CM-EEDA

514

Course Module

DC and AC Machines

Knowledge Area Code : BSEE

Course Code : EEDA 514
Course Module Code : CM-EEDA 514
 CM-EEDA

514

EEDA 514
Course Module
DC and AC Machines
First Edition, 2020

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties. “

Borrowed materials included in this module are owned by their respective copyright holders. Every effort
has been exerted to reach and seek permission to use these materials from their respective copyright
owners. The University and authors do not claim ownership over them.

Published by the Bataan Peninsula State University

President: Gregorio J. Rodis, PhD

Learning Module Development Team

Writers:

Roland S. Manalang
Mar. O Tapia
Frelie C. Poblete

Evaluators:

Dan William C. Martinez, ME Program Head

Greg C. Mallari, EE Program Head
Nelson S. Andres, CEA Dean

Quality Management Team:

Arlene I. Pascual
Focal Person, University Gender and Development

Cristina G. Rivera
Chair, Oversight Committee on Curriculum Development

Arlene D. Ibañez
Chair, Oversight Committee on Textbook and Instructional Materials

Jesselyn C. Mortejo, EdD

Director, Quality Assurance Office

Emmanuel C. Macaraeg, PhD, CESE

Vice President for Academic Affairs

Learning Module: DC AND AC MACHINES 1

 CM-EEDA

514

Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and certain
behaviors are expected when you communicate with both your peers and your instructors.
These guidelines for online behavior and interaction are known as netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more serious
harm.
• Don't share your password with anyone.
• Change your password if you think someone else might know it.
• Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
• Treat your instructor and classmates with respect in email or any other communication.
• Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
• Unless specifically invited, don’t refer to your instructor by first name.
• Use clear and concise language.
• Remember that all college level communication should have correct spelling and grammar
(this includes discussion boards).
• Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of
“you.”
• Use the prescribed font Palatino Linotype and use a size 10-point font.
• Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS YELLING.
• Limit and possibly avoid the use of emoticons like :) or J.
• Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
• Be careful with personal information (both yours and other’s).
• Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you should:
• Use a descriptive subject line.
• Be brief.
• Avoid attachments unless you are sure your recipients can open them.
• Avoid HTML in favor of plain text.
• Sign your message with your name and return e-mail address.
• Think before you send the e-mail to more than one person. Does everyone really need to
see your message?
• Be sure you REALLY want everyone to receive your response when you click, “reply all.”
• Be sure that the message author intended for the information to be passed along before you
click the “forward” button.

Learning Module: DC AND AC MACHINES 2

 CM-EEDA

514

Netiquette Guide for Online Courses

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
• Make posts that are on topic and within the scope of the course material.
• Take your posts seriously and review and edit your posts before sending.
• Be as brief as possible while still making a thorough comment.
• Always give proper credit when referencing or quoting another source.
• Be sure to read all messages in a thread before replying.
• Don’t repeat someone else’s post without adding something of your own to it.
• Avoid short, generic replies such as, “I agree.” You should include why you agree or add
to the previous point.
• Always be respectful of others’ opinions even when they differ from your own.
• When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
• Do not make personal or insulting remarks.
• Be open-minded.

(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

Learning Module: DC AND AC MACHINES 3

 CM-EEDA

514

About the Faculty

Engr. Roland S. Manalang is a graduate of Holy Angel University (HAU), Angeles City with a
degree of Bachelor of Science in Electrical Engineering. He completed his Master in Engineering
Management in Bataan Peninsula State University (BPSU), City of Balanga.
He is currently a fulltime instructor in BPSU since A.Y. 2016. He handles instructions for
various subjects under the Electrical Engineering knowledge area. Prior to entry in the
university, he was the Operations Manager for Global Cars (Group), N.V., Suriname, South
America. He also served as the After-Service Head for Ford Subic, under the Laus Group of
Companies. Engr. Manalang, also served as the Team Leader for Factory Automation Group,
Panasonic Industrial Asia (Philippine Branch).
Other backgrounds are in Laser Etching technology for microchip production and Surface
Mount Technology manufacturing industries where he served as a Solutions Engineer, Service
Engineer and training specialist for manufacturing engineers.

