STUDENT KIT LAB MODULE

Program: EE242/CEEE242/CEEE223 Semester: 6

Ownership: Discipline of Power
Version: 3.0 Date Issued: March 2022
Course Name: ELECTRICAL ENGINEERING LABORATORY IV
Course Code: EPO563
Mode of Delivery: ✔ Face to Face Virtual

Load Flow Studies

Authors
Dr Muhammad Murtadha Othman, Siti
Prepared by: Rohani Kasim, Nor Fadhilawati Abd Date: January 2010
Ghani
Dr. Mohd Abdul Talib Bin Mat Yusoh
1st Revision: Date: January 2020
Dr. Zulkiffli Abdul Hamid
Dr. Zulkiffli Bin Abdul Hamid,
2nd Revision: Date: March 2022
Dr Kanendra Naidu A/L Vijyakumar
 ASSESSMENT DETAILS
Field/Module: Power System / (PS1)

Experiment Title: Load Flow Studies

At the end of the course, students should be able to:

CLO1: Work in a team effectively to perform laboratory works

(A3).
CLO2: Display proficiency using laboratory tools in conducting
Course Learning experiment (P4).
Outcomes: CLO3: Determine a suitable technique in order to solve the
engineering problem (C4).
CLO4: Present the findings observed from the experiment/case
study clearly and effectively through a lab/PBL report
(A3).
Upon completion of this experiment, students should have the:

MO1: Ability to perform analysis on load flow analysis.

MO2: To familiarize the student with the load flow program using
Module Outcomes:
PowerWorld software.
MO3: Ability to perform load flow analysis at various loading
conditions and to observe the effect of loading condition to
voltage stability.
Perform the following tasks:

1. Perform the tasks as given/instructed in the lab module.

2. Submit the report in a group.
Instructions: 3. All answers must be in English language only.
The students MUST bring the reference books and Power System 2
(EPO522) notes during the laboratory session. Additional
information can be obtained from journal or conference papers
downloaded via internet.
1. No food or drink is allowed in lab unless food or drinks are
provided as a part of the lab.
2. Shoes must be worn in lab.
Safety Instructions: 3. Please avoid wearing any conductor during experiment.
4. Please ensure all the diagram connection is checked or
approved by instructor/ assistance engineer before running the
experiment.

2
1. THEORETICAL BACKGROUND

1.1 Introduction to Load Flow

Voltage stability study is an important issue in power system environment as the occurrence of
voltage instability could cause high transmission loss as well as monetary losses. Voltage
instability can be caused by stressed condition at a particular load (PQ) bus. This refers to
heavy reactive loading at the bus. As the reactive power loading increases, the voltage profile
also reduces accordingly until a point where a load flow fails to converge. At this point,
instability condition is likely to occur, leading to voltage collapse to the whole system. Total
transmission losses in the system will increase accordingly as the reactive power loading at a
particular load bus increase. Therefore, this experiment is meant to investigate the effect of
increase in reactive power loading at a particular load bus to the total transmission loss and
voltage profile in the system. The maximum possible point of reactive power loading (Qmax)
before load flow fails to converge also needs to be estimated.

1.2 Introduction to PowerWorld Simulator

PowerWorld Simulator (Simulator) is a power system simulation package designed from the
ground up to be user-friendly and highly interactive. Simulator has the power for serious
engineering analysis, but it is also so interactive and graphical that it can be used to explain
power system operations to non-technical audiences. With Version 22, several works have
been continued to make Simulator more powerful and easier to use with the addition of a
number of major new features and hundreds of smaller enhancements.

Simulator consists of a number of integrated products. At its core is a comprehensive, robust

Power Flow Solution engine capable of efficiently solving systems of up to 250,000 buses.
This makes Simulator quite useful as a stand-alone power flow analysis package. Unlike other
commercially available power flow packages, however, Simulator allows the user to visualize
the system through the use of full-color animated one-line diagrams complete with zooming
and panning capability. System models can be either modified on the fly or built from scratch
using Simulator’s full-featured graphical case editor. Transmission lines can be switched in (or
out) of service, new transmission or generation can be added, and new transactions can be
established, all with a few mouse clicks. Simulator’s extensive use of graphics and animation
greatly increases the user’s understanding of system characteristics, problems, and constraints,
as well as how to remedy them.

