure:.................................................................................................................. 49
7.4.1 NO-LOAD OPERATION ................................................................................................... 49
7.4.2 CONCEPT OF OPERATING CAPACITANCE ...................................................................... 50
7.4.3 LINE WITH INCREASED OPERATING CAPACITANCE ...................................................... 50
7.6 Questions ................................................................................................................... 53
8 Measuring and interpreting the performance of a transmission line at matched-load and
during a three-phase short-circuit. ........................................................................................... 56
8.1 Objective: .................................................................................................................. 56
8.3 Equipment: ................................................................................................................ 57
8.4 Procedure:.................................................................................................................. 57
8.7 Questions ................................................................................................................... 59
9 Measuring and interpreting the performance of a transmission line at ohmic-inductive and
ohmic-capacitive load .............................................................................................................. 62
9.1 Objective: .................................................................................................................. 62
9.3 Equipment: ................................................................................................................ 62
9.4 Procedure:.................................................................................................................. 63
9.4.1 Ohmic-Inductive Load ................................................................................................... 63
9.4.2 Ohmic-Capacitive Load ................................................................................................. 63
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9.7 Questions ................................................................................................................... 65
10 Measuring and interpreting the performance of a transmission line during isolated
neutral point system: fault-to-earth .......................................................................................... 70
10.1 Objective:............................................................................................................... 70
10.2 Introduction and Theory: ....................................................................................... 70
10.3 Equipment:............................................................................................................. 71
10.4 Procedure: .............................................................................................................. 71
10.5 Observations and Results....................................................................................... 71
10.6 Learning Outcomes: .............................................................................................. 71
10.7 Questions ............................................................................................................... 71
11 Determining the inductance of an earth-fault neutralizer for a transmission line and
compare the performance with lab 10 ...................................................................................... 76
11.1 Objective:............................................................................................................... 76
11.3 Equipment:............................................................................................................. 77
11.4 Procedure: .............................................................................................................. 77
11.7 Questions ............................................................................................................... 78
12 Investigating the effect of parallel compensation of a line on the voltage stability at the
load. 82
12.1 Objective:............................................................................................................... 82
12.3 Equipment:............................................................................................................. 84
12.4 Procedure: .............................................................................................................. 84
12.7 Questions ............................................................................................................... 86
13 Investigating the effect of series compensation of a line on the voltage stability at the
load. 90
13.1 Objective:............................................................................................................... 90
13.3 Equipment:............................................................................................................. 91
13.4 Procedure: .............................................................................................................. 92
13.7 Questions ............................................................................................................... 93
14 Measuring current distribution and Investigating effects of operating capacitances in a
series operation of two lines. ................................................................................................... 96
14.1 Objective:............................................................................................................... 96
14.3 Equipment:............................................................................................................. 99
14.4 Procedure: .............................................................................................................. 99
14.4.1 TWO LINES IN SERIES (without operating capacitances) .............................................. 99
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14.4.2 TWO LINES IN SERIES (with operating capacitances).................................................. 100
14.5 Observations and Results..................................................................................... 100
14.5.1 TWO LINES IN SERIES (without operating capacitances) ............................................ 100
14.5.2 TWO LINES IN SERIES (with operating capacitances).................................................. 102
14.6 Learning Outcomes: ............................................................................................ 105
14.7 Questions ............................................................................................................. 105
15 Measuring current distribution and Investigating effects of operating capacitances in a
parallel operation of two lines................................................................................................ 108
15.1 Objective:............................................................................................................. 108
15.2 Introduction and Theory: ..................................................................................... 108
15.3 Equipment:........................................................................................................... 112
15.4 Procedure: ............................................................................................................ 112
15.4.1 Two Lines in Parallel (without operating capacitance) ............................................... 112
15.4.2 Two Lines in Parallel (with operating capacitance) .................................................... 112
15.5.1 Two Lines in Parallel (without operating capacitance) ............................................... 113
15.5.2 Two Lines in Parallel (with operating capacitance) .................................................... 114
15.7 Questions ............................................................................................................. 119
16 Operation and performance evaluation of a HVDC line and compare it with EHV line
(Open-ended lab-2) ................................................................................................................ 122
16.1 Objective:............................................................................................................. 122
16.2 Introduction and Theory: ..................................................................................... 122
16.3 Equipment:........................................................................................................... 122
16.4 Procedure: ............................................................................................................ 123
16.7 Questions ............................................................................................................. 123
9|Page
List of Figures
Figure 1.1 Conductor layout ----------------------------------------------------------------------------13
Figure 1.2 Command window --------------------------------------------------------------------------14
Figure 1.3 Symmetrical spacing ------------------------------------------------------------------------14
Figure 2.2 Command window --------------------------------------------------------------------------20
Figure 2.3 Circuit Arrangements -----------------------------------------------------------------------20
Figure 3.2 Command window. -------------------------------------------------------------------------26
Figure 3.3 Circuit Arrangements. ----------------------------------------------------------------------26
Figure 4.1 Two port representation of Transmission network -------------------------------------30
Figure 4.2 Short transmission line representation ---------------------------------------------------31
Figure 4.3 Nominal-π representation. -----------------------------------------------------------------31
Figure 4.4 Nominal-T representation. -----------------------------------------------------------------32
Figure 5.1Long transmission line representation. ---------------------------------------------------38
Figure 7.1Single-Phase Equivalent Circuit Diagram of a Loss-Free Line in No-Load Operation,
with Appropriate Vector Diagram ---------------------------------------------------------------------47
Figure 7.2 No load operation ---------------------------------------------------------------------------49
Figure 7.3CONCEPT OF OPERATING CAPACITANCE----------------------------------------51
Figure 7.4LINE WITH INCREASED OPERATING CAPACITANCE -------------------------52
Figure 8.1Single-Phase Equivalent Circuit Diagram of a Loss-Free Line and the Corresponding
Vector Diagram -------------------------------------------------------------------------------------------56
Figure 9.1 Ohmic-Inductive Load ---------------------------------------------------------------------66
Figure 9.2 Ohmic-Capacitive Load --------------------------------------------------------------------67
Figure 10.1 Fault-to-earth in a network with isolated neutral point -------------------------------70
Figure 10.2Isolated Natural Point System: Fault to Earth ------------------------------------------73
Figure 11.1 Earth Fault in a Network with Petersen Coil ------------------------------------------76
Figure 11.2 6. Sketch the curve of the earth-fault residual current as a function of the
compensation coil inductance --------------------------------------------------------------------------78
Figure 12.1 Reactive Power Parallel Compensation and Vector Diagram -----------------------82
Figure 12.2 Power Relationships with Uncompensated and Partially Compensated Operation.
--------------------------------------------------------------------------------------------------------------83
Figure 12.3 Parallel Compensation --------------------------------------------------------------------87
Figure 13.1Reactive Power Series Compensation and Vector Diagram. -------------------------90
Figure 13.2 Direct-Axis and Quadrature-Axis Components of the Voltage Drop. -------------91
Figure 14.1 Simplified equivalent circuit diagram of two lines in series. ------------------------96
Figure 14.2 Phasor diagram for the simplified equivalent circuit. --------------------------------97
Figure 14.3 Equivalent circuit diagram of two lines in series with shunt elements taken into
consideration. ---------------------------------------------------------------------------------------------98
Figure 14.4 Phasor diagram for the equivalent circuit with shunt elements taken into
consideration. ---------------------------------------------------------------------------------------------98
Figure 14.5 Two Lines in Series (without operating capacitances). ---------------------------- 103
Figure 14.6 Two Lines in Series (with operating capacitances). -------------------------------- 104
Figure 15.1 Parallel Connections of two lines. ----------------------------------------------------- 108
Figure 15.2 Phasor diagram for the simplified equivalent circuit (for the meanings of Rtot and
Xtot see below). ---------------------------------------------------------------------------------------- 109
Figure 15.3 Equivalent circuit diagram of two lines in parallel with shunt elements taken into
consideration. ------------------------------------------------------------------------------------------- 110
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Figure 15.4 Phasor diagram for the equivalent circuit with shunt elements taken into
consideration. ------------------------------------------------------------------------------------------- 111
Figure 15.5 Two Lines in Parallel (without operating capacitance). ---------------------------- 117
Figure 15.6 Two Lines in Parallel (with operating capacitance). ------------------------------- 118
Figure 16.1 HVDC layout ----------------------------------------------------------------------------- 122
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1 Parameters extraction of a transposed
transmission line (single circuit line) using
MATLAB.
1.1 Objective:
To determine the positive sequence line single-circuit line parameter L and C for different
conductor arrangements.
1.2 Introduction and Theory:

The purpose of a transmission networks is to transfer electric energy from generating units at
various locations to the distribution system which ultimately supplies the load. Transmission
lines also neighboring utilities which permits not only economic dispatch of power within
regions during normal conditions, but also transfer of power between regions during
emergencies.
A transmission circuit consists of conductors, insulators, and usually shield wires. The selection
of an economical voltage level for the transmission line is based on the amount of power and
the distance of the transmission. The most commonly used conductor materials for the high
voltage transmission lines are ACSR (aluminum conductor steel reinforced), AAC (all-
aluminum conductor), AAAC (all-aluminum alloy conductor). The reason for their popularity
is there low relative cost and high strength-to-weight ratio as compared to copper conductors.
In Single Circuit Transmission Line, three conductors corresponding to three distinct phases
i.e. R, Y & B phase are run on the Transmission Tower.
1.3 Equipment:
Software for Simulation MATLAB R2017b
1.4 Pre-Lab Preparation:

Before proceeding with the experiment, student should have the following:
 MATLAB file of acsr.m
 MATLAB file of gmd.m
Problem statement:
A 735-KV three-phase transposed line is composed of four ACSR, 954, 000-cmil1, 45/7 Rail
conductor per phase with horizontal conductor configuration as shown in Figure 1.1 . Bundle
spacing is 46 cm. By using acsr in MATLAB, obtain the conductor size and the electrical
characteristics for the Rail conductor. Find the inductance and capacitance per phase per
kilometer of the line.
1
A circular mil is a unit of area, equal to the area of a circle with a diameter of one mil (1/1000 inch).
12 | P a g e
Figure 1.1 Conductor layout
1.5 Procedure:
1. The command acsr displays the conductor code name and the area in c-mils for the ACSR
conductors. The user is then prompted to enter the conductor code name within single
quotes.
2. Enter ACSR code name within single quotes => ‘rail’
3. Note down the specifications in Table 1-1
Table 1-1
Al Area Strand Diameter GMR Resistance Ohm/Km Ampacity

Conductor
type
CMILS Al/St cm cm 60Hz,25C 60HZ,50C Ampere
Rail
Starling
Rook
Bobolink
Hen
4. Write down the code in the MATLAB

…………………………………………………………………………………………………..
[GMD, GMRL, GMRC] = gmd;
L=0.2*log(GMD/GMRL) % mH/Km
C = 0.0556/log(GMD/GMRC) % micro F/Km
…………………………………………………………………………………………………..
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5. Result in
Figure 1.2 Command window
6. Select number of menus 1(Single circuit lines), after pressing “1” Figure 1.3 will display.
Figure 1.3 Symmetrical spacing
7. Enter spacing unit within quotes 'm' or 'ft'.