Learning Module: DC AND AC MACHINES 4

 CM-EEDA

514

Table of Contents
Course Module

Netiquette Guide for Online Courses ................................................................................... 2

About the Faculty .................................................................................................................... 4

Table of Contents ..................................................................................................................... 5

Course Overview .................................................................................................................... 7

Learning Module 01

Module Overview ___________________________________________________ 10

Course Packet 01

DC Machines .......................................................................................................................... 16

Introduction ........................................................................................................................... 16
Objectives ............................................................................................................................... 16
Learning Management System ............................................................................................ 17
Duration ................................................................................................................................. 17
Delivery Mode ....................................................................................................................... 17
Readings ................................................................................................................................. 17
Introduction -------------------------------------------------------------------------------------------- 19
Electromagnetism.................................................................................................................. 19
Fundamentals of Rotating Machines .................................................................................. 24
Parts of a dc Machine ............................................................................................................ 26

Simple Wire Loop in a Magnetic Field ............................................................................... 29

Power Flow in dc Machines ................................................................................................. 31
Sample Problems ................................................................................................................... 33
Activity Sheet 1 ...................................................................................................................... 36
Activity Sheet 2 ...................................................................................................................... 37

Course Packet 02

DC Generators ...................................................................................................................... 40

Introduction ........................................................................................................................... 40

Objectives ............................................................................................................................... 40

Learning Management System ............................................................................................ 40

Duration ................................................................................................................................. 40

Delivery Mode ....................................................................................................................... 41

Learning Module: DC AND AC MACHINES 5

 CM-EEDA

514
Readings ................................................................................................................................. 41

DC Generators ....................................................................................................................... 42

Introduction ........................................................................................................................... 42

Separately Excited DC Generator ....................................................................................... 44

Shunt Generator .................................................................................................................... 47

Series Generator .................................................................................................................... 48

Compound Generators ......................................................................................................... 49

Sample Problems ................................................................................................................... 50

Activity Sheet 3 ...................................................................................................................... 53

Activity Sheet 4 ...................................................................................................................... 54

Activity Sheet 5 ...................................................................................................................... 55

Course Packet 03

DC Motors .............................................................................................................................. 58

Introduction ........................................................................................................................... 58

Objectives ............................................................................................................................... 58

Learning Management System ............................................................................................ 58

Duration ................................................................................................................................. 58

Delivery Mode ....................................................................................................................... 59

Readings ................................................................................................................................. 59

DC Motors .............................................................................................................................. 60
Introduction ........................................................................................................................... 60
Shunt DC Motor .................................................................................................................... 61
Permanent Magnet DC Motor ............................................................................................. 62
Series DC Motor .................................................................................................................... 63
Compound DC Motors ......................................................................................................... 63
Sample Problems ................................................................................................................... 63
Activity Sheet 6 ...................................................................................................................... 66
Activity Sheet 7 ...................................................................................................................... 67

Learning Module: DC AND AC MACHINES 6

 CM-EEDA

514

Course Overview
Introduction

The Course deals with performance characteristics and operation including losses and
efficiencies of DC and AC machines such as alternators, induction/synchronous motors,
synchronous converters and transformers. It includes demonstrations and laboratory
experiments.
This course module consists of 3 learning modules (LM) under the following general
information LM01: DC Machinery, LM02: Synchronous Machines, and LM03: AC Machinery

Key Learning Competencies

Upon completion of the course, the learner is able to:

1. Explain the structure, operation and configurations of a DC rotating machines both in the
physical construction, and mathematical models using magnetic circuits analysis and
mathematics.
2. Explain the operation and characteristics of synchronous generators and synchronous
motors through the mathematical analysis and physical concepts.
3. Explain the operation and parts of ac machines namely induction motor, polyphase motor
and the transformer

Course Details:
Course Code: EEDA 514
Course Title: DC AND AC MACHINES
No. of Units: Lecture – 3 / Laboratory – 1
Classification: Laboratory based
Pre-requisite: Basic Electrical Engineering
First Semester/ AY2020
Schedule:
ME5A 8:00 AM – 9:00 AM Tuesday, Wednesday (NCEA9); 4:00 PM – 5:00 PM Thursday
(NCEA8)
ME5B 5:00 PM – 7:00 PM Thursday (NCEA8), 8:00 AM – 9:00 AM Friday (NCEA9)
ME5A 4:00 PM – 7:00 PM Friday (EELAB2)
ME5B 4:00 PM – 7:00 PM Tuesday (EELAB2)
Name of Faculty: Roland S. Manalang
Consultation:
Tuesday, Thursday 8:00 - 10:00 AM

Learning Management System

Schoology : #https://app.schoology.com/course/2580645198/updates#
SX6W-BT3W-2B7S2
Google Classroom: #https://classroom.google.com/c/MTEwNjM1NTk2NDky#

Learning Module: DC AND AC MACHINES 7

 CM-EEDA

514
lyk7ece

Assessment with Rubrics

The following criteria and the corresponding points shall be used to assess every worded
problem in the quizzes, homework and term exam.

Criteria Description Points

Student is able to translate the thought of the problem into
Understanding circuit diagram or any visual drawing that signifies that the 5 points
student read and understood the problem.
Student is able to establish what is asked in the problem and the
Interpretation appropriate mathematical equation/formula to be used to solve 5 points
the problem.
Student is able to solve the problem using appropriate
Execution 15 points
mathematical strategies and have arrived at the correct answer
Total 25 points

Final Requirement with Rubrics

(Discuss the final requirement along with the corresponding rubrics.)

