MET 326

Electrical Power Systems

Oregon Tech

Lab 1 - Safety Training

BEFORE STARTING…
Each student is expected to print their own copy of
the lab manual for that week before coming to lab!


Due
At the beginning of next lab


Prerequisite Labs
None


Expected Knowledge


Basic knowledge of electronics
Basic knowledge of electronic test equipment


Test Equipment (per group)


Multi-meter


LabVolt Mobile Workstation


120/208VAC 60Hz three-phase power supply (8821-20)
Test leads


Materials (per group)
None

OBJECTIVES
 Learn how to be safe using the LabVolt DC, single, and three phase power supply.

1
EXPERIMENT
Introduction
When working with the LabVolt equipment, safety is of the utmost importance. Ensuring that no
one gets hurt during the labs is not something that just happens by accident; it requires the proper
knowledge, foresight, and intentionality. This lab is designed to make sure that every student is
ready to complete the following labs in a safe and efficient manner.

Tasks

1) LabVolt EMS Cabinet Setup

1. Before completing any LabVolt experiment, make sure the following startup procedure is
practiced.
2. The LabVolt Mobile Workstations are cabinets that house the various LabVolt
components. The components
are modular and can be
configured in a variety of
ways in the cabinet slots. You
may find your cabinet is not
set up in the way detailed by
your lab instructions - no
problem. This can easily be
rectified by simply removing
and adding the needed
components, as shown by the
instructor.
3. Ensure the cabinet power
supply main circuit breaker is
off, as shown in Fig. 1. Lift
the hasp and push the breaker
switch down so it points to the
“O” position.
4. Turn the large knob on the
power supply to 0 percent.
5. Remove into any banana jack
cables on the face of the Fig. 1: LabVolt Power Supply
power supply.
6. Make sure the main power feed to the back of the cabinet is plugged in.
7. Perform the Initial LOTO Procedure in the following task.

2
2) Lockout Tagout (LOTO) Procedures – Show the Instructor

LOTO Preparation
When using the LabVolt cabinets and power supply, you will be observing and employing the
Lockout / Tagout procedures prescribed by the NECA based on NFPA 70E requirements in Article
120 Establishing an Electrically Safe Work Condition. The main breaker on the LabVolt power
supply is locked out with the installed hasp in the off position. The breaker is not to be locked out in
the on position. This would interfere with shutting down power if needed.

The “Initial LOTO Procedure” is performed before the first experiment of each lab. After that, when
changing out banana plug wires or swapping out components for different parts of the experiments,
just perform the “Simple LOTO Procedure.”

Plan the circuit ahead of time to minimize the number of instances the lock must be set and removed.
Also, it is a good idea to keep this lab manual handy for future reference.

NEVER unplug wires from the motors or components if the power supply is ON!
Always turn the breaker OFF on the supply first, and then change the wiring.

INITIAL LOTO Procedure

1. Identify all energy sources including stored energy (e.g. capacitors, batteries, and
flywheels)
2. Locate all disconnecting means and identify procedures to release the stored energy.
3. Identify all students who may be affected or exposed by the LOTO
4. Ensure that all students are trained to the degree necessary to execute their
responsibilities as related to the LOTO procedure
5. Identify the appropriate voltage tester that will be used
i. Test and inspect the Multi-meter your group will use. Make sure it is reading the
actual voltage and current of sources of interest.
6. Prepare the lockout and tagout devices

SIMPLE LOTO Procedure

1. Notify Personnel
2. Disconnect and De-energize the Equipment
3. Release Any Stored Energy
4. *Apply Locks and/or Tags*
5. Attempt to operate or test for voltage
6. Perform Work

NOTE: If the individual(s) who installed the LOTO is/are not present to remove a lock and/or tag, an attempt
must be made to contact them. See OSHA 1910.147(e)(3) “Exemption to paragraph (e)(3).”
http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_id=9804&p_table=STANDARDS

3
Re-energizing the Machine or Equipment
1. Check the machine or equipment and the immediate area around the machine or
equipment to ensure that nonessential items are removed and that the machine or
equipment components are operationally intact
2. Check the work area to ensure that all employees have been safely positioned or
removed from the area
3. Verify the controls are in their neutral or zero positions
4. Remove the LOTO device(s) and reenergize the machine or equipment
5. Notify affected employees that the servicing or maintenance has been completed and
that the machine or equipment is ready for use

Tagout Device Checklist

__ Includes a tag with an attachment means.
__ Readily identifiable as a tagout device.
__ Suitable for the environment and duration of the tagout.
__ Identifies the individual who installed it.
__ Contains a statement prohibiting unauthorized operation of the disconnecting means or
removal of the tag.
__ Contains a statement prohibiting unauthorized removal of the device.

Lockout Device Checklist

__Must be readily identifiable as lockout devices.
__Must only be used for control of exposure to electrical energy
__Will prevent operation.
__Must be suitable for the environment and for the duration of the lockout.
__The key must remain in the possession of the individual installing the lock.

3) Experiment 4 – Safety and the Power Supply

1. NOTE: use the provided multi-meter to measure the assigned resistances.
2. NO review questions are required for this lab.

4
 LAB 2: AC VOLTAGE, CURRENT AND
POWER IN RESISTIVE CIRCUIT
BEFORE YOU BEGIN

Prerequisite Labs
 Lab 1

Expected knowledge
 Basic knowledge of AC power
 Knowledge of available Labvolt equipment.
 Knowledge of Ohm’s law and load connection methodology.

Test Equipment
 120/208 VAC 60Hz three-phase power supply (8821-20)
 Resistive load bank (8311)
 Digital Multimeters.

Materials
 Banana plug leads

Objectives
After completing this lab, you should be able to:

 Measure voltage, current and resistance in an AC circuit.

 Confirm Ohm’s law by direct measurement.
Experiment
CAUTION:

 The resistors MUST BE DISCONNECTED from the voltage source to perform

resistance measurement.
 Have the lab instructor double-check the circuit before the voltage is applied to it.

For each one of the circuits below, with the given calculate and measure the following
parameters:

 Equivalent resistance
 Total current
 Current passing through each element.
 Total power dissipated.

Tabulate and compare measured versus calculated values.

Analysis
 Explain your findings, showing your calculation of Req and Ieq.
 What would happen if you added one more 1.2 kΩ resistor in parallel to the Circuit 1 in
terms of the overall resistance and current?
 Similarly, when an additional 300 Ω was added in series with R1 in the Circuit 2, what
would happen to the circuit in terms of the overall resistance and current?
 What does this indicate about parallel and series circuits?
 Between parallel and series circuits, given the loads are pure resistive, which will
consume more power? Please prove it.

Deliverables
Write and submit a written report with the following sections

a. Abstract
b. Objectives
c. Discussion
d. Results and Data
e. Conclusion

The report should be free of writing errors.

Figure 1. Circuit 1

Figure 2. Circuit 2

Figure 3. Circuit 3
 LAB 3: AC IMPEDANCE
BEFORE YOU BEGIN

Prerequisite Labs

 Lab 2

Expected knowledge

 Basic knowledge of AC power

 Knowledge of available Labvolt equipment.
 Knowledge of AC circuit impedance.

Test Equipment

 120/208 VAC 60Hz three-phase power supply (8821-20)

 Load banks (8311, 8331, 8321)
 Digital Multimeters.
 Oscilloscope.

Materials

 Banana plug leads.

 Oscilloscope probes.

Objectives
To learn Ohm’s law for AC circuits, to solve complex AC circuits by the use of impedance
equation.
 Theory
The impedance of series connection of elements can be computed as

,which indicates that, if the reactance is equal, the impedance is simply a circuit with a phase angle of
zero.

The magnitude of the impedance of parallel connection of elements can be computed as:

√ √

When a circuit contains both inductive and capacitive elements, first solve for the total combined
reactance and then use its magnitude in the above expression for the impedance. For the series circuits:

For the parallel circuit:

The phase angles can be found from

A voltage drop across a resistor is:

A voltage drop across an inductor is:

A voltage drop across a capacitor is:

 Experiment

CAUTION:

 DISCHARGE the capacitors and inductors before constructing the circuits.

 Have the lab instructor double-check the circuit before the voltage is applied to it.

1) Construct the following circuit

Set the resistance of the load to 1200 Ω, and the reactance to 600 Ω.

Apply an input AC voltage approximately 30V and record the current through the circuit, input
voltage, voltage drop across the circuit elements, and use the oscilloscope to observe the phase shift
between the voltages across the capacitor and the resistor. Capture the waveforms screen shots from
oscilloscope.

2) Replace the capacitive load by the inductive load using the Variable inductance module, configure the
circuit below
 Set the reactance of the load 1200 Ω . Apply an input AC voltage approximately 30V and record the
current through the circuit, input voltage, voltage drop across the circuit elements, use the oscilloscope to
observe the phase shift between the voltages across the inductor and the resistor. Capture the screen shots
from oscilloscope.

3) Using load banks to construct the circuit indicated below

Set the load resistance R to 300 Ω, and the reactance XC = 1200 Ω, XL = 300 Ω. Apply an input
voltage ES of approximately 30 V. Observe and record the values of input voltage, circuit current and the
phase shift between ES and ER.
Record voltage drop across the circuit elements. Note that the voltage across one of the reactive
elements may be higher than the input voltage.
Analysis
1) For the values of resistance and reactance used in Part 1, 2, 3 calculate the load impedance and
the phase angle between the input voltage ES and the circuit current. For the measured input
voltage and the calculated impedance, evaluate the circuit current. Is the calculated value of
circuit current approximately equal to its measured value? Using the calculated circuit current,
calculated the voltage across the resistor and the capacitor/inductor. Are there values
approximately equal to the value measured in Part 1? Discuss possible source of discrepancy.
2) There is a phase shift between the voltages across the capacitor and the resistor in part 1, explain
why does it happen?
3) Similarly, there is a phase shift between the voltages across the inductor and the resistor in part 2,
explain why does it happen?
4) For Part 3, assuming that reactance of inductive and capacitive loads are both equal to 150 Ω,
predict and report the value of the load impedance.

Deliverables
Write and submit a written report with the following sections
a. Abstract
b. Objectives
c. Discussion
d. Results and Data
e. Conclusion

The report should be free of writing errors.

 LAB : 3-PHASE CIRCUITS
BEFORE YOU BEGIN

Prerequisite Labs

 Lab 3

Expected knowledge

 Basic knowledge of 3-phase AC power.

 Basic knowledge of delta and Y connections.

Test Equipment

 120/208 VAC 60Hz three-phase power supply (8821-20)

 Load banks (8311, 8321)
 Digital Multimeters (DM).

Materials

 Banana plug leads.

Objectives
 To learn voltage-current relationship in 3-phase circuit.
 To learn to make delta and Y connections.
 Theory
In the case of the Delta connection, it is obvious that the line-to-line voltage between any two lines
will be the same as the voltage in the corresponding phase.

The relationship between the magnitudes of the line current and phase current is more complicated. It
can be found by

In the other hands, for the Y connection, the current in any line is the same as the current in the
corresponding phase.

Since our Power Supply (PS) is Y-connected, the ratio of line-to-line voltage to line-to-neutral must
be approximately equal to √

The total 3-phase power supplied to a 3-phase load is a sum of powers dissipated by each of the load
resistors and is constant if the load is balanced. This property makes 3-phase circuits quite attractive.
Therefore, it is important to ensure that the load is balanced.

Denoting the impedance angle as θ, the real three-phase power can be calculated as:

The reactive three-phase power can be calculated as

The apparent three-phase power can be calculated as:

√ √

The power factor is

Refer to text book for definitions of real, reactive and apparent powers.
 Experiment

CAUTION:

 DISCHARGE the inductors before constructing the circuits.

 The knob has to be at ZERO position before turning on the power.
 Have your lab partners double-check the circuit before the voltage is applied to it.

Part 1 – Resistive Load

1) Using the PS and Voltmeters to measure the following line-to-line voltages:

To do this, connect three Voltmeters to the indicated terminals of PS, turn PS ON and adjust its
output voltage to its highest value (turn the voltage adjusting knob to its right position). Record these
values of line-to-line voltage.
2) Turn the power OFF and reconnect three voltmeters to measures the voltage from each line the
neutral. Measure and record these line-to-neutral voltages.
3) Construct the following circuit using the Resistive load bank:
 Notice that this circuit represents a Y-connected load. Set the load resistance to 600 Ω and apply
a voltage of 120 V (line-to-neutral). Turn PS ON to measure the currents and voltages through the
load. Use the measured values to calculate the power of each load.

4) Connect the delta-circuit as shown below

To test that the circuit is connected properly, turn all load resistors OFF (all switches in lower
positions), apply an input voltage of approximately 30 V and then turn ON the load switched for 600
Ω resistors one after another. While doing this, the corresponding ammeters must start reading non-
zero currents. When all three load resistors (of equal ratings) are connected, the currents reported by
thee ammeters should be approximately equal. Note: in this configuration, ammeters read the load
currents.

Once the correct wiring is verified, apply an AC voltage of 120 V and record values of voltages,
currents and powers. Turn the PS OFF.

5) Reconnect the ammeters to read the line currents as depicted below

Leave the voltmeters in the circuit to read the line-to-line voltages as in Step 4. Apply an AC voltage
of 120 V and record the values of voltages, currents and powers. Turn the Power OFF.
6) Construct a “Y” connected load similar the circuit in step 3 but without any meters. Connect the
load’s neutral of PS through the ammeter. Set three load resistance to 600 Ω and apply an input
voltage of approximately 30 V. The current through the neutral wire must be approximately zero
since the load is balanced. Next, unbalance the load by inserting a 1200 Ω resistor in parallel to one of
the load resistors. Do you observe any changes in the value of current?

Part 2 – Inductive load

1) Construct the “Y”-connected load as indicated in figure below

Set each inductance section to reactance of 600 Ω and apply the AC voltage of 120 V line-to-
neutral. Turn the PS ON, and record the values of line currents, voltages across the inductances, and
reactive power for each inductive load. Turn the PS OFF.
2) Construct the circuit below
 After verifying the correct wiring, set the resistance of each load to 600 Ω and the
reactance of each inductive load to 600 Ω. Apply an AC voltage of 120 V line-to-neural
and record the measured values of line currents, voltages across the inductances, and
reactive powers. Turn the PS OFF.

3) Reconnect the voltmeters as shown in the figure below

Apply an AC voltage of 120 V line-to-neural and record the measured values of line
currents, voltages across the resistors, and real powers dissipated in the three resistors to
your Data table. Turn the PS OFF. Save your data and disassemble the circuit.

Analysis
A. Part 1
1) Calculate the ratio of the average line-to-line voltage to the average line-to-neutral voltage for
measurements in step 1 and 2. Does this ratio approximately equal to √ ?
2) Based on the data you recorded from step 3, are the voltages and currents reasonably well
balanced? Calculated the power dissipated by each load and compare it to the measured values.
Discuss possible sources of discrepancy. Calculate the total 3-phase power.
3) Based on the data you recorded from step 4, are the voltages and currents reasonably well
balanced? Calculated the power dissipated by each load and compare it to the measured values.
Discuss possible sources of discrepancy. Calculate the total 3-phase power.
4) Based on the data you recorded from step 5, report the line current you have measured. Calculate
the average load current and the average line current. Calculate the ratio of the average line
current to the average load voltage Is this ratio approximately equal to √
5) Describe your observation in step 6, what do you conclude regarding unbalancing the load?
 B. Part 2
1) Using the data you recorded in step 1, report the line currents and the voltages across the loads
that you have measured. Are the voltages and currents reasonably well balanced? Calculate the
reactive power for each of the inductive loads and compare it to the measured values. Discuss
possible sources of discrepancy. Calculate the total 3-phase reactive power.
2) Using the data table you recorded in step 2 and 3, report the line currents and the voltages across
the inductances and across the resistors that you have measured. Are the voltages and currents
reasonably well balanced? Calculate the reactive power for each of the inductive loads and
compare it to the measured values. Calculate the real power for each of the resistive loads and
compare it to the measured values. Discuss possible sources of discrepancy. Calculate the total 3-
phase real power. Calculate the total 3-phase reactive power. Calculate the total 3-phase apparent
power. Calculate the power factor using the total 3-phase real and apparent powers.

Deliverables
Write and submit a written report with the following sections
a. Abstract
b. Objectives
c. Discussion
d. Results and Data
e. Conclusion
 LAB 5: 1 PHASE TRANSFORMER
BEFORE YOU BEGIN

Prerequisite Labs
 Lab 4

Expected knowledge

 Basic knowledge of 1 phase transformer.

Test Equipment

 120/208 VAC 60Hz three-phase power supply (8821-20)

 Transformer (8341)
 Load banks (8311, 8321, 8331)
 Digital Multimeters (DM).

Materials

 Banana plug leads.

Objectives



To examine the design of single-phase transformers


To study the voltage and current ratios of transformers
To study the voltage regulation of the transformer with varying load.
 Theory

Transformers convert one AC voltage to other AC voltage(s). They have a primary winding
and one or more secondary winding(s) wrapped around a ferromagnetic core. An important
characteristic of the transformer is its turn ratio:

Ferromagnetic cores are subject to saturation and losses. Additionally, many factors affect
the operation of transformers. The type of load has a significant effect on the transformer
regulation. The transformer regulation is determined as:
 Experiment

CAUTION:

 DISCHARGE the inductors, capacitor before constructing the circuits.

 The knob has to be at ZERO position before turning on the power.
 Have the lab instructor double-check the circuit before the voltage is applied to it.

Observe that the transformer used in this experiment has three windings: 1-2, 3-4, and 5-6.
The rated voltages between the terminals are listed on the front panel of the transformer module.

1) Construct the circuit shown in Figure 05-2:

Figure 05-2
After verification of correct wiring, turn ON the PS and adjust the input voltage to
120 V AC. Measure the voltage between the transformer’s terminals 5-6. Without turning
OFF the power and re-adjusting the input voltage, carefully measure and record voltages
between the following terminals: 5-9, 9-6, 3-4, 3-7, 7-8, and 8-4. Are voltages you
measured approximately equal to the rated values? If not, report to the instructor.

2) To determine the effect of core saturation, construct the circuit shown in Figure 05-3:

Figure 05-3
 Observe that the primary transformer’s winding is connected to different terminals of
the PS. Turn ON the PS and adjust the input voltage to 25 V AC. Record the values for
primary and secondary voltages and primary current to a Data table. Repeat similar
measurements for different input voltages from approximately 50 V to approximately 200
V with steps of approximately 25 V. Record values for each measurement to your Data
table.

3) We will study next the importance of polarity of windings. Construct the circuit
illustrated in Figure 05-4. Observe that the input voltage is supplied this time to another
winding, i.e. 3-4.

Figure 05-4
Observe that the windings 1-2 and 5-6 are connected in series. After verification of
correct wiring, apply an input voltage of approximately 104 V AC. The input voltage can
be controlled by the PS voltmeter. Measure and record the voltages across the following
terminals: 1-2, 5-6, and 2-6.

Turn OFF the PS and rewire the circuit as shown in Figure 05-5.
 Figure 05-5
After verification of correct wiring, apply an input voltage of approximately 104 V
AC. Measure and record the voltages across the following terminals: 1-2, 5-6, and 2-5.

4) To study the transformer regulation, construct the circuit shown in Figure 05-6.

Figure 05-6
Using a resistive load (a Variable resistance module) with all the switches in the OFF
position, turn ON the PS and adjust the input voltage to 120 V. For the following set of
load resistances: (all switches are OFF), 1200 Ω, 200 Ω (600 Ω and 300 Ω in parallel)
measure primary and secondary voltages and currents. Record the values for each
measurement in a Data table.

5) Replace the resistive load by an inductive load (a Variable inductance module). With all
the switches in the OFF position, turn ON the PS and adjust the input voltage to 120 V.
 For the following set of load reactance: (all switches are OFF), 1200 Ω, 200 Ω (600 Ω
and 300 Ω in parallel) measure primary and secondary voltages and currents. Record the
values for each measurement in another Data table.

6) Replace the inductive load by a capacitive load (a Variable capacitance module). With all
the switches in the OFF position, turn ON the PS and adjust the input voltage to 120 V.
For the following set of load reactance: (all switches are OFF), 1200 Ω, 200 Ω (600 Ω
and 300 Ω in parallel) measure primary and secondary voltages and currents. Record the
values for each measurement in another Data table.

Analysis

1. For the voltages you have measured in Part 1, determine the approximate turn ratios
between the primary winding 1-2 and the windings 3-4 and 5-6. Using the estimated turn
ratios and assuming that the primary winding (1-2) has 500 turns, determine turn numbers
for the secondary windings 3-4 and 5-6. Comment on accuracy of such estimation.
Discuss possible sources of errors associated with this experimental procedure. Please, be
more specific than just mentioning “machine accuracy” and “human error”!

2. For the data collected in Part 3, explain why the voltage with the two winding in series is
approximately zero in one case and nearly 120 V in the other. Which terminals have the
same polarity?

Deliverables
Write and submit a written report with the following sections
a. Abstract
b. Objectives
c. Discussion
d. Results and Data
e. Conclusion

The report should be free of writing errors.

 LAB 6: 1 DC MACHINES
BEFORE YOU BEGIN

Prerequisite Labs

 Lab 5

Expected knowledge

 Basic knowledge of DC motors and generators.

 Basic knowledge of electronic test equipment.

Test Equipment



120/208 VAC 60Hz three-phase power supply (8821-20)


DC Machine (8211)


Synchronous motor (8241)


Three-phase resistive load (8311)


Timing belt


EXTECH Multi-meter 430
LabVolt Mobile Workstation with Test Leads

Materials

 None

Objectives



To study the properties of DC motors and generators.


To measure the resistance of DC motors windings.
To study the nominal current capabilities of the DC motors various windings.
 Theory
Direct current motors are unsurpassed for adjustable-speed applications, and for applications
with serve torque requirements. Uncounted millions of small power [fractional horsepower] DC
motors are used by the transportation industries in automobiles, trains and aircraft where they
drive fans and blowers for air conditioners, heaters and defrosters; they operate windshield
wipers and raise and lower seats and windows. One of their most useful functions is for the
starting of gasoline and Diesel engines in autos, trucks, buses, tractors and boats.
The DC motor contains a stator and a rotor, the latter being more commonly called an
armature. The stator contains one or more windings per pole, all of which are designed to carry
direct current, thereby setting up a magnetic field. The armature and its winding are located in
the path of this magnetic field, and when the winding also carries a current, a torque is
developed, causing the motor to turn.
A commutator associated with the armature winding is actually a mechanical device, to
assure that the armature current under any given stator pole will always circulate in the same
direction irrespective of position. If a commutator were not used, the motor could not make more
than a fraction of a turn, before coming to a halt.
A DC machine can run either as a motor or as a generator. A motor converts electrical
power into mechanical power while a generator converts mechanical power into electrical
power. A generator must, therefore, be mechanically driven in order that it may produce
electricity.
Since the field winding is an electromagnet, current must flow through it to produce a
magnetic field. This current is called the excitation current, and can be supplied to the field
winding in one of two ways: it can come from a separate, external dc source, in which case the
generator is called a separately excited generator; or it can come from the generator's own
output, in which case the generator is called a self-excited generator.
Assume that the shunt field is excited by a dc current, thereby setting up a magnetic flux in
the generator. If the rotor (or more correctly, the armature) is rotated by applying mechanical
effort to the shaft, the armature coils will cut the magnetic flux, and a voltage will be induced in
them. This voltage is ac and in order to get dc out of the generator, a rectifier must be employed.
This role is carried out by the commutator and the brushes.
The voltage induced in the coils (and, therefore, the dc voltage at the brushes) depends only
upon two things - the speed of rotation and the strength of the magnetic field. If the speed is
doubled, the voltage doubles. If the field strength is increased by 20%, the voltage also increases
by 20%. Although separate excitation requires a separate dc power source, it is useful in cases
where a generator must respond quickly and precisely to an external control source, or when the
output volt-age must be varied over a wide range. With no electrical load connected to the
generator, no current flows and only a voltage appears at the output. But if a resistance load is
connected across the output, current will flow and the generator will begin to deliver electric
power to the load.
The machine driving the generator must then furnish additional mechanical power to the
generator. This is often accompanied by increased noise and vibration of the motor and the
generator, together with a drop in speed.The separately excited generator has many
applications. However, it does have the disadvantage that a separate direct current power source
is needed to excite the shunt field. This is costly and sometimes inconvenient; and the self-
excited DC generator is often more suitable. In a self-excited generator, the field winding is
connected to the generator output. It may be connected across the output, in series with the
output, or a combination of the two. The way in which the field is connected (shunt or series)
determines many of the generator's characteristics.
 Experiment
CAUTION!
High Voltages are present in this Experiment! DO NOT make any connections with the power ON!
The power should be turned off after completing each individual measurement!

A. DC Motor

1) Using your power supply, DC voltmeter/Ammeter and DC machine module, connect the circuit
shown in Figure 1 below

Figure 1

a) Turn on the Power supply and slowly increase the DV voltage until the shunt field winding is
carrying 0.3 A of currents as indicated by the Ammeter (this is the nominal current values for
the shunt filed winding)
b) Measure and record the voltage across the shunt filed winding.
c) Measure the current speed of the motor with a tachometer.
d) Return the voltage to zero and turn off the power supply.
e) In your lab report, calculate the resistance, and the I2R (power loss) of the shunt winding.
2) Connect the circuit shown in Figure 2.

Figure 2
 a) This is the same circuit as shown in Figure 1 except that the series filed winding has replaced
the shunt field winding.
b) Turn on the power supply and slowly increase the DC voltage until the series field winding is
carrying 0.6 A of current as indicated by the Ammeter meter (this is the nominal current
value for the series filed winding). Warning! This only requires a few volts so advance the
voltage control slowly.
c) Measure and record the voltage across the series filed winding.
d) Measure the current speed of the motor with a tachometer.
e) Return the voltage to zero and turn off the power supply.
f) In your report, calculate the resistance, and also the I2R (power loss) of the series winding.

B. DC Generator

1) Due to constant speed, synchronous motor (8241) will be used to mechanically drive the
DC generators. Therefore, couple the synchronous motor and the generator and connect
the synchronous motor according to Figure 4.

Figure 3

Notice that the terminal 1, 2, and 3 of the power supply provide fixed 3-phase power for the three
stator windings. Terminals 8 and N of the PS provide fixed DC power for the rotor winding.
Set the rheostat control knob to its 8 o’clock position (synchronous motor will be explained
in later experiments).

2) Construct the circuit implementing the DC separately excited shunt generator as shown in
Figure 5. Have your instructor to check your circuit.
 Figure 4

3) Set up the load resistance to ∞ all switches are open. Make sure that the switch in the
synchronous motor is open (lower position). Caution: the switch in the synchronous
motor should be closed (upper position) ONLY when the motor is running! Turn ON the
PS. The synchronous motor should start running. Close the motor’s switch. Vary the
shunt field current by changing the DC voltage on the power supply.
4) Measure and record the values of armature voltage EA, armature current IA, and field
current IF for the values of field current from 0 mA to 400 mA with steps of 50 mA. Turn
OFF the Power supply.
5) Reverse the polarity of the shunt field by interchanging the leads to terminals 5 and 6 on
the generator. Turn ON the PS and adjust for a field current of 300 mA. Record the
values of currents and voltage in your data table. Return the voltage to zero and turn OFF
the PS.
6) Reverse the rotation of the driving motor by interchanging any two of the stator lead
connections (terminals 1, 2, or 3) to the synchronous motor. Turn ON the PS and adjust
for a field current of 300 mA. Record the values of currents and voltage in your data
table. Return the voltage to zero and turn OFF the PS.

Analysis
In your report, please answer the following questions:

A. DC Motor
a) What would be the shunt filed current of your motor if the shunt filed winding is excited by
120 Vdc?
b) If a current of 3 A dc flows in the series of winding of your motor, what would the resultant
voltage drop be?
c) All the windings and even the commutator of your motor are made of cooper. Why?
d) Why are the brushes of your motor made of carbon rather than cooper?
e) What is meant by a “nominal current” or “nominal voltage”?
B. DC generator
 a) Plot the armature voltage EA vs. the field current IF characteristic curve for the shunt
generator. Is this graph linear? Are there any reasons for non-linearity?
b) For the data collected in Part 5, did you observe a change of polarity of the armature
voltage as a result of polarity change of the shunt field? Was the armature voltage
approximately the same as in Part 4? Discuss possible sources of discrepancy.
c) For the data collected in Part 5, did you observe a change of polarity of the armature
voltage as a result of polarity change of the shunt field? Was the armature voltage
approximately the same as in Part 4? Discuss possible sources of discrepancy.

Deliverables

Deliverables
Write and submit a written report with the following sections
a. Abstract
b. Objectives
c. Discussion
d. Results and Data
e. Conclusion

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