IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO.
1, FEBRUARY 2005
Induction Motor Tests Using MATLAB/Simulink
and Their Integration Into Undergraduate
Electric Machinery Courses
Saffet Ayasun, Member, IEEE, and Chika O. Nwankpa, Member, IEEE
Abstract—This paper describes MATLAB/Simulink imple-
mentation of three induction motor tests, namely dc, no-load,
and blocked-rotor tests performed to identify equivalent circuit
parameters. These simulation models are developed to support
and enhance electric machinery education at the undergraduate
level. The proposed tests have been successfully integrated into
electric machinery courses at Drexel University, Philadelphia, PA,
and Nigde University, Nigde, Turkey.
Index Terms—Education, induction motors, MATLAB/
Simulink, software laboratory.
I. INTRODUCTION
W ITH THE advent of low-cost personal computers and
various easily accessible software packages, com-
puter-aided teaching tools have become an essential part of
both classroom lectures and laboratory experiments in elec-
trical machinery education [1]–[6]. The computer models and
simulations of induction motors, as teaching tools, support
the classroom teaching by enabling the instructor, through the
computer-generated graphics, to illustrate easily steady-state
operation of the motor under various loading conditions [2]–[5].
The computational tools as a part of laboratory experiments
enhance laboratory experience by providing students with the
opportunity to verify the results of laboratory experiments and
compare them with those obtained by computer simulations.
Such a comparison opportunity helps students realize the limi-
tations of hardware experiments and, as a counterpoint, appre-
ciate that computer models cannot substitute for actual hard-
ware experiments that might not exactly represent the operation
of induction motors because of some modeling assumptions [1],
[2]. Moreover, an undergraduate electric machinery course that
integrates up-to-date computer hardware and software tools in
both lecture and laboratory sections also meets the expectations
of today’s students who want to use computers and simulation
tools in every aspects of a course, and thus, possibly attracts
more students [2], [3].
Manuscript received March 6, 2003; revised November 22, 2003. This
work was supported in part by the U.S. Department of Energy under Contract
ER63384.
S. Ayasun is with the Department of Electric and Electronics Engineering,
Nigde University, College of Engineering, Nigde, 51200, Turkey (e-mail:
saffetayasun@yahoo.com).
C. O. Nwankpa is with the Department of Electrical and Computer
Engineering, Drexel University, Philadelphia, PA 19104 USA (e-mail:
chika@nwankpa.ece.drexel.edu).
Digital Object Identifier 10.1109/TE.2004.832885
0018-9359/05$20.00 © 2005 IEEE
37
Electrical machinery courses at the undergraduate level typi-
cally consist of classroom and laboratory sections. The class-
room section covers the steady-state operation of the induc-
tion motor in which the per-phase equivalent circuit is used
to compute various motor quantities, such as input current and
power, power factor, developed torque, and efficiency. The com-
putations associated with the steady-state operation require the
knowledge of equivalent circuit parameters. These parameters
are obtained by performing three tests, namely dc, no-load, and
blocked-rotor tests on the motor in a typical laboratory experi-
ment [7].
The laboratory section includes these tests and a load exper-
iment that allows students to become familiar with the induc-
tion motor operation and to gain invaluable hardware and mea-
surement experiences. The authors’ experience while teaching
induction motors at Drexel University, Philadelphia, PA, indi-
cates that students generally have difficulty when they come to
the laboratory to carry out these experiments even though the
corresponding theory is extensively covered in the classroom
section with a detailed hand-out describing laboratory facilities
and the procedure of the experiments, given to them at least a
week before the laboratory. Students are not familiar with a lab-
oratory environment that contains large machines and relatively
complex measurement methods and devices as compared with
other laboratories they have been to before. The time constraints
during the laboratory exercise are also a difficult adjustment. In
a usual two-hour laboratory section, students are required to set
up and perform four induction motor experiments, to take the
necessary measurements, and to investigate steady-state perfor-
mance of the motor under various loading conditions. Because
of the time limitations, students often rush through the experi-
ments in order to finish them on time, which unfortunately pre-
vents them from getting a true feeling of motor operation and
from appreciating what has been accomplished during the lab-
oratory practice.
Therefore, simulation tools must be developed for induction
motor experiments to serve as useful preparatory exercises
before students come to the laboratory. The objective of this
paper is to present simulation models of these induction motor
experiments in an effort to design a computational laboratory.
The dc, no-load, and blocked-rotor simulation models are de-
veloped as stand-alone applications using MATLAB/Simulink
[8] and Power System Blockset (PSB) [9]. For the load experi-
ment, students are required to write a computer program using
MATLAB’s M-file programming for the per-phase equivalent
circuit of the induction motor to compute operating quantities.
38
Fig. 1. Per-phase equivalent circuit of an induction motor.
Fig. 2. Experimental setup of the dc test.
Such an assignment improves students’ programming skills
that would be helpful in other classes as well.
The remainder of the paper is organized as follows. Section II
describes the dc, no-load, and blocked-rotor tests. For the sake
of completeness, first the experimental setup for each test is pro-