The base package of Simulator is capable of solving power systems comprised of up to 250,000
buses. The base package also contains all the tools necessary to perform integrated economic
dispatch, area transaction economic analysis, power transfer distribution factor (PTDF)
computation, short circuit analysis, and contingency analysis. All of the above features and
tools are easily accessible through a consistent and colourful visual interface. These features
are so well integrated that you will be up and running within minutes of installation. In addition
to the features of the base Simulator package, various add-on tools are available, including the

3
new transient stability feature. Please see Introduction to Simulator Add-On Tools for more
information.

Note:
The PowerWorld Simulator can be downloaded through the following link:
https://www.powerworld.com/download-purchase/demo-software

1.3 PowerWorld System Modelling

This section explains how to create a network model using PowerWorld Simulator and
provides a brief tutorial in the following subsections.

1.3.1 Opening a New Case

Modelling of a power system is done through a field known as New Case. All the components
(i.e. transformers, branches, generators, loads and shunt devices) must be placed on the field
when modelling a power system. The New Case can be opened via the following steps:

i. Open PowerWorld Simulator.

ii. At the top and left-corner of the simulator, click on File > New Case. This will display
Figure 1.1:

Figure 1.1: Opening a New Case

1.3.2 Adding System Components

This section explains how to insert the system components (i.e. transformers, branches,
generators, loads and shunt devices) into the New Case field. The system components can be
added via the following steps:
4
 i. After opening the New Case, click on Edit Mode at the top and left-corner of the
simulator window.
ii. Click on Draw > Network. This will display Figure 1.2.
iii. From the Network tab, choose the components to be placed on the New Case field.

Figure 1.2: Adding system components

1.3.3 Placing Buses / Nodes

i. From Network tab, choose Bus.

ii. Click on New Case field. The Bus Options dialog box as in Figure 1.3 will appear.
iii. On the dialog box, click Bus Information tab. Set the Voltage (p.u.) and Angle
(degrees) for the bus. Click the System Slack Bus box if the bus is slack bus.
iv. The bus orientation (right, left, down and up) can be adjusted at Display tab.
v. Finally, click OK at the bottom of the dialog box.
vi. Repeat the same procedures for the next buses (if any).

Figure 1.3: Bus Options dialog box

5
1.3.4 Placing Generators

i. From Network tab, choose Generator.

ii. Select a bus to place the generator, then click on that bus. The
Generator Options dialog box as in Figure 1.4 will appear.
iii. On the dialog box, click Power and Voltage Control tab. Set the MW
Setpoint to: (1) zero if the generator is placed at slack bus or (2)
generator’s real power in megawatts if the generator is placed at other
buses. Then, set the SetPoint Voltage equals to the bus voltage (in per-
unit). Power Factor can be set (if necessary) at the bottom of the dialog
box under the same tab.
iv. The generator orientation can be adjusted at Display Information tab.
v. Finally, click OK at the bottom of the dialog box.
vi. Repeat step (i) until (v) for the next generators (if any).

Figure 1.4: Generator Options dialog box

1.3.5 Placing Loads

i. From Network tab, choose Load.

ii. Select a bus to place the load, then click on that bus. The Load Options dialog box as
in Figure 1.5 will appear.

6
 iii. On the dialog box, click Load Information tab. Then, at the Constant Power field,
set the MW Value (real power) and MVar Value (reactive power) for the load. The
load orientation can be adjusted under the same tab.
iv. Finally, click OK at the bottom of the dialog box.
v. Repeat step (i) until (iv) for the next loads (if any).
vi.

Figure 1.5: Load Options dialog box

1.3.6 Placing Branches / Transmission lines

i. From Network tab, choose Transmission Line.

ii. Select a bus to be the sending-end, then click on that bus. Then, move the cursor to the
next bus for receiving-end. Double click on the receiving-end bus. The Branch
Options dialog box as in Figure 1.6 will appear.
iii. On the dialog box, click Parameters tab. Then, input the line parameters at Series
Resistance (R), Series Reactance (X) and Shunt Charging (B) fields in per-unit.
After that, set the maximum line loading at MVA Limits > Limit A. The line length in
miles can also be set (if necessary) under the same tab.
iv. Finally, click OK at the bottom of the dialog box.
v. Repeat step (i) until (iv) for the next lines (if any).