8. Enter row vector [D12, D23, D13] with the help of Figure 1.1.
9. Enter Cond. size, bundle spacing unit: Enter 'cm' or 'in'.
10. Enter Conductor diameter in cm by using the Table 1-1.
11. Enter Geometric Mean Radius in cm by using the Table 1-1.
12. Enter No. of bundled cond. (enter 1 for single cond.)
13. Enter Bundle spacing in cm.
14. Note down the observation in Table 1-2 for different conductor type.
1.6 Observations and Results

Table 1-2
GMD GMRL GMRC L C

Conductor type
“ft” “ft” “ft” “H” “F”
Rail
Starling
Rook
Boblink
Hen
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1.7 Learning Outcomes:
At the end of this laboratory session, the students will learn:
1. To assess the specifications of ACSR conductors using the file acsr.m
2. The use of the file gmd.m to assess different parameters.
3. To determine the capacitance and inductance of a single line conductor.
1.8 Questions
1. Using the MATLAB file of acsr.m, deduct the specifications of ‘merlin’.
2. Using the MATLAB file of acsr.m, deduct the specifications of ‘falcon’.
3. Modify the MATLAB file of gmd.m to prepare and attach a separate code for this
laboratory session.
4. Explain short, medium and long transmission line.
5. Discuss a few examples of ACSR, AAC and AAAC conductors.
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GENERALIZED LAB RUBRICS
Component Above Meeting Approaching Below Weight Score

Domain with Expectation Expectation Expectation Expectation Used / 100 (1–4)
Taxonomy (4) (3) (2) (1) (Optional)
Is able to build a
given setup Is able to
neatly and timely assemble a Is only able to Is not able to
Psychomotor
using correct given setup copy a given assemble a

Building
hardware using correct setup using given setup
(Hardware) ☐
components and / hardware correct using correct
P4
or can reorganize components hardware hardware
/ adapt to new / after minor components components
special revisions
requirements
Recording Is only able to
Is able to record Is able to record
Measurements record accurate Is unable to
accurate accurate
(Hardware / measurements record accurate ☐
measurements all measurements
Software) on some measurements
the time most of the time
C3 occasions
Is able to
formulate
Is able to Is partially able
/develop theories
evaluate to evaluate
Investigation in addition to Is unable to
/conclude /conclude
(Hardware / evaluating comprehend
correctly about correctly about ☐
Software) /concluding investigation
investigation investigation
C5 correctly about parameters
parameters by parameters by
investigation
accessing data accessing data
parameters by
accessing data
Design / Is able to design /
Is able to Is unable to
Development develop the Is able to design
partially design partially design
of Solution solution of a / develop the
/ develop the / develop the ☐
Cognitive
(Hardware / given problem solution of a

solution of a solution of a
Software) and add features given problem
given problem given problem
C6 to it
Is able to use Is able to use
Software Is adept in the use the software the software
Is unable to use
Usage of software tool tool effectively tool but cannot
the software ☐
(Software) and can access by accessing all access all the
tool
C3 advanced features the required required
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
Programming advanced Is able to Is unable to
required
Language programming partially partially
programming ☐
(Software) language complete a complete a
language
C3–C6 constructs / given task given task
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
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Domain with Expectation Expectation Expectation Expectation Used / 100
(1–4)
Safety Complies with Complies with Complies with Complies with
Instructions all EHS most EHS some EHS very few EHS
instructions instructions instructions while instructions ☐
(PLO6)
A2 while in lab while in lab in lab while in lab
Does not
Exhibits Makes an effort to
Exhibits exhibit
exemplary exhibit
professional professional
Professional ethics while ethics while
ethics while ethics while
Ethics dealing with dealing with
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
fellow students, fellow students,
A3 lab staff and students, lab
lab staff and lab staff and
instructor all the staff and
instructor all the instructor all the
time instructor all
time time
the time
Consistently
shows full Shows some
Consistently
preparation by preparation which
shows full Shows very
completing all is mostly at
preparation by little or no
Contribution agreed tasks and superficial level
completing all preparation in
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
A5 additional task and work
work requires task and work
resources for the requires much
little or no quality is poor
group and work revisions and
revisions
quality is editing
Affective
excellent
Internalized Neither helpful
Consistent
positive nor damaging and Discouraging
Attitude positive behavior
behavior and shows disinterest behavior
(PLO9)
encourages and
most of the time
in the towards other ☐
A5 towards other
helps other team performance of team members
team members
members others
Report on all
Report on all
relevant sections
Report on all relevant sections
related to the lab
relevant sections related to the lab
tasks is
related to the lab tasks is completed
completed but Report on all
tasks is but many
Report few deficiencies relevant
completed deficiencies are
Writing are present in sections related
to the lab tasks ☐
accurately, present in terms
(PLO10) terms of
meeting the of accuracy /
A2 accuracy / is not
requirements, in meeting the
meeting the completed
prescribed time requirements /
requirements /
and with good prescribed time /
prescribed time /
language skills good language
good language
skills
skills
Does not
Lab Task
Completes tasks Completes tasks Completes tasks complete tasks
Management
well within within given in an extended even in ☐
(PLO11)
given timeframe timeframe timeframe extended
A3
timeframes
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transmission line (Double circuit vertical
configuration) using MATLAB.
2.1 Objective:
To determine the positive sequence Double-Circuit vertical configuration line parameter L and
C for different conductor arrangements.

The purpose of a transmission line tower is to support conductors carrying electrical power and
one or two ground wires at suitable distances above the ground level and from each other. The
transmission line towers cost about 35 to 45 per cent of the total cost of the transmission line.
Depending upon the requirements of the transmission system, various line configurations have
to be considered ranging from single circuit horizontal to double circuit vertical structures and
with single or V strings in all phases, as well as any combination of these.
The configuration of a transmission line tower depends on the following factors:
 The length of the insulator assembly.
 The minimum clearances to be maintained between conductors, and between conductor
and tower.
 The location of ground wire or wires with respect to the outermost conductor.
 The mid-span clearance required from consideration of the dynamic behavior of
conductors and lightning protection of the line.
 The minimum clearance of the lowest conductor above ground level.
The tower configuration is determined essentially by three factors:
a) Tower height.
b) Base-width.
c) Top hamper-width.
2.3 Equipment:

Problem statement:
A 345-KV double- circuit three- phase transposed line is composed of two ACSR, 1,431, 000-
cmil, 45/7 Bobolink conductor per phase with vertical conductor configuration as shown in
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Figure 2.1 the conductor has a diameter of 1.427 inch and a GMR of 0.564 inch. The bundle
spacing is 18 inches. Find the inductance and capacitance per phase per kilometer of the line.
2.5 Procedure:
quotes.
2. Enter ACSR code name within single quotes => ‘bobolink’
3. Note down the specifications in Table 2-1.
Table 2-1
Conductor
type
Bobolink
kiwi
drake
crow
Hen

…………………………………………………………………………………………………..
[GMD, GMRL, GMRC] = gmd;
L=0.2*log(GMD/GMRL) % mH/Km
C = 0.0556/log(GMD/GMRC) % micro F/Km
…………………………………………………………………………………………………..
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5. Result in
Figure 2.2 Command window
6. Select number of menus 2 (Double-circuit Vertical Configuration), after pressing “2”

Figure 2.3 will display.
Figure 2.3 Circuit Arrangements
7. Enter (1 or 2)
9. Enter row vector [S11, S22, S33].
10. Enter row vector [H12, H23].
11. Cond. size, bundle spacing unit: Enter 'cm' or 'in'.
12. Enter Conductor diameter in cm by using the Table 2-1.
13. Enter Geometric Mean Radius in cm by using the Table 2-1.
14. Enter No. of bundled cond. (enter 1 for single cond.)
15. Enter Bundle spacing in cm.

Table 2-2
GMD GMRL GMRC L C

Conductor type
“ft” “ft” “ft” “H” “F”
Bobolink
Kiwi
Drake
Crow
Hen
20 | P a g e
1. The use of the file acsr.m to assess the specifications of the ACSR conductors.
2. The use of the file gmd.m to assess the different parameters.
3. To determine the capacitance and inductance of a double line vertical configuration
conductor.
2.8 Questions
1. Using the MATLAB file of acsr.m, deduct the specifications of ‘parrot’.
2. Using the MATLAB file of acsr.m, deduct the specifications of ‘bluebird’.
laboratory session.
4. Describe double line conductor in a vertical configuration.
5. Explain use and purpose of double line conductor in a vertical configuration.
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Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
assessing data assessing data
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
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(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
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transmission line (Double circuit horizontal
configuration) using MATLAB.
3.1 Objective:
To determine the positive sequence Double-Circuit Three-phase line parameter L and C for
different conductor arrangements.

emergencies.
It is common practice to build Double Circuit Three Phase Lines so as to increase transmission
reliability at somewhat enhanced cost. From the point of view of power transfer from one end
of the line to the other, it is desirable to build the two lines with as low an inductance/phase as
possible. In order to achieve this, self GMD (Ds) should be made high and mutual GMD (Dm)
should be made low. Therefore, the individual conductors of a phase should be kept as far apart
as possible (for high self GMD), while the distance between phases be kept as low as
permissible (for low mutual GMD).
3.3 Equipment:

Problem statement:
A 345-KV double circuit three- phase transposed line is composed of one ACSR, 556,500-
cmil, 26/7 Dove conductor per phase with horizontal conductor configuration as shown in the
Figure 3.1 conductors have a diameter of 0.927 inch and a GMR of 0.3768 inch. Bundle
spacing is 18 inches. Find the inductance and the capacitance per phase per kilometer of the
line.
24 | P a g e
3.5 Procedure:
quotes.
2. Enter ACSR code name within single quotes => ‘Dove’
3. Note down the specifications in Table 3-1.
Table 3-1
Conductor
type
Dove
Kiwi
Drake
Crow
Hen

…………………………………………………………………………………………………..
[ GMD, GMRL, GMRC] = gmd;
L=0.2*log(GMD/GMRL) % mH/km
C = 0.0556/log(GMD/GMRC) % micro F/km
diary off
…………………………………………………………………………………………………..
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5. Result in
Figure 3.2 Command window.
6. Select number of menus 3 (Double-circuit horizontal Configuration), after pressing “3”

Figure 3.3 will display.
Figure 3.3 Circuit Arrangements.
7. Enter (1 or 2).
9. Enter row vector [D12, D23, D13].
10. Enter Distance between two circuits, S11.
11. Cond. size, bundle spacing unit: Enter 'cm' or 'in'.
12. Enter Conductor diameter in inch by using Table 3-1.
13. Enter Geometric Mean Radius in inch by using Table 3-1.
14. No. of bundled cond. (enter 1 for single cond.).