vided with a brief explanation of how these tests are conducted
and how the corresponding measurements are used to compute
the equivalent circuit parameters. Then, for each test, the corre-
sponding Simulink/PSB model is presented and compared with
the actual experimental setup emphasizing the similarities and
discrepancies. Section III compares the equivalent circuit pa-
rameters determined using simulation data and data obtained
from experiments. Section IV explains how to integrate these
simulation models into undergraduate electric machine courses
at two different universities, while the last section concludes the
paper.
II. INDUCTION MOTOR TESTS: EXPERIMENTAL SETUPS AND
SIMULINK/PSB MODELS
The steady-state operating characteristics of a three-phase in-
duction motor are often investigated using a per-phase equiva-
lent circuit as shown in Fig. 1. In this circuit, and rep-
resent stator resistance and leakage reactance, respectively;
and denote the rotor resistance and leakage reactance re-
ferred to the stator, respectively; resistance stands for core
losses; represents magnetizing reactance; and denotes the
slip. The equivalent circuit is used to facilitate the computa-
tion of various operating quantities, such as stator current, input
power, losses, induced torque, and efficiency. When power as-
pects of the operation need to be emphasized, the shunt resis-
tance is usually neglected; the core losses can be included
in efficiency calculations along with the friction, windage, and
IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005
stray losses. The parameters of the equivalent circuit can be ob-
tained from the dc, no-load, and blocked-rotor tests [7], [10].
In the following, both experimental setup and Simulink/PSB
models of each test are described.
The PSB is a useful software package to develop sim-
ulation models for power system applications in the
MATLAB/Simulink environment. With its graphical user
interface and extensive library, it provides power engineers
and researchers with a modern and interactive design tool to
build simulation models rapidly and easily. MATLAB and
Simulink/PSB have been widely used by educators to enhance
teaching of transient and steady-state characteristics of in-
duction machines [2], [3], [11]. Of course, other commercial
software packages, such as Maple and MathCad, are commonly
used in electrical engineering education with their advantages
and disadvantages [12]. The reason that MATLAB with its
toolboxes was selected is that it is the main software package
used in almost all undergraduate courses in the authors’ institu-
tions as a computation tool to reinforce electrical engineering
education. Therefore, students can easily access to MATLAB,
and they already have the basic programming skills to use the
given Simulink models and to write computer programs when
required before coming to the machinery class.
A. dc Test
The dc test is performed to compute the stator winding resis-
tance . A dc voltage is applied to the stator windings of an in-
duction motor. The resulting current flowing through the stator
windings is a dc current; thus, no voltage is induced in the rotor
circuit, and the motor reactance is zero. The stator resistance is
the only circuit parameter limiting current flow. Fig. 2 shows
AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK
Fig. 3. Simulink/PSB implementation of the dc test.
Fig. 4. Experimental setup of the no-load test.
the experimental setup of the dc test conducted at the Intercon-
nected Power Systems Laboratory (IPSL) [13] of Drexel Uni-
versity. A 120-V dc power source is applied to the two phases
of a Y-connected induction motor. A group of light bulbs are
installed in the circuit as a resistive load in order to adjust dc
current to the rated value. The current in the stator windings
and voltage across the two phases of the motor are mea-
sured.
Fig. 3 depicts the Simulink/PSB implementation of the dc
test. From the PSB machine library, an induction motor block
is used whose electrical parameters (such as nominal voltage
and equivalent circuit parameters) and mechanical parameters
(such as inertia and number of poles) can be specified in either
International System of Units (S.I.) or in per unit [9]. Similar
to the experimental setup, a 120-V dc source is applied to the
two phases (phases A and B) of the induction motor through a
series resistance, while the phase C is grounded through a re-
39
sistance branch in order to have a complete electrical connec-
tion. The purpose of the series resistance between the dc source
and the induction motor is to limit the current flowing through
the two windings of the motor to its rated value, which is sim-
ilar to the lighting bulbs used in the hardware setup of Fig. 2.
Voltage and current measurement blocks measure the instanta-
neous voltage across two phases and the current flowing through
the windings, respectively. Two scopes display the waveforms
of the voltage and current, while two display boxes are used
to obtain the steady-state values of the dc voltage, and cur-
rent . With these two measurements, the stator resistance can
easily be computed as
(1)
The stator resistance obtained from the dc test is an approxi-
mate value of the actual one since the skin effect observed when
40
Fig. 5. Simulink/PSB implementation of the no-load test.
an ac voltage is applied to the stator windings and temperature
effects are not taken into consideration. However, this approxi-
mation is reasonable enough for teaching purposes.
B. No-Load Test
The no-load test on an induction motor is conducted to mea-
sure the rotational losses of the motor and to determine some of
its equivalent circuit parameters. In this test, a rated, balanced
ac voltage at a rated frequency is applied to the stator while it
is running at no load, and input power, voltage, and phase cur-
rents are measured at the no-load condition. Fig. 4 illustrates the
experimental setup of the no-load test conducted at Drexel Uni-
