Lab Manual - 241009 - 113024

A Laboratory Manual for
Power System II
(3150911)
B.E. Semester 5 (Electrical Eng.)
Directorate of Technical Education, Gandhinagar,

Gujarat
Dr. S. & S. S. GHANDHY GOVERNMENT ENGINEERING
COLLEGE, SURAT
Certificate
This is to certify that Mr./Ms. ___________________________________
________ Enrollment No. _______________ of B.E. Semester _____
Electrical Engineering of this Institute (GTU Code: _____ ) has satisfactorily
completed the Practical / Tutorial work for the subject Power System II
(3150911) for the academic year 2022-23.
Place: __________
Date: __________
Name and Sign of Faculty member
Head of the Department

Power System II (3150911)
Preface
Main motto of any laboratory/practical/field work is for enhancing required skills as well as
creating ability amongst students to solve real time problems by developing relevant
competencies in the psychomotor domain. By keeping in view, GTU has designed competency
focused outcome-based curriculum for engineering degree programs where sufficient weightage
is given to practical work. It shows the importance of enhancement of skills amongst the students,
and it pays attention to utilize every second of time allotted for practical amongst students,
instructors and faculty members to achieve relevant outcomes by performing the experiments
rather than having merely study type experiments. It is essential for effective implementation of
competency focused outcome-based curriculum that every practical is keenly designed to serve
as a tool to develop and enhance relevant competency required by the various industries among
every student. These psychomotor skills are very difficult to develop through traditional chalk
and board content delivery methods in the classroom. Accordingly, this lab manual is designed
to focus on the industry-defined relevant outcomes, rather than old practice of conducting
practical to prove concepts and theory.
By using this lab manual students can go through the relevant theory and procedure in advance
before the actual performance which creates an interest and students can have basic ideas prior to
performance. This in turn enhances predetermined outcomes amongst students. Each experiment
in this manual begins with competency, industry relevant skills, course outcomes as well as
practical outcomes (objectives). The students will also achieve safety and necessary precautions
to be taken while performing practical.
This manual also provides guidelines to faculty members to facilitate student centric lab activities
through each experiment by arranging and managing necessary resources in order that the
students follow the procedures with required safety and necessary precautions to achieve the
outcomes. It also gives an idea that how students will be assessed by providing rubrics.
Power System II is the Professional Core Course which is aimed to provide exposure about the
modeling of power systems components and transmission line, its analysis and performance
including the fault analysis of power systems, brief introduction to corona and transients in power
systems.
Utmost care has been taken while preparing this lab manual. However there are always chances
of improvement. We welcome constructive suggestions for improvement and removal of errors
if_any.
Practical – Course Outcome matrix

Course Outcomes (COs):
CO1: Prepare the model of transmission line, generator, and transformer of power system for single line
diagram representation and per unit quantity calculation.
CO2: Evaluate performance of short, medium, and long transmission lines.
CO3: Analyze symmetrical and unsymmetrical faults in power system.
CLO1
CLO2
CLO3
Sr.
CO1
CO2
CO3
CO4
CO5
Objective(s) of Experiment
No.
To understand and relate vision, mission of DTE, College and the

department including Programme Educational Objectives,
0.
Programme Specific Outcome, Programme Objectives, Course
Objectives
A Scilab Program Obtain Voltage Regulation And Efficiency Of
1. √ √
A Short Transmission Line.
A Scilab Program To Evaluate Performance Of Short
2. √ √
Transmission Line Using Graphical Method.
Finding Voltage Regulation And Efficiency Of A Medium
3. √ √
Transmission Line Using Nominal T Method Through Scilab.
Finding Voltage Regulation And Efficiency Of A Medium
4. √ √
Transmission Line Using Nominal Pi Method Through Scilab.
Finding Voltage Regulation And Efficiency Of A Medium √
5.
Transmission Line Using End Condenser Method Through Scilab. √
A Scilab Program To Evaluate Performance Of Medium

6. √ √
Finding voltage regulation and efficiency of a long transmission
7. √ √
line using Rigorous solution method through SCILAB
A Scilab Program To Evaluate Performance Of Long
8. √ √
A Scilab Program To Find Permissible Frequency And Length For
9. √ √
Limiting Ferranti Effect In Long Transmission Lines.
A Scilab Program For Computing The Abcd Parameters Of Short,
10. √ √
Medium And Long Transmission Lines.
A Scilab Program For Conversion Of Unsymmetrical Ac Phasors
11. √ √
Into Symmetrical Components.
A Scilab Program For Conversion Of Symmetrical Components
12. √ √
Into Ac Phasors.
Modification Of Zbus Matrix For Short Circuit Study Using Scilab
13. √ √
Programming.
14. Symmetrical Fault Analysis Using Scilab Programming. √ √
Industry Relevant Skills
The following industry relevant competencies are expected to be developed in the student by
undertaking the practical work of this laboratory.
1. To be able to mathematically model and analyze given power system and its
components.
2. To be able to analyze, estimate fault current and thereby select appropriate rating of
the circuit breaker.
Guidelines for Faculty members

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

1. Students are expected to carefully listen to all the theory classes delivered by the faculty
members and understand the COs, content of the course, teaching and examination scheme,
skill set to be developed etc.
2. Students shall organize the work in the group and make record of all observations.
3. Students shall develop maintenance skill as expected by industries.
4. Student shall attempt to develop related hand-on skills and build confidence.
5. Student shall develop the habits of evolving more ideas, innovations, skills etc. apart from
those included in scope of manual.
6. Student shall refer technical magazines and data books.
7. Student should develop a habit of submitting the experimentation work as per the schedule
and s/he should be well prepared for the same.
Rubrics chart
(a guideline to use rubrics table given at the end of each experiment)
Analytical scale (1 to 5) for rating the performance of student
Sr Performance
Category
no criteria/
. assessment POOR (1) AVERAGE (2) GOOD (3) VERY GOOD (4) EXCELLENT
process
(1) MARK (2)MARKS (3)MARKS (4)MARKS (5) MARKS

Laboratory The student The student The student The student The student
assignment does not demonstrates demonstrates full demonstrates very demonstrates
Application of theory concept
includes a understand partial understanding of the good understanding excellent

numerical the theory understanding of concept and its of the concept and understanding of the
problem which concept or the concept with application with solves given concept, applies
needs to be how to apply no/little idea minor problem(s) correctly correctly for solution
1 solved manually/ it for about its errors/suggestions. without any of the given problem
using a computer solution of application. errors/suggestions. and also has self
program. given understanding of its
problem. application in various
scenarios.
A The student The student is The student is able to The student is able to The student is able to
MATLAB/SciLa is not able to either able to prepares a computer prepare an interactive prepare a generic
b write any prepare an program/simulation computer user interactive
Use of software tools
program/simulati algorithm or algorithm/block for solution of given program/simulation computer