Grading System

The following grading system shall be used for the computation of the midterm and final marks
of the learners. Rounding-off of grades shall be done according to standard rounding-off rules
to the proper whole number.

Class Standing % Midterm % Final %

Quizzes 60% Class Standing 70 Class Standing 70
Laboratory Activity
40% Term Exam 30 Term Exam 30
Report
Final Rating
Total 100%
Final Rating = 50% Midterm Grade + 50% Final Term Grade

Course Policy
The following policies are to be observed and implemented inside the classroom
by both the Professor and Students.
• Attendance and punctuality must be strictly observed.
• Maintain respect and discipline.
• Active participation in the discussion through sharing of ideas and
experiences is encouraged.
• Observe tranquility so as to maintain an environment of focus learning.

Learning Module: DC AND AC MACHINES 8

 CM-EEDA

514

• Always check the shared folder/s for relevant readings.

• Be prompt in submitting reports and other requirements.

Learning Module: DC AND AC MACHINES 9

 Course
Packet
LM01-EEDA

514
Course
02
Packet
LM1-EEDA

2 514

Learning Module 01

DC Machinery
Course Packet 02

DC Generators

Knowledge Area Code : BSEE

Course Code : EEDA 514
Learning Module Code : LM-EEDA 514
Course Packet Code : LM01-EEDA 514-02

Learning Module: DC Machinery 3

 Course
Packet
LM01-EEDA

02 514

Course Packet 02
Course Packet 2

DC Generators

Introduction

Detailed topic list is provided as follows:

1. Generator Principle
2. Separately Excited generator
3. Shunt Generator
4. Series Generator
5. Compound Generator

Objectives

Know the performance characteristics of different types of dc generators using mathematical

analysis and magnetic circuit analysis.
Specifically, other learning outcomes are listed herein for the individual topics.
Explain the operation of a dc motor and the phenomenon behind the motor action.
Explain the operation, construction and the charateristics of the separately excited dc
motor using magnetic circuit analysis and mathematics.
Explain the operation, construction and the charateristics of the shunt dc motor using
magnetic circuit analysis and mathematics.
Explain the operation, construction and the charateristics of the series dc motor using
magnetic circuit analysis and mathematics.
Explain the operation and theories behind compound motors

Learning Management System

#https://app.schoology.com/course/2580645198/materials?f=212401671#

Duration

The course packet DC Generators is expected to be completed within 9 hours inclusive of the
assessment. However, depending on the student, the actual time may vary. The time provided
here are just for budgetary purposes and are provided as estimates.

Motor Action and Operation 120 minutes

Learning Module: DC Machinery 40

 Course
Packet
LM01-EEDA

02 514

Separately Excited DC Motor 150 minutes

Shunt DC Motor 150 minutes
Series DC Motor 90 minutes
Course Packet 2

Compound Motors 60 minutes

Delivery Mode

This learning packet is made available both in print and digital content form at the website
provided. It is written primarily as a Flexible (Online) learning instrument

Assessment with Rubrics

(Discuss the assessment tool to be used along with the corresponding rubrics.)

Requirement with Rubrics

(Discuss the requirement along with the corresponding rubrics.)

Readings

Chapman, Stephen J.,2012. Electric Machinery Fundamentals, 5th. 8. DC Generators.

pp.526-551. ISBN: 978-0-07-352954-7
Wildi, Theodore,2006. Electrical Machines, Drives and Power Systems, 6th. 4. Direct-
Current Generators. pp.71-92. ISBN: 0-13-196918-8

Learning Module: DC Machinery 41

 DC Generators
Introduction

One of the important electrical machines to study is the dc generator. The new breed of
people like to explore and go into remote areas. While doing so, they still want to take their
technologies with them, particularly mobile connectivity. In this aspect creation of sources of
electrical energy that is portable is a challenge for machine developers. Part of the solution for the
said mission is the dc generator – machine that converts mechanical energy into electrical energy.
Activity 1: Take the following scenario and try to formulate what is happening in the
assembly.
a) Two magnets with considerable but equal magnetic strength attract each other.
b) The magnets are fixed in position but are forming a straight line.
c) A wire loop that fits into the gap between the magnets is placed in between, with the
edges of the loop in 12 and 6 o’clock positions. The 12 and 6 o’clock positions match
the height of the magnet poles.
d) The wire loop is mounted firmly in such a way that the gap between the wire loop and
magnet faces remain constant but able to rotate on the loop central axis.
e) The ends of the wire loop are connected to separate metal rings away from the
magnets.
f) The other edge of the wire loop is mounted on a wheel that is free to rotate.
g) The wheel can be hand rotated.
h) A digital multi-tester is connected to the slip rings and set to measure auto-voltage
range.
Answer the questions:
1. Is this setup for a generator or a motor? Justify.
2. What would it take for this set up to be a generator set?
3. What would it take to make it a motor set?
4. What name could be given to the parts in the descriptions?
5. In each of the numbered descriptions, there are underlined phrases. What are the
implications of the phrases? What is the significance of each of the condition given?
Here is another look at the developing story of the activity. Figure 16 shows the
development of the armature reaction in a generator. Initially the current is zero in the armature
windings. In this case, the area exactly in the middle of the poles and at the top portion of the
armature is a magnetic neutral point coinciding with the physical centerline of the assembly. The
flux from the field poles flow directly from N to S poles. The armature core made up of laminated