versity’s IPSL.
Fig. 5 shows the Simulink/PSB realization of the no-load
test, where a three-phase balanced Y-connected ac source whose
per-phase voltage is 120 V/60 Hz is applied to the stator terminal
of the induction motor. The electrical inputs of the induction
motor block are the three electrical connections of the stator (ter-
minals A-B-C), while the electrical outputs (terminals a-b-c) are
the three electrical connections of the rotor, which is short-cir-
cuited. The input block (terminal Tm) is the mechanical torque
at the machine’s shaft. This torque is set to be zero
to simulate the no-load condition. The equivalent circuit pa-
rameters obtained from experimental data and the number of
poles are specified using the induction motor-block dialogue
box. Three current measurement blocks are used to measure the
instantaneous current of each phase. The output of each current
measurement block is connected to a root-mean-square (rms)
block, called signal rms, to determine the rms value of each
IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005
phase current. This block computes the rms value of the input
signal over a running window of the one cycle of the speci-
fied fundamental frequency (60 Hz). Three display boxes read
these rms values. Similarly, a voltage measurement block, an
rms block, and a display box are used to measure the phase A
voltage. The outputs of the voltage measurement block and the
current measurement block of phase A are connected to a power
measurement block, called the active and reactive power mea-
surement, that computes the active power and reactive power.
The output of this block is connected to a scope and to a display
block to obtain the waveforms and the values of and . The
output terminal of the induction motor block (terminal m-SI)
allows for the measurement of several variables, such as speed
and electrical torque. A machine measurement block is used to
get the mechanical speed. Through the scope and display block,
the waveform and the steady-state value of the rotor speed can
easily be measured in rad per second, or the corresponding data
can be written to MATLAB’s workspace to make use of other
graphical tools available in MATLAB. Fig. 6 shows the evo-
lution of the mechanical speed during the no-load simulation.
The rotor speed reaches its steady-state value (188.5 rad/s for
the tested motor) quickly, indicating that MATLAB/Simulink is
an appropriate tool to investigate steady-state behavior of induc-
tion motors as well.
One can see that there are some differences between the
hardware setup and Simulink/PSB model. For example, the
per-phase-based real and reactive input power is measured in the
simulation model, while in the experiment the total three-phase
real input power is measured. However, this difference is
AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK
Fig. 6. Evolution of the mechanical speed during the no-load test simulation.
not significant since under the three-phase balanced opera-
tion, computations are usually completed using the per-phase
quantities. Similarly, the per-phase voltage is measured in the
simulation, as opposed to the line-to-line voltages measured in
the hardware experiment.
These measurements enable the approximate computation
of the sum of the magnetizing reactance and the stator
leakage reactance as follows [7]:
or
where is the per-phase voltage , is the phase
A measured reactive power, and is the average phase current
measured . Using measured input power
and the stator resistance obtained from the dc test, rotational
losses of the motor given by the sum of the friction, windage,
and core losses can be found, as follows:
C. Blocked-Rotor Test
The blocked-rotor test on an induction motor is performed
to determine some of its equivalent circuit parameters. In this
test, the rotor of the induction motor is blocked, and a reduced
voltage is applied to the stator terminals so that the rated current
flows through the stator windings. The input power, voltage, and
current are measured. For some design-class induction motors,
this test is conducted under a test frequency, usually less than the
normal operating frequency so as to evaluate the rotor resistance
appropriately [7]. The experimental setup of the blocked-rotor
test is not shown here since it is similar to that of the no-load
test shown in Fig. 4. The only difference is that a synchronous
generator coupled with a dc motor and auto transformer were
41
installed in the circuit in order to perform the blocked-rotor test
at various frequencies and to control input voltage to the stator.
Fig. 7 shows the Simulink/PSB model of the blocked-rotor
test. This model is almost the same as that of the no-load test
shown in Fig. 5. However, there is a slight difference between
the two models. In the blocked-rotor model, the inertia of
the induction motor is set to infinity in order to simulate the
blocked-rotor condition. Several measurements blocks are used
to measure the current, voltage, and active/reactive powers. The
(2) mechanical torque to the rotor is set to an arbitrary nonzero
value [in this case, 5 Newton-meter (N.m)], which
will not affect the blocked-rotor condition since the inertia is
infinite. Because of the infinite inertia, rotor speed remains at
zero during the blocked-rotor simulation. Various test frequen-
cies for blocked-rotor simulation can be easily achieved by
changing the frequencies of the -connected voltage sources
rather than using a synchronous generator coupled with a dc
motor.
The measurement data from the blocked rotor test enables one
(3)
to determine approximately the blocked-rotor resistance and re-
actance at the test frequency
(4)
where is the blocked-rotor resistance, and is the
blocked-rotor reactance at the test frequency [7].
or
(5)
If the test frequency is different from the rated frequency,
one can compute the total equivalent reactance at the normal
42 IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005