Table 3-2
GMD GMRL GMRC L C

Conductor type
“ft” “ft” “ft” “H” “F”
Dove
Kiwi
Drake
Crow
Hen
26 | P a g e
1. The use of the file acsr.m to assess the specifications of the ACSR conductors.
2. The use of the file gmd.m to assess the different parameters.
3. To determine the capacitance and inductance of a double line horizontal configuration
conductor.
3.8 Questions
1. Using the MATLAB file of acsr.m, deduct the specifications of ‘osprey’.
2. Using the MATLAB file of acsr.m, deduct the specifications of ‘flamingo’.
laboratory session.
4. Describe the double line conductor in a horizontal configuration.
5. Explain the use and purpose of double line conductor in a horizontal configuration.
27 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
28 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
29 | P a g e
4 Operation of short and medium range
transmission lines under normal operating
condition using MATLAB.
4.1 Objective:
Understand the concept of transmission line models of the line. The line models are classified
by their length.
 Short line.
 Medium line.
 Long line.
ABCD PARAMETSRS
Consider the power system shown in Error! Reference source not found. In this the sending
and receiving end voltages are denoted by Vs and VR respectively. Also, the currents I S and I R
are entering and leaving the network respectively. The sending end voltage and current are then
defined in terms of the ABCD parameters as
VS  AVR  BI R (4.1)
I S  CVR  DI R (4.2)
From (4.1) we see that
VS
A (4.3)
VR I R 0
This implies that A is the ratio of sending end voltage to the open circuit receiving end voltage.
This quantity is dimension less. Similarly,
V
B S  (4.4)
I R V 0
R
i.e., B, given in Ohm, is the ratio of sending end voltage and short circuit receiving end current.
In a similar way we can also define
I
C S mho (4.5)
VR I 0
R
IS
D (4.6)
IR VR  0
The parameter D is dimension less.
Figure 4.1 Two port representation of Transmission

network
30 | P a g e
SHORT LINE APPROXIMATION
The shunt capacitance for a short line is almost negligible. The series impedance is assumed to
be lumped as shown in Figure 4.2. If the impedance per km for an l km long line is Z o  r  jX
, then the total impedance of the line is Z  R  jX  lr  jlx . The sending end voltage and
current for this approximation are given by
VS  VR  ZI R (4.7)
IS  IR (4.8)
Therefore, the ABCD parameters are given by
A  D  1, B  Z Ω and C  0
Figure 4.2 Short transmission line representation
MEDIUM LINE APPROXIMATION

Medium transmission lines are modeled with lumped shunt admittance. There are two different
representations − nominal-π and nominal-T depending on the nature of the network. These two
are discussed below.
Nominal-π Representation
In this representation the lumped series impedance is placed in the middle while the shunt
admittance is divided into two equal parts and placed at the two ends. The nominal-π
representation is shown in Figure 4.3. This representation is used for load flow studies. Also,
a long transmission line can be modeled as an equivalent π-network for load flow studies.
Figure 4.3 Nominal-π representation.
ABCD parameters of the nominal-π representation are

 YZ 
A D  1
 2 
(4.9)
BZ Ω
 YZ 
C Y   1
 4 
31 | P a g e
Nominal-T Representation
In this representation the shunt admittance is placed in the middle and the series impedance is
divided into two equal parts and these parts are placed on either side of the shunt admittance.
The nominal-T representation is shown in Figure 4.4. Let us denote the midpoint voltage as
VM
Figure 4.4 Nominal-T representation.
Then the ABCD parameters of the T-network are

 YZ 
A D  1
 2 
(4.10)
 YZ 
B  Z  1 Ω
 4 
C  Y mho
4.3 Equipment:

 MATLAB file of rlc2abcd.m
The function [Z, Y, ABCD] =rlc2abcd (r, L, C, g, f, Length) is used when resistance in
ohm, inductance in mH and capacitance in uF per unit length
 MATLAB file of zy2abcd.m
The function [Z, Y, ABCD] =zy2abcd (z, y, length) is used series impedance in ohm
and shunt admittance in siemens per unit length.
Problem statement 1:
A 220-KV, three-phase transmission line is 40 Km long. The resistance per phase is 0.15 Ohm
per km and the inductance per phase is 1.3263mH per Km. the shunt capacitance is negligible.
Use the short line model to find the voltage and power at the sending end and the voltage
regulation and efficiency when the line is supplying a three-phase load of
a) 381 MVA at 0.8 power factor lagging at 220KV.
b) 381 MVA at 0.8 power factor leading at 220KV.
Problem statement 2:
32 | P a g e
A 345-KV, three-phase transmission line is 130 Km long. The resistance per phase is 0.036
ohm per Km and the inductance per phase is 0.8 mH per Km. The shunt capacitance is 0.0112uF
per Km. The receiving end load is 270MVA with 0.8 power factor lagging at 325KV. Use the
medium line model to find the voltage and power at the sending end and voltage regulation.
4.5 Procedure:
1. Write down the MATLAB code in Editor window for the problem 1.
2. MATLAB code (Problem 1).
…………………………………………………………………………………………………..
VRLL=220; VR = VRLL/sqrt(3);
Z = (0.15+j*2*pi*60*1.3263e-3)*40;
disp('(a)')
SR=304.8+j*228.6;
IR = conj(SR)/(3*conj(VR)); IS = IR;
VS = VR + Z*IR;
VSLL = sqrt(3)*abs(VS)
SS = 3*VS*conj(IS)
REG = (VSLL - VRLL)/VRLL*100
Eff = real(SR)/real(SS)*100
disp('(b)')
SR=304.8-j*228.6;
IR = conj(SR)/(3*conj(VR)); IS = IR;
VS = VR + Z*IR;
VSLL = sqrt(3)*abs(VS)
SS = 3*VS*conj(IS)
REG = (VSLL - VRLL)/VRLL*100
Eff = real(SR)/real(SS)*100
…………………………………………………………………………………………………..
3. Note down the observation and fill the Table 4-1.
4. Write down the MATLAB code in Editor window for the problem 1.
…………………………………………………………………………………………………..
r = .036; g = 0; f = 60;
L = 0.8; % milli-Henry
C = 0.0112; % micro-Farad
Length = 130; VR3ph = 325;
VR = VR3ph/sqrt(3) + j*0; % kV (receiving end phase voltage)
[Z, Y, ABCD] = rlc2abcd(r, L, C, g, f, Length);
AR = acos(0.8);
SR = 270*(cos(AR) + j*sin(AR)); % MVA (receiving end power)
IR = conj(SR)/(3*conj(VR)); % kA (receiving end current)
VsIs = ABCD* [VR; IR]; % column vector [Vs; Is]
Vs = VsIs(1);
Vs3ph = sqrt(3)*abs(Vs); % kV(sending end L-L voltage)
Is = VsIs(2); Ism = 1000*abs(Is); % A (sending end current)
pfs= cos(angle(Vs)- angle(Is)); % (sending end power factor)
Ss = 3*Vs*conj(Is); % MVA (sending end power)
REG = (Vs3ph/abs(ABCD(1,1)) - VR3ph)/VR3ph *100;
fprintf(' Is = %g A', Ism), fprintf(' pf = %g\n', pfs)
fprintf(' Vs = %g L-L kV\n', Vs3ph)
fprintf(' Ps = %g MW', real(Ss)),
…………………………………………………………………………………………………..
6. Enter 1 for Medium line or 2 for long line.
7. Note down the observation and fill the Table 4-2.
33 | P a g e
Table 4-1
No on Sending End line- Sending end Voltage Transmission line

observations line voltage power Regulation efficiency
“VSLL” “SS” “REG” “Eff”
Lagging power
factor
Leading power
factor
Table 4-2
Z (ohms)
Y (siemens)
ABCD
IS
pf
VS (L-L kV)
Ps (MW)
Qs (Mvar)
Percent voltage Reg.

1. The use of the file rlc2abcd.m to assess the specifications when the resistance is in
ohms, inductance in mH and capacitance in uF per unit length.
2. The use of the file zy2abcd.m assess the specifications when the series impedance is in
ohms and shunt admittance in siemens per unit length.
3. To determine the voltage regulation and efficiency of a given problem using the short
line model.
4.8 Questions
1. Describe the relationship between line-to-line and line-to-neutral voltages and currents.
2. Apply the laws of mathematics and evaluate for the values of the coefficients A=D=1,
B = Z Ω and C = 0.
3. Discuss the use of the short line model for Problem 1.
34 | P a g e
4. Comment on the voltage regulation for both parts of Problem 1.
5. Verify the calculation of SR=304.8+j*228.6 for part (a) of Problem 1.
35 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
36 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
37 | P a g e
5 Operation and performance evaluation of long-
range transmission lines under normal operating
condition using MATLAB.
5.1 Objective:
Understand the concept of transmission line models of the line. The line models are classified
by their length.
 Short line.
 Medium line.
 Long line.
Understand the line performance program.
 Lineperf.
LONG LINE MODEL
For accurate modeling of the transmission line we must not assume that the parameters are
lumped but are distributed throughout line. The single-line diagram of a long transmission line
is shown in Figure 5.1. The length of the line is l . Let us consider a small strip x that is at a
distance x from the receiving end. The voltage and current at the end of the strip are V and
I respectively and the beginning of the strip are V  V and I  I respectively. The voltage
drop across the strip is then V . Since the length of the strip is x , the series impedance and
shunt admittance are Z x and y x . It is to be noted here that the total impedance and
admittance of the line are
Z  z  l and Y  y  l (5.1)
From the circuit of Figure 5.1we see that
Figure 5.1 Long transmission line representation.
V (5.1)
V  I z x   Iz
x
Again as x  0 we get
dV
 Iz
dx
The ABCD parameters of the long transmission line can then be written as2
2
For complete derivation refer the book article 5.4 “long line model”.
38 | P a g e
A  D  cosh l
B  Z c sinh l Ω (5.2)
sinh
C mho
Zc
LONG LINE MODEL
A program called lineperf is developed for the complete analysis and compensation of a
transmission line. The command lineperf displays a menu with five options for the
computation of the parameters of the π models and the transmission constants. Selection of
these options will call upon the following functions shown in Table 5-1.
Table 5-1
Matlab functions for the analysis of transmission line

Computes and returns the π model parameters and
[Z, Y, ABCD] =rlc2abcd (r, L, C, g, f, length) the transmission constants where r in ohm, L in
mH and C in uF per unit length, frequency, and
line length are specified.
Computes and returns the π model parameters and
[Z, Y, ABCD] =zy2abcd (z, y, length) the transmission constants when impedance and
admittance per unit length are specified.
[Z, Y, ABCD] =pi2abcd (Z, Y) Returns the ABCD constants when the π models
are specified.
[Z, Y, ABCD] =abcd2pi (Z, Y) Returns the π model parameters when the
transmission constants are specified.
Computes and returns the inductance and
[L, C] =gmd2lc capacitance per phase when the line configuration
and conductor dimensions are specified.
[r, L, C, f] = abcd2rlc (ABCD) Returns the line parameter per unit length and
frequency when the transmission constants are
specified.
5.3 Equipment:

The function [Z, Y, ABCD] =rlc2abcd (r, L, C, g, f, Length) is used when resistance in
ohm, inductance in mH and capacitance in uF per unit length
The function [Z, Y, ABCD] =zy2abcd (z, y, length) is used series impedance in ohm
and shunt admittance in siemens per unit length.
Problem statement:
39 | P a g e
A 500-KV, three-phase transmission line is 250Km long. The series impedance is
z  0.045  j 0.4  per phase per Km and the shunt admittance is y  j 4 106 siemens per
phase per Km. Evaluate the equivalent π model and the transmission matrix.
5.5 Procedure:
1. Write down the MATLAB code in Editor window for the problem.
…………………………………………………………………………………………………..
z = 0.045 + j*.4; y = j*4.0/1000000; Length = 250;
gamma = sqrt(z*y); Zc = sqrt(z/y);
A = cosh(gamma*Length); B = Zc*sinh(gamma*Length);
C = 1/Zc * sinh(gamma*Length); D = A;
ABCD = [A B; C D]
Z = Zc * sinh(gamma*Length)
Y = 2/Zc * tanh(gamma*Length/2)
…………………………………………………………………………………………………..
3. Note down the observation and fill the Table 5-2