Learning Module: DC Machinery 42

steel that is highly ferromagnetic causes the flux to move to the core distorting the flux pattern. By
this time, the armature would have started to spin causing the flow of current in the conductors.
The conductors themselves would have their magnetic fields and the magnetic field would be
present. The original magnetic field and flux from the field windings starts to react with the flux
from the conductors creating a more distorted magnetic flux pattern. Due to these reactions, the
magnetic neutral axis shifts and the neutral plane or magnetic neutral has shifted to another
position. This magnetic neutral point is critical in placing the carbon brushes. At the magnetic
neutral zones, there is less sparking of the carbon brush. The magnitude of the collected current is

Figure 16 Development of Armature Reaction in a dc generator (Chapman, Stephen J.,2012. Electric Machinery
Fundamentals, 5th. 8. ISBN: 978-0-07-352954-7)
also maximum at these points. What does this imply to designers? Positioning the brushes is critical
and does not have to be in the physical center line of the machine for symmetry and aesthetics.
Function is vital to the machine.

DC machines whether generator or motor as mentioned have parts that are common to the
types. These parts have been given symbolic representations to facilitate analysis of the magnetic
circuits. The difference however lies in their connections and power flow. If the learner could not
answer the questions, please read the additional materials listed before this section.
The generator equivalent circuit is shown in figure 17. Analysis of dc machines as
mentioned requires knowledge of basic electrical engineering specifically circuit analysis. Hereon,

Learning Module: DC Machinery 43

the course will be shifted from description of parts to
the equivalent parts with magnetic circuit analysis.
The circuit in fig 17 is from a separately excited
dc generator. RF is an adjustable field resistor
connected in series with a field coil LF. The branch has
a separate voltage supply VF connected to terminals F1
Figure 17 Separately Excited DC
and F2. This is the field circuit.
Generator Equivalent Circuit
At the right side of the image is the armature
circuit. The circle with the plus and minus sign is the representation of the Armature. E A denotes
the voltage generated in the armature in dc form. The circle has two end boxes symbolizing the
carbon brush. The symbols help as a reminder that there are voltage drops on the brushes too.
Connected in series to the armature is RA a representation for the armature resistance
possessed by the armature winding coils. Then finally to the terminals A 1 and A2 which are the
output terminals to complete the circuit as a source denoted by V T (Terminal Voltage).
This are the basic generator circuit elements, and some more items will be added in the
course of the discussions. Just remember how the generator works, Faraday’s law, the function of
the parts and the equations presented in the previous section. The rest, similarities to circuit
analysis.

Separately Excited DC Generator

The circuit shown in figure 18 takes the

limelight for now. Starting with the field coils. The
field coils are supplied by a separate voltage
source to provide enough excitation current for the
needed field strength. The field coils are usually
made up of thinner wires compared to the
armature windings. Thus, the field coils have
higher resistance values as compared to armature
resistance of the machine. The adjustable resistor
Figure 18 Simplified Equivalent Circuit of DC
allows for the changing of field current IF values. Generator (Chapman, Stephen J.,2012. Electric
The field current is needed to maintain the Machinery Fundamentals, 5th. 8. ISBN: 978-0-07-
352954-7)
strength of the magnetic field that supplies
enough flux for the magnetic circuit. The field
current is not affected by the changes in speed of the armature rotation.
Looking at the armature circuit, keep in mind that E A is the generated armature voltage
that would eventually supply the load. The generator converts the mechanical energy to electrical

