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Name :_________________________

SCHEME :K Roll No.:______ Year : 20 _ 20 __

Exam Seat No. :__________________

LABORATORY MANUAL FOR

POWER SYSTEM OPERATION
AND CONTROL (315336)

ELECTRICAL ENGINEERING GROUP

MAHARASHTRA STATE BOARD OF

TECHNICAL EDUCATION, MUMBAI
(Autonomous)(ISO21001:2018)(ISO/IEC27001:2013)
VISION

To ensure that the Diploma Level Technical Education constantly matches the latest requirements of

Technology and industry and includes the all-round personal development of students including social

concerns and to become globally competitive, technology led organization.

MISSION

To provide high quality technical and managerial manpower, information and consultancy services to the

industry and community to enable the industry and community to face the challenging technological &

environmental challenges.

QUALITY POLICY

We, at MSBTE are committed to offer the best in class academic services to the students and institutes to

enhance the delight of industry and society. This will be achieved through continual improvement in

management practices adopted in the process of curriculum design, development, implementation,

evaluation and monitoring system along with adequate faculty development programs.

CORE VALUES

MSBTE believes in the following:

• Education industry produces live products.

• Market requirements do not wait for curriculum changes.

• Question paper is the reflector of academic standards of education organization.

• Well designed curriculum needs effective implementation too.

• Competency based curriculum is the backbone of need based program.

• Technical skills do need support of life skills.

• Best teachers are the national assets.

• Effective teaching learning process is impossible without learning resources.

A Laboratory Manual
For

POWER SYSTEM OPERATION AND

CONTROL
(315336)

SEMESER-V

“K-SCHEME”

(EE/EP)

Maharashtra State
Board of Technical Education, Mumbai.
(Autonomous) (ISO 21001:2018) (ISO/IEC 27001:2013)

ii
Maharashtra State Board of Technical Education, Mumbai
(Autonomous) (ISO 21001:2018) (ISO/IEC 27001:2013)
4th Floor, Government Polytechnic Building, 49, Kherwadi,
Bandra (East), Mumbai – 400051

iii
Maharashtra State
Board of Technical Education, Mumbai.

Certificate
This is to certify that Mr. / Ms. …………………………………………………

Roll No……………………… of Fifth semester of Diploma in

……………….……………………………………………………………… of
Institute……………………………………………………………...……………
…………………………… (Code: …………) has completed the term work
satisfactorily in course Power System Operation and Control (315336) for the
academic year 20…… to 20…… as prescribed in the curriculum.

Place: …………… Enrollment No: ………………..

Date: ……………. Exam. Seat No: …………………

Subject teacher Head of the Department Principal

Seal of
Institution

iv
PREFACE
The primary objective of laboratory and field work in technical education is to develop essential,
industry-relevant competencies and hands-on skills. Keeping this goal in mind, MSBTE has introduced the
innovative 'K' Scheme curricula for engineering diploma programs, with a focus on Outcome-Based
Education (OBE). In this scheme, a significant amount of time has been allocated for practical sessions to
emphasize the development of real-world competencies. This underlines the importance of utilizing each
minute of laboratory time effectively by both teachers and students. Therefore, for the successful
implementation of this outcome- based curriculum, every practical has been designed to serve as a 'vehicle'
to develop this industry identified competency in every student. The practical skills are difficult to develop
through chalk and duster' activity in the classroom situation. Accordingly, the 'K' scheme laboratory manual
development team designed the practical to focus on the outcomes, rather than the traditional age-old
practice of conducting practical to 'verify the theory" (which may become a byproduct along the way).
To support this vision, each practical in this laboratory manual is designed not just to support
theoretical knowledge, but to serve as a 'vehicle' for developing specific industry-required competencies in
every student. In subjects like Power System Operation and Control, practical skills cannot be effectively
imparted through classroom lectures alone. These skills require hands-on experimentation, real-time
simulation, data analysis, and problem-solving approaches which this manual is structured to encourage.
This laboratory manual is designed to help all stakeholders, especially the students, teachers and
instructors to develop in the student the pre-determined outcomes. It is expected that each student reviews
the upcoming practical work at least a day in advance, including the relevant theoretical background, to
ensure maximum preparedness and engagement during the session. Every practical begins by identifying:
Competency, Industry-relevant skills, Course outcomes (COs), Practical outcomes (POs). This framework
ensures that students clearly understand the skills they are expected to gain, the procedures to follow, and
the precautions to observe, helping them apply this knowledge in solving real-world challenges in electrical
power systems.
The subject Power System Operation and Control is essential to Electrical Engineering. It deals with
real-time operation, control, and economic dispatch of generation, load frequency control, voltage
regulation, and power system security. Practical knowledge of these areas is vital to maintain system
reliability, stability, and efficiency in modern electrical power grids.
This manual also serves as a guide for teachers and instructors to facilitate effective, student-centered
learning by organizing the required resources, guiding the procedures, and ensuring systematic
implementation that leads to the successful achievement of learning outcomes.
Although due care has been taken to maintain accuracy and clarity in this first edition, we
acknowledge that perfection is a continuous process. Constructive feedback and suggestions for
improvement are always welcome.

i
Programme Outcome (POs) to be achieved through Practical

PO 1. Basic & Discipline specific knowledge: Apply knowledge of basic mathematics, sciences and
engineering fundamentals and engineering specialization to solve the engineering problems.

PO 2. Problem Analysis: Identify and analyze well defined engineering problems using codified standard
methods.

PO 3. Design /Development Solutions: Design solutions for well-defined technical problems and assist
with the design of systems components or processes to meet specified needs.

PO 4. Engineering tools experimentation and testing: Apply modern engineering tools and appropriate
technique to conduct standard tests and measurements.

PO 5. Engineering practices for society sustainability and environment: Apply appropriate technology
in context of society, sustainability, environment and ethical practices.

PO 6. Project Management: Use engineering management principles individually, as a team member or a

leader to manage projects and effectively communicate about well-defined engineering activities.

PO 7. Lifelong learning: Ability to analyze individual needs and engage in updating in context of
technological changes.

Programme Specific Outcome (PSOs):

PSO 1. Maintain various types of static and rotating electrical equipment and power system with its control.

PSO 2. Install and maintain all types of illumination and utilization system in residential,commercial and
industrial sector considering conservation of electrical energy.

ii
List of relevant expected Psychomotor Domain Skills

1. Ability to represent power system by reactance diagram using per unit method
2. Ability to manage real and reactive power balance within a power system network.
3. Ability to ensure the effective operation of an automatic generation control system.
4. Ability to apply various techniques to maintain power system stability.
5. Ability to operate and manage a load dispatch center.

iii
Guidelines to teachers
1. Provide clear guidelines along with a full demonstration of the practical, covering all important
features.
2. Explain the relevant theoretical concepts to students before starting each practical exercise.
3. Actively involve students in performing each practical.
4. Ensure that the intended skills and competencies are developed in students upon completion of each
practical.
5. Give students opportunities for hands-on experience after the demonstration.
6. Clearly communicate the specific skills and competencies students are expected to develop.
7. Offer additional knowledge and skills beyond the manual that align with industry expectations.
8. Assign practical tasks and assess student performance to verify their understanding and execution
according to instructions.

Instructions to Students
1. Organize work in groups and maintain proper records of all programs/practicals.
2. Aim to develop maintenance skills that meet industry standards.
3. Attempt to build related hands-on skills and gain confidence through practice.
4. Encourage habits of innovation and idea generation within the scope of the manual.
5. Regularly refer to technical magazines and resources to enhance knowledge.
6. Submit practicals on or before the scheduled date and time.
7. Prepare well before submitting write-ups of exercises.
8. Attach or paste additional sheets as necessary to support your work.

iv
Practical Course Outcome Matrix
Course Outcomes (Cos)
Students will be able to achieve & demonstrate the following COs on completion of course based learning
• CO1 - Represent power system by reactance diagram using per unit method
• CO2 - Manage real and reactive power balance within a power system network.
• CO3 - Ensure the effective operation of an automatic generation control system.
• CO4 - Apply various techniques to maintain power system stability.
• CO5 - Operate and manage a load dispatch center.