Fig. 7. Simulink/PSB implementation of the blocked-rotor test.

operating frequency as follows since the reactance is directly TABLE I

EQUIVALENT CIRCUIT PARAMETERS OF THE INDUCTION MOTOR TESTED
proportional to the frequency:

(6)

When the three tests are completed, equivalent circuit parame-

ters can easily be computed.
1) The stator resistance is directly computed from the the equivalent circuit under blocked-rotor condition, the fol-
dc test. lowing expression achieves the desired approximation [10]:
2) The no-load test gives the sum of the magnetizing reac-
tance and the stator leakage reactance .
(8)
3) The blocked-rotor test gives that of the stator and rotor
leakage reactances.
One needs to refer to test codes to find out the empirical pro- III. COMPARISON OF EQUIVALENT CIRCUIT PARAMETERS
portions for stator and leakage reactances given for three-phase
induction motors by class [7], [14]. When the classification of To illustrate the effectiveness of the proposed simula-
the motor is not known, one assumes that . tion models, one compares the equivalent circuit parameters
determined by simulations with those obtained from hard-
The magnetization reactance can now be evaluated using
(2), as follows: ware experiments. The motors used for this purpose are the
three-phase 60-Hz Y-connected, and the 5-Horse Power (HP)
induction motors of 200-V rating 1735 r/min located at Drexel
(7) University’s IPSL. A set of hardware experiments are first
performed (i.e., dc, no-load, and blocked-rotor tests) on four
As for the rotor resistance , a better approximation is re- induction motors to obtain appropriate equivalent circuit pa-
quired since it has a more significant effect on the motor perfor- rameters for software simulations. The resulting parameters are
mance when compared with the other circuit parameters. Using presented in Table I.
AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK
TABLE II
SIMULATION RESULTS OF THE INDUCTION MOTOR TESTS FOR MOTOR 1
TABLE III
EQUIVALENT CIRCUIT PARAMETERS DETERMINED BY SIMULATION AND THE CORRESPONDING ERRORS
For each induction motor tested the Simulink/PSB models of
the dc, no-load, and blocked-rotor tests were run. The simulation
data of no-load and blocked-rotor tests for motor 1 is shown in
Table II, where various quantities, such as voltage, current, and
power required to compute equivalent circuit parameters, are
presented. The dc test simulation data for motor 1 is as follows:
12.66 V and 15.74 A. The simulation data for the
other three motors is similar to that of Motor 1 and, thus, is not
given here.
Table III gives the equivalent circuit parameters computed,
using the simulation data and the corresponding errors relative
to those obtained experimentally. The error computations as-
sume that equivalent circuit parameters determined experimen-
tally are accurate. The results indicate that relative errors are
negligible, and the proposed simulation models accurately pre-
dict equivalent circuit parameters. The largest error occurs in
the stator and rotor leakage reactances, since one assumes that
two reactances have equal contributions to the blocked-rotor re-
actance, which might not be the real case.
IV. INTEGRATION OF SIMULATION MODELS INTO
ELECTRIC MACHINERY COURSES
In this section, the authors describe the integration of these
simulation models into electric machinery courses at two
different universities, Drexel University and Nigde University,
Nigde, Turkey. The Electrical and Computer Engineering
(ECE) Department of Drexel University offers a pre-ju-
nior-level machine course (ECE-P 352 Electric Motor Control
Principles) that concentrates on the fundamentals of electro-
mechanical energy conversion and related control theory. This
five-hour course required for those who are in the power and
control track has both lecture and laboratory sections that
must be taken in the same quarter. The lecture section (three
hours a week) introduces students to operation principles of
transformers, induction motors, dc motors, and various motor
control techniques, including the power-electronics-based
ones. In the laboratory section (two hours a week), students
are required to perform various experiments for which the
necessary theoretical background is developed in the lecture
43
section. The experiments conducted during the term at the IPSL
of Drexel University include open-circuit, short-circuit, and
load tests for transformers, speed control experiments for dc
motors, and induction motor tests. The IPSL is a computerized,
small-scale, energy management system that was designed to
provide students with a hands-on learning experience about the
attributes and implications involved in the management and
control of a small electric power system. With its customized
graphic-intensive environment, it provides a set of experiments
on the interaction of various system components in a real-life
power system operating environment [13].
In order to incorporate simulation models of induction motor