on is to be instructions diagram for problem using the for solution of given program/simulation
prepared for the of the computer given data. problem without which would work
2 solution of the program or program/simulati errors following few for solution of a
given problem. is not able to on with some hints/suggestions. variety of problems
select errors/suggestion based on the same
required s. concept.
simulation
blocks.
Output of the The student The student is The student is able The student is able to The student is able to
program in the is not able to able to verify the to verify the verify the correctness verify the correctness
form of verify correctness of correctness of of results/graphs, is of the results/graphs,
computed results correctness results/graphs for results/graphs and is able to make valid draw valid
Analysis of results
and/or graphs of the the given able to make valid conclusions, for the conclusions, and is
must be verified results/graph problem but conclusions from given problem also able to explain
for correctness in s. unable to derive them for the given without any the effect of change
3
different some valid problem following a hints/suggestions. in input parameters
scenarios. A conclusions from few on the results for the
valid conclusion the results. hints/suggestions. given problem as
must be derived well as for any
from the similar problem.
information
obtained.
Completed The student The student is The student is able to The student is able to The student is able to
laboratory is not able to able to prepare prepare and submit prepare and submit prepare and submit
manual along prepare and submit the the lab manual and the lab manual and the lab manual and
with solved laboratory laboratory assignments within assignments within assignments within
assignments must manual manual along prescribed time limit prescribed time limit prescribed time limit
be submitted along with with solved without significant without errors and without any erros and
Presentation
before due date. solved assignments but errors/corrections but has good quality has very good quality
assignments has significant has average quality presentation/formatti presentation/formatti
4
within errors/corrections of ng. ng.
prescribed or poor/average presentation/formatti
time limit. quality of ng.
presentation or
there is late
submission of
assignment
without errors.
Index
(Progressive Assessment Sheet)
Sr. Objective(s) of Experiment Page Date of Date of Assessment Sign. of Remark
No. No. performanc submissio Marks (Max Teacher s
e n 20/experiment with
) date
A Scilab Program Obtain Voltage
1. Regulation And Efficiency Of A Short
Transmission Line.
A Scilab Program To Evaluate
2. Performance Of Short Transmission Line
Using Graphical Method.
Finding Voltage Regulation And
Efficiency Of A Medium Transmission
3.
Line Using Nominal T Method Through
Scilab.
4.
Line Using Nominal Pi Method Through
Scilab.
5.
Line Using End Condenser Method
Through Scilab.
6. Performance Of Medium Transmission
Line Using Graphical Method.
Finding voltage regulation and efficiency
7. of a long transmission line using Rigorous
solution method through SCILAB
8. Performance Of Long Transmission Line
Using Graphical Method.
A Scilab Program To Find Permissible
Frequency And Length For Limiting
9.
Ferranti Effect In Long Transmission
Lines.
A Scilab Program For Computing The
10. Abcd Parameters Of Short, Medium And
Long Transmission Lines.
A Scilab Program For Conversion Of
11. Unsymmetrical Ac Phasors Into
Symmetrical Components.
A Scilab Program For Conversion Of
12.
Symmetrical Components Into Ac Phasors
Modification Of Zbus Matrix For Short
13.
Circuit Study Using Scilab Programming.
Symmetrical Fault Analysis Using Scilab
14.
Programming.
Progressive Assessment: PA (I) component: (Total/20)
Total
(Max marks 20)
Experiment 0
Vision of DTE
1. To provide globally competitive technical education;

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

Vision
To be a leading institution ensuring Academic Excellence, Research, Nurturing Innovation and
Entrepreneurial Attitude to produce competent technocrats for service to Nation.
Mission
1. To be a student centric institute imbibing experiential, innovative and lifelong learning skills,
addressing societal problems.
2. To create a conducive ecosystem for Research, innovation & extension services.
3. To inculcate entrepreneurial attitude and values amongst Learners.
4. To Collaborate with Industries and other institutions to strengthen symbiotic relations.
5. To mentor aspiring Institutions to unleash their potential, towards nation building.
Core Values
Our core values are quality, equality, morality, environmental sustainability, energy saving and strong
commitment to the cause of technical education and services. We believe and put efforts towards:
● Equitable and harmonious growth of students, staff, society, industry.

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

Vision
To thrive for excellence in the field of Electrical Engineering by imparting quality education that
produces skilled, innovative and ethical engineers to meet the needs of academia, industry and society.
Mission
● To provide an effective Teaching -Learning environment to acquire skills and knowledge in the
field of Electrical Engineering.
● Strengthen industry institute interaction to enable the students to work on innovative and real time
problems.
● To foster a culture of entrepreneurship amongst the students.
● To instill values in students for lifelong learning and service to the society.
Program Outcomes as defined by NBA (PO)
Engineering Graduates will be able to:
1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and
an engineering specialization to the solution of complex engineering problems.
2. Problem analysis: Identify, formulate, review research literature, and analyze complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural sciences,
and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and design
system components or processes that meet the specified needs with appropriate consideration for the
public health and safety, and the cultural, societal, and environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information
to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an
understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional
engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and write effective reports
and design documentation, make effective presentations, and give and receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in a team, to
manage projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.
Program Educational Objectives (PEOs)
The Graduates will be able to
1. Design, model, analyze and provide appropriate solutions to the industry based problems.
2. Demonstrate entrepreneurial skills and lifelong learning during the career.
3. Adapt themselves with the new technological challenges.
4. Exhibit professional leadership skills imbibing ethical practices.
5. Contribute idea with effective communication and work in a team to develop projects and
plans.
Program Specific Outcomes (PSO)

PSO 1: Utilize the domain knowledge cultivated from courses of Electrical Engineering
encompassing Analysis, Control, Protection, Design of Electrical Machines and Power Systems.
PSO 2: Evaluate the existing system and provide technical solutions to meet the societal needs.
Course Outcome (COs):
After learning the course the students should be able to:
CO1: Prepare the model of transmission line, generator, and transformer of power system for
single line diagram representation and per unit quantity calculation.
CO2: Evaluate performance of short, medium and long transmission lines.
CO3: Analyze symmetrical and unsymmetrical faults in power system.
CO4: Describe various aspects of over-voltages and corona in power transmission.
CO4: Describe travelling wave and transients in power system.
Course Outcome (Laboratory):
After performing the practical, the students should be able to:
1. Evaluate transmission line parameters and operating performance using computer program and
simulation.
2. Calculate fault current and voltages for three phase symmetrical and unsymmetrical faults on
power systems using computer program and computer simulation.
3. Calculate important Design parameters of transmission line design and calculate ratings of
circuit breakers for transmission system
Experiment #1
A Scilab Program Obtain Voltage Regulation And Efficiency Of A Short Transmission