Mapped Course Outcome

Pr.
Title of the Practical CO CO CO CO CO
No.
01 02 03 04 05
*Reactance diagram of low voltage Power system by
01 √ -- -- -- --
using per unit method.
Reactance diagram of high voltage power system by
02 √ -- -- -- --
using per unit metho
03 *Balancing reactive power at consumers ends. -- √ -- -- --

04 *Voltage control through onload tap changer (OLTC) -- √ -- -- --

*Demonstration of the automatic voltage control system
05 (AVC) in electrical generation by Visit /Animations/ -- -- √ -- --
Video programme.
Demonstration of the automatic generation
06 control (AGC) in electrical generation by Visit -- -- √ -- --
/Animations/Video programme.
Observation of electro hydraulic governor (digital
07 governor) by Visit /Animations/ Video -- -- √ -- --
programme of Hydro Power station.
Observation of Restricted Governing Mode of Operation
(RGMO) and Free Governing Mode
08 -- -- √ -- --
of Operation (FGMO) by Visit /Animations/
Video programme on Thermal Power station.

09 *Case study of large disturbance and small disturbance. -- -- -- √ --

*Demonstration of load dispatch center operation by

10 -- -- -- -- √
Visit /Animations/ Video programme.
11 Case study of load shedding methodology. -- -- -- -- √

v
Content Page
List of Practical’s and Formative Assessment sheet.
Date of Date of Assess Dated
Pr. Page Remark
Title of the Practical perform Submis ment sign of
No No. (if any)
ance sion marks teacher
*Reactance diagram of low voltage
01 Power system by using per unit 1
method.
Reactance diagram of high voltage
02 9
power system by using per unit metho
*Balancing reactive power at
03 17
consumers ends.
*Voltage control through onload tap
04 23
changer (OLTC)
*Demonstration of the automatic
voltage control system (AVC) in
05 29
electrical generation by Visit
/Animations/ Video programme.
Demonstration of the automatic
generation
06 control (AGC) in electrical 35
generation by Visit/Animations/
Video programme.
Observation of electro hydraulic
governor (digital governor) by Visit
07 41
/Animations/ Video programme of
Hydro Power station.
Observation of Restricted Governing
Mode of Operation (RGMO) and Free
Governing Mode of Operation
08 47
(FGMO) by Visit /Animations/
Video programme on Thermal
Power station.
*Case study of large disturbance
09 53
and small disturbance.
*Demonstration of load dispatch
10 center operation by Visit 58
/Animations/ Video programme.
Case study of load shedding
11 64
methodology.
Total marks :
These marks are to be transferred in pro-forma published by MSBTE
• '*' Marked Practical’s (LLOs) are mandatory.
• Minimum 80% of above list of lab experiment are to be performed.
• Judicial mix of LLOs are to be performed to achieve desired outcomes.

vi
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 1: Reactance Diagram of a Low Voltage Power System using

Per Unit Method

I. Practical Significance-
The Per-Unit system simplifies calculations and analysis in complex power systems by
normalizing quantities with respect to a base value. This normalization allows for easy
comparison of equipment and simplifies the analysis of large interconnected power systems with
different voltage levels and equipment capacities. The experiment provides insight into system
modeling and helps in constructing the reactance diagram of a low voltage system.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO1 - Represent power system by reactance diagram using per unit method.

IV. Laboratory Learning Outcome-

LLO 1.1 Calculate per unit values of parameters of power system components for low voltage
power system by using MATLAB/ Scilab.

V. Relevant Affective domain related Outcome

Correlates theoretical knowledge with practical application using simulation tools.

VI. Relevant Theoretical Background

For the analysis of Electrical Power/Machine systems, different values are required, thus, per unit
system provides the value for voltage, current, power, impedance, and admittance.
The Per Unit System also makes the calculation easier as all the values are taken in the same unit.
The per-unit system is mainly used in the circuit where variation in voltage occurs.
Definition: The per-unit value of any quantity is defined as the ratio of actual value in any unit to
the base or reference value in the same unit. Any quantity is converted into per unit quantity by
dividing the numeral value by the chosen base value of the same dimension. The per-unit value
is dimensionless.

𝐴𝑐𝑡𝑢𝑎𝑙 𝑉𝑎𝑙𝑢𝑒
𝑃𝑒𝑟 𝑈𝑛𝑖𝑡 (𝑝. 𝑢. ) 𝑉𝑎𝑙𝑢𝑒 =
𝐵𝑎𝑠𝑒 𝑜𝑟 𝑅𝑒𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑉𝑎𝑙𝑢𝑒

The base values can be selected arbitrarily. It is usual to assume the base value.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 1
Power System Operation and Control (315336)
________________________________________________________________________________________

Need for base values:

Impedance:
(𝑘𝑉𝐵 )2 × 1000
𝐵𝑎𝑠𝑒 𝐼𝑚𝑝𝑒𝑑𝑎𝑛𝑐𝑒 𝑍𝐵 =
𝑘𝑉𝐴𝐵

Reactance:
𝑋𝐴𝑐𝑡𝑢𝑎𝑙 𝑘𝑉𝐴𝐵 × 1000
𝑃𝑒𝑟 𝑈𝑛𝑖𝑡 𝑅𝑒𝑎𝑐𝑡𝑎𝑛𝑐𝑒 𝑋𝑝.𝑢. = =
𝑍𝐵 (𝑘𝑉𝐵 )2

VII. Actual Diagram with equipment specification:

Two generators rated 10 MVA, 13.2 kV and 15 MVA, 13.2 kV are connected in parallel to a bus
bar.They feed supply to 2 motors of inputs 8 MVA and 12 MVA respectively. The operating
voltage of motors is 12.5 kV. Assuming the base quantities as 50 MVA, 13.8 kV, draw the per
unit reactance diagram. The percentage reactance for generators is 15% and that for motors is
20%.
Single Line diagram to be drawn with the help of above data:

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 2
Power System Operation and Control (315336)
________________________________________________________________________________________

VIII. Resources required

Sr Particulars Specification Quantity Remark
No
Software –
Scilab 2025.0.0
MATLAB / Scilab
1 or MATLAB latest
or any other open
Version
sources.

RAM 8 GB,
2 Computer
System 64 Bit

IX. Assumptions:
• Line capacitance and resistance are neglected so that it is represented as a series reactance
only.
• Assume that the impedance diagram is meant for short circuit studies. Current drawn by static
loads under short circuit conditions can be neglected. Loads A and B are therefore ignored.