7
 Figure 1.6: Branch Options dialog box

1.3.7 Placing Transformers

i. From Network tab, choose Transformer.

ii. Select a bus to be the sending-end, then click on that bus. Then, move the cursor to the
next bus for receiving-end. Double click on the receiving-end bus. The Branch
Options dialog box as in Figure 1.7 will appear. Note that placing a transformer will
be the same as the procedures for placing a branch, except that the user has to define
the transformer’s turns ratio and phase shift.
iii. On the dialog box, input the line parameters (R, X and B) and maximum line loading as
in Figure 6. Then, click Transformer Control tab to insert the Off-Nominal Turns
Ratio. The Phase Shift (degrees) can also be set if necessary.
iv. Finally, click OK at the bottom of the dialog box.
v. Repeat step (i) until (iv) for the next transformers (if any).

8
 Figure 1.7: Branch Options dialog box for transformer

1.3.8 Placing Shunt Devices / Capacitor

i. From Network tab, choose Switched Shunt.

ii. Select a bus to place the shunt device, then click on that bus. The Switched Shunt
Options dialog box as in Figure 1.8 will appear.
iii. On the dialog box, click Parameters tab. Then, set the reactive power of the shunt
device in MVars at Nominal MVar field. Note that a positive value of Nominal MVar
indicates an injection of reactive power to the system, while the negative value indicates
a consumption of reactive power.
iv. Finally, click OK at the bottom of the dialog box.
v. Repeat steps (i) until (iv) for the next shunt devices (if any).

9
 Figure 1.8: Switched Shunt Options dialog box

1.4 Completing the One-line Diagram

This section explains the steps to display essential parameters (bus voltages, line flows, losses
and line loading percentages) before simulating load flow program. An example of complete
one-line diagram is shown in Figure 1.9. This is achieved after all the power system
components are placed into the New Case field.

Figure 1.9: One-line diagram for 3-bus system

1.4.1 Displaying Bus Voltages

i. Click on Bus 1.
ii. Hold Shift key. Then, click the rest of buses in the one-line diagram.
iii. Release Shift key. Then, right click on one of the buses. The following menu as in
Figure 1.10 will appear.

10
 Figure 1.10: Selecting the menu for buses

iv. Choose Add New Fields around Selection. A dialog box as in Figure 1.11 will appear.
v. On the dialog box, select Pos 1. A Bus Field Options dialog box as in Figure 12 will
appear.
vi. On the dialog box, choose Bus Voltage (p.u.). Then, click OK.
vii. Repeat step (v) to (vi) by clicking Pos 2 from Figure 1.11 and Bus Angle (degrees)
from Figure 1.12. The, click OK for both dialog boxes.

Figure 1.11: Insert New Fields around selected objects dialog box

11
 Figure 1.12: Bus Field Options dialog box

1.4.2 Displaying Line Flows and Losses

i. Select a branch from the one-line diagram. Click on that branch.

ii. Hold Shift key. Then, click the rest of branches in the one-line diagram.
iii. Release Shift key. Then, right click on one of the branches. The following menu as in
Figure 1.13 will appear.

Figure 1.13: Selecting the menu from branch

iv. Choose Add New Fields around Selection. A dialog box as in Figure 1.14 will appear.
v. On the dialog box, select Pos 1. A Line Field Options dialog box as in Figure 1.15
will appear.
vi. On the dialog box, choose MW Flow. Then, click OK. This will be the sending-end
power of the branch.

12
vii. Repeat step (v) to (vi) by clicking Pos 7 from Figure 1.14 and MW Flow from Figure
15. This will be the receiving-end power of the branch.
viii. Repeat step (v) to (vi) by clicking Pos 5 from Figure 1.14 and MW Losses from Figure
15. This will be the real power loss of the branch.
ix. Repeat step (v) to (vi) for reactive power flow on the branch (i.e. MVar Flow and
MVar Losses). For this purpose, you should use Pos 2, Pos 6 and Pos 8.
x. Finally, click OK for both dialog boxes.