Table 5-2
ABCD Impedance (Z) Admittance (Y)

 
 
 
1. The use of the file rlc2abcd.m to assess the specifications when the resistance is in
ohms, inductance in mH and capacitance in uF per unit length.
2. The use of the file zy2abcd.m to assess the specifications when the series impedance is
in ohms and shunt admittance in siemens per unit length.
3. To determine the impedance and admittance of a given problem using the long line
model.
5.8 Questions
1. Describe the relationship between line-to-line and line-to-neutral voltages and
currents.
2. Apply the laws of mathematics to determine the values of the coefficients A, B, C
and D.
3. Discuss the use of the long line model for the given Problem.
4. Comment on the π model for the Problem.
5. Show and verify the value of Z and Y for the Problem by hand calculations.
40 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
41 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
42 | P a g e
6 Operation and performance evaluation of any line
using MATLAB (Open-ended lab-1).
6.1 Objective:
The focus of this laboratory session is to give a freedom to the students to analyze the
parameters of the transmission system.

emergencies.3
6.3 Equipment:

 MATLAB Program lineperf
 MATLAB file of pi2abcd
 MATLAB file of abcd2pi
 MATLAB file of gmd2lc
 MATLAB file of abcd2rlc
Problem statement:
A three-phase, 60Hz, 550-KV transmission line is 300Km long. The line parameters per phase
per unit length are found to be
R  0.016  / km L  0.97mH/Km C  0.0115 uF /Km
Determine the performance of the transmission line parameters at different conditions.
3
For more details review the Line model and performance parameters.
43 | P a g e
6.5 Procedure:
Students are required to come up with their own procedure to complete the following task.
For assistance, student may use the Power system tool box.
1. Determine the line performance when load at receiving end is in the range of 500-800
MW, Lagging/Leading power factor at 500KV.
2. Determine the receiving end quantities and the line performance when 600 MW and
400 MVAR are being transmitted at 525 KV from the sending end.

Students should investigate different attributes of the transmission line like the Equivalent π
model, ABCD, IS, VS (L-L kV), Percent Voltage regulation, Transmission line efficiency.

1. The use of the different MATLAB files to evaluate and completely analyze the
transmission lines.
2. To evaluate and solve any given transmission line-based problems and scenarios.
6.8 Questions
1. Describe and explain the relationship between line-to-line and line-to-neutral voltages
and currents.
2. Apply the laws of mathematics to determine the values of the coefficients A, B, C and
D.
3. Discuss the use of the line model for the given Problem.
4. Comment on the π model for the Problem.
5. Show and verify the calculations for the voltage regulation, efficiency and the line-to-
line voltage and currents for the Problem.
44 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
45 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
46 | P a g e
7 Measuring and interpreting the performance of a
transmission line at no-load.
7.1 Objective:
 Measurement of the voltages in no-load operation.
 Concept of operating capacitance.
 Line model with increased operating capacitance.
This case exists when the nominal voltage is present at one end of the transmission line, while
the other end is not under load.
Under certain circumstances, the voltage at the open transmission line end increases to
impermissible values due to the line capacitances. This phenomenon is called the Ferranti effect
and represents a dangerous state in greater line lengths, which must be compensated by the
network protection system. In a weakened form, the Ferranti effect also occurs when the
network is subjected to a weak load e.g. at night.
Figure 7.1Single-Phase Equivalent Circuit Diagram of a Loss-Free Line in No-Load

Operation, with Appropriate Vector Diagram
In the no-load case, there is no load at the end of the transmission line, i.e. I2 = 0.
47 | P a g e
Given a voltage U2 at the line end (phase-to-neutral voltage), the voltage at the beginning of
the line is found by adding the voltage drop UL across the line inductor geometrically to U2.
The voltage drop UL is determined by the current I12 = I20 across the capacitance CB/2 at the
line end.
The following equation applies:
CB
I 20  U 2 j and U L  I 20 j L
2
For the current I1 at the beginning of the line,
CB
I 1  I 10  I 12 with I 10  U 1 j
2
As I10 and I12 are pure reactive currents, the phase angle φ1 between current and voltage at the
beginning of the line is exactly 90°.
The current flowing in the no-load case is termed the charging current; the associated power is
called charging power.
As may be seen from the above relationships, the increase in voltage at the line end is dependent
on the value of the operating capacitance CB. The Ferranti effect is stronger for cables, on
account of their greater values for CB, than for overhead transmission lines. In addition, the
charging current is proportional to the transmission length and very quickly reaches its thermal
limit current in cables, so that the line is at full capacity even in no-load operation, and real
power transmission can no longer take place.
If the influence of the effective resistance is considered (low-loss transmission line), a slight
weakening of the Ferranti effect may be observed due to the voltage drop across R. For this
reason, the low-loss transmission line also consumes some active power in no-load operation.
7.3 Equipment:
Hardware components
Components/Models Quantity
IS-6017 Three-Phase Supply Unit 1
IS-6019 Power Circuit Breaker 1
IS-6003 Three-Phase Transformer 1
IS-6002 Overhead Line Model 1
IS-6021 Line Capacitor 2
IS-6048 Power Meter 1
IS-6037 Moving-Iron Voltmeter (600 V) 2
48 | P a g e
7.4 Procedure:
7.4.1 NO-LOAD OPERATION
Figure 7.2 No load operation
49 | P a g e
Experiment procedure
1. Assemble the circuit in accordance with the foregoing topographic diagram as shown
in Figure 7.2.
2. Set primary-side of three-phase transformer in delta connection 380 V and using
bridging plugs set the secondary-side to star UN – 10% (app 200V).
3. Insert all bridging plugs connecting the capacitances to line model. Set the supply
voltage to UN = 380 V.
4. Measure the voltage between the two outer conductors at the beginning and end of the
line, as well as the active and reactive powers consumed by one of the phases:
7.4.1.1 Observation and Results
U1 = …………… V P = …………… W U2 = …………… V

Q = …………… VAR (cap)
7.4.2 CONCEPT OF OPERATING CAPACITANCE

1. Assemble the circuit in accordance with the foregoing topographic diagram as shown
in the Figure 7.3.
2. Set primary-side of the three-phase transformer in delta connection 380 V and using
bridging plugs set the secondary-side to star UN – 10%.
3. Remove all bridging plugs connecting the capacitances to line model.
4. Connect the artificial line capacitances to the beginning and to the end of the line model.
5. Set the supply voltage to UN = 380 V.
Measure the voltage between the outer conductors at the beginning and end of each line
capacitance, as well as the reactive power consumed by one of the phases:
U1 = …………… V Q = …………… VAR (cap) U2 = …………… V
7.4.3 LINE WITH INCREASED OPERATING CAPACITANCE

1. Assemble the circuit in accordance to the foregoing topographic diagram as shown in
Figure 7.4. In order to emphasize the difference between the performance of a cable
and the performance of an overhead transmission line in no-load operation, reconnect
all bridging plugs connecting the capacitances to line model in the circuit of experiment
7.4.2, realizing thus the circuit of experiment 7.4.3.
2. By connecting the two artificial line capacitances, the operating capacitance of the line
is doubled and the voltage- increase effect at the line end is thus amplified. Set the
supply voltage to UN = 380 V.

Measure the voltage between two outer conductors at the beginning and end of each line
capacitor as well as the reactive power consumed by one of the phases:
U1 = …………… V Q = …………… VAR (cap) U2 = …………… V
50 | P a g e
Figure 7.3 CONCEPT OF OPERATING
CAPACITANCE
51 | P a g e
Figure 7.4 LINE WITH INCREASED OPERATING
CAPACITANCE
52 | P a g e
At the end of this laboratory session, the students will learn to:
1) Measure the performance of a transmission line at no load.

2) Measure the performance of a transmission line at operating capacitance.
3) Measure the performance of a transmission line at increased operating capacitance.
7.6 Questions
4) Illustrate the effect of the Ferranti effect on the transmission lines.
5) Display the change in the nominal Ferranti effect in case of a low-loss transmission
line.
6) Organize the information provided to you to construct a statement showing the
relationship between charging current and transmission line length.
7) Measure and display the reactive power Q (VAR) in each case and construct a
statement commenting on each respective value in each case.
8) Sketch and display the hardware circuit diagram in case of increased operating
capacitance.
53 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
54 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
55 | P a g e
transmission line at matched-load and during a
three-phase short-circuit.
8.1 Objective:
Measurement of current and voltage relationships of an overhead line in matched-load
operation. Interpretation of the terms characteristic wave impedance, lagging and leading
operation, efficiency and transmission losses.

This operating case is present when the transmission line is terminated (i.e. matched) by an
ohmic consumer resistance equivalent to the characteristic impedance. The power transmitted
in this case is called natural load. The line current is just large enough for the reactive power
consumption of the line inductor and capacitance to cancel; the transmission line thus does not
require any external reactive power for operation. As, in this case, the active power losses in
transmission are minimal in real transmission lines (i.e. low-loss), this is to be viewed as the
optimum case. However, the load on a system changes constantly according to the performance
of the consumers. Operation with natural load thus seldom occurs. When the current in the
transmission line changes, the reactive power balance is disturbed. If the current is lower, the
line acts capacitively. If the current increases, the line has an inductive performance. In both
cases, the active power losses increase in real transmission lines. If the voltage at the beginning
of the line is kept constant, an increase in the voltage may be noted at the line end lagging
Figure 8.1 Single-Phase Equivalent Circuit Diagram of a Loss-Free Line and