Line.
Date:
Competency and Practical Skills: Basic knowledge of complex power mathematical modeling
and basic Scilab/MATLAB programming skills
Relevant CO: CO2: Evaluate and obtain voltage regulation and efficiency of a short
Transmission line.
CLO1: Evaluate transmission line parameters and operating performance using
computer program and simulation.
Objectives: (a) To be able to obtain voltage regulation and efficiency of a short transmission
line.
(b) To evaluate transmission line parameters and operating performance using
computer program and simulation above models.
(c) To write a computer program for voltage regulation and efficiency of short
line.
Equipment/Instruments: Scilab/MATLAB installed device.
Code :
clear all;
clc;
VRLL =220;
VR = VRLL / sqrt (3);
Z = (0.15+ %i *2* %pi *60*0.0001363) *40;
disp('a')
SR =304.8+ %i *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;
mprintf('Sendingend line voltage = %f kV\n',VSLL);
mprintf('Sending Apprent power = %f MVA\n',SS);
mprintf('Regulation = %f %%\n',REG);
mprintf('Efficiency = %f %%\n',Eff);
disp('b')
SR =304.8 - %i *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;
mprintf('Sendingend line voltage = %f kV\n',VSLL);
mprintf('Sending Apprent power = %f MVA\n',SS);
mprintf('Regulation =%f %%\n',REG);
mprintf('Efficiency = %f %%\n',Eff);
Output:
"a"
Sendingend line voltage = 230.473316 kV
Sending Apprent power = 322.795165 MVA
Regulation = 4.760598 %
Efficiency = 94.425206 %
"b"
Sendingend line voltage = 226.359300 kV
Sending Apprent power = 322.795165 MVA
Regulation =2.890591 %
Conclusion:
Quiz: (write answer on separate sheet of paper)
1. What are the components of complex power in AC circuits and how do they relate to real
power and reactive power?
2. Express complex impedance in AC circuits as a function of frequency, resistance, and
reactance.
3. How is complex power used to determine the sizing of electrical equipment?
4. How can instantaneous power be used to analyze the performance of different loads in AC
circuits?
Rubric wise marks obtained:

(Refer Rubrics chart given as a guidelines for student performance assessment to fill the table below)
Rubrics Application Use of software Analysis of Presentation Maximum
of theory tools results marks
concept (20)
(5) (5) (5) (5)
Marks
Experiment #2
A Scilab Program To Evaluate Performance Of Short Transmission Line Using Graphical

Method
Date:
Competency and Practical Skills: Basic knowledge of mathematical modeling of short, medium,
long transmission line, and basic Scilab/MATLAB
programming skills
Relevant CO: CO2: Evaluate performance of short transmission line using graphical method.
Objectives: (a) To be able to evaluate performance of short transmission line using graphical
method.
(b) To evaluate transmission line parameters and operating performance using
computer program and simulation above models.
(c) To write a computer program for performance of short transmission line using
graphical method.
Code :
clear all;
clc;
Vr = 220e3;
R = 33.5;
X = 138;
Z = R + X*%i;
Irmag = 164.02;
pf = 1: -0.001:0.5;
Irang = acos ( pf );
Ir = Irmag * exp ( - %i * Irang );
Vs = ( Vr / sqrt (3) )+ Ir * Z;
VrNL = abs( Vs );
VrFL = abs( Vr / sqrt (3) ) ;
per_vol_regu = (( VrNL - VrFL ) / VrFL ) *100;
plot ( pf , per_vol_regu );
xlabel ('powr factor')
ylabel ('voltage regulation')
title ('Graph of power factor v/s voltage regulation');
Ir = Irmag * exp ( %i * Irang );
Vs = ( Vr / sqrt (3) )+ Ir * Z;
VrNL = abs( Vs );
VrFL = abs( Vr / sqrt (3) );

per_vol_regu = (( VrNL - VrFL ) / VrFL ) *100;
plot ( pf , per_vol_regu , );
legend('Lagging Power Factor','Leading Power Factor');
Output :
Conclusion:
Quiz: (write answers on separate sheet of paper)
1. Why is the transmission line length up to 80 km called “short”? (discuss wavelength and
wave propagation relationship with power frequency).
2. What are the effects of line length on the transmission of electrical signals in a medium
transmission line?
3. How do the line reactances affect transmission line performance?

concept (20)
(5) (5) (5) (5)
Marks
Experiment #3
Finding Voltage Regulation And Efficiency Of A Medium Transmission Line Using

Nominal T Method Through Scilab
Date:
Competency and Practical Skills: Basic knowledge of finding voltage regulation and efficiency
of a medium transmission line using Nominal T method by
basic Scilab/MATLAB programming skills
Relevant CO: CO2: Evaluate performance of medium transmission lines using Nominal T
method.
Objectives: (a) To be able to represent of finding voltage regulation and efficiency of a

medium transmission line using Nominal T method.
(b) To be able to evaluate performance of medium transmission line.
(c) To write a computer program to evaluate performance parameters of
transmission line using Nominal T Method.
Code :
Clc;
Clear all;;
R =10;
XL = 20;
Y= 4e -4;
VRLL =66 e3 ;
PR =10000 e3 ;
pf =0.8;
VR =66e3 / sqrt (3);
Z=R+%i* XL;
IR=PR /( sqrt (3)* VRLL* pf);
IR_COMPLEX =IR *( cos( acos (0.8))-%i* sin ( acos (0.8)));
VM=VR+ IR_COMPLEX *( Z/2);
IC=%i* Y* VM;
IS= IR_COMPLEX +IC;
VS=VM+IS*( Z/2);
[ VS_abs , Phase_VS ]= polar( VS);
[ IS_abs , Phase_IS ]= polar( IS);
VS_abs;
IS_abs
VSLL=VS* sqrt (3);

VSLL_abs= abs( VSLL)/1000
PHASE_DIFF = Phase_VS - Phase_IS ;
SendingEnd_PF = cos( PHASE_DIFF )
PS =3* abs( VS)* abs( IS)* cos( PHASE_DIFF );
EFF =( abs( PR)/ abs( PS))*100
REG = 100*(( abs ( VSLL) - abs ( VRLL)))/ abs ( VRLL)
mprintf( ’ Sendingend Current = %f A \ n ’ , IS_abs)
mprintf( ’ Sendingend Line Voltage = %f kV \ n ’ , VSLL_abs)
mprintf( ’ Sendingend Power factor = %f \ n ’ ,SendingEnd_PF )
mprintf( ’ Efficiency = %f %% \ n ’ , EFF)
mprintf( ’ Regulation = %f %% \ n ’ , REG )
Output:
Sendingend current = 100.533214A

Sendingend Line Voltage = 69.543925 kV
Sendingend Power Factor = 0.853122
Efficiency = 96.796480%
Regulation = 5.369583
Conclusion:
Quiz:(use separate papers to answer)
1. What information can be obtained from the power circle diagram about the power flow in
a transmission line?
2. How can the power circle diagram be used to determine the voltage regulation of a power
transformer?
3. What is the significance of the radius of the power circle in the power circle diagram?