X. Procedure :
1. Note down system components and ratings (e.g., Generator, Transformer, Transmission
Line).
2. Choose common base kVA and voltage for the system.
3. Convert all reactances to per unit form.
4. Simplify the power system using the per unit values and draw the reactance diagram.
5. Implement the above steps in MATLAB or Scilab.
6. Cross-verify the software output with manually calculated values.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 3
Power System Operation and Control (315336)
________________________________________________________________________________________

XI. Observation Table:

Per Unit Per Unit
Actual
Sr. Actual Base Base Reactance Reactance
Component Reactance
No. Rating MVA kV (Manually (Scilab /
(Ω)
Calculated) MATLAB)

10 MVA,
1 Generator 1 0.15
13.2 kV

15 MVA,
2 Generator 2 0.15
13.2 kV

8 MVA,
3 Motor 1 0.20
12.5 kV

12 MVA,
4 Motor 2 0.20
12.5 kV

Scilab Code: (Space for Scilab/MATLAB code)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 4
Power System Operation and Control (315336)
________________________________________________________________________________________

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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 5
Power System Operation and Control (315336)
________________________________________________________________________________________

XII. Result :
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

XV. Practical Related Questions :

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. Name some free and open-source alternatives to MATLAB.
2. Write the use of simulation tools in power system analysis.
3. Define Per Unit System.
4. State the need of Base Value
5. State importance of the per unit system in simplifying reactance diagrams.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 6
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 7
Power System Operation and Control (315336)
________________________________________________________________________________________

XVI. References/ suggestions for further Reading

Sr. No. Link Discription

https://www.brainkart.com/article/Solv
1 ed-problems-and-Examples-on-Per- Numerical
Unit-Analysis_12408/

https://archive.nptel.ac.in/content/stora
2 ge2/courses/108104051/chapter_1/1_2 Power System Analysis (nptel.ac.in)
0.html

https://www.youtube.com/watch?v=jx4 Power System Components and per-

3
Mdp1FF3w unit system (Topic Time: 10:00)

XVII. Suggested Assessment Scheme

Performance Indicators Weightage (%)
Process related: 15 Marks 60%
1 Identification of Component / Tool 30%
2 Recording of Simulation/Observation/VLab data 30%
Product related: 10 Marks 40%
1 Interpretation of Result 10%
2 Answer to practical related questions 20%
3 Submitting the Journal in time 10%
Total : 25 Marks 100%

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 8
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 2: Reactance Diagram of a High Voltage Power System using

Per Unit Method

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end..

III. Course Level Learning Outcome-

CO1 - Represent power system by reactance diagram using per unit method.

IV. Laboratory Learning Outcome-

LLO 2.1 Calculate per unit values of parameters of power system components for high voltage
power system by using MATLAB/ Scilab.

V. Relevant Affective domain related Outcome

Involves actively in system modeling and responds with initiative during simulations.

VI. Relevant Theoretical Background

For the analysis of Electrical Power/Machine systems, different values are required, thus, per unit
system provides the value for voltage, current, power, impedance, and admittance. The Per Unit
System also makes the calculation easier as all the values are taken in the same unit. The per-unit
system is mainly used in the circuit where variation in voltage occurs.
Definition: The per-unit value of any quantity is defined as the ratio of actual value in any unit to
the base or reference value in the same unit. Any quantity is converted into per unit quantity by
dividing the numeral value by the chosen base value of the same dimension. The per-unit value
is dimensionless.
𝐴𝑐𝑡𝑢𝑎𝑙 𝑉𝑎𝑙𝑢𝑒
𝑃𝑒𝑟 𝑈𝑛𝑖𝑡 (𝑝. 𝑢. ) 𝑉𝑎𝑙𝑢𝑒 =
𝐵𝑎𝑠𝑒 𝑜𝑟 𝑅𝑒𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑉𝑎𝑙𝑢𝑒
The base values can be selected arbitrarily. It is usual to assume the base value.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 9
Power System Operation and Control (315336)
________________________________________________________________________________________

Need for base values:

The components or various sections of the power system may operate at different voltage and
power levels. It will be convenient for analysis of power systems if the voltage, power, current
and impedance rating of components of the power system are expressed with reference to a
common value called base value.
Impedance:
(𝑘𝑉𝐵 )2 × 1000
𝐵𝑎𝑠𝑒 𝐼𝑚𝑝𝑒𝑑𝑎𝑛𝑐𝑒 𝑍𝐵 =
𝑘𝑉𝐴𝐵
Reactance:
𝑋𝐴𝑐𝑡𝑢𝑎𝑙 𝑘𝑉𝐴𝐵 × 1000
𝑃𝑒𝑟 𝑈𝑛𝑖𝑡 𝑅𝑒𝑎𝑐𝑡𝑎𝑛𝑐𝑒 𝑋𝑝.𝑢. = =
𝑍𝐵 (𝑘𝑉𝐵 )2

VII. Actual Diagram with equipment specification:

The reactance data of the elements are given below the diagram

Fig: One-line representation of a simple power system

Generator No. 1 : 30 MVA, 10.5 kV, X' = 1.6 ohms

Generator No. 2 : 15 MVA, 6.6 kV, X' = 1.2 ohms
Generator No. 3: 25 MVA, 6.6 kV, X'= 0.56 ohms
Transformer T1 (3 phase) : 15 MVA, 33/1.1 kV, X = 15.2 ohms per phase on high tension side
Transformer T2 (3 phase): 15 MVA, 33/6.2 kV, X= 16 ohms per phase on high tension side
Transmission line: 20.5 ohms/phase
Load A: 15 MW, 1.1 kV, 0.90 lagging power factor
Load B: 40 MW, 6.6 kV, 0.85 lagging power factor

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 10
Power System Operation and Control (315336)
________________________________________________________________________________________

VIII. Resources required:

Sr Particulars Specification Quantity Remark
No
Software –
Scilab 2025.0.0 or
MATLAB / Scilab
1 MATLAB latest
or any other open
Version
sources.

RAM 8 GB,
2 Computer
System 64 Bit

X. Procedure :
1. Note down system components and ratings (e.g., Generator, Transformer, Transmission
Line).
2. Choose common base kVA and voltage for the system.
3. Convert all reactances to per unit form.
(Note - Choose a common three-phase MVA base of 30 and a voltage base of 33 kV line-to-
line on the transmission line.
Then the voltage base in the circuit of generator 1 is 11 kV line-to-line and that in the circuits
of generators 2 and 3 is 6.2 kV.).
4. Simplify the power system using the per unit values and draw the reactance diagram.
5. Implement the above steps in MATLAB or Scilab.
6. Cross-verify the software output with manually calculated values.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 11
Power System Operation and Control (315336)
________________________________________________________________________________________

XI. Observation Table:

Per Unit Per Unit
Actual
Sr. Actual Base Base Reactance Reactance
Component Reactance
No. Rating MVA kV (Manually (Scilab /
(Ω)
Calculated) MATLAB)

30 MVA,
1 Generator 1 1.6
10.5 kV

15 MVA,
2 Generator 2 1.2
6.6 kV

25 MVA,
3 Generator 3 0.56
6.6 kV

Transformer 15 MVA,
4 15.2
T1 33/1.1 kV

Transformer 15 MVA,
5 16.0
T2 33/6.2 kV

Transmission
6 – 20.5
Line

Scilab Code: (Space for Scilab/MATLAB code)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 12
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 13
Power System Operation and Control (315336)
________________________________________________________________________________________

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

XV. Practical Related Questions :

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. Draw reactance diagram with Per Unit Reactance values calculated using the
Scilab/MATLAB of given example.
2. State advantages of the Per unit system in fault analysis.
3. Calculate the per unit reactance of the given system assuming new Base MVA and Base kV.
4. Explain the usefulness of MATLAB or Scilab in calculating per unit values in a power system
compared to the conventional method.
……………………………………………………………………………………………………
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……………………………………………………………………………………………………

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 14
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 15
Power System Operation and Control (315336)
________________________________________________________________________________________

XVIII. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://archive.nptel.ac.in/content/storage
1 2/courses/108104051/chapter_1/1_20.ht Power System Analysis (nptel.ac.in)
ml

Power System Components and per-

https://www.youtube.com/watch?v=jx4
2 unit system
Mdp1FF3w
(Topic start Time: 10:00)

Book: Modern Power System Analysis, Numerical Analysis

3
D P Kothari, I J Nagrath, Fourth Edition Example No 4.1

XIX. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 16
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 3: Balancing Reactive Power at the Consumers End

I. Practical Significance-
Balancing reactive power enhances voltage stability, reduces losses in the power system, and
improves the efficiency of power delivery to the consumer end. Static VAR compensators are
used in industries and power systems to maintain the power factor and voltage profile.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO2 - Manage real and reactive power balance within a power system network.