tests into the course, the laboratory section is divided into two
main components, each of which is a two-hour section: software
laboratory and hardware laboratory. After being introduced to
the theory and operating characteristics of the induction mo-
tors, including per-phase equivalent circuit and torque-speed
curve and speed control methods, students simulate three induc-
tion motor tests presented in the previous section and record the
data required to compute per-phase equivalent circuit parame-
ters. A week before the software laboratory, the Simulink/PSB
models of the tests and a detailed hand-out describing how each
model is to be simulated are made available to students. An ex-
ample of the procedure showing the steps involved in simulating
a no-load condition is given in the Appendix.
An essential part of the software laboratory is an assignment
given to students to develop a computer model for the per-phase
equivalent circuit of the induction motor using the MATLAB
programming language. Using the computer program, students
investigate motor characteristics under varying conditions. Ex-
amples of simulations obtained by students’ computer programs
for the motor 1 are presented in Figs. 8–10. Fig. 8 shows motor
quantities, such as input current and power, power factor, de-
veloped torque and power, and efficiency as a function of rotor
speed, and how these quantities are affected by a 20% drop
in the supply voltage when the frequency is kept constant at
the nominal value. Fig. 9 illustrates the same quantities when
the frequency is reduced by 25% while the supply voltage is
kept unchanged. Fig. 10 shows the torque-speed characteristic
of the motor for different values of rotor resistance. Such studies
44
Fig. 8. Effect of a 20% drop in the supply voltage on various motor quantities.
on the motor characteristics over a wide speed range help stu-
dents better understand various operation modes, such as vari-
able voltage fixed frequency mode (Fig. 8) or fixed voltage vari-
able frequency mode (Fig. 9)—material also covered in the lec-
ture section. Furthermore, students gain experience and confi-
dence in induction motor operation, which will be very helpful
for them when they perform hardware experiments in the fol-
lowing week at the IPSL.
In the hardware laboratory, students are asked to set up and
conduct four induction motor experiments: the dc test, the
no-load test, the blocked-rotor test, and the load experiment.
Similar to what is performed in the software laboratory, they
take measurements required to compute motor parameters and
to examine the motor characteristics under varying load. During
the laboratory section, students appear to be more familiar with
induction motors theory and operation because of the experi-
ence gained during the software laboratory. A week after they
complete hardware experiments, students are required to submit
a report that must combine results from both simulations and
experiments. The emphasis is that the report should compare
simulation results with experimentally recorded data, mainly
focusing on the differences/similarities. One can assume that
parameters obtained from simulation data would be the same as
those obtained from experimental data since motor parameters
determined from experimental data are used in simulations.
However, as can be seen in Table III, this equivalency is not the
case, and negligible errors are observed. In their reports, stu-
IEEE TRANSACTIONS ON EDUCATION, VOL. 48, NO. 1, FEBRUARY 2005
dents are encouraged to provide explanations for these errors.
These errors might be the result of modeling of the induction
motor in Simulink or measurements errors often observed in
the hardware experiments. Nevertheless, proposed simulations
give students insight as to the experimental procedure and the
expected results before they go into the electric machinery
laboratory to perform the physical experiments.
The Department of Electrical and Electronics Engineering at
Nigde University offers two machinery courses. These are EEM
308 Electric Machinery I (five hours a week) and EEM 435
Electric Machinery II (three hours week). The former, which
must be taken by all undergraduate students, mainly focuses
on transformers and induction motors. The latter, designed for
power system majors only, introduces operation principles of
dc motors (25%) and synchronous generators (75%). Similar to
Drexel University, a software laboratory (two hours a week) as
a part of Electric Machinery I has been established, and stu-
dents simulate induction motor experiments. A laboratory fa-
cility, which will enable students to validate simulation results
experimentally, is under construction and will be available for
use in the next academic year.
V. CONCLUSION AND FUTURE WORK
In this paper, the authors presented simulation models of
induction motor tests performed to obtain parameters of the
per-phase equivalent circuit of three-phase induction motors.
AYASUN AND NWANKPA: INDUCTION MOTOR TESTS USING MATLAB/SIMULINK 45