Figure 1.14: Insert New Fields around selected objects dialog box

Figure 1.15: Line Field Options dialog box

1.4.3 Displaying Line Loading

i. Double-click on the branch ammeter as indicated in Figure 1.16. The

Line/Transformer Flow Pie Chart dialog box as in Figure 1.17 will appear.

13
 ii. Under Style menu, you may choose the quantity to be displayed by the ammeter, either
Total Power (MVA), Real Power (MW), Reactive Power (MVar), line current
(Line Amp, Transf. MVA) or default options (*Use Oneline Options).
iii. Click Always Show Value (Percent). Then, Click OK.
iv. Repeat step (i) until (iii) for the rest of branch ammeters (if any).
v. Click File > Save Case. Then, put a proper name for your one-line diagram.

Figure 1.16: Displaying line loading from one-line diagram

Figure 1.17: Line/Transformer Flow Pie Chart dialog box

1.5 Simulation of One-line Diagram

This section explains the procedures for simulation of one-line diagram. The simulation is done
by the software through load flow analysis. The essential parameters like bus voltages, line
flows, losses and line loading percentages will be calculated via the simulation. A complete
one-line diagram is shown in Figure 1.18.
14
 Figure 1.18: Complete one-line diagram

Simulation procedures:

i. At the top left-corner of the simulator window (refer Figure 1.19), click Run Mode.
ii. Click Tools tab. Then, click Solve and choose Reset to Flat Start. This will reset the
the system into initial condition.
iii. Then, Click Tools tab. Then, click Restore and choose Store User State. This will
store the initial condition of the system into the computer memory.
iv. Click Tools tab. Then, click Solve Power Flow – Newton. The one-line diagram will
be as in Figure 1.20.
v. To see the animated flow, click the green-coloured play button below the Tools tab.
The green-coloured arrows along the branches represent the real power flow.
vi. To see the animated flow for reactive power, click Onelines tab. Then, click Oneline
Options (refer Figure 1.21). The Oneline Display Options dialog box will appear.
vii. On the dialog box, click Animated Flows and choose Actual MW & MVar Power
Flow. Then, click OK. The blue-coloured arrows along the branches represent the
reactive power flow.

Figure 1.19: Storing the initial condition of one-line diagram

15
 Figure 1.20: Simulation of one-line diagram

Figure 1.21: Displaying animated reactive power flow

1.6 Restoring the Initial Condition

Before a new case of simulation can be conducted, the system must be reset / restored back to
its initial condition (if necessary). This means that after restoring the system, all the calculated
parameters (i.e. bus voltages, line flows, losses and line loading percentages) will be restored
to their initial values as before simulation was conducted.

Resetting procedures:

i. Click Tools tab (refer Figure 1.22).

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 ii. Click Restore and choose Restore User State. The restored one-line diagram will be
as in Figure 1.18.

Figure 1.22: Restoring the initial condition of one-line diagram

1.7 Displaying the Area Field: Total Generation, Total Demand & Total Losses

i. Click on Edit Mode > Draw > Field > Area Field (refer Figure 1.23). Then, click the
cursor anywhere on the background. The Area Field Options dialog box as in Figure
1.24 will appear.
ii. On the dialog box, Choose MW Generation and click OK.
iii. Next, click Draw > Background > Text (refer Figure 1.25). Then, click the cursor
close to the MW Generation field from step (ii). The Text Object Dialog dialog box
as in Figure 1.26 will appear.
iv. On the dialog box, write a proper name for the MW Generation field, e.g. ‘MW
Generation:’ or ‘Total Generation (MW):’. Then, click OK.
v. Repeat step (i) to (iv) for MVar Generation, MW load, MVar load, MW Losses and
MVar Losses. The complete labelling for all parameters is shown in Figure 1.27. Note
that the box surrounding all the labels can be inserted via the following menu: Draw
> Background > Background Rectangle.