concept (20)
(5) (5) (5) (5)
Marks
Experiment #4
Finding Voltage Regulation And Efficiency Of A Medium Transmission Line Using Nominal
Pi Method Through Scilab.
Date:
of a medium transmission line using Nominal Pi Method by
basic Scilab/MATLAB programming skills
Relevant CO: CO2: Evaluate performance of medium transmission lines using Nominal Pi
method.
medium transmission line using Nominal Pi method.
transmission line using Nominal Pi Method.
Code :
clc
clear all
disp('Nominal PI Method for medium transmission line')
R = 10;
XL = 50;
Y = 10e-4;
f = 50 ;
PR = 20e6;
VRLL = 66e3;
pf = 0.9;
Z = R + %i * XL;
IR = PR /( sqrt (3) * VRLL * pf );
IR_COMPLEX = IR *( cos( acos ( pf ) ) - %i * sin ( acos ( pf ) ) );
IC1 = %i * Y /2* VR;
IL = IR_COMPLEX + IC1;
VS = VR + IL * Z;
IC2 = %i * Y /2* VS;
IS = IL + IC2;
[ VS_abs , Phase_VS ]= polar ( VS );
[ IS_abs , Phase_IS ]= polar ( IS );
VS_abs;
IS_abs ;
VSLL = VS * sqrt (3);
VSLL_abs = abs ( VSLL ) /1000;
PHASE_DIFF = Phase_VS - Phase_IS;
SendingEnd_PF =cos( PHASE_DIFF ) ;
PS =3* abs ( VS ) *abs( IS ) * cos ( PHASE_DIFF );
EFF =( abs ( PR ) / abs ( PS ) ) *100;
REG = 100*(( abs ( VSLL ) - abs ( VRLL ) )) / abs ( VRLL );
mprintf ('Sending End Current = %f A \n',IS_abs);

mprintf ('Sending End Line Voltage = %f kV \n',VSLL_abs);
mprintf ('Sending End Power Facttor = %f \n',SendingEnd_PF);
mprintf ('Efficiency = %f %% \n',EFF);
mprintf ('Regulation = %f %% \n',REG);
Output:
"Nominal PI Method for medium transmission line"
Enter the Total line Resistance in Ohms : 10
Enter the Total line Inductive Reactance in Ohms : 50
Enter the Total line Suseptance in Siemens : 10e-4
Enter the Frequency in Hz: 50
Enter the Recieving End Power in Watt : 20e6
Enter the Recieving End Line Voltage in Volt : 66e3
Enter the Recieving End Lagging Power Factor : 0.9
IS =
170.9091705231286 - 44.1124564530227i
VS_abs =
43890.94577750956 - 0.000000000000005i
PS =
21047696.74637363 + 0.000000001299577i
EFF =
95.02227365303455
REG =
15.18386072560183
Sending End Current = 176.510208 A
Sending End Line Voltage = 76.021348 kV
Sending End Power Facttor = 0.905604
Regulation = 15.183861 %
Conclusion:
Quiz:(use separate papers to answer)
1. How does the initial condition of the circuit affect the transient current?
2. What is the DC offset current in an R-L series circuit?
3. How does the DC offset current change over time in an R-L series circuit?
4. How does the DC offset current change if a new excitation is applied at a different
instant?
concept (20)
(5) (5) (5) (5)
Marks
Experiment #5
Finding Voltage Regulation And Efficiency Of A Medium Transmission Line Using End
Condenser Method Through Scilab
Date:
of a medium transmission line using end condenser method
by basic Scilab/MATLAB programming skills.
Relevant CO: CO2: Evaluate performance of medium transmission lines using End Condenser
method.

medium transmission line using End Condenser method.
transmission line using End Condenser Method.
Code :
Clc
Clear all
disp('End Condenser Method for medium transmission line')
R =25;
X =80;
Y =14e-4;
f =50;
PR =15e6;
VRLine =66e3;
Pf=0.8;
Z = R + X*%i;
IR = PR/( VRLine * Pf);
Pfang = acos ( Pf );
IR_Complex = IR *( Pf - %i *sin ( Pfang ));
IC_Complex = %i * Y* VRLine;
IS = IR_Complex + IC_Complex;
Voltage_drop = IS * Z ;
VS = VRLine + IS * Z;
VS_abs;
IS_abs;
PHASE_DIFF = Phase_VS - Phase_IS;
SendingEnd_PF =cos( PHASE_DIFF );
Sending_End_PF = abs ( SendingEnd_PF );
PS =abs( VS ) * abs( IS ) * cos ( PHASE_DIFF );
EFF =( abs ( PR ) / abs ( PS ) ) *100;
REG = 100*(( abs ( VS ) - abs ( VRLine ) )) / abs ( VRLine );
Output:
"End Condenser Method for medium transmission line"
R =
25.
X =
80.
Y =
0.0014
f =
50.
PR =
15000000.
VRLine =
66000.
Pf =
0.8
IS =
227.27273 - 78.0544545i
VS =
77926.182 + 16230.455i
SendingEnd_PF =
0.8596751
EFF =
91.220706
REG =
20.603752
Conclusion:
Quiz:(use separate paper to answer)
1. How does the value of dynamic reactance change from the instant of fault to the steady
state?
2. What is the effect of changes in excitation on the dynamic reactance of a synchronous
generator?
3. What are the limitations of modeling dynamic reactance in a synchronous generator?
concept (20)
(5) (5) (5) (5)
Marks
Experiment #6
A Scilab Program To Evaluate Performance Of Medium Transmission Line Using

Graphical Method.
Date:
of a medium transmission line using graphical method by basic Scilab/MATLAB programming
skills.
Relevant CO: CO2: Evaluate performance of medium transmission lines using Graphical
method.
Objectives: (a) To be able to evaluate performance of medium transmission line using

Graphical method.
transmission line using Graphical Method.
Code :
Clc
Clear all
Vr = 220e3;
R = 33.5;
X = 138;
pf = 0.9;
Pr = 50e6;
Y = %i*0.3e-3;
Z = R+X* %i;
Irmag = Pr /( sqrt (3) * Vr * pf );
pf = 0.5:0.001:1;
Ir = Irmag * exp ( - %i * Irang );
Ir1 = Irmag * exp ( %i * Irang );
Vs = Vr / sqrt (3) + ( Ir +( Y /2) * Vr / sqrt (3) ) *Z;
VrNLm =abs( Vs / (1+(( Y * Z ) /2) ) );
VrFLm = abs ( Vr / sqrt (3) );
per_vol_regulag = ( ( VrNLm - VrFLm ) / VrFLm ) * 100;
Vs1m = Vr / sqrt (3) + ( Ir1 +( Y /2) * Vr / sqrt (3) ) *Z ;
VrNL1m = abs ( Vs1m / (1+(( Y * Z ) /2) ) );
per_vol_regulead = ( ( VrNL1m - VrFLm ) / VrFLm ) * 100;
plot(pf,per_vol_regulag,'r',pf,per_vol_regulead,'*');
xlabel ('power factor')
ylabel('voltage regulation')
title('Medium line voltage regulation')
legend('Lagging Power Factor', 'Leading Power Factor')
Output:
Conclusion:
1. What is the significance of the diagonal elements of the ZBUS matrix?