IV. Laboratory Learning Outcome-

LLO 3.1 Use static VAR compensator for the given three phase induction motor.
LLO 3.2 Calculate rating of reactive power compensator.

V. Relevant Affective domain related Outcome

Demonstrate responsibility and awareness of system efficiency while working with reactive
power control equipment.

VI. Relevant Theoretical Background

In power systems, inductive loads like induction motors draw lagging current which causes a low
power factor. Static VAR Compensators (SVCs) are used to inject or absorb reactive power, thus
maintaining the desired power factor.For Power factor improvement purpose, Static capacitors
are connected in parallel with those devices which work on low power factor. These static
capacitors provides leading current which neutralize (totally or approximately) the lagging
inductive component of load current (i.e. leading component neutralize or eliminate the lagging
component of load current), thus power factor of the load circuit is improved. These capacitors
are installed in vicinity of large inductive load and improve the load circuit power factor to
improve the system efficiency.
Static VAR Compensators (SVCs) such as capacitor banks supply leading reactive
power,counteracting the lagging power drawn by inductive loads.

𝑘𝑊
𝑃𝑜𝑤𝑒𝑟 𝐹𝑎𝑐𝑡𝑜𝑟 = cos ϕ =
𝑘𝑉𝐴
𝑅𝑒𝑎𝑐𝑡𝑖𝑣𝑒 𝑃𝑜𝑤𝑒𝑟, 𝑄 = 𝑉 × 𝐼 × sin ϕ

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 17
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Actual Diagram with equipment specification

VIII. Resources required

Sr
Particulars Specification Quantity Remark
No
Three phase
1 3 HP, 415 volts 01 Load for reactive power
Induction motor
Three phase 3-phase, 50 Hz,
2 01 For reactive power compensation
Capacitor bank 1 KVAR, 415V
3 Ammeter MI Type AC 0-20Amp 01 To measure current
4 Voltmeter MI Type AC, 0-500V 01 To measure voltage
5 Power Factor Meter Digital, 3-phase 01 To measure power factor
2.5/5Amp,
6 Wattmeter 02 To measure power
200/400V,
Can vary voltage input to
7 Dimmer 3-phase, 5kVA 01
observe performance under load.

IX. Precautions to be followed :

• Make sure that the main switch is in OFF position while making connections.
• Make sure all capacitors are properly discharged before connection
• Ensure proper earthing of all equipment.
• Do not touch live terminals.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 18
Power System Operation and Control (315336)
________________________________________________________________________________________

X. Procedure :
1. Connect the 3-phase induction motor to the supply using MCB/Fuse, Ammeter, Voltmeter,
and Wattmeter setup.
2. Start the motor and measure initial power factor using a power analyzer.
3. Connect the SVC or capacitor bank in parallel with the motor terminals.
4. Observe the improvement in power factor and record all electrical parameters (V, I, kW,
kVAR, PF).
5. Calculate the kVAR required for achieving unity power factor.
6. Vary the load if possible and repeat the measurements.

XI. Observation Table :

Active Reactive Apparent

Sr Voltage Current Power
Power Power Power
No. (V) (A) Factor
(kW) (kVAR) (kVA)
1
2
3
4
5

XIII. Interpretation of Results :

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 19
Power System Operation and Control (315336)
________________________________________________________________________________________

XIV. Conclusions and Recommendations :

XV. Practical Related Questions :

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. State the purpose of Static VAR Compensator (SVC) in a power system.
2. List the advantages of maintaining a high power factor at the consumer’s end.
3. Justify the need for reactive power compensation in an industrial setup using an induction
motor.
……………………………………………………………………………………………………
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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 20
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 21
Power System Operation and Control (315336)
________________________________________________________________________________________

XVI. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://www.researchgate.net/profile/Lucian-
Toma/publication/308944567_Static_VAr_Co
mpensator_SVC_HVDC_FACTS_and_Artifici Basics and working of Static
1
al_Intelligence/links/5f328ee892851cd302ef07 VAR Compensators
8c/Static-VAr-Compensator-SVC-HVDC-
FACTS-and-Artificial-Intelligence.pdf

https://www.rgpv.ac.in/campus/EX/Reactive% Introduction to reactive power

2
20power%20and%20voltage%20control.pdf and methods of compensation

XVII. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 22
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 4: Voltage control through onload tap changer (OLTC)

I. Practical Significance-
Voltage levels in power systems must be maintained within permissible limits to ensure
equipment safety and efficient operation. On-Load Tap Changers (OLTCs) allow transformers to
regulate output voltage without interrupting supply. This experiment demonstrates the role of
OLTC in voltage control using a Virtual Lab.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO2 - Manage Real and Reactive Power balance within a power system network.

IV. Laboratory Learning Outcome-

LLO 4.1 Control bus voltages through onload tap changer by using Virtual Lab.

V. Relevant Affective domain related Outcome

Participates attentively in virtual lab activities and takes steps to achieve voltage control.

VI. Relevant Theoretical Background

There is a need for constant secondary voltage from the transformers in substations. But when
there is a change in the primary voltage of the transformer, there will be a similar change in the
secondary voltage of the transformer. So the transformer is provided with an on-load tap changer
(OLTC) to provide constant secondary voltage.
An On-load Tap Changer (OLTC) is an integral part of power transformers used to adjust the
transformer's output voltage without taking it offline. It works by varying the number of turns in
the transformer winding. The tap position is selected automatically or manually to maintain bus
voltage within set limits, especially under load changes.
On-load tap changers (OLTC) are mostly with oil-immersed transformer connected to the utility
power supply at a voltage level exceeding 34.5kV because the majority of power companies
stipulated a voltage variation of ±10 % in the power contract, the tap changer is provided with an
equivalent range of voltage regulation of ±10 % in 16 or 32 steps. The 16 step tap changer
provides 5/4% (1.25%) voltage change in each step. A 32 step tap changer provides 5/8%
(0.625%) voltage change in each step thus more preferred.
When the tap-changer design requires an oil-expansion tank, it shall be piped to a separate
compartment in the conservator. A separate tap-changer gas-detector relay is located in this pipe.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 23
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Resources required

Sr Particulars Specification Quantity Remark
No

Computer with
1
Internet

2 Calculator

VIII. Procedure:
(Note: To perform, use the VLab link provided in the section ‘References/Suggestions for Further
Reading’)
The transformers in the substation are equipped with on-load tap changer (OLTC) to control the
bus voltages. The taps can be lowered or raised depending on the request. The standard adapted
is +5% to -15% in steps of 1.25%. This process is simulated as below.
1. The tap lower indicates raise in secondary bus voltage, Tap raise indicates decrease in
secondary bus voltage.
2. One click on lower or raise button changes tap by 1.25% and alters voltages correspondingly.
3. The taps are changed by observing the variation in 33KV incomer voltage. The lowest voltage
on the 11 kV side is set as 10.7 kV.
4. The following table shown below gives the number of times tap to be lowered to increase
secondary voltage, when input voltage at 33 kV incomer is less than 33kV.
5. V1 is 33 kV incomer.
6. V2 is 11 kV with normal tap settings.
7. V2T is 11 kV after tap changing.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 24
Power System Operation and Control (315336)
________________________________________________________________________________________

IX. Observation Table:

(Complete the observation tables by simulating on the virtual lab platform)
A. To increase secondary Bus voltage by lowering taps when there is decrease in primary
voltage:
No of times tap Percentage
Sr.
V1 (kV) V2 (kV) Lower of V2T (kV)
No.
to be clicked tap lowered

1 33 11

2 32.5 10.83

3 31 10.33

4 30.5 10.16

5 29.5 9.83
Illustration
If the incoming primary voltage (V1) = 32.5 kV, Then , V1 = 32.5 kV
V2 = (32.5 / 3) = 10.83kV With one time clicking on tap lower button, tap lowered by 1.25%
Hence V2T= (V1 / 3) / (1-0.0125) = (32.5/3) / 0.9875 = 10.97 kV.