Fig. 9. Effect of a 25% drop in supply voltage frequency on various motor quantities.

MATLAB paired with Simulink/PSB is a good simulation tool

to model induction motor tests and to evaluate steady-state char-
acteristics of the induction motor. Furthermore, a successful
integration of simulation models is described in a software
laboratory in an electric machines course, which complements
classroom lecture and laboratory practice. A logical extension
to the software laboratory would be to include Simulink/PSB
models of experiments of transformers, dc machines, and syn-
chronous machines so that a complete computational laboratory
is available to support electric machinery education.

APPENDIX
PROCEDURE FOR THE NO-LOAD TEST SIMULATION

Step 1) Set the rms value of single-phase voltage sources

to 120 V (or their peak amplitudes to 169.7056 V).
Make sure that the phase angles of the voltage
sources are 120 apart from each other and fre-
Fig. 10. Torque-speed characteristics for different rotor resistance values. quency is 60 Hz.
Step 2) Choose one of the induction motors at IPSL and
Each Simulink/PSB model is explained in detail and compared use its equivalent circuit parameters to specify the
with the corresponding experimental setup. Circuit parameters electrical and mechanical parameters of induction
obtained from simulation results are compared with those ob- motor block. Note that the inertia is not available
tained from hardware experiments. The error studies show that from the hardware tests; use the default value
46
0.089 kg.m . The true value of the inertia is not im-
portant since the steady-state values of motor quan-
tities need to be read.
Step 3) Set the frequency attributes of all the signal rms
blocks and the active and reactive power measure-
ment block to 60 Hz.
Step 4) Make sure that the mechanical torque to the shaft is
exactly zero . [12] C. A. Canizares and Z. T. Faur, “Advantages and disadvantages of using
Step 5) Specify the stop time of the simulation and integra-
tion method.
Step 6) Run the simulation.
Step 7) Read the following data from the display boxes:
(rms), (rms), (rms), (rms), , , and , tors, IEEE Standard 112, 1996.
and record all the data in a table.
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[14] Standard Test Procedure for Polyphase Induction Motors and Genera-
Saffet Ayasun (S’97–M’02) was born in Tokat, Turkey, on October 27, 1968.
He received the M.S. degree in electric engineering, the M.S. degree in mathe-
matics, and the Ph.D. degree in electrical engineering from Drexel University,
Philadelphia, PA, in 1997, 2001, and 2002, respectively.
He is currently working as an Assistant Professor in the Electrical Engi-
neering Department of Nigde University, Nigde, Turkey. His research interests
include stability of the nonlinear dynamical system, applied mathematics, non-
linear control theory, power systems, and bifurcation theory.
Chika O. Nwankpa (S’88–M’90) was born in Owerri, Nigeria, in 1962. He re-
ceived the Magistr Diploma in electric power systems from the Leningrad Poly-
technical Institute, Russia, in 1986 and the Ph.D. degree in electrical and com-
puter engineering from the Illinois Institute of Technology, Chicago, in 1990.
He is currently a Professor of electrical and computer engineering at Drexel
University, Philadelphia, PA. His research interests are in the areas of power
systems and power electronics.
Dr. Nwankpa received the Presidential Faculty Fellow Award in 1994 and the
NSF Engineering Research Initiation Award in 1991.