Session 11b6

Teaching Electric Power Systems Analysis Using Visually Attractive Tools

Agustn A. Irizarry-Rivera
agustin@ece.uprm.edu
Electrical and Computer Engineering Department
University of Puerto Rico Mayagez
Mayagez, Puerto Rico 00681-9042
Phone (787) 832-4040 ext. 3031 FAX (787) 831-7564
Abstract - We present a series of assignments design to
visualize the solution to complex electric power system
analysis problems and motivate students by relating the
models and methods learned in class to real life
application of these models and methods. Homework is
to be solved using the Internet and a commercially
available power system simulator.

Introduction
The electronic computer has been used extensively in the
electric power industry from the moment the computer
became commercially available. This was a natural
development since the size and complexity of most power
system problems made the computer an essential tool for
the electric power system analyst and designer [1].
Electric power system analysis tools, with
computational power similar to or better than programs
first developed during the 1960s and 1970s, and easyto-use, attractive, graphical user interfaces are just
becoming commercially available. The value of using
computers to not just solve the power flow problem but to
visualize its solution has become evident with the advent
of these new tools.
Visualization of the solution of complex problems
reinforces the principles learned via traditional methods.
The reinforcement is even greater if we expose students
to important but ancillary information normally not
needed to solve the electric power system analysis
problems. Data such as the appearance of the actual
apparatus (size, weight, cost, manufacturer of the
apparatus) and the political and financial context in
which the analysis methods described in class are used
are equally important. These topics are normally referred
to but are not included as part of a Power System
Analysis course due to time constraints.

system analysis with animated, graphical, easy-to-use

computer interface is considerable.
Graphical
representation of the effect of changing system
parameters, topology, boundary and initial conditions
provides a dramatic reinforcement to the mathematical
and analytical system knowledge a power system
engineer acquires in the classroom. We use the
commercially available PowerWorld Simulator [2], a
user-friendly, highly interactive package for engineering
analysis, to solve the power flow and economic dispatch
problems and to visualize the effect on the solution of
changing problem parameters.
The software uses animated one-line diagrams of
power system networks. These provide a way to not just
solve the power flow problem but to visualize its solution.
It may be used to demonstrate the principles of electric
power flow, voltage profiles and their relation to reactive
power, and economic dispatch. Homework 1 is an
assignment to be solved using this software. This work is
assigned to students after they have solved, by hand, the
power flow problem for small systems (3 buses and two
generators for example). The assigned system is an
electric equivalent to the existing local grid [3]. Its
behavior is similar to the real power system. The
instructor emphasizes the system relation to an existing
real system to further motivate the students.
Homework 1
Objective: Find the solution to the power flow problem
for the Puerto Ricos electric power system equivalent
conditions given. Use PowerWorld to obtain the
solution.
You will deliver the following results:

System admittance matrix

Bus voltage (magnitude and angle)
Active and reactive generation for each generator.
Total active and reactive generation
Complex, active and reactive power flow on each
The pedagogical value of complementing the
branch
traditionally mathematical presentation of electric power
6. Transmission losses
0-7803-5643-8/99/$10.00 1999 IEEE
November 10 - 13, 1999 San Juan, Puerto Rico
29th ASEE/IEEE Frontiers in Education Conference
11b6-15

Visualization of the power flow and economic

dispatch problems

1.
2.
3.
4.
5.

Session 11b6
Students can see the solution.
The solution to Homework 1 as obtained from the
software, is shown in Figure 1. Note that active power
flow is shown as well as the voltages at all buses.

Figure 1. Power flow solution showing: (a) active power flow in all branches, the direction of active power flow is indicated
by the arrow heads and the magnitude of transferred power is indicated by the size of the arrow heads, and (b) voltages, per
unit maginitude and angle in degrees, in all buses
.
For example, from the solution students may observe the
relation between active power flow between two buses and
bus voltages. In Figure 1 active power is shown using arrow
heads, the direction of flow is given by the direction of the
arrow head, the size of the arrow heads is proportional to
the magnitude of active power flow. Active power flows
from bus 5 to bus 13 since bus 5 angle leads bus 3 angle.
A second assignment, using the same system, is given
this time with the purpose of solving the economic dispatch
problem. In this case the students will use the software to
determine the system losses and calculate penalty factors
[4,5] since no loss formula is provided to them. Students
are encouraged to observe how active power flow changes
with dispatch thus affecting transmission losses.
Homework 2
Objective: Economically dispatch the electric power system
given in Homework 1 with and without losses. Observe the
active flow behavior as the power flow problem is solved for
different dispatches.

Tasks and results:

1.
2.
3.
4.
5.

6.
7.

Show in one graph the incremental heat rate curves,

BTU/kWh vs. Pout in MW, for each generator.
Show in one graph the incremental cost rate curves,
$/kWh vs. Pout in MW, for each generator.
Economically dispatch the units using the cost
information provided. Neglect losses.
Use PowerWorld to solve the power flow problem for
the dispatch found in 3.
Economically dispatch the units, including losses,
using the cost information provided and the solution to
the power flow problem found in 4.
Calculate penalty factors using generator 1 as
reference. Use Pi = 5 MW and PowerWorld.
Discuss the active flow behavior as the power flow
problem is solved for different dispatches.

Visualizing devices and systems

Traditionally electric power systems students are limited to
learn mathematical models and symbols representing actual

0-7803-5643-8/99/$10.00 1999 IEEE

November 10 - 13, 1999 San Juan, Puerto Rico
29th ASEE/IEEE Frontiers in Education Conference
11b6-16

Session 11b6
power system devices and power system networks. This is
so because the size and cost of the actual devices make it
uneconomical to have these facilities included as part of
conventional laboratories. For example, a transformer may
be modeled using the equations that govern the behavior of
an ideal transformer, i.e., V1/V2 = N1/N2 and I1/I2 = N2/N1
and it will normally be depicted in a system diagram using
the symbol of Figure 2.

You will visit the UPRM electric power systems Web

page http://exodo.upr.clu.edu/~power and any other site you
may find and for the devices/system assigned to you. Each
student will:
1.
2.
3.

4.
Figure 2. Transformer symbol
This description is adequate to teach basic concepts of
transformers behavior and transformer electric interaction
with other circuit elements but it doesnt show the whole
picture. Even the usage of a load-flow program with a
graphic user interfase where the transformer impedancevoltage is included, making the model non-ideal, does not
help. A transmission transformer is, for example, a set of
three six by two by two feet boxes with many possible
connection points and a wide variety of safety and
protection mechanisms attached to it as shown in Figure 3.

Draw a schematic diagram, using the symbols learned

in class, for the device/system.
Describe, using complete sentences, the device/system.
Identify auxiliary and/or secondary equipment.
Describe them. Speculate as to the function of these
devices.
Identify and visit manufacturers Web pages to gather
technical data on the assigned device/system.

Awareness of the electric utility industry as a whole is an

important aspect associated to power system analysis.
Normally students are more motivated to learn principles
and techniques taught in class when they see application of
these principles and techniques. Homework 4 is designed
for this purpose. It uses the Internet to obtain information
from utilities around the World for the purpose of
comparing one of these utilities against the local utility.
Students are encouraged to identify the information
required to apply the analysis tools learned in class to the
selected utility.
Homework 4

Figure 3. Three single phase transformers forming a three

phase 38kV/4160 V transformer bank.
Homework 3 is a personalized field trip where the student
is assigned a device or devices and required to visit one or
more Web sites to study the actual appearance of the device
and to gather technical data related to it.
Homework 3
Objective: To see and study the devices and systems
discussed in class. To use the symbols learned in class to
create a diagram of an existing power system device or
system. To identify auxiliary or secondary equipment
associated to the devices and systems discussed in class.

Objective: To learn about different utilities around the

World. To compare one utility against the Puerto Rico
Electric Power Authority.
To identify the required
information to formulate the power flow and economic
dispatch problems of the selected utility.
You will visit the UPRM electric power systems Web
page http://exodo.upr.clu.edu/~power and select a utility
from the Electric Power Industry links. You will compare
the
Puerto
Rico
Electric
Power
Authority
(http://www.aeepr.com/ ) against the utility you selected.
You will contrast these utilities in, at least, the following
areas:
1.
2.

3.
4.
5.

6.
7.

Service area
Number of customers, and percentage of customers per
customer class (residential, industrial, and
commercial).
Installed capacity
Annual generation in MW
Raw energy sources used to generate electricity
(renewable, fossil, hydro, and nuclear). Percentage of
generation associated with energy source.
Is it a public or private company ? Describe and
contrast their organizational structure.
Transmission line nominal voltages

0-7803-5643-8/99/$10.00 1999 IEEE

November 10 - 13, 1999 San Juan, Puerto Rico
29th ASEE/IEEE Frontiers in Education Conference
11b6-17

Session 11b6
8.

If possible, obtain or develop a one-line diagram of

their system. How many buses are used to model the
transmission system ?
9. Annual energy sales. Price per kW-h (in U.S. dollars)
You will also identify the required information to formulate
the power flow and economic dispatch problems of the
selected utility

actual appearance of devices, gather non-electrical technical

data related to devices and systems and develop awareness
of the electric utility industry as a whole.

References
1.

Conclusions
2.
We have presented a set of four assignments designed to
motivate students enrolled in a power systems analysis
course. In all cases the assigned work is to be solved using
visually attractive tools that economically provide a nontraditional learning experience.
Homework 1 and 2 allow visualization of the solution
of the power flow and economic dispatch problems.
Homework 3 and 4 provide a complement to traditional
teaching methods. In this assignment students learn the

3.
4.

5.

Stagg, G.W. and El-Abiad A.H., Computer Methods in

Power System Analysis, McGraw-Hill, New York,
1968.
PowerWorld Simulator Version 4.2 Users Guide,
PowerWorld Corporation, 2004 South Wright Street,
Urbana IL 61801, March 1998.
Puerto
Rico
Electric
Power
Authority,
http://www.aeepr.com/
Allen J. Wood and Bruce F. Wollenberg,
Power
Generation, Operation, and Control , John Willey and
Sons, second edition, 1996.
John J. Grainger and William D. Stevenson, Jr.,
Power System Analysis, McGraw Hill, 1994.

0-7803-5643-8/99/$10.00 1999 IEEE

November 10 - 13, 1999 San Juan, Puerto Rico
29th ASEE/IEEE Frontiers in Education Conference
11b6-18