B. To decrease secondary Bus voltage by increasing taps when there is increase in primary
voltage:
No of times tap Percentage
Sr.
V1 (kV) V2 (kV) Raise of V2T (kV)
No.
to be clicked tap Raised

1 33 –

2 33.5 11.16

3 34 11.33
Illustration :
If the incoming primary voltage (V1) = 33.5 kV.
Then , V1 = 33.5 kV, V2 = (33.5 / 3) = 11.16 kV
With one time clicking on tap raise button, tap raised by 1.25%
Hence V2T= (V1 / 3) / (1 + 0.0125) = (33.5 / 3) / (1.0125) = 11.02 kV.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 25
Power System Operation and Control (315336)
________________________________________________________________________________________

X. Result :
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

XI. Interpretation of Results :

XII. Conclusions and Recommendations :

XIII. Practical Related Questions :

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. State the function of OLTC in a transformer.
2. List the different types of tap changers available and the preference with reason.
3. Explain the principle of operation of OLTC.
4. Write a note on the impact of OLTC on voltage stability.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 26
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 27
Power System Operation and Control (315336)
________________________________________________________________________________________

XVIII. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://sa-nitk.vlabs.ac.in/exp/onload-tap- VLab: Control of Bus Voltages

1
changes/theory.html Through Onload Tap Changes

https://www.youtube.com/watch?v=R_NxRDX On Load Tap Changer :- How

2
OEFk does it work?

https://archive.nptel.ac.in/courses/108/106/1081 Transformer voltage control and

3
06071/ Tap changing (Topic 15)

XIX. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 28
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 5: Demonstration of the Automatic Voltage Control System (AVC) in

Electrical Generation by Visit/Animations/Video programme.

I. Practical Significance-
An Automatic Voltage Control (AVC) system or Automatic Voltage Regulator (AVR) plays a
vital role in maintaining constant voltage at the generator output by adjusting the field excitation.
This experiment enables students to understand AVC operation through visits, animations, or
demonstration videos, bridging the gap between theory and real-time system behavior.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO3 - Ensure the effective operation of an automatic generation control system.

IV. Laboratory Learning Outcome-

LLO 5.1 Corelate the relationship between output of alternator and field excitation.

V. Relevant Affective domain related Outcome

Expresses interest in voltage control methods and relates excitation to performance.

VI. Relevant Theoretical Background

AVC/AVR:
The Automatic Voltage Regulator (AVR) is necessary to keep the terminal voltage of a loaded
alternator constant. It is widely used to increase the regulation and stability of synchronous
alternators especially in bulk power plants where efficiency and stability is of paramount
importance. The AVR is a feedback controller that varies the excitation of the alternator to
support a constant output voltage by increasing or decreasing the excitation level of the alternator
as the load varies.
Large AC generators commonly use a combination Exciter-Voltage Regulation system to
maintain generator field current under varying electrical loads. The basic voltage regulation
system is designed to automatically regulate generator output terminal voltage within close
tolerances of a specified value. The generic regulation system is a 'closed loop' feedback system
in which generator output voltage is automatically compared to a reference voltage. The error
signal is used to change generator excitation.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 29
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Actual Diagram with equipment specification:

(Schematic diagram of typical AVC/AVR Excitation scheme to be drawn)

VIII. Procedure:
Option 1: Watching Video / Animation
1. Open the recommended educational video, animation, or virtual lab that demonstrates the
working of an Automatic Voltage Control (AVC) system.
2. Watch the full video carefully and write down points on how voltage is checked and how the
system works when load changes.
3. Observe how feedback control is applied and what corrective actions are taken by AVC
components.
4. Replay if necessary to better understand the flow of control and operation.
5. Record each component of the AVC system and its purpose.
Option 2: Visit to a Power Plant
1. Visit the nearest generating station, substation, or training facility where the AVC system is
installed.
2. Observe and write down where the AVC is set in the control panel or SCADA system, and
also note the generator excitation control panels.
3. Discuss with plant engineers or instructors about the sequence of AVC operation and its
importance.
4. Identify physical components (PT, AVR, CT, controllers, etc.) and their specifications.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 30
Power System Operation and Control (315336)
________________________________________________________________________________________

IX. Observation Table: (Attach blank pages if required)

Sr.
Component of AVC Function and Specification
No.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 31
Power System Operation and Control (315336)
________________________________________________________________________________________

XI. Interpretation of Results :

XII. Conclusions and Recommendations :

XIII. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. Define an Automatic Voltage Control System and state its main objective in a Power
Generation System.
2. List and describe key components involved in an AVC system.
3. List different types of AVC/AVR.
……………………………………………………………………………………………………
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……………………………………………………………………………………………………
……………………………………………………………………………………………………

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 32
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 33
Power System Operation and Control (315336)
________________________________________________________________________________________

XX. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://www.nrc.gov/docs/ML1122/ML11229A Topic: Generator, Exciter and

1
143.pdf Voltage Regulation

Automatic Voltage
https://www.youtube.com/watch?v=3FCBovU Regulator(AVR) For Alternator -
2
H0-M How Does It Work | AVR for
Generator | Hindi

Excitation System | Automatic

https://www.youtube.com/watch?app=desktop
3 Voltage Regulator | Reactive
&v=371u1eys-vE
power voltage control l PSOC

AVC - Functions of Important

https://www.youtube.com/watch?v=EJVOT5Y
4 Components - Automatic
Zjvo
Generation and Voltage Control

XXI. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 34
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 6: Demonstration of the Automatic Generation Control (AGC) in

Electrical Generation by Visit /Animations/Video programme

I. Practical Significance-
In large power systems with multiple generators, the total load must be shared proportionally and
system frequency must be maintained within limits. Automatic Generation Control (AGC)
ensures that all generators operate in coordination to meet demand and maintain frequency. This
experiment helps students visualize AGC operation through video demonstrations or virtual labs.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO3 - Ensure the effective operation of an automatic generation control system.

IV. Laboratory Learning Outcome-

LLO 6.1 Corelate relationship between the different generators in a generating station

V. Relevant Affective domain related Outcome

Structures understanding of load-frequency management and organizes thoughts on system
coordination.

VI. Relevant Theoretical Background

Automatic Generation Control (AGC) is a closed-loop control system used to automatically
adjust the output of multiple generators in response to changes in system frequency and
power demand.
AGC operates in coordination with governor control, excitation systems, and SCADA to
ensure optimal power generation.
Objective of AGC:
• Adjusts generator outputs to keep frequency constant despite load fluctuations.
• Regulate Power Output of Generators.
• Ensures fast and automatic response to load changes without the need for manual
intervention.
• Reduces frequency and voltage deviations to maintain power quality.
• Improves system stability and reliability during dynamic operating conditions.
• Enables economic dispatch of generators while meeting load demand efficiently.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 35
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Actual Diagram with equipment specification:

(Schematic diagram of Automatic Generation Control scheme to be drawn)

VIII. Procedure:
Option 1: Watching Video / Animation
1. Open the recommended educational video, animation, or virtual lab that demonstrates the
working of an Automatic GenerationControl (AGC) system.
2. Watch the entire content attentively
3. Observe how feedback control is applied and what corrective actions are taken by AGC
components.
Option 2: Visit to a Power Plant (if arranged)
1. Visit the nearest generating station, substation, or training facility where the AVC system is
installed.
2. Observe AGC System.
3. Discuss with plant engineers or instructors about the sequence of AGC operation and its
importance.
4. Identify physical components and their specifications.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 36
Power System Operation and Control (315336)
________________________________________________________________________________________

IX. Observation Table: (Attach blank pages if required)

Sr.
Component of AGC Function and Specification
No.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 37
Power System Operation and Control (315336)
________________________________________________________________________________________

XI. Interpretation of Results :

XII. Conclusions and Recommendations :

XIII. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. Define Automatic Generation Control and state its purpose.
2. State the relationship between load, frequency, and generator output.
3. List components involved in the AGC system.
4. Describe the effect of sudden load change on generator frequency and how AGC corrects it.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 38
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 39
Power System Operation and Control (315336)
________________________________________________________________________________________

XXII. References/ suggestions for further Reading

Sr.
Link Discription
No.