Learning Module: DC Machinery 44

energy. When the prime mover rotates the armature and gets it to the desired speed, armature
current IA starts to flow in the armature winding conductors. At this time if a voltmeter is connected
at the terminals A1 and A2, a voltage reading would appear. This is the no-load terminal voltage or
no-load voltage Vnl of the generator. The machine is not yet supplying current to any load. The
armature resistance is neglected at this time since the terminals are open. Whatever current is
present in the armature, it remains there unused. There will be no voltage drop for the armature at
this point.
When a load is connected at the terminals A1 and A2, the armature now supplies the current
IA or armature current. Current goes through the brush, whose voltage is opposing and therefore
would reduce the terminal voltage. The same current would go through the armature resistance
RA, and would incur another voltage drop. Finally, if no other element is connected, the current
would reach the load terminals. This time the voltmeter reads a value, but it will not be equal to
Vnl. Assume that the load is the maximum possible load that this generator can supply, this
condition is now called full load condition. The generator is now said to be supplying the full load
voltage Vfl.
The separately excited generator would always have a Vnl > Vfl. Evaluating this condition
is known as the voltage regulation VR characteristic of the generator. To operate a generator, the
primary performance characteristic to be checked is VR, expressed as a percentage as follows:
𝑉𝑛𝑙 − 𝑉𝑓𝑙
𝑉𝑅 = 𝑥 100% − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 22
𝑉𝑓𝑙
The VR is a rough estimate of the terminal characteristic of a generator. The terminal
characteristic is a plot of the output parameters of a generator against each other. Normally the
parameters are VT and IL. It is known that speed of rotation affects the generated voltage. From here
on, unless otherwise stated, the speed of rotation is assumed to be constant for a generator. V T is
plotted in the y-axis and IL in the x-axis.
There are two (2) ways of controlling the terminal characteristics of a separately excited
generator namely (a) increase EA by increasing the speed of rotation of the generator, (b) increase
field excitation by reducing the Radj. Increasing the speed although not impossible is actually limited
to the prime mover’s power. Most of the mechanical sources of energy are limited physically which
makes adjustment of speed difficult. The second solution is more practicable in a sense that the
only required modification is an adjustment to a resistor.
Based on the operation of the separately excited generator, as the load is increased, I A also
increases. The voltage drop at RA would also increase while the VT decreased.
Activity 2: Try your circuits skills by figuring out how the equations below were obtained
and draw the separately excited generator circuit that corresponds to the equations. Write your

Learning Module: DC Machinery 45

answer on the activity sheet at the end of this course packet. If you find yourself in a fix to follow
through, the explanation can be found on the recommended readings.
𝑉𝐹 = 𝐼𝐹 (𝑅𝐹 + 𝑅𝑎𝑑𝑗 ) − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 23
𝐸𝐴 = 𝐼𝐴 𝑅𝐴 + 𝐼𝐿 𝑅𝐿 + 𝑉𝑏𝑟𝑢𝑠ℎ − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 24
𝐼𝐴 = 𝐼𝐿 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 25

The discussions up to this part have focused on the magnetic fields, and the circuits,
including that of the terminal characteristic of the generator. Critical to the terminal characteristic
is the generation of voltage in the armature. The power that develops actually rely on the
mechanical input torque. For dc machines, the equation for torque is

𝜏 = 𝑘∅𝐼𝐴 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 26

Equation 26 introduced a constant, k. This constant actually depends on the design

parameters of the machine namely the construction in terms of poles, types of windings and
current paths.
Where:
Z = number of conductors in
𝑍𝑃 armature windings
𝑘= − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 27 P = number of field poles
2𝜋𝑎
a = number of parallel paths

The parameters mentioned can be determined using design calculations which are not part
of the scope of this course. For this time, the value for k will be given if needed for the sample
problems. Equation 26 includes the flux per pole Φ and the armature current I A. It can be seen that
if the torque of the prime mover is constant, increasing excitation of the field poles can be done to
increase the armature current.
The same flux change is also linked to the generated voltage. Recall that the generated
voltage is caused by the movement of the coil – brought about by the torque mentioned in equation
26. In fact, the equation for generated armature voltage E A has the same form and constant k
(equation 28).
Where
Φ = flux per pole
𝐸𝐴 = 𝑘𝜙𝜔𝑔 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 28 ωg = armature speed in rad/s
Equation 29 (rpm)
𝐸𝐴 = 𝑘 ′ 𝜙𝜂 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 29 k’ = ZP/60a
η = speed in rpm

We can now show the power developed in the armature Pdev in the dc machine or generator
as shown in equation 30. Where power measured in watts was previously shown as
𝑃𝑑𝑒𝑣 = 𝜏𝜔 = 𝐸𝐴 𝐼𝐴 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 30

Learning Module: DC Machinery 46

 Activity 3: Redraw the power flow diagram for the separately excited dc generator
showing the power developed in armature. Indicate at which point in the diagram should it be
located and explain why.

Shunt Generator

The same advantage of having a different source for the field windings can also become
one of its drawbacks for a separately excited generator, that is in terms of maintenance of a separate
source. If the excitation on the field winding fails, due to low voltage, then operation of the
generator also breaks down. Since the armature generates its own voltage, is it possible to supply
the field with its own generated current? Yes.
How would it be possible to generate voltage in the armature since there is no current in
the field windings at initial stages of operation? Where would the field excitation come from? Look
at the equivalent circuit of a shunt generator.

Figure 19 Shunt Generator Equivalent Circuit

Residual flux or magnetism that was left in the core of the coils provide for the initial
magnetic field necessary to generate voltage inside the armature coils. Once field coils have been
magnetized for a considerable amount of time, the magnetism stays also for a period. When the
armature starts to rotate, the flux could generate the current until the machine gets up to the rated
speed. At that point, the generated voltage builds up to a level that can sustain bigger current. Until
the rated voltage is reached and stabilized, the armature will keep supplying the field coils for the
required current level and excitation.

Learning Module: DC Machinery 47

 If there is an increase in IA that causes IF to increase, an increase in EA also happens. That
should cause the next increase in IA. Theoretically, should be infinite increase. Unlimited energy
source? Unfortunately, not possible. The pole faces of the field windings can only absorb so much
flux. This is called saturation of flux, and creates a limit on the ability to absorb more flux. Without
an increase in flux, there would be no increase in generated voltage EA. DC Machines are operated
near this saturation point along the magnetization curve of the machine. The critical point on the
curve is called knee of the curve, after this point, the increase in flux is very slow in contrast to the
slope of the curve prior to the knee.
No one would operate a generator with unlimited terminal voltage. The terminal voltage
would have to be provided in such a level that can be used for domestic purpose. The terminal
voltage would be the limit for operation too.
What if there is no residual magnetization flux? Can the generator be used? Without the
residual flux, EA would not be possible. A process called flashing the field or connecting the field
coils to a separate source for some time prior to operating. That means disconnecting the field from
the armature and connecting it to a source to initiate excitation. After excitation for a considerable
period, residual magnetic flux would be left in the armature windings allowing the generator to
build up the voltage.
The terminal characteristic of a shunt generator is worse than the separately excited
generator because at some point when the IA get too large, the IARA drop would be too big
creating a low terminal voltage that also results into a lower IF.

Series Generator

Figure 20 Series Generator Equivalent Circuit

Consider the circuit shown in figure 20. Applying the basic concepts and analysis of
performance from separately excited generator and shunt generator, how would the series
generator perform from the following conditions?

Learning Module: DC Machinery 48

 Activity 4: Using the knowledge gained from separately excited generator and shunt
generator, determine the performance of the series generator in the following conditions:
a. Start-up: Explain how a series generator starts to build up EA.
b. Nominal Speed: Explain what happens when the series generator is running at full-
rated speed.
c. Explain what happens to the terminal voltage VT from no load to full load.
d. Describe the voltage regulation (VR) of a series generator and compare it to the VR of
a shunt generator.
e. What specific application is the series generator is best used for? Explain.

Compound Generators

The compound generator is a combination of the series and shunt generators. These
generators have both a series field and a shunt field. Depending on the connection of the fields and
number of turns on the series field, the magnetomotive forces on the coils can act cumulatively or
differentially.
The cumulative generator has the series field and shunt field mmf adding to the total flux
made available to the machine. Figure 21 is a long shunt cumulative generator. The shunt field is
connected in parallel to the series combination of the series field and armature. Figure 22 is a short
shunt generator where the shunt field circuit is connected in parallel only to the armature. The
combination of the armature and the shunt field is in series with the serie field before getting to the
terminal voltage.

Figure 21 Long Shunt Cumulative Compound DC Generator

Learning Module: DC Machinery 49

 Figure 22 Short Shunt Cumulative Compound DC Generator

Emphasis for notation for a compound generator is the dot notation which can be seen in
the field coils notation. The dots are markers for the polarity of the flux. This is a direct application
of Lenz’s Law to determine the direction of flux in a coil. In these circuits, the dots are both at the
entry point of current passing through the coils. They are considered cumulative or flux moving in
the same direction. The total effect is increase in generated voltage.
There are differentially compound generators, where the dot notations are in opposition
to each other (seen in figure 23). The effect here is to decrease the available flux, thus decreasing
the generated voltage.

Figure 23 Differentially compounded DC Generator

Sample Problems
1. (Adapted from Steven Chapman Electric Machinery 5 t h Edition)

An eight-pole 25-kW 120V separately excited DC Generator has 2048 conductors having
16 parallel current paths runs at 2400 rpm.
a. How much flux per pole is required to produce rated voltage at no load condition?
b. What is the current in the armature at rated load?

Learning Module: DC Machinery 50

c. What is the induced torque in the machine at rated load?
Given: P = 8 poles z = 2048 conductors a= 16 parallel paths
VT=120V P=25kW η = 2400 rpm
Req’d: a. Φp @no load b. IA @rated Load c. τind @rated load
Solution:
a. EA = k’ Φp η
𝑍𝑃 (2048)(8)
but 𝑘 ′ = = = 17.07 and @no load EA = VT = 120V
60𝑎 60(16)
𝐸𝐴 120
Therefore Φ𝑝 = = = 2.93 mWb
𝑘′η (14.07)(2400)

b. IA = IL = IFL current at full load in a separately excited dc generator

𝑃 25 𝑘𝑊
Therefor 𝐼𝐴 = = = 208 𝐴
𝑉𝑇 120 𝑉
𝑍𝑃 (2048)(8)
c. Torque Induced, 𝜏𝑖𝑛𝑑 = 𝑘Φ𝑝 𝐼𝐴 = Φ𝑝 𝐼𝐴 = (2.93 𝑚𝑊𝑏)(208𝐴)
2𝜋𝑎 2𝜋(16)

𝜏𝑖𝑛𝑑 = 95.32 𝑁 − 𝑚

2. (Adapted from 1001 Solved problem in Electrical Engineering)

A four-pole DC generator has an armature winding containing a total of

648 conductors connected in two parallel paths. If the flux per pole is
3.21mWb and the speed of rotation of the armature is 1800 rpm, calculate
the armature current if the power developed by the armature is 5kW.

Given: P = 4 poles z= 648 conductors a = 2 paths

Φp = 3.21 mWb η = 1800 rpm Pdev = 5kW
Req’d: IA
𝑍𝑃 (684)(4)
Solution: Pdev = 5kW = EAIA = ∅𝜂𝐼𝐴 = (3.21 𝑚𝑊𝑏)(1800)𝐼𝐴
60𝑎 60(2)
5𝑘𝑊
𝐼𝐴 =
= 40𝐴
124.8𝑉
3. (from 1001 Solved problem in Electrical Engineering)
A shunt generator supplies a load of 5.5kW at 110V through a pair of feeder conductors
having a resistance of 0.02 ohm each. The armature, shunt field resistances are 0.15
ohm and 50 ohms respectively. Find the emf generated.
Given: PLoad = 5.5kW VL = 110V Rfeeder = 2 @ 0.02 ohm
RA = 0.15 ohm Rsh = 50 ohms
Req’d: EA
Solution:

Learning Module: DC Machinery 51

 𝑃𝐿𝑜𝑎𝑑 5500𝑊
𝐼𝐿 = = = 50𝐴
𝑉𝐿𝑜𝑎𝑑 110𝑉

the shunt field voltage Vsh

𝑉𝑠ℎ = 𝑉𝐿 + 2𝑅𝑓𝑒𝑒𝑑 𝐼𝐿
𝑉𝑠ℎ = 110𝑉 + 2(0.02 Ω)(50𝐴)
𝑉𝑠ℎ = 112𝑉
the shunt field current Ish
𝑉𝑠ℎ 112𝑉
𝐼𝑠ℎ = = = 2.24 𝐴
𝑅𝑠ℎ 50Ω

the generated emf EA

𝐸𝐴 = 𝑉𝑆ℎ + 𝐼𝐴 𝑅𝐴 = 112𝑉 + (50 𝐴 + 2.24𝐴)(0.15Ω) = 119.84 𝑉

4. (from 1001 Solved problem in Electrical Engineering)

A separately excited generator when running at 1200 rpm supplies 200 A at

125V to a circuit of constant resistance. Armature resistance is 0.10 o hm.
Determine the terminal voltage when the speed is dropped to 1000 rpm.
Assume that the field current is unaltered.

Given: @η = 1200 rpm IL = 200A VL = 125V

RA = 0.10 Ω
Req’d: VT @ η = 1000 rpm
Sol’n:
@1200rpm : 𝐸𝐴1 = 𝑘′𝜙1 𝜂1
@1000rpm : 𝐸𝐴2 = 𝑘′𝜙2 𝜂2
But 𝜙1 = 𝜙2 because IF is unaltered equating for k’ and Φ
𝐸1 𝐸2 𝐸1 𝜂2 (125𝑉)(1000 𝑟𝑝𝑚)
𝑘′𝜙 = = 𝐸2 = = = 104.17𝑉
𝜂1 𝜂2 𝜂1 1200 𝑟𝑝𝑚

Learning Module: DC Machinery 52

 Activity Sheet 3
Activity 3: Take the following scenario and try to formulate what is happening in the
assembly.
a) Two magnets with considerable but equal magnetic strength attract each other.
b) The magnets are fixed in position but are forming a straight line.
c) A wire loop that fits into the gap between the magnets is placed in between, with the
edges of the loop in 12 and 6 o’clock positions. The 12 and 6 o’clock positions match
the height of the magnet poles.
d) The wire loop is mounted firmly in such a way that the gap between the wire loop and
magnet faces remain constant but able to rotate on the loop central axis.
e) The ends of the wire loop are connected to separate metal rings away from the
magnets.
f) The other edge of the wire loop is mounted on a wheel that is free to rotate.
g) The wheel can be hand rotated.
h) A digital multi-tester is connected to the slip rings and set to measure auto-voltage
range.
Answer the questions:
1. Is this setup for a generator or a motor? Justify.
2. What would it take for this set up to be a generator set?
3. What would it take to make it a motor set?
4. What name could be given to the parts in the descriptions?
5. In each of the numbered descriptions, there are underlined phrases. What are the
implications of the phrases? What is the significance of each of the condition given?

Learning Module: DC Machinery 53

 Activity Sheet 4
Activity 4: Try your circuits skills by figuring out how the equations below were obtained
and draw the separately excited generator circuit that corresponds to the equations. Write your
answer on the activity sheet at the end of this course packet. If you find yourself in a fix to follow
through, the explanation can be found on the recommended readings.
𝑉𝐹 = 𝐼𝐹 (𝑅𝐹 + 𝑅𝑎𝑑𝑗 ) − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 23
𝐸𝐴 = 𝐼𝐴 𝑅𝐴 + 𝐼𝐿 𝑅𝐿 + 𝑉𝑏𝑟𝑢𝑠ℎ − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 24
𝐼𝐴 = 𝐼𝐿 − −→ 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 25

Learning Module: DC Machinery 54

 Activity Sheet 5

Activity 5: Redraw the power flow diagram for the separately excited dc generator
showing the power developed in armature. Indicate at which point in the diagram should it be
located and explain why.

Learning Module: DC Machinery 55

 Course LM1-EEDA
Packet

2 514

Learner’s Feedback Form

Learner’s Feedback Form

Name of Student: __________________________________________________________

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code :LM01-EEDA 514-02

Title : DC Generators

How do you feel about the topic or concept presented?

o I completely get it. o I’m struggling.
o I’ve almost got it. o I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________

Did you raise your concern to you instructor? o Yes o No

If Yes, what did he/she do to help you?

________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________
If No, state your reason?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________
To further improve this course packet, what part do you think should be enhanced?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________
How do you want it to be enhanced?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________
 LM1-EEDA

514

Learning Module 1

DC Machinery

Knowledge Area Code : BSEE

Course Code : EEDA 514
Learning Module Code : LM1-EEDA 514
 LM01-EEDA

514

Module Overview
Module Overview

Introduction

Electrical machines come in a wide array of assemblies and functions. It is these machines that
enable the modern man to complete much of the tasks he needs to accomplish to attain
progress. The basics of the machines can be studied through the simplest o

Topic#1: DC Machines

Topic#2: DC Generators

Topic#3: DC Motors

Learning Outcomes

Explain the structure, operation and configurations of a DC rotating machines both in the
physical construction, and mathematical models using magnetic circuits analysis and
mathematics.
Specifically:
1. Apply the laws of magnetism in dc machinery, their effects in the output of generators
and motors using mathematical modelling.
2. Know the performance characteristics of different types of dc generators using
mathematical analysis and magnetic circuit analysis.
3. Know the performance characteristics of different types of dc motors using
mathematical analysis and magnetic circuit analysis.

Minimum Technical Skills Requirement

The candidate learner should have completed the Basic Electrical Engineering course prior to
this module. Learner should have obtained the skills in electrical circuits analysis in both direct
current and alternating current. Furthermore, students in this

Learning Management System

#https://app.schoology.com/course/2580645198/materials?f=212386731#

Duration

Learning Module: DC AND AC MACHINES 10

 LM01-EEDA

514
This learning module is expected to be accomplished within the duration of 24 hours
Module Overview
covering 3 main topics under the DC Machinery. Although the mode of learning is that of
hybrid flexible with asynchronous activities, the time frame should be enough to gain a full
learning experience. Details of the expected learning task duration per topic are listed as
follows:

Topic#1: DC Machines 6 hours

Topic#2: DC Generators 9 hours

Topic#3: DC Motors 9 hours

Delivery Mode

This learning module was developed with flexible self-learning method as the primary mode
of delivery. However, to ensure timeliness and proper pacing, the module shall have
synchronous modes of delivery particularly during quiz or examinations. Discussion room
or forums are also made available for the online learning platform. Other modes of
communication such as email or sms are also available for the learner in case of connectivity
or resource issues.

Module Requirement with Rubrics

(Discuss the final requirement along with the corresponding rubric)

Learning Module: DC AND AC MACHINES 11