17
Figure 1.23: Displaying the area field – total generation, total demand and total losses

Figure 1.24: Area Field Options dialog box

Figure 1.25: Labelling the area fields

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 Figure 1.26: Text Object Dialog dialog box

Figure 1.27: Complete labelling and area fields

1.8 Extracting Power Flow Results to Microsoft Excel

i. Run the simulation for load flow analysis as explained in the previous section.
ii. Click on Case Information > Power Flow List… (refer to Figure 1.28). The Bus
Power Flows dialog box as in Figure 1.29 will appear.
iii. On the dialog box, click Copy, Paste, and Send to Spreadsheet options button and
choose Send All to Excel (refer Figure 1.29). An Excel Workbook with the simulation
results will be opened.
iv. Repeat step (i) to (iii) if a new simulation result need to be extracted. The Send To
Excel dialog box as in Figure 1.30 will appear.
v. On the dialog box, you may choose either to place the new simulation result into a new
Excel Workbook (Create New Workbook…), or to place it in the same Excel
Workbook as that of previous results with different Sheet (Book1 > Create New
Sheet…). Then, click OK.

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Figure 1.28: Displaying power flow results

Figure 1.29: Bus Power Flows dialog box

Figure 1.30: Send to Excel dialog box

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2. PRE-LAB WORK

2.1 Present the one-line diagram for 9-bus system as shown in Figure 2.1. Use the following
values for initial settings of the system as indicated in Table 2.1 and Table 2.2.

Figure 2.1: One-Line Diagram for 9-Bus System

Table 2.1: Bus Data for 9-Bus System

Nom PU Angle Load Load Gen Gen
No. Name
kV Volt (Deg) MW Mvar MW Mvar
Bus 1
1 16.5 1.04 0 0 0 71.63 0
(Slack bus)
2 Bus 2 18 1.025 0 0 0 163 41
3 Bus 3 13.8 1.025 0 0 0 85 43.73
4 Bus 4 230 1 0 0 0 0 0
5 Bus 5 230 1 0 125 50 0 0
6 Bus 6 230 1 0 90 30 0 0
7 Bus 7 230 1 0 0 0 0 0
8 Bus 8 230 1 0 100 35 0 0
9 Bus 9 230 1 0 0 0 0 0

Table 2.2: Line Data for 9-Bus System

From Lim
Bus To Bus Input R (p.u) X(p.u) B (p.u) MVA
4 1 Transformer 0 0.0576 0 0
2 7 Transformer 0 0.0625 0 0
9 3 Transformer 0 0.0586 0 0
5 4 Line 0.01 0.068 0.176 100
6 4 Line 0.017 0.092 0.158 100
21
 7 5 Line 0.032 0.161 0.306 100
9 6 Line 0.039 0.1738 0.358 100
7 8 Line 0.0085 0.0576 0.149 100
8 9 Line 0.0119 0.1008 0.209 100

2.2 Perform the Newton Raphson power flow solution for the 9-bus system and record all the
results including message log, print screen the one-line diagram containing the result and
load flow result as mention in section 1.8.

5. EXPERIMENTAL WORK

3.1 Simultaneously increase the reactive power at load bus 5, load bus 6 and load bus 8 to
50%, 100%, 150%, 200%, 250%, 300%, 350%, and 400% of the base value condition.
Record and tabulate the voltage at every load bus and total losses at every increment in
Table 3.1.

Table 3.1: Load flow results when the load bus 5, 6, and 8 increase from 50% to 400%
of base value condition using Newton Raphson method
LOADING CONDITION
Base case 50% 100% 150% 200% 250% 300% 350% 400%
BUS 5
Q(MVAR)
V
BUS 6
Q(MVAR)
V
BUS 8
Q(MVAR)
V
TOTAL LOSSES
MW
MVAR

3.2 By referring to Table 3.1, draw the Q-V curve (reactive power versus bus voltage) for
every load bus. Discuss your findings according to the Q-V curve.