Book: Modern Power System Analysis, D P Topic: Automatic Voltage

1
Kothari, I J Nagrath, Fourth Edition Control

https://www.youtube.com/watch?v=fH3vZxfQ-
Automatic Generation Control
2 cs&list=PLcyXyzEYiL1AO9F_LQA6Wj5ISL
Block diagram
A5Gagr5&index=2

XXIII. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 40
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 7: Observation of Electro Hydraulic Governor (Digital Governor) by

Visit/Animations/Video programme of Hydro Power Station

I. Practical Significance-
The Electro-Hydraulic Governor (EHG) plays a crucial role in the automatic control of turbine
speed and hence regulates power generation and frequency. This experiment helps understand
how Electro-Hydraulic Governor (EHG) maintains system stability and supports automatic
generation control (AGC).

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO3 - Ensure the effective operation of an automatic generation control system.

IV. Laboratory Learning Outcome-

LLO 7.1 Identify the different parts of electro hydro governor system
LLO 7.2 Describe the operation of the electro hydraulic governor (digital governor)

V. Relevant Affective domain related Outcome

• Demonstrate awareness of turbine-governor dynamics and the importance of automatic
controls in generation systems.
• Maintain attention to detail while observing real/virtual systems.

VI. Relevant Theoretical Background

An Electro-Hydraulic Governor converts electrical signals into hydraulic actions that control
turbine gates or valves. It ensures accurate speed regulation by adjusting water flow through the
turbine. It includes PID controllers, sensors, servo motors, and actuators—all integrated for fast
and precise control.

VII. Actual Diagram with equipment specification

(To be drawn by student or provided by faculty based on animation/video/visit)
Should include:
• Speed Sensor (Tachometer)
• PID Controller
• Servo Motor
• Hydraulic Actuator
• Turbine Gate Valve

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 41
Power System Operation and Control (315336)
________________________________________________________________________________________

VIII. Resources required

Sr
Particulars Specification Quantity Remark
No
LCD/Computer
1 Internet-enabled 1 For video demonstration
System
As per
Video/Animation on
2 MSBTE/YouTube/ 1 Recommended source
Hydro Governor
NPTEL
Chart/Model Governor System
3 1 For classroom display
(optional) Diagram

IX. Precautions to be followed

All videos should be viewed from authentic sources(Secured sources)

X. Procedure:
1. Open the animation/video provided or recommended by the faculty.
2. Observe the structure and function of the digital electro-hydraulic governor.
3. Identify components: sensor, controller, actuator, turbine valve.
4. Note the signal flow from speed sensing to gate movement.
5. Document observations regarding system response to load variation
Note: If a visit to a hydro power station is possible, students will get an opportunity to observe
the actual working of an Electro-Hydraulic Governor (Digital Governor) system. The visit will
enhance understanding of real-time turbine speed control, automation in hydro generation, and
governor response to load changes. Students must follow safety protocols, maintain discipline,
and submit a detailed visit report based on their observations.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 42
Power System Operation and Control (315336)
________________________________________________________________________________________

XI. Observation Table: (Attach blank pages if required)

Sr. Name of the

Function and Specification
No. Component

1 Speed Sensor

2 PID Controller

3 Hydraulic Actuator

4 Turbine Gate Valve

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 43
Power System Operation and Control (315336)
________________________________________________________________________________________

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

XV. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. State the function of a digital electro-hydraulic governor.
2. List the main components of an electro-hydraulic governor system.
3. Justify the use of digital controllers in modern turbine governor systems.
4. Write the sequence of operations in an EHG system starting from speed sensing.
……………………………………………………………………………………………………
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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 44
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 45
Power System Operation and Control (315336)
________________________________________________________________________________________

XXIV. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://iitr.ac.in/Departments/Hydro%20and%20
Chapter explaining governor
Renewable%20Energy%20Department/static/M
1 systems in
odern_hydroelectric_engg/vol_1/Chapter-
hydro plants
6_Hydro-Turbine_Governing_System.pdf

Video lectures on hydro

2 https://nptel.ac.in/courses/108105058 turbines and
governing mechanisms

https://www.youtube.com/watch?v=SyKVovI7 Educational animation and

3
WMk tutorials

XXV. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 46
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 8: Observation of Restricted Governing Mode of Operation (RGMO)

and Free Governing Mode of Operation (FGMO) by Visit /Animations/ Video
programme on Thermal Power station

I. Practical Significance-
Governing modes like Restricted Governing Mode of Operation (RGMO) and Free Governing
Mode of Operation (FGMO) are critical in modern grid operations. They enable quick and
automatic responses to frequency changes, supporting grid stability during generation-demand
imbalance situations.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end

III. Course Level Learning Outcome-

CO3 - Ensure the effective operation of an automatic generation control system.

IV. Laboratory Learning Outcome-

LLO 8.1 Identify the different parts of Restricted Governing Mode of Operation (RGMO) and
Free Governing Mode of Operation (FGMO).
LLO 8.2 Describe the operation of Restricted Governing Mode of Operation (RGMO) and Free
Governing Mode of Operation (FGMO) station.

V. Relevant Affective domain related Outcome

• Demonstrate alertness and curiosity in observing practical turbine governor operations.
• Appreciate the importance of grid stability through real-time governing techniques.

VI. Relevant Theoretical Background

RGMO (Restricted Governing Mode of Operation) limits governor response under certain
constraints; often used in base load plants. It enables continuous and automatic adjustment of
generation to match load changes, supporting real-time grid stability.. FGMO (Free Governing
Mode of Operation) allows turbines to respond freely to frequency variations. It helps in
maintaining constant power output for base load plants and avoids unnecessary mechanical wear.
These modes influence how thermal generating units support frequency control without manual
intervention.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 47
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Actual Diagram with equipment specification

(To be referenced from the animation/video/visit or drawn as block diagram)
Should include:
• Speed Sensor
• Electro-Hydraulic Governor
• Turbine Inlet Control
• Frequency Deviation Input
• Relay/Logic Units (for RGMO control logic)

VIII. Resources required

Sr
Particulars Specification Quantity Remark
No
1 LCD/Computer Internet-enabled 1 For visual demonstration
Video/Animation on RGMO/FGMO in
2 1 Suggested from NPTEL
RGMO & FGMO thermal stations
RGMO vs.
3 Chart (optional) FGMO 1 Visual aid for recap
Comparison

IX. Precautions to be followed

All videos should be viewed from authentic sources (Secured sources)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 48
Power System Operation and Control (315336)
________________________________________________________________________________________

X. Procedure:
1. Open the animation/video provided or recommended by the faculty
2. Observe the block diagram and operational explanation of RGMO and FGMO.
3. Note the differences in behavior when frequency deviation occurs.
4. Identify when RGMO restricts response vs. when FGMO allows continuous control.
5. Summarize observations and compare both modes.
Note: If a visit to a thermal power station is possible, students will be able to observe the
Restricted Governing Mode of Operation (RGMO) and Free Governing Mode of Operation
(FGMO) directly in a real-time generation environment. The visit will help students understand
how these governing modes support grid frequency control. Students must observe the turbine
governor setup, control room procedures, and governing responses to load variations. A detailed
report must be submitted after the visit.

