School of Electrical, Electronics

and Computer Engineering

Electrical Engineering Department
Laboratory Experiment Report Rubric
Name of Student: Course and Section: Date Submitted:
Guieb, Ian R. EE117L / E06 March 2, 2019

Experiment Title:
SHORT LINE INVESTIGATION
Poor Fair (2) Good VeryGood Excellent
Criteria Score
(1) (3) (4) (5)
A.Completenessand The laboratoryreportis The laboratoryreportis The laboratoryreportis The laboratoryreportis The laboratoryreportis
organization of untidy, did notfollowthe untidy, followedthegiven neat, followedthegiven neat, followedthegiven very
given format,someparts format,someparts format,someparts format, nomissing neat,wellpresented,foll
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Laboratory fewquestionsare givenformat,organized,
questions arenotanswered. questionsarenotanswe
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contentiscomplete.
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and answerstoquestions ddata, and ver,answers mostofthe areallcorrect. If
wereallincorrect. answerstoquestions toquestionswere all answerstoquestions datasheetsare required
B.Correctness ofthe Ifdatasheets are wereallincorrect. incorrect.Ifdata areallcorrect. If intheexperiment,datash
requiredinthe Ifdatasheets are sheetsarerequired datasheetsare required eets are fullyconsulted
gathereddata
experiment,theyare requiredinthe intheexperiment,datas intheexperiment,datash andcorrectdata are used
and answersto notused. experiment,datasheets are heets areconsultedbut eets areconsultedbut inthetabulation
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The interpretationofdata The interpretationofdata The The interpretationofdata The interpretationofdata

anddiscussionwere not anddiscussionwere based interpretationofdata anddiscussionwere based anddiscussionwere based
C.Interpretation based ontheresult ontheresult anddiscussionwere ontheresult ontheresult
ofdata and anddatagathered anddatagathered based ontheresult anddatagathered anddatagathered
discussion duringtheexperiment. duringtheexperiment, anddatagathered duringtheexperiment,an duringtheexperiment
butdoesnot presentclarity. duringtheexperiment, dmostly presentsclarity. andarepresented
andsomehowpresents veryclearly.
clarity.
The conclusionwasnot The conclusionwasbased The conclusionwasbased The conclusionwasbased The conclusionwasbased
based on theobjectives ontheobjectives but ontheobjectives and ontheobjectives and ontheobjectives and
D.Conclusion andallideas are notallof the fewofthe ideas mostofthe ideas allofthe ideas
notcoherentorclear. ideasarecoherent arecoherentbut not arecoherentandclear. arecoherentand
norclear. tooclear. presentedveryclearly.

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grammar,hadbad iate,had goodgrammar,had hadgoodgrammar, hadverygood hadexcellentgrammar,h
E. Use ofLanguage sentenceconstruction goodsentenceconstruction hadgoodsentenceconstr grammar,hadvery ad
andideaswere andnotall ideas uctionand few of goodsentenceconstructi excellentsentenceconstr
notclearlyexpressed. wereclearlyexpressed. theideaswere onandalmost all of uctionand all of
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The The laboratoryreportwas The laboratoryreportwas The The
F.Promptness laboratoryreportwas submittedoneweeklate. submitted threetosix laboratoryreportwas laboratoryreportwas
submitted twoormore dayslate submitted onetotwo submittedontime.
weekslate. dayslate.
AVERAGE:(A+B+C+D+E+F)/6
 FINAL DATA SHEET
Experiment No. 1 – Short Line Investigation
Group No.: 02
Table 1 – Resistive Load

𝑹 𝑽𝒔 𝑰𝒔 𝑷𝒔 𝑽𝑫 𝑽𝑹 𝑰𝑹 𝑷𝑹 % 𝑽𝑹 % 𝑬𝒇𝒇
25% 143.2 1.47 210.6 10 140.7 1.477 208.1 1.7768 98.8129
50% 142.1 2.89 405 20 136.4 2.883 394.3 4.1789 97.3580
75% 140.7 4.2 577 28 132.8 4.210 559 5.9487 96.8804
100% 140 5.42 727 37 129 5.414 696 8.5271 95.7359
125% 139.4 6.58 863 45 125.2 6.585 823 11.3418 95.3658
150% 138.5 7.68 978 50 121.3 7.65 930 14.1797 95.0920

L = 19.1mH

Table 2 – Resistive Load and Inductive Load

𝑹 𝑽𝒔 𝑰𝒔 𝑷𝒔 𝑽𝑫 𝑽𝑹 𝑰𝑹 𝑷𝑹 % 𝑽𝑹 % 𝑬𝒇𝒇
25% 143.3 2.003 201.0 12 131.6 2.007 197.7 8.8906 98.3582
50% 142.7 3.12 374.5 20 128.1 3.11 361.9 11.3973 96.6355
75% 142 4.28 530 29 125.3 4.28 510 13.3280 96.2264
100% 141 5.39 671 36 122.4 5.39 640 15.1961 95.3800
125% 140 6.47 795 44 119.2 6.47 756 17.4497 95.0943
150% 139.2 7.49 901 50 115.6 7.47 850 20.4152 94.3396