the Corresponding Vector Diagram
56 | P a g e
operation (cf. no-load as limiting case). The voltage at the line end drops in leading operation
(cf. short-circuits as limiting case).
In order to guarantee the consumer a constant voltage, the voltage must be regulated at the
supplying transformer in the case of changing system loads. The load capability of overhead
transmission lines (i.e. the thermal limit rating) is significantly higher than the natural load. In
practical operation, the overhead transmission lines are most often loaded in leading mode.
High-voltage cables, on the other hand, usually have a maximum thermal load which is lower
than the natural load. In this case, only lagging operation is possible.
In matched-load operation, the transmission line is terminated with an ohmic resistance having
the value of the characteristic impedance.
The consumer current I2 is in-phase with the voltage U2.
The current
C
I 20  U 2 B
2
flows across the capacitance CB/2 at the line end.
When both currents are geometrically added together, the result is the current I12, which flows
across the line inductor and causes the voltage drop UL = ω L I12 across it. The voltage UL is
perpendicular to I12.
The voltage U1 at the beginning of the transmission line is equal to the geometric sum of U2
and UL. Finally, when the direction of U1 is known, the current I10 through the capacitance CB/2
at the beginning of the line can be determined. The geometric sum of I12 and I10 is the current
I1 at the beginning of the line.
It is characteristic of this mode of operation that the resulting current I1 is in phase with the
voltage U1; the transmission line with consumer only consumes active power. In loss-free
transmission lines, the voltages U1 and U2 have the same value. In the case of the low-loss
transmission line, U1 is somewhat greater than U2, since the voltage drop across the line
resistance must-be compensated.
8.3 Equipment:
Hardware components
IS-6017 Three-Phase Supply Unit 1
IS-6004 Resistive Load 1
IS-6035 Moving-Coil Ammeter (2.5 A) 2
8.4 Procedure:
1. Assemble the circuit in accordance with the foregoing topographic diagram.
2. Set the primary-side of the three-phase transformer in delta connection 380 V and using
bridging plugs set the secondary-side to star UN -5%.
3. Insert all bridging plugs connecting the capacitance to overhead line model.
57 | P a g e
4. Connect a three-phase balanced resistive load to end terminals of the line; set the load
resistance value to R1.
6. Beginning from the R1 value change the resistive load in steps till the R8 value.
7. For each step measure the following quantities:
voltage U1, current I1, active power Pi and reactive power Q1 at the start of the line as
well as the voltage U2 and the current between the end of the line I2.
8. Enter the measured value into the following Table 8-1
9. Determine the particular value of resistive load at which the line no longer consumes
any reactive power (i.e. at which matching is achieved) and compare this with the
theoretical value specified for the characteristic wave impedance Zw = 240 Ω.
10. As typical result when the resistive load is above R4 there is a capacitive behavior:
inductive behavior results at values below that. Between R4 and R6 load values the line
consumes no detectable reactive power.
11. Leaving the resistive load unchanged to the approx. value of the characteristic wave
impedance (R5 = 255 Ω) measure voltage and current at both ends of the line for all
possible supply voltage, which can be set on the secondary side of the three-phase
transformer.
In case of matched load only the active power is transmitted so, in accordance with the equation
P  3 U  I
calculate the total active power P1 at the start end and the total active power P2 at the end of the
line.
Calculate the line transmission losses
ΔP = P1 – P2
and the line transmission efficiency
P1
 %  100
P2
12. Enter the measured values into the following Table 8-2:4

Table 8-1
R U1 (V) I1 (A) P1 (W) Q1 (Var) U2 (V) I2 (A)
4
Note: In real overhead lines corona losses also arise, which have a slight negative effect on
the efficiency.
Furthermore, the value determined above only applies for the exceptional case of matched
load.
58 | P a g e
R1
R2
R3
R4
R5
R6
R7
R8
Table 8-2
Supply U1 I1 P1 U2 I2 P2 ΔP η
voltage (V) (A) (W) (V) (A) (W) (W) (%)
UN + 5%
UN
UN – 5%
UN – 10%
UN – 15%

1. Measure the performance of a transmission line at matched load.

2. Measure the performance of a transmission line at three phase short-circuit condition.
3. Measure the performance of a transmission line at increased operating capacitance.
8.7 Questions
1) Assemble and fix together the knowledge taught to you about corona losses and
comment on its effect on transmission efficiency in case of real transmission lines.
2) Illustrate the case when the transmission line does not require any external reactive
power for operation.
3) Illustrate the case when the transmission line has an inductive performance and a
capacitive performance.
4) What measure should be taken to manipulate high voltage cables to perform a
leading operation?
5) Sketch and display the hardware circuit diagram.
59 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
accessing data accessing data
parameters by
accessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
60 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
61 | P a g e
transmission line at ohmic-inductive and ohmic-
capacitive load
9.1 Objective:
1. Measuring and interpreting the current and voltage ratios of a transmission line with
mixed ohmic-inductive and pure inductive loads.
2. Measuring and interpreting the current and voltage ratios of a transmission line with
mixed ohmic-capacitive and pure capacitive loads.

A transmission line which delivers electric power dissipates heat owing to the resistance of its
conductors. It acts, therefore, as a resistance which in some cases is many miles long. The
transmission line also behaves like an inductance, because each conductor is surrounded by a
magnetic field which also stretches the full length of the line. Finally, transmission line behaves
like a capacitor, the conductor acting as its more or less widely-separated plates. The resistance,
inductance and capacitance of a transmission line are uniformly distributed over its length, the
magnetic field around the conductors existing side by side with the electric field created by the
potential difference between them. We can picture transmission line as being made of
thousands of elementary resistors, inductors and capacitors.
9.3 Equipment:
Hardware components
IS-6017 Three-Phase Power Supply Unit 1
1 IS-6005 Inductive Load & IS-6006 Capacitive Load 1
IS-6049 Power Factor Meter 1
62 | P a g e
9.4 Procedure:
9.4.1 Ohmic-Inductive Load
1. Assemble the circuit in accordance with the foregoing topographic diagram shown in
Figure 9.1 Ohmic-Inductive Load.
bridging plugs set the secondary-side to star UN + 5%.
4. To end terminals of line, connect a three-phase balanced ohmic-inductive load: set the
load resistance value to R1 and begin with the value L4 = 1H of the inductive load.
5. Starting at R1 value reduces the resistance value in steps to R3, R4 and R5 in that order.
6. For each step measure the following quantities: voltage U1, current I1, active power P1
and reactive power Q1 at the beginning of the line, and voltage U2, current I2 and cosφ2
at the line end.
7. Enter the measured values into the following Table 9-1 ,Table 9-2 , Table 9-3 & Table
9-4.
9.4.2 Ohmic-Capacitive Load
1. Assemble the circuit in accordance with the foregoing topographic diagram shown in
the Figure 9.2 Ohmic-Capacitive Load .
bridging plugs set the secondary-side to star UN - 15%.
4. To end terminals of line, connect a three-phase balanced ohmic-capacitive load: set the
load resistance value to R1 and begin with the value C1 = 2.2 uF of the capacitive load.
5. Starting at R1 value change the resistance value in steps to R2, R3 and R4 in that order.
6. For each step measure the following quantities: voltage U1, current I1, active power P1
and reactive power Q1 at the beginning of the line, and voltage U2, current I2 and cosqφ2
at the line end.
7. Enter the measured values into the following Table 9-5,Table 9-6,Table 9-7 & Table
9-8.

Inductive load: L4 = 1H.
Table 9-1
R U1 (V) I1 (A) P1 (W) Q1 (Var) U2 (V) I2 (A) cosφ2

R1
R2
R3
R4
Repeat the above measurements for inductive loads of 0.8 H and 0.7 H.
Inductive load: L5 = 0.8 H.

Table 9-2

R1
63 | P a g e
R2
R3
R4
Inductive load: L6 = 0.7 H.

Table 9-3

R1
R2
R3
R4
In all measurements the voltage at the line end is considerably lower than the voltage at the
line beginning and decreases as the load current increases.
Now remove the connection to the resistive load and repeat the measurement for L4 = 1 H.
Table 9-4
U1 (V) I1 (A) P1 (W) Q1 (Var) U2 (V) I2 (A) cosφ2
The inductive load also consumes an active power due to ohmic resistance and iron losses of
the inductor.
Capacitive load: C1 = 2.2μF.

Table 9-5

R1
R2
R3
R4
Repeat the above measurements for capacitive loads of 4.5 uF and 6.8 uF.
Capacitive load: C2 = 4.5μF.

Table 9-6

R1
R2
R3
R4
64 | P a g e
Capacitive load: C3 = 6.8 uF.
Table 9-7

R1
R2
R3
R4
In all measurements the voltage at the line end is considerably higher than the voltage at the
line beginning and decreases as the load current increases.
Remove the connection to the resistive load and repeat the measurement for C3 = 6.8 uF.
Table 9-8
U1 (V) I1 (A) P1 (W) Q1 (Var) U2 (V) I2 (A) cosφ2
Unlike chokes, capacitors demonstrate practically no losses so that here nearly no active power
is consumed.

1. Measure the performance of a transmission line at ohmic inductive load.

2. Measure the performance of a transmission line at ohmic capacitive load.
9.7 Questions
1) Illustrate when a transmission line acts as capacitance.
2) Illustrate when a transmission line acts as resistance.
65 | P a g e
Figure 9.1 Ohmic-Inductive Load
66 | P a g e
Figure 9.2 Ohmic-Capacitive Load
67 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
68 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
69 | P a g e
transmission line during isolated neutral point
system: fault-to-earth
10.1 Objective:
Investigating the performance of a transmission line with isolated neutral point connection in
the case of a fault to earth.
Carrying out measurements of the earth-fault current and the voltage rise of the health phases.

In power systems with isolated neutral point connection only a low current flow in the case of
earth fault. This is described as fault-to-earth current. The system can still be operated for a
short period with fault-to-earth; in systems with overhead lines, an arc which has caused the
fault is extinguished, often automatically. The voltage increase in the unaffected phases during
the fault is a disadvantage. As the following shows Figure 10.1, the magnitude of the fault to-
earth current is essentially determined by the earth capacitance CE of the line alone.
Figure 10.1 Fault-to-earth in a network with isolated neutral point
Under the condition that the equivalent resistance of the power line is disregarded, the
following is applicable for the amount of the fault-to-earth current.
IE  3 U  CE
with U = UN = voltage at the fault location before the fault occurs. (Any inference regarding
this relationship is only possible using the method of the symmetrical components. This method
is introduced in the next chapter and is applied during the examination of asymmetrical faults).
Since the earth capacitance is proportional to the length of the line, the earth fault current
increases with increasing extent of the power system (the capacitances of transformers and
consumers can be disregarded in this context). As a result, systems with isolated neutral point
connection may only have a limited extent.
70 | P a g e
A typical example for application of this type of neutral point connection is the auxiliary
systems in power stations, to which the above-mentioned requirement applies.
10.3 Equipment:
Hardware components
10.4 Procedure:
1. Assemble the circuit in accordance with the foregoing topographic diagram Figure 10.2.
2. Set the primary side of three-phase transformer in delta connection 380 V and using
bridging plugs set the secondary-side to star UN – 15%.
3. DO NOT CONNECT the neutral star point to neutral N conductor.
4. Insert all bridging plugs connecting the capacitances to overhead line model. Set the
supply voltage to UN = 380 V.