XI. Observation Table: (Attach blank pages if required)

Response to
Sr. Allowable Load
Governing Mode Frequency Remarks
No. Change
Deviation

1 RGMO

2 FGMO

XIII. Interpretation of Results :

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 49
Power System Operation and Control (315336)
________________________________________________________________________________________

XIV. Conclusions and Recommendations :

XV. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. List the differences between RGMO and FGMO in thermal plant applications.
2. Justify why FGMO is crucial during grid disturbances.
3. Give one situation where RGMO is preferred over FGMO.
4. Write how governor response helps maintain system frequency.
……………………………………………………………………………………………………
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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 50
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 51
Power System Operation and Control (315336)
________________________________________________________________________________________

XVI. References/ suggestions for further Reading

Sr.
Link Discription
No.

Lecture series with governing

1 https://nptel.ac.in/courses/108107112
mode explanation

Frequency regulation by free

https://www.youtube.com/results?search_query=
2 governor mode of operation in
governor+operation+thermal+plant
power stations

Policy and technical overview

3 https://cercind.gov.in/2016/whatsnew/anx1.pdf
of governing modes

XXVI. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 52
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 9: Case study of Large Disturbance and Small Disturbance.

I. Practical Significance-
Power system stability is often challenged by disturbances—both large and small. Small
disturbances may lead to voltage or frequency fluctuations, whereas large disturbances can
trigger cascading failures and blackouts. This experiment helps students analyze real case studies
and identify the cause, type, and impact of such events, particularly focusing on major blackouts
in India.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO4 - Apply various techniques to maintain power system stability.

IV. Laboratory Learning Outcome-

LLO 9.1 Identify type of disturbance from the given video clip/ case studies on Blackouts in
India.
LLO 9.2 Prepare report with proper reason behind blackout station.

V. Relevant Affective domain related Outcome

• Identify type of disturbance from the given video clip/ case studies on Blackouts in India
• Prepare report with proper reason behind blackout

VI. Relevant Theoretical Background

Small Disturbance: Minor variation in load, frequency, or voltage that the system can absorb
without instability (e.g., capacitor switching, small load step).
Large Disturbance: Significant fault or equipment failure that may lead to system-wide instability
or blackout (e.g., transmission line tripping, generator failure).
A blackout is a total loss of power in an area due to failure in grid balancing, protection, or control
systems. The India Blackout of 2012 is a classic example caused by overdrawal, weak
infrastructure, and protection failure.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 53
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Resources required

Sr
Particulars Specification Quantity Remark
No

VIII. Procedure:
1. Watch the selected video clip or read the report about a blackout event (e.g., India’s 2012
blackout).
2. Identify key events: fault initiation, response delay, equipment tripping, grid imbalance.
3. Categorize the event as a small or large disturbance based on its system-wide effect.
4. Note causes such as overloading, frequency drop, poor protection coordination, etc.
5. Prepare a report stating: Type of disturbance, Chain of events, Root cause, Recommendations
to avoid recurrence.

IX. Observation Table: (Attach blank pages if required)

Prepare a report on the 2012 blackout.

XI. Interpretation of Results :

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 54
Power System Operation and Control (315336)
________________________________________________________________________________________

XII. Conclusions and Recommendations :

XIII. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. Identify small and large disturbances in India's power system with examples.
2. State the cause of the 2012 India blackout.
3. Write two preventive measures for avoiding grid failure.
4. List the regions affected in the 2012 blackout.
……………………………………………………………………………………………………
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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 55
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 56
Power System Operation and Control (315336)
________________________________________________________________________________________

XIV. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://ieeexplore.ieee.org/document/6890450/au
thors#authors Paper: Investigation on July
1
https://bura.brunel.ac.uk/bitstream/2438/22741/1 2012 Indian blackout
/FullText.pdf

Report on the Grid Disturbance

https://www.cercind.gov.in/2012/orders/Final_R On 30th July
2
eport_Grid_Disturbance.pdf 2012 and Grid Disturbance On
31st July 2012

XXVII. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 57
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 10: Demonstration of Load Dispatch Center Operation by

Visit/Animations/Video programme.

I. Practical Significance-
A Load Dispatch Center (LDC) is the brain of the power grid that monitors, controls, and balances
the generation and demand across regions. This experiment helps students understand real-time
power management, grid coordination, and load forecasting through virtual demonstration.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO5 - Operate and manage a load dispatch center.

IV. Laboratory Learning Outcome-

LLO 10.1 State the specific function of load dispatch center.
LLO 10.2 Prepare report on load dispatch center. programme.

V. Relevant Affective domain related Outcome

• Demonstrate interest in national energy infrastructure and grid operations.
• Develop a responsible attitude towards energy efficiency and demand-response practices.

VI. Relevant Theoretical Background

A Load Dispatch Centre (LDC) is an essential component of the power system infrastructure
responsible for the efficient and reliable operation of the electricity grid. It acts as a control hub
for monitoring, scheduling, and managing the flow of electricity from generating stations to
consumers.The primary function of an LDC is to maintain the real-time balance between
electricity generation and demand. It ensures optimal use of generation resources while
maintaining the stability and security of the power system. This helps in minimizing power
outages and system disturbances.
Types of LDCs
In a hierarchical structure, the following types of Load Dispatch Centres are generally
established:
National Load Dispatch Centre (NLDC): Oversees the entire national grid and coordinates
operations across regions.
Regional Load Dispatch Centres (RLDCs): Manage power flow within their respective regions.
State Load Dispatch Centres (SLDCs): Handle the operation of the state-level grid and coordinate
with regional and local utilities.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 58
Power System Operation and Control (315336)
________________________________________________________________________________________

Functions of LDC:
• Real-time grid monitoring
• Load forecasting and scheduling
• Frequency and voltage control
• Black start support
• Inter-state energy accounting

VII. Actual Diagram with equipment specification

(Use available video/chart showing the hierarchical structure of LDCs)
Include:
• NLDC → RLDC → SLDC
• SCADA system
• Frequency monitor
• Energy meters
• Communication systems

VIII. Resources required

Sr
Particulars Specification Quantity Remark
No

1 Computer/LCD setup Internet-enabled 1 For video demonstration

IX. Precautions to be followed

1. Focus on operational roles and signal flow in LDCs.
2. Ensure use of reliable, official video content.
3. Note all control room instruments and activities.

X. Procedure:
1. Begin the demonstration video showing LDC operations (preferably from POSOCO or SLDC
website).
2. Observe the role of SCADA, load management, and communication between NLDC, RLDC,
SLDC.
3. Identify how load forecasting and demand curves are managed.
4. Understand the real-time decision-making process in case of generation-demand mismatch.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 59
Power System Operation and Control (315336)
________________________________________________________________________________________

5. Prepare a summary report based on what you observed in the demonstration.

Note: If a visit to a Load Dispatch Centre (SLDC/RLDC/NLDC) is possible, students will get
firsthand exposure to real-time power system operation, including load forecasting, grid
monitoring, and control activities. The visit will help them understand the coordination among
NLDC, RLDC, and SLDC, the role of SCADA systems, and how grid stability is maintained.
Students are expected to observe sincerely, follow safety and protocol instructions, and submit a
detailed report based on their observations.

XI. Observation Table: (Attach blank pages if required)

Sr. Key Observed Software/Tools Control Activity
Type of LD
No. Function Used Observed
1 NLDC
2 RLDC
3 SLDC

XII. Result:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 60
Power System Operation and Control (315336)
________________________________________________________________________________________

XV. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. State the role of NLDC, RLDC, and SLDC in power grid operation.
2. List the major functions carried out by a Load Dispatch Center.
3. Justify the need for real-time load forecasting in power systems.
4. Give examples of emergencies handled by LDCs.
5. Write the role of SCADA in monitoring LDC activities.
……………………………………………………………………………………………………
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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 61
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 62
Power System Operation and Control (315336)
________________________________________________________________________________________

XVI. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://posoco.in/reports/monthly- NLDC official statistics and

1
reports/monthly-reports-2024-25/ updates

https://www.mahatransco.in/information/details/l SLDC operations under

2
oad_despatch MAHATRANSCO

WRLDC Western Region Load

3 https://www.wrldc.in/
Dispatch Center

XXVIII. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 63
Power System Operation and Control (315336)
________________________________________________________________________________________

Practical No. 11: Case study of Load Shedding Methodology.