3.3 Repeat the same procedures in sections 2.2, 3.1 and 3.2 for the Fast-Decoupled power
flow solution.

22
Table 3.2: load flow results when the load bus 5, 6, and 8 increase from 50% to 400% of
base value condition using Fast-Decoupled method

LOADING CONDITION
Base case 50% 100% 150% 200% 250% 300% 350% 400%
BUS 5
Q(MVAR)
V
BUS 6
Q(MVAR)
V
BUS 8
Q(MVAR)
V
TOTAL LOSSES
MW
MVAR

6. QUIZ

A set of questions will be presented by lab instructor and students are expected to answer all
questions before concluding the experiment. This could be in the form of written or oral quiz.

7. CONCLUSION

Conclude in detail the findings and the outcomes of this experiment. This should include the
summary of knowledge gained, comments and discussion of the results, errors and their
possible sources and how this experiment can be improved.

8. REFERENCES

[1] J. Duncan Glover,Thomas Overbye,Mulukutla S. Sarma, Power System Analysis and

Design, 6th Edition, Cengage Learning, 2016, ISBN: 9781305632134
[2] C. L. Wadhwa, Electrical Power Systems, 7th Edition, New Age International, 2017,
ISBN: 978938607019
[3] Powerworld [online] https://www.powerworld.com

END

23
APPENDIX

• Cover Lab Report

• Grading Section
• Rubric
 STUDENT LAB REPORT
Program: EE242/CEEE242/CEEE223 Semester: 6
Ownership: Discipline of Power
Version: 3.0 Date Issued: March 2022
Course Name: ELECTRICAL ENGINEERING LABORATORY IV
Course Code: EPO563
Mode of Delivery: ✔ Face to Face Virtual

Load Flow Studies

LAB REPORT SUBMISSION DEADLINE: 1 WEEK AFTER LAB SESSION

Prepared By: Student ID:
1.
2.
3.
4.
5.
Group: Lab Date: Submission Date:
Lab Instructor:
 Lab Evaluation Form (65%)
CO1 Work in a team effectively to perform laboratory works.
CO2 Display proficiency using laboratory tools in conducting experiment.
CO3
CO4 Present the findings observed from the experiment/case study clearly and effectively through a lab/PBL report.

Lab Evaluation Form (to be filled by instructor): Students' Names:

1. Part A: Report Evaluation (20%) 1.
2. Part B: Instructor Peer Evaluation (10%) 2.
3. Part C: Group Demonstration Evaluation (30%) 3.
Lab Evaluation Form (to be filled by student): 4.
1. Part D: Student Peer Evaluation (5%) 5.

PART A

PO10 Communication - Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to
comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

Marks (M) Weighted

Part (A)
WP Marks Marks
Indicator
/EA Allocated Very Poor Poor Fair Good Very Good Obtained
(Domain)
(WMO)
0-2 3-4 5-6 7-8 9-10
Results:
Proficient ability to Excellent ability to
Complete the experiment's
Minimal ability coherently report all the
results in-depth analysis which Some ability to
to complete and Adequate ability to experiment activities experimental
involves examining the findings complete and
present results complete and present with highlighted all activities
within the context of the present results
- 30.00 graphically results graphically the findings graphically and (=M x 3)
experiment's objectives and graphically indicates
indicates the need indicates the need for graphically. All the highlighted all the
visualize in appropriate graphical the need for major
for major Minor improvement. experiment activities findings and easy-to-
( in table or graph). (A3) improvement.
improvement. and findings are follow writing
fairly written. structures.

Discussion:
Explain the analyzed results Minimal ability
including calculation and to present the Some ability to
Adequate ability to Excellent ability to
comparison with theoretical experiment present the reason Proficient ability to
present the reason of present reason of
values to achieve the objectives. activities and of experiment present reason of
each experiment each experiment
(A3) findings without activities and each experiment
activity and finding activity and finding
providing reason findings with activity and finding
with accurate with effective
for each enough with high accurate
interpretation due to interpretation due to
- 30.00 interpretation due interpretation due to interpretation due to (=M x 3)
moderate excellent
to lack of shallow good understanding
understanding to understanding to
understanding to understanding to to deliver
deliver deliver
deliver deliver comprehensive
comprehensive comprehensive
comprehensive comprehensive discussion of the
discussion of the discussion of the
discussion of the discussion of the experimental work.
experimental work. experimental work.
experimental experimental works.
works.