Measure the earth-fault current Ie as well as the voltages on both healthy phases L2 and L3 with
respect to earth and Compare the earth-fault current measured to the value which would be
expected according to the theory:
IE  3  CE U
where U is the voltage present at the fault location during normal operation.
IE = …………… (A) U2 = …………… (V) U3 = …………… (V)

1. Measure the performance of a transmission line at isolated neutral point system.

2. Measure the performance of a transmission line at fault to earth.
10.7 Questions
1) Construct a statement on fault-to-earth current in case of this laboratory session.
71 | P a g e
2) Illustrate the relationship between earth capacitance and length of the transmission
line.
3) Display a few examples of neutral point connections in power systems.
4) Measure the practical and the theoretical fault current and compare them.
72 | P a g e
Figure 10.2 Isolated Natural Point System: Fault to Earth
73 | P a g e
Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
74 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
75 | P a g e
11 Determining the inductance of an earth-fault
neutralizer for a transmission line and compare
the performance with lab 10
11.1 Objective:
Determining the inductance of an earth-fault neutralizer for the overhead line model.
Investigating the performance of a transmission line with a fault and comparing the current
value with those determined during earth-fault with isolated neutral point system in experiment
As shown in the previous lab, in the case of earth fault current a practically pure capacitive
current is dealt with, which can assume dangerously high values in extended power systems.
If a supply inductor with a specific value XE is connected into the fault circuit, then the fault-
to-earth current is neutralized or “extinguished”; i.e. practically disappears. The inductor is
called an earth-fault neutralizer or Petersen suppression coil after its inventor.
Figure 11.1 Earth Fault in a Network with Petersen Coil
Since the earth capacitances vary in the case of varying power system relationships (connection
and disconnection of lines), the inductance of Petersen coil must be also variable. Therefore,
plunger coils or coils with taps are used, which are connected into the earth line to neutral point
connections of the transformers at selected locations of the power system. The mathematical
determination of the inductance required for neutralization is again only possible using the
method of symmetrical components.
The following condition applies for the reactance of the earth fault neutralizer:
1
XE 
3  CE
76 | P a g e
Since the fault current also has an active component due to the constantly present line
resistances, total compensation is not possible.
The active component amounts to approximately 10% of the fault current and is described as
the unbalanced residual earth current.
If an arc is located at the fault location in an overhead power system, then this is extinguished
automatically when there is sufficiently small residual current present, and the partial network
affected does not need to be switched off. Here lies the great technical and economic
importance of earth-fault neutralizes in overhead lines and combined overhead lines and cable
networks. In pure cable networks there in no possibility of arc extinguishing in the case of a
fault; only a limiting of the fault current can take place.
At the same time the danger of a fault spreading through the system is reduced.
At certain voltage amplitude the unbalanced residual current is in any case so great that
extinguishing of the arc can no longer take place. Consequently, Petersen coils are normally
used in the medium and high voltage power systems.
11.3 Equipment:
Hardware components
IS-6022 Petersen Coil 1
11.4 Procedure:
1. Assemble the circuit in accordance with the foregoing topographic diagram. Set
primary-side of three-phase transformer in delta connection 380 V and using bridging
plugs set the secondary-side to star UN - 15%.
2. Connect the neutral star point to neutral n conductor via the Petersen Coll.
5. In order to determine the required inductance for the compensation coil, the earth-fault
residual current as a function of the inductance used has to be measured for the
following values listed in the Table 11-1 (To achieve more precise measurement results
it is recommended that you use a sensitive ammeter with mA-measurement range)
6. Sketch the curve of the earth-fault residual current as a function of the compensation
coil inductance
77 | P a g e
Table 11-1
L (mH) 2000 1800 1600 1400 1250 1100 740

IE (A)
Figure 11.2 6. Sketch the curve of the earth-fault residual current as a function
of the compensation coil inductance
The minimum earth-fault residual current is achieved at a Petersen coil inductance

Lp = ………… mH.
At the frequency of 50 Hz the theoretical value of this inductance is
1
LP   1.69H
3(2  50)2  2  106
Measure the voltages of the two healthy phases with respect to earth at the fault location while
using the compensation coil which is tuned to the overhead line model:
U2 = ………… (V) U3 = ………… (V)
and verify that these voltages are smaller than in the case of the earth fault with isolated neutral
point system.

1. Demonstrate determination of the inductance of a transmission line using an earth fault

neutralizer.
2. Demonstrate determination of the inductance of a transmission line using a Peterson
coil.
11.7 Questions
1) Illustrate and display the effect of the Peterson Suppression Coil.
78 | P a g e
2) Illustrate the use of plunger coils in power systems.
3) Construct a statement stating why total compensation is not possible in case of this
laboratory session.
4) Display the role of earth-fault neutralizers in case an arc appears in an overhead
power system.
79 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
80 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
81 | P a g e
12 Investigating the effect of parallel compensation
of a line on the voltage stability at the load.
12.1 Objective:
Investigating the effect of parallel compensation on the voltage stability at the load and the
transmission losses of the line.

By means of parallel connection of a capacitance, the power factor of a mixed ohmic inductive
consumer can be improved. The capacitive reactive current of the capacitor compensates the
inductive component of the consumer current. The principle of this parallel compensation,
frequently used in practice, is depicted in the following Figure 12.1; for reasons of
simplification, the operational capacitance of the line has not been taken into consideration.
Figure 12.1 Reactive Power Parallel Compensation and Vector Diagram
The capacitive current IC of the capacitor partially or totally compensates the reactive
component lb of the load current, depending on the value of C.
For reasons having to do with tariff scales, complete compensation is not of use to the
electricity utilities.
Compensation is only carried out to a residual reactive power Qr’, at which point a power factor
cosφ2’ is just reached, for which no reactive energy need be paid for.
82 | P a g e
For power values which are uncompensated or partially compensated, the following vector
diagrams are valid (P, Q, S = active, reactive and apparent power of the consumer, cosφ 2 =
power factor of the consumer without compensation and cosφ2’= power factor with
compensation).
Figure 12.2 Power Relationships with Uncompensated and Partially Compensated Operation.
The compensation power Qc required for improving the power factor from the angle φ2 to the
angle φ2’ can be deduced from the vector diagram above:
Qc = P (tanφ2 - tanφ2’)
From this the required capacitance of the three individual capacitances of a compensation
system in star connection can be deduced:
Qc
C
  NN2
Parallel compensation is dependent on the load. In practice, capacitors are connected or

disconnected depending on the load condition. In the determination of the capacitance required
in compensation for long overhead lines and cables, half the operational capacitance should be
also be taken into consideration if necessary. If each consumer is individually compensated,
then we refer to individual compensation.
If a common capacitor system is used for the compensation of a series of consumers – for
example, for all drives of an industrial user - then we refer to central or group compensation.
Once again, it must be possible to connect and disconnect individual capacitors, in order to
adapt the compensation system to varying load conditions.
83 | P a g e
12.3 Equipment:
Hardware components
IS-6005 Inductive Load 1
IS-6006 Capacitive Load 1
12.4 Procedure:
1. Assemble the circuit in accordance with the foregoing topographic diagram Figure 12.3.
2. The inductive component of an ohmic-inductive load is to be compensated using a
capacitance connected in parallel.
3. In order to demonstrate the significant features of the parallel compensation, it is
sufficient to investigate the line without capacitances. This also ensures conformity
with the equivalent circuit diagram and corresponding vector diagram presented in the
theoretical section Figure 12.1.
4. Remove all bridging plugs connecting capacitances CE and CL on the overhead line
model. Set primary-side of three-phase transformer in delta connection 380 V and using
6. Set the value L2 = 2.6 H at the inductive load: a capacitance of exactly 3.2 μF would be
required to compensate for this inductance completely (ω • C • L = 1).
7. Connect the value C2 = 4.5 μF at the capacitive load and measure the voltage U1, the
current I1, the active P1 and reactive Q1 powers at the beginning of the line and the
voltage U2, the current I2 and cosφ2 at the line end for various settings of the load
resistance.
8. Enter the measured values in the following Table 12-1,Table 12-2 & Table 12-3.

1. Inductive load L2 = 2.5 H Compensation capacitance C2 = 4.5 μF
Table 12-1
84 | P a g e
R1
R2
R3
R4
Repeat the above measurements for different inductive loads and compensation capacitances.
2. Inductive load L4 = 1 H Compensation capacitance C4 = 9 μF
Table 12-2

R1
R2
R3
R4
3. Inductive load L5 = 0.8 H Compensation capacitance C5 = 11.4 μF
Table 12-3

R1
R2
R3
R4
4. Comparing the measurement results with those obtained under experiment 4, parallel
compensation reduces the reactive power requirement of the line-load system; at the
same time, the voltage at the load increases.
5. The compensation is virtually total and this may be seen from load cosφ2 which is now
approx. 1 in every case.
6. In the following experiment the power factor of a load is to improve through
compensation to a specific value.
7. From measurement results of experiment 4 (ohmic-inductive load) with inductive load
L5 = 0.9 H and resistive load R3 = 317 Ω we know that a cosφ2 value of about 0.5 occurs
for this load case.
8. Set the inductive load L5 and resistive load R3 (317 Ω).
9. In order to determine the required capacitance for improving the power factor to about
0.9 change in steps the capacitance load values until power factor meter reads about
0.9. At this moment measure voltage U1, current I1, active Pi and reactive Q1 powers at
the beginning of the line and voltage U2, current I2 and cosφ2 at the line end.
Compensation capacitance: ………… μF
U1 = …………… V I1 = …………… A P1 = …………… W

Q1 = …………… Var U2 = …………… V I2 = …………… A
cosφ2 = ……………
10. Comparing these measurement results with those obtained under same ohmic-inductive
load in the experiment 4, here, too, we see a significant improvement in the voltage at
consumer, coupled with a reduction current. Moreover, the desired power factor value
can be achieved precisely.
85 | P a g e
1. Demonstrate the performance using a parallel compensation technique.

2. Demonstrate the voltage stability of this laboratory session.
12.7 Questions
1) Illustrate how parallel compensation helps improve the power factor in a power
system.
2) Sketch and display the vector diagrams with and without parallel compensation.
3) Illustrate the advantage to connect and disconnect individual capacitors.
4) Display a few examples of applications employing the use of parallel compensation.
86 | P a g e
Figure 12.3 Parallel Compensation
87 | P a g e
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88 | P a g e

(1–4)
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89 | P a g e
13 Investigating the effect of series compensation of a
line on the voltage stability at the load.
13.1 Objective:
Investigating the effect of series compensation on the voltage stability at the load.

Another task is fulfilled by the so-called series capacitors. They are used to compensate the
inductance of longer lines and thus reduce the voltage drop on the transmission line. However,
the transmission losses occurring cannot be reduced using this type of compensation. To
illustrate this Principe, it suffices again to study a line without its operating capacitance, as
illustrated in the following Figure 13.1Reactive Power Series Compensation and Vector
Diagram.
Figure 13.1Reactive Power Series Compensation and Vector Diagram.
The voltage drops ΔU between U1 at the beginning of the line and U2 at the end of the line can
be split into a direct-axis component ΔU1 and a Quadrature component ΔUq as shown in Figure
13.2; the Quadrature component is always much smaller than the Quadrature component.
The aim of series compensation is to achieve a direct-axis voltage drop which is as small as
possible. For the capacitance of the series capacitor the following applies when neglecting ΔUq
and under the condition ΔU1 = 0:
1
C
 (L  R  cot 2 )
The effect of the series capacitors is independent on the level of the load, but is dependent on
its cosφ2. Because, in the case of consumers of the same type, this does not change very much,
a series capacitor, unlike a parallel capacitor, need not be controlled.
90 | P a g e
Figure 13.2 Direct-Axis and Quadrature-Axis Components of the Voltage Drop.
The capacitor must be protected against over voltages, which could appear as a result of high
short-circuits current caused by a short circuit at the end of the line. For this, elaborate measures
a protective series gap, for example - are required, which often make the use of series capacitors
uneconomical.
Other Types of Compensation
A third type of compensation is the possibility of reducing the effect of the operating
capacitance of long load lines, or lines operated with light load, by connecting so-called shunt
reactors in parallel. In this manner, the danger of a voltage increase by the Ferranti effect is
prevented.
In conclusion, take note that the favorable influencing on transmission losses and reduction in
voltage increase of no-load lines can be caused not only by capacitors and reactors (so-called
static compensation). For this, synchronous machines are also well suited, which are operated
at no-load in the mains and, due to their exciter state, only generate inductive or capacitive
reactive power. Since, in this case, the phase angle of the mains can be affected, synchronous
machines (normally generators of pumping power stations) are described as rotating phase
shifters in this operating mode.
In the following experiments presented in this book we have restricted our example to those of
parallel and series compensation.
13.3 Equipment:
Hardware components
91 | P a g e
IS-6006 Capacitive Load 1
13.4 Procedure:
1. Assemble the circuit in accordance with the foregoing topographic diagram.
2. The inductive component of the line is to be compensated using a capacitance
connected in series.
3. In order to concentrate on the essential features of the series compensation, here too we
shall ignore the line capacitances.
4. Thus, this also ensures conformity with the equivalent circuit diagram and
corresponding vector diagram presented in the theoretical section (Figure 13.1)
5. Remove all bridging plugs connecting capacitances CE and CL on the overhead line
model. Set primary-side of three-phase transformer in delta connection 380 V and using
6. According to the formula presented in the theoretical section, a compensation
capacitance value
1
C  29.4 F
2  50(2  50  290  103  13  1.333)
is required for an overhead line model representing a length of 360 km at loads with a cosφ2
value of around 0.8, such as the model used here.
7. Set the series capacitance to 20.4 μF by connecting three individual capacitances C 8 =
18 μF in series to each line conductor.