I. Practical Significance-
Load shedding is a controlled process of reducing the electrical load on the power system when
the demand exceeds the supply. This experiment enables students to understand the reasons,
methodology, and consequences of load shedding as practiced by DISCOMs and utilities.

II. Industry or Employer Expected Outcome-

Maintain the effective functioning and operation of electrical power transfer from generation to
the consumer’s end.

III. Course Level Learning Outcome-

CO5 - Operate and manage a load dispatch center.

IV. Laboratory Learning Outcome-

LLO 11.1 Identify specific reasons for load shedding adopted by DISCOM in specific area from
given video clip.
LLO 11.2 Prepare report on reasons and action taken by DISCOM with proper Justification..

V. Relevant Affective domain related Outcome

• Display concern for societal impacts of power shortages.
• Be alert to responsible electricity use and advocate for conservation.

VI. Relevant Theoretical Background

Load shedding is a deliberate and controlled process of reducing the electrical load on a
power system by temporarily switching off the distribution of electricity to certain areas or
consumers. It is implemented when the demand for electricity exceeds the available
generation capacity or when there is a critical fault in the grid.
Load shedding is implemented under critical grid conditions to prevent collapse. It can be manual
or automated and is based on:
• Load priority levels
• Demand forecasts
• Equipment or line failures
• Fuel or generation shortages
Load shedding is often executed in stages and varies across regions based on consumption
patterns.

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 64
Power System Operation and Control (315336)
________________________________________________________________________________________

VII. Actual Diagram with equipment specification

(Draw a Flowchart of Load Shedding Implementation):
1. Grid Frequency Drop / Generation Loss
2. Alarm Triggered at SLDC
3. Load Prioritization
4. Feeder Disconnection (Remote/Manual)
5. Load Restoration Post-Recovery

VIII. Resources required

Sr
Particulars Specification Quantity Remark
No
Desktop/Laptop
For DISCOM
1 Internet-enabled 1 For real case reference
video/case study access
system
Case
Region-specific Prefer Maharashtra
2 study/Article/News on 1
preferred DISCOM
Load Shedding
To draw
3 Chart/Whiteboard 1 Optional
implementation flow

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 65
Power System Operation and Control (315336)
________________________________________________________________________________________

IX. Precautions to be followed

1. Use only verified data and reports from DISCOM, SLDC, or government portals.
2. Cross-check statistics and events from at least two sources.

X. Procedure:
1. Select a real incident or routine load shedding schedule from a DISCOM (e.g., MSEDCL).
2. Collect data on reasons (generation shortfall, technical fault, maintenance, etc.).
3. Identify the affected region, duration, and consumer class (residential, industrial, etc.).
4. Analyze how DISCOM prioritized areas and restored power.
5. Note any public communication or preventive actions advised by DISCOM.

XI. Observation Table: (Attach blank pages if required)

Reason for Type

Sr. Region Date &
Load Duration (Scheduled / Remark
No. Affected Time
Shedding Unscheduled)
1

XII. Result:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

XIII. Interpretation of Results :

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 66
Power System Operation and Control (315336)
________________________________________________________________________________________

XIV. Conclusions and Recommendations :

XV. Practical Related Questions

Note: Below given are a few sample questions for reference. Teachers must design more such
questions so as to ensure the achievement of identified CO.
1. Write a step-by-step method followed by DISCOM during emergency load shedding.
2. State two main reasons for implementing load shedding.
3. List the consumer categories that are usually exempted from load shedding.
4. Justify why staggered load shedding is preferred over complete blackout.
5. Give one example where load shedding prevented a grid failure.
……………………………………………………………………………………………………
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________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 67
Power System Operation and Control (315336)
________________________________________________________________________________________

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 68
Power System Operation and Control (315336)
________________________________________________________________________________________

XVI. References/ suggestions for further Reading

Sr.
Link Discription
No.

https://posoco.in/reports/monthly-
1 National grid status reports
reports/monthly-reports-2024-25/

Ministry of Power policies on

2 https://powermin.gov.in/
demand management

News articles on load shedding

3 https://energy.economictimes.indiatimes.com
events in India

XVII. Suggested Assessment Scheme

Dated Sign of
Marks Obtained
Teacher
Process Related (15) Product Related (10) Total (25)

________________________________________________________________________________________
Maharashtra State Board of Technical Education (K-scheme) 69

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Notes

Uploaded by

Notes

Uploaded by

Name :_________________________

SCHEME :K Roll No.:________ Year : 20 ___ 20 __

LABORATORY MANUAL FOR

ELECTRICAL ENGINEERING GROUP

MAHARASHTRA STATE BOARD OF

concerns and to become globally competitive, technology led organization.

management practices adopted in the process of curriculum design, development, implementation,

MSBTE believes in the following:

• Market requirements do not wait for curriculum changes.

• Question paper is the reflector of academic standards of education organization.

• Well designed curriculum needs effective implementation too.

• Competency based curriculum is the backbone of need based program.

• Technical skills do need support of life skills.

• Best teachers are the national assets.

• Effective teaching learning process is impossible without learning resources.

POWER SYSTEM OPERATION AND

Roll No……………………… of Fifth semester of Diploma in

Place: …………… Enrollment No: ………………..

Date: ……………. Exam. Seat No: …………………

Subject teacher Head of the Department Principal

PO 6. Project Management: Use engineering management principles individually, as a team member or a

Programme Specific Outcome (PSOs):

Mapped Course Outcome

04 *Voltage control through onload tap changer (OLTC) -- √ -- -- --

09 *Case study of large disturbance and small disturbance. -- -- -- √ --

*Demonstration of load dispatch center operation by

Practical No. 1: Reactance Diagram of a Low Voltage Power System using

II. Industry or Employer Expected Outcome-

III. Course Level Learning Outcome-

IV. Laboratory Learning Outcome-

V. Relevant Affective domain related Outcome

VI. Relevant Theoretical Background

Need for base values:

VII. Actual Diagram with equipment specification:

VIII. Resources required

XI. Observation Table:

Scilab Code: (Space for Scilab/MATLAB code)

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

XV. Practical Related Questions :

XVI. References/ suggestions for further Reading

https://www.youtube.com/watch?v=jx4 Power System Components and per-

XVII. Suggested Assessment Scheme

Practical No. 2: Reactance Diagram of a High Voltage Power System using

II. Industry or Employer Expected Outcome-

III. Course Level Learning Outcome-

IV. Laboratory Learning Outcome-

V. Relevant Affective domain related Outcome

VI. Relevant Theoretical Background

Need for base values:

VII. Actual Diagram with equipment specification:

Fig: One-line representation of a simple power system

Generator No. 1 : 30 MVA, 10.5 kV, X' = 1.6 ohms

VIII. Resources required:

XI. Observation Table:

Scilab Code: (Space for Scilab/MATLAB code)

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

XV. Practical Related Questions :

XVIII. References/ suggestions for further Reading

Power System Components and per-

Book: Modern Power System Analysis, Numerical Analysis

XIX. Suggested Assessment Scheme

Practical No. 3: Balancing Reactive Power at the Consumers End

II. Industry or Employer Expected Outcome-

III. Course Level Learning Outcome-

IV. Laboratory Learning Outcome-

V. Relevant Affective domain related Outcome

VI. Relevant Theoretical Background

VII. Actual Diagram with equipment specification

VIII. Resources required

IX. Precautions to be followed :

XI. Observation Table :

Active Reactive Apparent

XIII. Interpretation of Results :

XIV. Conclusions and Recommendations :

SCHEME :K Roll No.:______ Year : 20 _ 20 __