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

concept (20)
(5) (5) (5) (5)
Marks
Experiment # 7
Finding voltage regulation and efficiency of a long transmission line using Rigorous solution
method through SCILAB
Date:
of a long transmission line using Rigorous solution method by basic Scilab/MATLAB
programming skills.
Relevant CO: CO2: Evaluate performance of long transmission lines using Rigorous solution
method.
Objectives: (a) To be able to evaluate performance of long transmission line using Rigorous
Solution method.
(b) To be able to evaluate performance of long transmission line.
(c) To write a computer program to evaluate performance parameters of long
transmission line using Rigorous solution method.
Code :
Clc
Clear all
disp('Rigorous Method for Long transmission line')
R = input('Enter the Total line Resistance in Ohms : 32');
XL = input('Enter the Total line Inductive Reactance in Ohms : 50');
y = input('Enter the Total line Suseptance in Seimen : 0.0003');
f = input('Enter the frequency in Hz : 50');
PR = input('Enter the Recieving End Power in Watt : 20e6');
VRLL = input('Enter the Recieving End Line Voltage in Volt : 110e3');
pf = input('Enter Recieving End Lagging Power Factor : 0.8');
Z = R+%i*XL;
Y = %i*y;
A = 1+ ( Z * Y ) /2 + ( Z * Z * Y * Y ) /24;
B = sqrt ( Y * Z ) + (( Y *Z ) ^(3/2) ) /6;
VS = VR * A + IR * sqrt ( Z / Y ) * B;
IS = VR * sqrt ( Y / Z )* B + IR * A;
[ IS_abs , Phase_IS ]= polar ( IS ) ;
VS_abs;
IS_abs;
VSLL = VS * sqrt (3);
VSLL_abs = abs ( VSLL ) /1000;
Phase_VS;
Phase_IS;
PHASE_DIFF = Phase_VS-Phase_IS;
SendingEnd_PF =cos( PHASE_DIFF );
PS =3* VS_abs * IS_abs * cos ( PHASE_DIFF );
EFF =( abs ( PR ) / abs ( PS ) ) *100;
REG = 100*(( abs ( VSLL ) - abs ( VRLL ) )) / abs ( VRLL );
mprintf('\n\nSendingend Current = %f A \n',IS_abs)
mprintf('Sendingend Line Voltage = %f kV \n',VSLL_abs)
mprintf('Sendingend Power Factor = %f \n', SendingEnd_PF)
mprintf('Efficiency = %f%%\n',EFF)
mprintf('Regulation = %f%%\n',REG)
Output:
"Rigorous Method for Long transmission line"
Enter the Total line Resistance in Ohms : 32

Enter the Total line Inductive Reactance in Ohms : 50
Enter the Total line Suseptance in Seimen : 0.0003
Enter the frequency in Hz : 50
Enter the Recieving End Power in Watt : 20e6
Enter the Recieving End Line Voltage in Volt : 110e3
Enter Recieving End Lagging Power Factor : 0.8
Sendingend Current = 131.674018 A

Sendingend Line Voltage = 117.015932 kV
Sendingend Power Factor = 0.998847
Efficiency = 75.028310%
Regulation = 6.378120%
Conclusion:
1. Can symmetrical components be applied to systems other than three-phase power systems?
2. How do unsymmetrical faults affect the symmetry of phasors in power systems?
3. Can symmetrical components be used to analyze unsymmetrical faults in DC power systems

concept (20)
(5) (5) (5) (5)
Marks
Experiment #8
A Scilab Program To Evaluate Performance Of Long Transmission Line Using Graphical

Method
Date:
Competency and Practical Skills: Basic knowledge to evaluate performance of Long

transmission line using graphical method by basic Scilab/MATLAB programming skills.
Relevant CO: CO2: Evaluate performance of Long transmission lines using Graphical method.
Objectives: (a) To be able to evaluate performance of Long transmission line using

Graphical method.
(b) To be able to evaluate performance of Long transmission line.
(c) To write a computer program to evaluate performance parameters of Long
transmission line using Graphical Method.
Code :
Clc
Clear all
disp ( ’ Rigorous Method for Long transmission line using graphical method ’ )
R = 32;
XL = 50;
y = 0.003;
f = 50;
PR = 20e6;
VRLL = 110e3;
pf = 0.8;
Z=R+%i*XL;
Y=%i*y;
VR = VRLL/sqrt(3);
A = 1+ ( Z * Y ) /2 + ( Z * Z * Y * Y ) /24;
B = sqrt ( Y * Z ) + (( Y *Z ) ^(3/2) ) /6;
pf = 1: -0.01:0.5
Ir = IR * exp ( - %i * Irang );
Ir1 = IR * exp ( %i * Irang );
VS = VR * A + Ir * sqrt ( Z / Y ) * B;
VS1 = VR * A + Ir1 * sqrt ( Z /Y ) * B;
[ VS1_abs , Phase_VS1 ]= polar ( VS1 );
VSLL = VS;
VSLL1 = VS1;
REGlag = 100*((abs(VSLL)-abs(VR)))/abs(VR);
REGlead = 100*((abs(VSLL1)-abs(VR)))/abs(VR);
plot(pf,REGlag,'g-');
plot(pf,REGlead,'b');
xlabel('power factor')
ylabel('voltage regulation')
title('Long Transmission line voltage regulation')
legend('Lagging Power Factor', 'Leading Power Factor')
Output:
Conclusion:

1. What causes traveling waves in a transmission line?
2. How does the reflection coefficient affect traveling waves in a transmission line?
3. Provide significance regarding matching the load impedance with the characteristic
impedance of the transmission line?

concept (20)
(5) (5) (5) (5)
Marks
Experiment # 9
A Scilab Program To Find Permissible Frequency And Length For Limiting Ferranti Effect
In Long Transmission Lines.
Date:
Competency and Practical Skills: Basic knowledge to find permissible frequency and length for
limiting Ferranti Effect in Long transmission line by basic
Scilab/MATLAB programming skills.
Relevant CO: CO2: Evaluate permissible frequency and length for limiting Ferranti Effect in
Long transmission line.
Objectives: (a) To be able to evaluate permissible frequency and length for limiting Ferranti
Effect in Long transmission line.
(c) To write a computer program to evaluate permissible frequency and length for
limiting Ferranti Effect in Long transmission line.
Code :
Clc
Clear all
Standard_f = 50;
l = 400;
VSLL = 220e3;
r = 0.125;
x = 0.4;
y = %i*2.8e-6;
R = r*1;
X = x*1;
Y = y**1;
z = r + %i * x;
Z = R + %i * X;
A = 1+ Y *Z /2;
B = Z *(1+ Y * Z /6);
C = Y *(1+ Y * Z /6);
D = A;
No_load_VRLL = VSLL / A;
NoLoad_VRLL = abs ( No_load_VRLL ) /1000;
NoLoad_VR = NoLoad_VRLL / sqrt (3);
NoLoad_IS = abs (C * NoLoad_VR ) ;
VRLL_MAX =235e3;
new_A = VSLL / VRLL_MAX;
l = sqrt ( real ((2* new_A -2) / y /z ) );
Permissible_Length = abs ( l )
VRLL_MAX2 =250e3;
new_A2 = VSLL / VRLL_MAX2;
Max_Permissible_f = abs ((2500* sqrt ( R ^2* Y ^2/10000+ X * Y *(new_A2 -1) /1250) -25* R* Y ) / X /
Y)
mprintf('No Load Voltage at Receiving end = %f kV \n \n', NoLoad_VRLL)
mprintf('No load Sending end Current = %f A\n\n', NoLoad_IS)
mprintf('Permissible length = %f Km \n\n', Permissible_Length)
mprintf('Max. Permissible Frequency = %f Hz \n\n', Max_Permissible_f)
Output:
No Load Voltage at Receiving end = 220.000123 kV
No load Sending end Current = 0.000356 A
Permissible length = 322.243754 Km
Max. Permissible Frequency = 23151.027425 Hz
Conclusion:
1. How is complex power calculated using unbalanced voltage and current inputs?
2. What is the significance of the constant "a" used in the matrix "A"?
3. Can power invariance be used to analyze single-phase systems as well?justify your answer.