L = 19.1mH
 Load Percentage vs Power
2500

2000

1500
Power (W)

1000

500

0
25% 50% 75% 100% 125% 150%
Pr 208.1 394.3 559 696 823 930
Ps 210.6 405 577 727 863 978

Load Percentage vs Efficiency & Voltage Regulation

120

100

80
Axis Title

60 %Vr
%Eff

40

20

0
25% 50% 75% 100% 125% 150%
II. Inductive Load

Load Percentage vs Voltage

160

140

120

100
Voltage (v)

Vs
80
Vd
Vr
60

40

20

0
25% 50% 75% 100% 125% 150%

Load Percentage vs Current

8

5
Current (A)

4 Is
Ir
3

0
25% 50% 75% 100% 125% 150%
 Load Percentage vs Current
8

5
Current (A)

4 Is
Ir
3

0
25% 50% 75% 100% 125% 150%

Load Percentage vs Efficiency & Voltage Regulation

120

100

80
Axis Title

60 %Vr
%Eff

40

20

0
25% 50% 75% 100% 125% 150%
Phasor Diagram
I. Resistive Load

Vs
jIRXL

VR IRR

Figure 1. Phasor Diagram of Resistive Load. Voltage at the receiving end is the reference.

II. Inductive Load

Vs

jIRXL

VR

IRR

Figure 2. Phasor Diagram of Resistive and Inductive Load. Voltage at the receiving end is the
reference.
Interpretation of Results

In this experiment, we observed the different parameters of a short line transmission using
the transmission line simulator. As it is a short line, capacitive reactance is neglected, and only
resistive and inductive components are considered. Using the setup in Figure 1.4, we measured
different parameters of the circuit and analyzed the data gathered.

Table 1 shows the data when using resistive load. Parameters are observed while changing
the values of resistance. Looking at the currents flowing, we can see that the current IS flowing at
the source side is equal to the current IR flowing to the load side, which is what it should be (series
connection). Also, the vector sum of the voltage drop across the transmission line (due to
inductance) and the voltage across the load resistor is equal to the source voltage, as shown on the
phasor diagram. Another thing is that the power PR measured at the load side is slightly lower than
the power PS measured at the source side. This is due to the voltage drop VD at the transmission
line which causes the power loss.

Table 2 shows the data when using both the resistor and inductor as load, with the
inductance held as constant. The data gathered is slightly different from the ones in Table 1, simply
because of the additional inductance in the load side. A noticeable difference between the two is
the phasor diagram, as shown in Figures 1 and 2. The inductive component of the load causes the
power factor to be lower and causes the shift of the vectors.

The voltage regulation is computed by subtracting the source voltage and load voltage,
then dividing the result by the load voltage. A lower voltage regulation is a good thing, as it shows
that the load voltage is close to the source voltage, which also means that there is only a small drop
in the transmission. As for the efficiency, the higher the efficiency, the better, as it shows that the
power at the source is mostly received by the load. Looking at the data from both tables, it shows
that the higher percentage resistance, the less efficient the power transfer is.
Conclusion

 The transmission line is short if it is less than 80 kilometers or 50 miles.

 The capacitance of a short line is negligible.
 The sum of the source voltage is equal to vector sum of the voltage drops at the
transmission line and the load voltage.
 The series impedance at the transmission line causes voltage drop within the system.
 The higher the voltage drop in the system, the higher the voltage regulation is. Also,
the efficiency is lower.
Answers to Questions and Problems

1.What parameters are being considered in the analysis of the performance of the short
transmission lines?
The resistance and the inductance of the line are the parameters that are being considered
in the analysis of the performance of short transmission lines.
2. Why is the capacitance of the line not being considered in the analysis of the performance
of the short transmission lines?
Capacitance is neglected for short transmission line since is very small that it doesn’t have
a big effect on the value of VS, IS, voltage regulation and the efficiency of the line itself.
3. What is the relationship between the sending end current and the receiving end current in
a short transmission line?
The short transmission line is connected in series which leads to an equal value of the
sending and the receiving end.
4. Why is the measured VD different from the difference between the sending end voltage
and receiving end voltages?
This measurement is different from the difference between the sending and the receiving
voltages due to the fact that they are vectors, and the voltage drop should be equal to the vector
difference between the sending end and receiving end voltage.
5. Why is the power measured at the receiving end less than the power measured at the
sending end?
The power measured at the receiving end is less than the power measured at the sending
end because there are power losses along the line due to the resistance as well as the inductance of
the line itself.
6. What is the significance of the series impedance in the transmission line?
The significance of the series impedance in the transmission line is that it is primarily a
function of conductor resistance and inductance, frequency, conductor and line geometry and earth
conductivity.
7. A short, three-phase transmission line with resistance and reactance of 8Ω and 11 Ω
respectively, is supplied with a voltage of 11 kV. A balanced load P kW at 0.8 power factor
is connected at the end of the line. For what value of P is the voltage regulation of line zero.
If the voltage regulation is zero, then it is implied that there is no voltage drop along the
transmission line at full load operation. The value of the voltage at both ends are the same which
will make the value of P be equal to the power at the sending end.