Conclusion: Minimal ability

Some ability to Proficient ability to Excellent ability to
to conclude all Adequate ability to
conclude all conclude all conclude all
Report the significance of findings of conclude all findings
findings of findings of findings of
evaluating whether your results experimental of experimental
experimental experimental experimental
align with your theory, and then activities, activities, comparison
activities, activities, activities,
reflecting on your achievements, comparison with with theory,
comparison with comparison with comparison with
challenges encountered, and - 10.00 theory, challenges (=M x 1)
theory, challenges theory, challenges theory, challenges
offering constructive suggestions challenges encountered during
encountered during encountered during encountered during
for improvement. (A3) encountered experiments, and
experiments, and experiments, and experiments, and
during recommendations
recommendations recommendations recommendations
experiments, and with good
with enough with clear with summarization
recommendations summarization.
summarization. summarization. thoroughly.
.
Grammar:
Proficient ability to
Report written with correct
write the report Excellent ability to
grammar e.g. sentence structure, Minimal ability
Some ability to Adequate ability to with minor write a clear report
tenses and spelling. (A3) to write the report
write the report write the report grammatical errors where a few
- 5.00 throughly. Major (=M x 0.5)
throughly. Major throughly. Minor where on average grammaticall errors
grammatical
grammatical errors. grammatical errors. about 1 mistake is are observed in the
errors.
observed in each whole report.
paragraph.
Pre-Lab: Minimal ability
Excellent ability to
Prepare answers to pre-lab to prepare answer Some ability to Adequate ability to Proficient ability to
prepare answer to
questions, share them with the to pre-lab prepare answer to prepare answer to pre- prepare answer to
pre-lab question, to
instructor during the lab session, question, to share pre-lab question, to lab question, to share pre-lab question, to
share with
and include them in the lab - 15 with instructor share with instructor with instructor during share with instructor (=M x 1.5)
instructor during
report. (A3) during lab during lab session lab session and to during lab session
lab session and to
session and to and to include in the include in the lab and to include in the
include in the lab
include in the lab lab report. report. lab report.
report.
report.
Quizzes:
Minimal ability Some ability to Adequate ability to Proficient ability to Excellent ability to
Prepare answers to quiz
to prepare answer prepare answer to prepare answer to prepare answer to prepare answer to
questions and include them in the
- 10 to quiz questions quiz questions and quiz questions and to quiz questions and quiz questions and (=M x 1)
lab report. (A3)
and to include in to include in the lab include in the lab to include in the lab to include in the lab
the lab report. report. report. report. report.

Total (PART A) /100

Total (PART A - 20%) /20
PART B

PO9 Individual and Team Work - Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings.

Marks (M) Weighted

Part (B)
WP Marks Marks
Indicator
/EA Allocated Very Poor Poor Fair Good Very Good Obtained
(Domain)
(WMO)
0-2 3-4 5-6 7-8 9-10

Very Poor Make excellent

Contribute Good contribution
contribute in Poor contribution in contributions to
Assist in group presentation (A3) - 2 adequately in group in group (=M x 0.2)
group group presentation. group
presentations. presentation.
presentation. presentations.

Not function as
Function as an Excellently
an Poorly function as
Fairly function as an individual function as an
individual and as an
individual and as a and as a member of individual and
a individual and as a
Demonstrates function as member of a team. a as a member
member of a member of a team.
Individual, Teamwork Shows some team. Good of a team. Very
team. Minimal
Function effectively as - 2 enthusiasm. enthusiastic. enthusiastic. (=M x 0.2)
No enthusiasm. enthusiasm.
an individual, and as a member Adequately Show and play the Excellently
Failed to show Poorly show and
of team; enthusiastic, prepared show and play the role of show and play
and play the
and proactive. (A3) role of leader/ team the role of
play the role of role of leader/ team
leader/ team member. member at leader/ team
leader/ team member.
good level. member.
member.

Very Poor Adequate Excellent

Poor contribution to Good contribution
Contributes significantly to the contribution to contribution to the contribution to
- 2 the success of the to the success of the (=M x 0.2)
success of the experiment. (A3) the success of the success of the the success of
experiment. experiment.
experiment. experiment. the experiment.