concept (20)
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Marks
Experiment # 10
A Scilab Program For Computing The Abcd Parameters Of Short, Medium And Long
Transmission Lines
Date:
Competency and Practical Skills: Basic knowledge for computing the ABCD Parameters of Short,
Medium and Long Transmission Line by basic Scilab/MATLAB programming skills.
Relevant CO: CO2: Evaluate program for computing the ABCD Parameters of Short, Medium
and Long Transmission Line.
Objectives: (a) To be able to evaluate for computing the ABCD Parameters of Short, Medium
and Long Transmission Line.
(b) To be able to evaluate the ABCD Parameters of Short, Medium and Long
Transmission Line.
(c) To write a computer program to evaluate performance of ABCD Parameters of
Short, Medium and Long Transmission Line.
Code :
check = 1
R = 20
L = 50
C = 0.003
f = 50
X = 2*%pi*f*L
Z = R+%i*X
Y = %i*2*%pi*f*C
Adata = 1
Bdata = Z
Cdata = 0
Ddata = 1
Result = [Adata,Bdata,Cdata,Ddata]
mprintf('ABCD constant for Short Transmission line\n A constant =%f \n B constant = %f+i %f ohm\n C
constant = %f mho\n D constant = %f \n',Adata,real(Bdata),imag(Bdata),Cdata,Ddata)
disp('Enter 1 for Nominal T-method')

disp('Enter 2 for Nominal PI-method')
s = input('Enter your choice : 2')
Adata = 1 + ( Y * Z ) /2
Bdata = Z *(1 + ( Y* Z ) /4)
Cdata = Y
Ddata = (1 + ( Y * Z) /2)
mprintf('ABCD constant for Medium Transmission line Nominal T-method\n A constant =%f + i%f \n B
constant = %f+i %f ohm\n C constant = %f +i%f mho\n D constant = %f+i %f
\n',real(Adata),imag(Adata),real(Bdata),imag(Bdata),real(Cdata),imag(Cdata),real(Ddata),imag(Ddata))
Adata = 1 + ( Y * Z ) /2
Bdata = Z
Cdata = Y * (1 + ( Y* Z ) /4)
Ddata = (1 + ( Y * Z) /2)
Result = [ Adata , Bdata , Cdata , Ddata ]
mprintf('ABCD constant for Medium Transmission line Nominal PI-method\n A constant =%f + i%f \n B
constant = %f+i %f ohm\n C constant = %f +i%f mho\n D constant = %f+i %f
Adata = cosh ( sqrt ( Y * Z ) )

Bdata = ( sqrt ( Z/ Y ) * sinh ( sqrt ( Y * Z ) ) )
Cdata = (1/ sqrt ( Z / Y ) * sinh ( sqrt ( Y * Z ) ))
Ddata = cosh ( sqrt ( Y * Z ) )
mprintf('ABCD constant for Long Transmission line \n A constant =%f + i%f \n B constant = %f+i %f
ohm\n C constant = %f +i%f mho\n D constant = %f+i %f
Output:
Enter your choice : 1

Enter the line Resistance in Ohms : 20
Enter the line Inductance in Henry : 50
Enter the line Capacitance in Farad : 0.003
Enter the Frequency : 50
ABCD constant for Short Transmission line

A constant =1.000000
B constant = 20.000000+i 15707.963268 ohm
C constant = 0.000000 mho
D constant = 1.000000
"Enter 1 for Nominal T-method"
"Enter 2 for Nominal PI-method"
ABCD constant for Medium Transmission line Nominal T-method

A constant =-7401.203301 + i9.424778
B constant = -148024.066016+i -58120966.564515 ohm
C constant = 0.000000 +i0.942478 mho
D constant = -7401.203301+i 9.424778
ABCD constant for Medium Transmission line Nominal PI-method

A constant =-7401.203301 + i9.424778
B constant = 20.000000+i 15707.963268 ohm
C constant = -4.441322 +i-3487.263649 mho
D constant = -7401.203301+i 9.424778
ABCD constant for Long Transmission line

A constant =-0.662922 + i0.058187
B constant = -6.554128+i 97.176495 ohm
C constant = -0.000401 +i0.005830 mho
D constant = -0.662922+i 0.058187
1. How does the presence of unsymmetrical faults affect the calculation of sequence
impedances using symmetrical components?
2. What role do symmetrical components play in fault analysis and protection coordination for
unsymmetrical faults?
3. Can you explain how the symmetrical components technique helps in determining the fault
location during unsymmetrical fault conditions?
Conclusion:

concept (20)
(5) (5) (5) (5)
Marks
Experiment # 11
A Scilab Program For Conversion Of Unsymmetrical Ac Phasors Into Symmetrical

Components
Date:
Competency and Practical Skills: Basic knowledge for conversion of unsymmetrical AC phasors
into symmetrical components by basic Scilab/MATLAB
programming skills.
Relevant CO: CO3: Evaluate conversion of unsymmetrical AC phasors into symmetrical

components
CLO2: Evaluate fault current and voltages for three phase symmetrical and
unsymmetrical faults on power systems using computer program and
computer simulation.
Objectives: (a) To be able to evaluate permissible frequency and length for limiting Ferranti
Effect in Long transmission line.
(c) To write a computer program for conversion of unsymmetrical AC into
symmetrical components
Code :
Clc
Clear all
disp('Enter your choice : 1')
disp('1 for phasor to symmetrical; 2 for symmetrical to phasor')
choice = input('Enter your transformattion type = 1')
alpha = -0.5+%i*0.866
if(choice==1)
Va= 200-%i*100
Vb= -36.59-%i*209.804
Vc = 136.59+%i*309.80
disp('Positive sequence component=')
Va1 = (Va+(alpha*Vb)+(alpha)^2*Vc)/3
mprintf('Val=%f+i%f \n',real(Va1),imag(Va1))
disp('Negative sequence component=')
Va2 = (Va+(alpha*2)*Vb+(alpha*Vc))/3
mprintf('Va2=%f+i%f \n',real(Va2),imag(Va2))
disp('Zero sequence component=')
Va0 = [Va+Vb+Vc]/3
mprintf('Va0=%f+i%f \n',real(Va0),imag(Va0))
end
if(choice==2)
Va1 = 200-%i*100
Va2 = -100
Va0 = 100
disp('Complex voltage Va =')
Va =[ Va1 + Va2 + Va0 ]
mprintf('Va = %f + i%f\n',real(Va),imag(Va))
disp('Complex Voltage Vb = ')
Vb =[( alpha ^2* Va1 ) +( alpha * Va2 ) + Va0 ]
mprintf('Vb = %f + i%f\n',real(Vb),imag(Vb))
disp('Complex Voltage Vc = ')
Vc =[( alpha * Va1 ) +( alpha ^2* Va2 ) + Va0 ]
mprintf('Vc = %f + i%f\n',real(Vc),imag(Vc))
end
OUTPUT :
"Enter your choice : 1"