In order to maintain uniform cosφ2, set the ohmic and inductive values sequentially to the
respective values given in the following table and then for each step measure voltage U1,
current I1, active P1i and reactive Q1 powers at the beginning of the line and voltage U2 and
current I2 at the line end.
L R U1 (V) I1 (A) P1 (W) Q1 (Var) U2 (V) I2 (V)

L4 R4
L5 R5
Comparing the voltages measured at the two line ends with those measured for the same loads
L and R without series compensation (experiment 4), the voltage increase at the line end is
obvious while the series compensation serves mainly to reduce the voltage drops of the line.

92 | P a g e
1. Demonstrate the performance using a series compensation technique.
2. Demonstrate the voltage stability of this laboratory session.
13.7 Questions
1) Illustrate how series compensation helps stabilize the voltages in a power system.
2) Sketch and display the vector diagrams with and without series compensation.
3) Illustrate the use to fix the voltages to avoid over voltages in series compensation.
4) Display a few examples of applications employing the use of parallel compensation.
93 | P a g e

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94 | P a g e

(1–4)
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95 | P a g e
14 Measuring current distribution and Investigating
effects of operating capacitances in a series
operation of two lines.
Two Lines in Series (With Operating Capacitances)
Two Lines in Series (Without Operating Capacitances)
14.1 Objective:
Measurement of the voltage distribution in the series connection of two lines.
Investigation of the effect of the operating capacitances on the voltages and currents.

This arrangement, where the individual units of operating equipment are connected in
series, is the basis of the radial network. The relations are deduced first for the simplified
representation (i.e. without shunt elements); then a more exact treatment, in which the
shunt elements are considered, is carried out
A characteristic feature of a series circuit is that approximately the same current flows
through all branches. Thus, the cross-section of the weakest line is decisive in
determining the extent to which a series circuit can be loaded.
The simplified equivalent circuit diagram of two lines in series is given in the following
figure.
Figure 14.1 Simplified equivalent circuit diagram of two lines in series.
Key: longitudinal impedance of line 1, Z1 = R1 + j ω L1 = R1 + JX1

longitudinal impedance of line 2, Z2= R2 + j ω L2 = R2 + JX2
feeding voltage at the beginning of line 1, UA
voltage at the beginning of line 2, U2
load voltage at the end of line 2, UE
load current, also the current through the two lines, IE
In order to demonstrate the characteristic properties of a series connection, it is
sufficient to assume a purely ohmic load at the end of line 2. However, the expressions
which are derived under such an assumption are also principally valid for other load
cases.
96 | P a g e
The phasor diagram for the circuit shown in Figure 14.1 is given in the following figure.
Figure 14.2 Phasor diagram for the simplified equivalent circuit.
The two-line impedances Z1 and Z2 add together to give a total line impedance
Z tot  Z1  Z 2   R1  R2   j  X 1  X 2 
The following gives the voltage at the end of line 1:
U B  U A  Z1 • I E  U A   R1  jX 1  • I E
The following gives the voltage at the end of line 2:
U E  U A  Z tot • I E  U A   R1  R2   j  X 1  X 2   • I E
Accordingly, if two identical lines are connected in series, the connection behaves just
as if it were a single line twice as long (shunt elements ignored here). However,
impermissibly high voltage drops occur when the line is very long, which introduces
the necessity of transmission at a higher voltage level. Consideration of the shunt
elements (operating capacitance) leads to the following equivalent circuit diagram.
97 | P a g e
Figure 14.3 Equivalent circuit diagram of two lines in series with shunt elements taken into consideration.
The phasor diagram for the equivalent circuit shown in Figure 14.3 is given in the
following figure.
Figure 14.4 Phasor diagram for the equivalent circuit with shunt elements taken into consideration.
98 | P a g e
The following relationships are based on the voltage and current at the end of line 2,
given by the conditions required at the load. Half of the operating capacitance of line 2
lies parallel to the load. The current IBE through line 2 is thus composed of the load
current and the charging current at the end of line 2. If current IBE is known the voltage
drop along line 2 and thus the voltage UB can be determined.
Knowing UB the two charging currents Ibo and W at the end of line 1, resp. at the
beginning of line 2, can be found. Adding these currents to IBE gives the current IAB
through line 1 and thus the corresponding voltage drop along line 1 resp. the required
voltage UA at the beginning of the circuit. Now the charging current IA0 at the beginning
of line 1 is to be found from this value and added to the current IAB in order to obtain
the current IA which flows into the circuit. The treatment in the phasor diagram above
is qualitative (i.e. not to scale). The values show that in reality the influence of the
operating capacitances is smaller than represented in the phasor diagram. It should be
noted that the voltages obtained from this calculated evaluation are always phase to-
neutral voltages and not the phase-to-phase voltages. It must also again be pointed out
that the representation here using concentrated parameters (especially in the case of the
operating capacitances) does not agree completely with the real situation. In the case of
real lines there is thus no difference between the currents IAB and IBE at the B node.
14.3 Equipment:
Hardware components
IS-6000 Variable Three-Phase Power Supply 1
14.4 Procedure:
14.4.1 TWO LINES IN SERIES (without operating capacitances)
1. Assemble the circuit in accordance with the foregoing topographic diagram
Figure 14.5 Two Lines in Series (without operating capacitances)..
2. Set primary-side of the three-phase transformer in delta connection 380V and
using bridging plugs set the secondary-side to star UN + 5%.
3. Remove all bridging plugs connecting the capacitances to both line models.
4. Connect a three-phase balanced resistive load to end terminals of the line 2; set
the load resistance value to R1.
5. Adjust the supply voltage in order to obtain the nominal voltage UN = 380V
(phase-to-neutral voltage 220V) at the beginning of line 1: this value must keep
constant for all the measurements.
99 | P a g e
For each step measure the following quantities:
7. voltage UB at the beginning of line 2 and voltage UE at load and the load current
IE, also current through the two lines.
14.4.2 TWO LINES IN SERIES (with operating capacitances)
1. Assemble the circuit in accordance with the foregoing topographic diagram .
4. Connect a three-phase balanced resistive load to end terminals of the line 2; set
the load resistance value to R1.
(phase-to-neutral voltage 220V) at the beginning of line 1: this value must keep
constant for all the measurements.
For each step measure the following quantities:
7. Current I1 at the beginning line 1, voltage UB and current I2 at the beginning line
2, voltage UE and current IE at the load.

14.5.1 TWO LINES IN SERIES (without operating capacitances)
Table 14-1
UA (V) R UB (V) UE (V) IE (A)

220 R1
220 R2
220 R3
220 R4
220 R6
220 R7
220 R8
Plot the voltage curves as a function of the load current in a combined diagram
100 | P a g e
The voltages decrease from the in feed point to the end of the line’s series.
Typical results
The voltage values at the load show that the voltage drops are impermissibly large with
very long line
101 | P a g e
14.5.2 TWO LINES IN SERIES (with operating capacitances)
Table 14-2
UA (V) R I1 (A) UB (V) I2 (A) UE (V) IE (A)

220 R1
220 R2
220 R3
220 R4
220 R5
Plot the voltage and the line currents curves as a function of the load current in a
combined diagram.
.
Typical results
102 | P a g e
When the line capacitances are taken into consideration cross currents flow at beginning
and end points of the two-line models. These cross currents are superposed on the load
current. Moreover, the influence of the line inductances on the voltage drop is partially
compensated by the effect of the cross capacitances.
Figure 14.5 Two Lines in Series (without operating capacitances).
103 | P a g e
Figure 14.6 Two Lines in Series (with operating capacitances).
104 | P a g e
1. Measure the effects of operating capacitances in this laboratory session.

2. Measure the voltage distribution in the series connection of two lines.
14.7 Questions
1) Illustrate and display that how the current is approximately the same in all branches
in a series circuit in case of transmission lines.
2) Sketch and display the phasor diagram of the simplified equivalent circuit.
3) Illustrate what happens when two identical lines are connected in series.
4) Construct a statement on why the cross currents are superposed on the load current.
105 | P a g e

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106 | P a g e

(1–4)
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107 | P a g e
15 Measuring current distribution and Investigating
effects of operating capacitances in a parallel
operation of two lines.
Two Lines in Parallel (With Operating Capacitances)
Two Lines in Parallel (Without Operating Capacitances)
15.1 Objective:
Measurement of the current distribution in the parallel connection of two lines.
Investigation of the effect of the operating capacitances on the voltages and currents

This type of arrangement of the operating equipment forms the basis of meshed
networks. Here too, the relationships are first derived for the simplified representation
(i.e. without shunt elements); then a more exact treatment, in which the shunt elements
are considered, is carried out
A characteristic property of a parallel circuit is the fact that the same voltage drop occurs
across all branches. Thus, the total current in a parallel circuit is always splits so that
the ratio of the currents in the branches is inversely proportional to the ratio of the
impedances in the branches.
The simplified equivalent circuit diagram of two lines in parallel is given in the
following figure.
Figure 15.1 Parallel Connections of two lines.
Key: longitudinal impedance of line 1, Z1 = R1 jωL1 = R1 + jX1

longitudinal impedance of line 2, Z2 = R2 + jωL2 = R2 + jX2
feeding voltage at the beginning of the lines, UA
load voltage at the end of the lines, UE
current through line 1, I1
current through line 2, I2
108 | P a g e
load current, IE
Fig. 9 Simplified equivalent circuit diagram of two lines in parallel
A mixed ohmic-inductive load is assumed at the ends of the two lines in this experiment,
in order to simulate realistic conditions with respect to the demand of reactive power.
The relationships derived are also principally valid for other load cases.
The phasor diagram for the circuit shown in Fig. 9 is given in the following figure.
Figure 15.2 Phasor diagram for the simplified equivalent circuit (for the meanings of Rtot and Xtot see below).
The two-line impedances Z1 and Z2 form the total impedance Ztot in accordance with
the following equation:
1 1 1 1 1
   
Z tot Z 1 Z 2 R1  j L1 Rw  j L2
Solving the above equation gives:
109 | P a g e
R1R2 (R1  R2 )  R1 X 22  R2 X12 X1 X 2 ( X1  X 2 )  X 1 2 X 2  R 2 2 X 1
Z tot  Rtot  jX tot  j
(R1  R2 )2  ( X1  X 2 )2 (R1  R2 )2  ( X1  X 2 )2
The current through line 1 is given by:
Z tot
I1  IE
Z1
The current through line 2 is given by:
Z tot
I2  IE
Z2
Accordingly, when two identical lines are connected in parallel, the circuit behaves as
if it were a single line of half the length (here shunt elements have been ignored):each
of the two line branches carries half the load current. Consideration of the shunt
elements (operating capacitances) leads to the following equivalent circuit diagram.
Figure 15.3 Equivalent circuit diagram of two lines in parallel with shunt elements taken into consideration.
110 | P a g e
Figure 15.4 Phasor diagram for the equivalent circuit with shunt elements taken into consideration.
The phasor diagram for the equivalent circuit of Fig. 11 is given in the following figure.
The treatment in the phasor diagram mentioned above is again qualitative (i.e. not to
scale). In contrast to the situation with the series circuit, the relationships here are also
quite simple, even when the shunt elements have been taken into consideration.
The operating capacitances, which were assumed to be concentrated elements in the π
equivalent circuit, are added and increase the capacitance of the arrangement
accordingly.
To draw the phasor diagram the given quantities load current IE and voltage UE at the
load are again assumed. The addition of IE with the currents IE01 and IE02 at half the
111 | P a g e
operating capacitance of lines 1 and 2 leads to the fictive current IAE, which is
responsible for the voltage drop across the parallel-connected longitudinal impedances
Z1 and Z2. The expressions derived for the simplified representation are also valid for
this parallel circuit. In order to obtain the current IA which flows into the circuit, the two
capacitive currents IA01 and IA02 are to added to IAB at the beginning of the lines.
15.3 Equipment:
Hardware components
IS-6000 Variable Three-Phase Power Supply 1
15.4 Procedure:
15.4.1 Two Lines in Parallel (without operating capacitance)
1. Assemble the circuit according with the foregoing topographic diagram Figure
15.5 Two Lines in Parallel (without operating capacitance)..
4. Connect a three-phase balanced ohmic-inductive load to end terminals of the
parallel-connected lines: set the load value to R1 – L1.
(phase-to-neutral voltage 220V) at the beginning of the parallel-connected lines:
this value must be kept constant for all the measurements.
6. Beginning from R1 – L1 value change the load in steps for the indicated values.
7. For each step measure the following quantities: current I1 at the beginning of line
1, current I2 at the beginning of line 2, current IE and voltage UE through the load.
8. Enter the measured value into the following Table 15-1 and Table 15-2.
15.4.2 Two Lines in Parallel (with operating capacitance)
1. Assemble the circuit according with the foregoing topographic diagram.
2. Set the primary-side of the three-phase transformer in delta connection 380V and
3. Insert all bridging plugs connecting the capacitances to both line models.
4. Connect a three-phase balanced ohmic-inductive load to end terminals of the
parallel-connected lines: set the load value to R1 – L1.
112 | P a g e
(phase-to-neutral voltage 220V) at the beginning of the parallel-connected lines:
this value must keep constant for all the measurements.
6. Beginning from R1 – L1 value change the load in steps for the indicated values.
7. For each step measure the following quantities: current I1 at the beginning of line
1, current h at the beginning of line 2, current IE and voltage UE through the load.
8. Enter the measured value into the following Table 15-3.

15.5.1 Two Lines in Parallel (without operating capacitance)
Table 15-1
UA (V) R–L I1 (A) I2 (A) IE (A) UE (V)

220 R1 - L1
220 R2 - L2
220 R3 – L3
220 R4 – L4
220 R5 – L5
Temporarily disconnect one of the lines and repeat the above measurements.
Table 15-2

220 R1 - L1 0
220 R2 - L2 0
220 R3 – L3 0
220 R4 – L4 0
220 R5 – L5 0
Plot the load as a function of the load current for the two working conditions in a
combined diagram.
113 | P a g e
Typical results
As expected, when two equally long lines are connected in parallel, each lines carries
half the load current If one of the lines is disconnected, the remaining line now carries
twice as much current, causing an higher voltage drop.
15.5.2 Two Lines in Parallel (with operating capacitance)
114 | P a g e
Table 15-3

220 R1 - L1
220 R2 - L2
220 R3 – L3
220 R4 – L4
220 R5 – L5
Plot the load voltage and the current at the current at the beginning lines as a function
of the load current in a combined diagram.
Typical results
115 | P a g e
As expected, consideration of operating capacitances results in better voltage values.
116 | P a g e
Figure 15.5 Two Lines in Parallel (without operating
capacitance).
117 | P a g e
Figure 15.6 Two Lines in Parallel (with operating
capacitance).

118 | P a g e
1. Measure the effects of operating capacitances in this laboratory session.
2. Measure the voltage distribution in the series connection of two lines.
15.7 Questions
1) Illustrate and display that how the voltage drop is approximately the same in all
branches in a parallel circuit in case of transmission lines.
2) Sketch and display the phasor diagram of the simplified equivalent circuit.
3) Illustrate what happens when two identical lines are connected in parallel.
4) Construct a statement on why mixed ohmic-inductive load is assumed at the ends of
the two lines in this laboratory session.
119 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
120 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
121 | P a g e
16 Operation and performance evaluation of a
HVDC line and compare it with EHV line (Open-
ended lab-2)
16.1 Objective:
The focus of this laboratory session is to give a freedom to the students to analysis the steady-
state and transient performance of the HVDC transmission system.

The massive transmission of electricity in the form of DC over long distances by means of
submarine cables or overhead transmission line is the high voltage direct current transmission.
This type of transmission is preferred over HVAC transmission for very long distance when
considering the cost, losses and many other factors. The names Electrical superhighway or
Power superhighway are often used for HVDC.
We know that AC power is generated in the generating station. This should first be converted
into DC. The conversion is done with the help of rectifier. The DC power will flow through
the overhead lines. At the user end, this DC has to be converted into AC. For that purpose, an
inverter is placed at the receiving end. Thus, there will be a rectifier terminal in one end of
HVDC substation and an inverter terminal in the other end as shown in the Figure 16.1. The
power of the sending end and user end will be always equal (Input Power = Output Power).
When there are two converter stations at both ends and a single transmission line is termed as
two terminal DC systems. When there are two or more converter stations and DC transmission
lines is termed as multi-terminal DC substation.
Figure 16.1 HVDC layout
16.3 Equipment:
Software for Simulation MATLAB R2017b or any another software
122 | P a g e
16.4 Procedure:
1. Student have to design the system of a 1000 MW (500 kV, 2kA).
2. DC interconnection is used to transmit power from a 500 kV, 5000 MVA, 50 Hz
network to a 345 kV, 10 000 MVA, 50 Hz network.
3. The rectifier and the inverter are on the base of choice of student. For the help, you can
use the 12-pulse converters using two 6-pulse thyristor bridges connected in series.
4. The rectifier and the inverter are interconnected through a 300 km distributed parameter
line and two 0.5 H smoothing reactors.
5. The transformer tap changers are not simulated and fixed taps are assumed.
6. Two circuit breakers are used to apply faults on the inverter AC side and rectifier DC
side.

Sketch the block diagram
Note down the sending and receiving end voltages and evaluate the performance of the HVDC
transmission line with fault and without fault and record the observation in your table.

1. Evaluate operation and performance of a HVDC line.
2. Compare operation and performance of a HVDC line with EHV line.
16.7 Questions
1. Explain the use of HVDC instead of HVAC for transmission. Support your answer
with differences between these two as well.
2. Discuss a two terminal DC system.
3. Construct a block which displays and describe the performance parameters of HVDC
transmission line with and without fault.
123 | P a g e

Is able to build a
Psychomotor

Building
(Hardware) ☐
P4
special revisions
requirements
accurate accurate
C3 occasions
Is able to
formulate
/develop theories
/conclude /conclude
investigation
parameters by
assessing data
Cognitive

C6 to it
Is unable to use
the software ☐
tool
features features
Is able to
efficiently
Is able to
complete a given
complete a
task using
given task using
required
programming ☐
language
constructs /
methods /
methods /
commands and/or
commands
add features to
the original task
124 | P a g e

(1–4)
(PLO6)
Does not
Exhibits exhibit
exemplary exhibit
dealing with
fellow students,
dealing with
fellow ☐
(PLO8)
time instructor all
time time
the time
Consistently
Consistently
(PLO9) provides
agreed tasks and
in completing a
completing a ☐
revisions
quality is editing
Affective
excellent
Consistent
(PLO9)
encourages and
most of the time
A5 towards other
team members
members others
Report on all
Report on all
relevant sections
related to the lab
tasks is
tasks is but many
(PLO10) terms of
requirements /
prescribed time /
good language
skills
skills
Does not
Lab Task
Management
(PLO11)
A3
timeframes
125 | P a g e

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Laboratory Manual

EE-3336: Power Transmission Line

Updated By: Supervised By:

Last Revision: Feb 2020

It is certified that the lab manual titled “Power Transmission Line”,

CLO Course Learning Outcomes Domain Level PLO

Lab # Lab Title Related PLO

1.2 Introduction and Theory:

Software for Simulation MATLAB R2017b

1.4 Pre-Lab Preparation:

Al Area Strand Diameter GMR Resistance Ohm/Km Ampacity

CMILS Al/St cm cm 60Hz,25C 60HZ,50C Ampere

4. Write down the code in the MATLAB

Figure 1.2 Command window

Figure 1.3 Symmetrical spacing

7. Enter spacing unit within quotes 'm' or 'ft'.

1.6 Observations and Results

GMD GMRL GMRC L C

Component Above Meeting Approaching Below Weight Score

using correct given setup copy a given assemble a

(Hardware / given problem solution of a

Component Above Meeting Approaching Below Weight Score

2.2 Introduction and Theory:

Software for Simulation MATLAB R2017b

2.4 Pre-Lab Preparation:

Figure 2.1 Conductor layout

CMILS Al/St cm cm 60Hz,25C 60HZ,50C Ampere

4. Write down the code in the MATLAB

Figure 2.2 Command window

6. Select number of menus 2 (Double-circuit Vertical Configuration), after pressing “2”

Figure 2.3 Circuit Arrangements

2.6 Observations and Results

GMD GMRL GMRC L C

Component Above Meeting Approaching Below Weight Score

using correct given setup copy a given assemble a

(Hardware / given problem solution of a

Component Above Meeting Approaching Below Weight Score

3.2 Introduction and Theory:

Software for Simulation MATLAB R2017b

3.4 Pre-Lab Preparation:

CMILS Al/St cm cm 60Hz,25C 60HZ,50C Ampere

4. Write down the code in the MATLAB

Figure 3.2 Command window.

6. Select number of menus 3 (Double-circuit horizontal Configuration), after pressing “3”

Figure 3.3 Circuit Arrangements.

3.6 Observations and Results

GMD GMRL GMRC L C

Component Above Meeting Approaching Below Weight Score

using correct given setup copy a given assemble a

(Hardware / given problem solution of a

Component Above Meeting Approaching Below Weight Score

The parameter D is dimension less.

Figure 4.1 Two port representation of Transmission

Figure 4.2 Short transmission line representation

MEDIUM LINE APPROXIMATION

Figure 4.3 Nominal-π representation.

ABCD parameters of the nominal-π representation are