Excellent
Minimal ability
Some ability to Adequate ability to Good ability to ability to
Demonstrates a cooperative and to cooperative
- 2 cooperative and cooperative and cooperative and cooperative and (=M x 0.2)
supportive attitude. (A3) and supportive
supportive attitude. supportive attitude. supportive attitude. supportive
attitude.
attitude.

Incomplete Complete Complete

Complete Complete
experiment with experiment with experiment
Complete work quality. (A3) - 2 experiment with low experiment with (=M x 0.2)
low quality enough quality with excellent
quality work. good quality work.
work. work. quality work.

Total (PART B) /10

PART C

PO5 Modern Tool Usage - Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to
complex engineering problems, with an understanding of the limitations (WK6).

Marks (M) Weighted

Part (C)
WP Marks Marks
Indicator
/EA Allocated Very Poor Poor Fair Good Very Good Obtained
(Domain)
(WMO)
0-2 3-4 5-6 7-8 9-10

Wrong setup Partially wrong Correct and

Partially wrong setup
where all setup where at least accurate setup
Assemble the experiment based where at least 1
elements did not 2 elements did not Correct setup but that meets all
on laboratory manual procedure. - 10 element did not meet (=M x 1)
meet the lab meet the lab needs refinement. the lab
(P4) the lab procedures
procedures procedures procedures
requirement.
requirement. requirement. requirement.

Data are
Data are presented
Data are wrongly Data are presented Data are presented correctly
with 3 mistakes with
Perform to demonstrate and presented during with 2 mistakes made with 1 mistake made presented
- 10 3 mistakes made (=M x 1)
explain data collection. (P4) observation and during observation/ during observation/ during
during observation/
tabulation. tabulation. tabulation. observation /
tabulation.
tabulation.

Very poor ability

Average ability and Good ability and Excellent
and totally Poor ability and
Display compentency in utilizing sometimes requires requires minimal ability in using
- 10 requires help often requires help (=M x 1)
the relevant tools. (P4) help from the help from the tools
from the from the instructor.
instructor. instructor. independently.
instructor.

Total (PART C) /30

PART D

PO9 Individual and Team Work - Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings.

Marks (M) Weighted

Part (D)
WP Marks Marks
Indicator
/EA Allocated Very Poor Poor Fair Good Very Good Obtained
(Domain)
0-2 3-4 5-6 7-8 9-10 (WMO)

Very Poor Excellent

Contribute Good contribution
contribute in Poor contribution in contributions to
Assist in group presentation (A3) - 1 adequately in group in group (=M x 0.1)
group group presentation. group
presentation. presentation.
presentation. presentation.

Very Poor Adequate Excellent

Poor contribution to Good contribution
Contributes significantly to the contribution to contribution to the contribution to
- 1 the success of the to the success of the (=M x 0.1)
success of the experiment. (A3) the success of the success of the the success of
experiment. experiment.
experiment. experiment. the experiment.

Excellent
Minimal ability
Some ability to Adequate ability to Good ability to ability to
Demonstrates a cooperative and to cooperative
- 1 cooperative and cooperative and cooperative and cooperative and (=M x 0.1)
supportive attitude. (A3) and supportive
supportive attitude. supportive attitude. supportive attitude. supportive
attitude.
attitude.

Incomplete Complete Complete

Complete Complete
experiment with experiment with experiment
Complete work quality. (A3) - 1 experiment with low experiment with (=M x 0.1)
low quality enough quality with excellent
quality work. good quality work.
work. work. quality work.

- Minimal ability Some ability to Adequate ability to Good ability to Excellent

to sharing sharing knowledge/ sharing knowledge/ sharing knowledge/ ability to
knowledge/ ideas ideas to complete ideas to complete the ideas to complete sharing
Share the knowledge/idea to to complete the the experimental experimental work. the experimental knowledge/
complete the experimental work. 1 experimental work. work. ideas to (=M x 0.1)
(A3) work. complete the
experimental
work.

Total (PART D) /5

TOTAL MARKS (PART A+B+C+D) /65