"1 for phasor to symmetrical; 2 for symmetrical to phasor"
Enter your transformattion type = 1
Enter the value of complex phase voltage VA=200-%i*100
Enter the value of complex phase voltage VB=-36.59-%i*209.804
Enter the value of complex phase voltage VC= 136.59+%i*309.80
"Positive sequence component="

Val=199.994358+i-99.986083
"Negative sequence component="

Va2=87.796243+i3.272353
"Zero sequence component="

Va0=100.000000+i-0.001333
"1 for phasor to symmetrical; 2 for symmetrical to phasor"

Enter your transformattion type = 2
Enter the value of complex phase voltage Va1=200-%i*100
Enter the value of complex phase voltage Va2=-100
Enter the value of complex phase voltage Va0= 100
"Complex voltage Va ="

Va = 200.000000 + i-100.000000
"Complex Voltage Vb = "

Vb = -186.591200 + i150.000000
"Complex Voltage Vc = "

Vc = -13.400000 + i149.995600
Conclusion:

concept (20)
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Marks
Experiment # 12
A Scilab Program For Conversion Of Symmetrical Components Into Ac Phasors
Date:
Competency and Practical Skills: Basic knowledge for conversion of symmetrical components into
AC phasors by basic Scilab/MATLAB programming skills.
Relevant CO: CO3: Evaluate conversion of symmetrical components into AC phasors.

Objectives: (a) To be able to evaluate conversion of symmetrical components into AC phasors.

(b) To be able to evaluate performance of symmetrical components into AC
phasors.
(c) To write a computer program for conversion of symmetrical components into
AC phasors.
Code :
Clc
Clear all
Q = [3 310
5 105
4 12
]
i = sqrt( -1)
n=3
a =1.0*( cos ((360/ n ) * %pi /180) + %i * sin ((360/ n ) * %pi /180) )
a2 = a^2
Ia = Q (1) *( cos ( Q (4) * %pi /180) + %i * sin ( Q (4) * %pi /180) )
Ib = Q (2) *( cos ( Q (5) * %pi /180) + %i * sin ( Q (5) * %pi /180) )
Ic = Q (3) *( cos ( Q (6) * %pi /180) + %i * sin ( Q (6) * %pi /180) )
A = [1 1 1
1 a2 a
1 a a2]
A012 =inv( A ) *[ Ia ; Ib ; Ic ]
Add0 = A012 (1) + A012 (2) + A012 (3)
Add1 = A012 (1) + a2 * A012 (2) + a * A012 (3)
Add2 = A012 (1) + a * A012 (2) + a2 * A012 (3)
Symm3 = [ A012(1) A012(2) A012(3)
A012(1) a2*A012(2) a*A012(3)
A012(1) a*A012(2) a2*A012(3) ]
[ sym3abs , Sym3Angle ]= polar ( Symm3 )
sym3angle = Sym3Angle *180/ %pi
disp('[Magnitude,Angle]')
mprintf('\n')
for i =1:3
for j =1:3
mprintf('[%.3f,%.3f]',sym3abs(i,j),sym3angle(i,j))
end
mprintf('\n')
end
OUTPUT :
"[Magnitude,Angle]"
[3.817,35.558][-0.276,-19.726][-0.276,13.835]
[-0.276,-19.726][3.817,60.635][-0.276,53.517]
[-0.276,13.835][-0.276,53.517][3.817,-84.773]
Conclusion:

concept (20)
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Marks
Experiment # 13
Modification Of Zbus Matrix For Short Circuit Study Using Scilab Programming
Date:
Competency and Practical Skills: Basic knowledge of modification of Zbus matrix for short
circuit study using basic Scilab/MATLAB programming
skills.
Relevant CO: CO3: Evaluate modification of Zbus matrix for short circuit.
CLO2: Evaluate parameters of transmission line design and calculate ratings of
circuit breakers for transmission system.
Objectives: (a) To be able to evaluate modification of Zbus matrix for short circuit.
(b) To be able to evaluate performance of Zbus Matrix for short circuit study.
(c) To write a computer program for modification of Zbus matrix for short
circuit using scilab programming.
Code :
Clc
Clear all
s=3
mprintf('Enter %g X %g Matrix',s,s)
Zorg = input('')
disp('Enter 1 for Type1 2 for Type 2 3 for Type 3 and 4 for Type 4 Zbus modification')
check = input('Enter Your Choice : 1')
Zb = input('Enter value of Impedance between New Bus and Reference : 20')
l = max( size ( Zorg ))
Znew = zeros ( l +1 , l +1)
for i = 1: l +1
for j = 1: l +1
if i <=( l ) & j <=( l ) then
Znew (i ,j ) = Zorg (i , j)
elseif i == l +1 & j == l +1 then
Znew (i ,j ) = Zb
else
Znew (i ,j ) = Znew (i , j)
end
end
end
Znew
bc = input('Enter the Bus number where Impedance is Connected : 2')
Zb = input('Enter value of Impedance between New Bus and existing Bus : 10')
l = max ( size ( Zorg ))
row = Zorg ( bc ,:)
column = Zorg (: , bc )
for i = 1: l + 1
for j = 1: l + 1
if i <= l & j <= l
Znew (i ,j ) = Zorg (i , j)
elseif i == l +1
for p =1: l
Znew (i ,p ) = row ( p )
end
elseif j == l + 1
for q =1: l
Znew (q ,j ) = column (q )
end
end
if i == l + 1 & j == l + 1
Znew (i ,j ) = Zb + Zorg ( bc , bc )
end
end
end
Znew
aa = input('Enter the From Bus number where Impedance is Connected : 2')
bb = input('Enter the To Bus number where Impedance is Connected : 3')
Zb = input('Enter value of Impedance between existing Buses : 10')
l = max ( size ( Zorg ))
Zb_row = Zorg ( aa ,:) - Zorg ( bb ,:)
Zb_col = Zorg (: , aa ) - Zorg (: , bb )
xy =(( Zb_col * Zb_row ) /( Zorg ( aa , aa ) + Zorg ( bb , bb ) + Zb-2* Zorg ( aa , bb ) ) )
Znew = Zorg - xy
aa = input('Enter the Bus number where Impedance is Connected to Reference: 2')
Zb = input('Enter value of Impedance between existing Bus and Reference : 20')
l = max ( size ( Zorg ) )
Zb_row = Zorg ( aa ,:)
Zb_col = Zorg (: , aa )
xy =(( Zb_col * Zb_row ) /( Zorg ( aa , aa ) + Zb ))
Znew = Zorg - xy
OUTPUT :
s=3
s =
3.
Enter 3 X 3 Matrix
[1 2 3;4 5 6;7 8 9;]
Zorg =
1. 2. 3.
4. 5. 6.
7. 8. 9.
"Enter 1 for Type1 2 for Type 2 3 for Type 3 and 4 for Type 4 Zbus modification"
Enter Your Choice : 1
check =
[1]
Enter value of Impedance between New Bus and Reference : 20
Zb =
20.
Znew =
1. 2. 3. 0.
4. 5. 6. 0.
7. 8. 9. 0.
0. 0. 0. 20.
s=3
s =
3.
Enter 3 X 3 Matrix
[1 2 3;4 5 6;7 8 9;]
Zorg =
1. 2. 3.
4. 5. 6.
7. 8. 9.
check =
[2]
bc =
2.
Zb =
10.
Znew =
1. 2. 3. 2.
4. 5. 6. 5.
7. 8. 9. 8.
4. 5. 6. 20.
s=3
s =
3.
Enter 3 X 3 Matrix
[1 2 3;4 5 6;7 8 9;]
Zorg =
1. 2. 3.
4. 5. 6.
7. 8. 9.
check =
[3]
aa =
2.
Zb =
20.
Znew =
0.68 1.6 2.52
3.2 4. 4.8
5.72 6.4 7.08
s=3
s =
3.
Enter 3 X 3 Matrix
[1 2 3;4 5 6;7 8 9;]
Zorg =
1. 2. 3.
4. 5. 6.
7. 8. 9.
check =
[4]
aa = 2
aa =
2.
bb = 3
bb =
3.
Zb = 10
Zb =
10.
Znew =
0.75 1.75 2.75
3.75 4.75 5.75
6.75 7.75 8.75
Conclusion:

concept (20)
(5) (5) (5) (5)
Marks
Experiment # 14
Symmetrical Fault Analysis Using Scilab Programming

Date:
Competency and Practical Skills: Basic knowledge of symmetrical fault analysis by basic
Scilab/MATLAB programming skills.
Relevant CO: CO3: Evaluate symmetrical fault analysis in power system.

Objectives: (a) To be able to evaluate symmetrical fault analysis.

(b) To be able to evaluate performance of symmetrical system.
(c) To write a computer program for symmetrical fault analysis using
scilab/MATLAB programming.
Code :
Clc
Clear all
SA = 10e3
XA = 0.1
ST = 5e3
XT = 0.05
VL = 10
XL = 4
RL = 1
Base_kVA = max ( SA , ST )
PXA = ( Base_kVA / SA ) * XA
PXT = ( Base_kVA / ST ) * XT
PXL = ( Base_kVA * XL ) /(10* VL * VL )
PRL = ( Base_kVA * RL ) /(10* VL * VL )
disp('Fault at F1 means at source side and fault at F2 means at load side')
disp('Enter 1 for Fault at F1 or 2 for Fault at F2')
check = input('Enter your choice for symmetrical Fault in Transmission line : 2')
TX = PXA + PXT + PXL

TR = PRL
PZ = sqrt ( TX * TX + TR * TR )
Short_Circuit_kVA = Base_kVA *(100/ PZ )
Short_Circuit_Current = Short_Circuit_kVA /( sqrt (3) * VL)
mprintf('Short Circuit kVA for Fault at F2 : %f kVA\n',Short_Circuit_kVA)
mprintf('Short Circuit Current for Fault at F2 : %f A\n',Short_Circuit_Current')
TX = PXA + PXT
Short_Circuit_kVA1 = Base_kVA *(100/ TX )
Short_Circuit_Current1 = Short_Circuit_kVA1 /( sqrt (3) *VL )
mprintf('Short Circuit kVA for fault at F1 : %f kVA\n',Short_Circuit_kVA1)
mprintf('Short Circuit Current for fault at F1 : %f A\n',Short_Circuit_Current1)
OUTPUT :
Enter alternator rating in kVA : 10e3

Enter alternator %Reactance : 10%
Enter transformer rating in kVA : 5e3
Enter transformer %Reactance : 5%
Enter Transmission line Voltage in kV : 10
Enter Transmission line Reactance in Ohm : 4
Enter Transmission line Resistance in Ohm : 1
Fault at F1 means at source side and fault at F2 means at load side"
"Enter 1 for Fault at F1 or 2 for Fault at F2"

Enter your choice for symmetrical Fault in Transmission line : 1
Short Circuit kVA for Fault at F2 : 24139.946130 kVA

Short Circuit Current for Fault at F2 : 1393.720440 A
"Enter 1 for Fault at F1 or 2 for Fault at F2"

Enter your choice for symmetrical Fault in Transmission line : 2
Short Circuit kVA for fault at F1 : 5000000.000000 kVA

Short Circuit Current for fault at F1 : 288675.134595 A
Conclusion:

concept (20)
(5) (5) (5) (5)
Marks
Power System II
3150911
Lab Manual prepared by

Dr.H.S.Pandya
Assistant Professor, Govt. Engg. College, Modasa
Branch Coordinator
Dr. J.R.Iyer
Professor, Electrical Engineering L.D. College of Engineering
Ahmedabad
Committee Chairman Dr N M Bhatt

Professor of Mechanical Engineering
L. E. College, Morbi

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A Laboratory Manual for

B.E. Semester 5 (Electrical Eng.)

Directorate of Technical Education, Gandhinagar,

Name and Sign of Faculty member

Head of the Department

Practical – Course Outcome matrix

To understand and relate vision, mission of DTE, College and the

A Scilab Program To Evaluate Performance Of Medium

Industry Relevant Skills

Guidelines for Faculty members

Instructions for Students

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

includes a understand partial understanding of the good understanding excellent

program/simulati algorithm or algorithm/block for solution of given program/simulation computer

1. To provide globally competitive technical education;

Vision & Mission of Institute

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

Vision & Mission of Department

Program Outcomes as defined by NBA (PO)

Engineering Graduates will be able to:

Program Educational Objectives (PEOs)

The Graduates will be able to

Program Specific Outcomes (PSO)

Course Outcome (COs):

After learning the course the students should be able to:

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

CO3: Analyze symmetrical and unsymmetrical faults in power system.

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

CO4: Describe travelling wave and transients in power system.

Course Outcome (Laboratory):

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

A Scilab Program Obtain Voltage Regulation And Efficiency Of A Short Transmission

Equipment/Instruments: Scilab/MATLAB installed device.

Quiz: (write answer on separate sheet of paper)

Rubric wise marks obtained:

A Scilab Program To Evaluate Performance Of Short Transmission Line Using Graphical

Equipment/Instruments: Scilab/MATLAB installed device.

VrFL = abs( Vr / sqrt (3) );

Quiz: (write answers on separate sheet of paper)

Rubric wise marks obtained:

Finding Voltage Regulation And Efficiency Of A Medium Transmission Line Using

Objectives: (a) To be able to represent of finding voltage regulation and efficiency of a

Equipment/Instruments: Scilab/MATLAB installed device.

VSLL=VS* sqrt (3);

Sendingend current = 100.533214A

Quiz:(use separate papers to answer)

Rubric wise marks obtained:

Equipment/Instruments: Scilab/MATLAB installed device.

mprintf ('Sending End Current = %f A \n',IS_abs);

Quiz:(use separate papers to answer)

Objectives: (a) To be able to represent of finding voltage regulation and efficiency of a

Equipment/Instruments: Scilab/MATLAB installed device.

Quiz:(use separate paper to answer)

A Scilab Program To Evaluate Performance Of Medium Transmission Line Using

Objectives: (a) To be able to evaluate performance of medium transmission line using

Equipment/Instruments: Scilab/MATLAB installed device.

Quiz:(use separate paper to answer)

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

Rubric wise marks obtained: