Abstract— At Drexel University, two power laboratories have

been developed: the transmission oriented Interconnected

Power System Laboratory (IPSL) and, more recently, the

distribution oriented Reconfigurable Distribution Automation

and Control laboratory (RDAC). The laboratories provide

students with hands-on experience on the analysis, operation,

and planning of both transmission and distribution systems.

This paper will discuss power and measurement hardware in

both laboratories as well as an Energy Management System

(EMS) for IPSL and a Distribution Management System

(DMS) for RDAC. It will also address the successful

implementation of the laboratories to undergraduate and

graduate curricula at Drexel.

Index Terms—Power Laboratory, Transmission Systems,

Distribution Systems, Energy Management System, Power

Hardware

1. INTRODUCTION

Two power system laboratories have been designed and

developed at Drexel University. The laboratories provide

students with hands-on learning experience in the

management and control of both power transmission and

distribution systems. The laboratories are integrated into

Drexel’s electrical and computer engineering curriculum and

its transmission and distribution system courses. First, the

Interconnected Power System Laboratory (IPSL) [1, 2, 3, 4]

uses real-life generators, motors, loads, and relays to form a

power transmission system. Then, the Reconfigurable

Distribution Automation and Control Laboratory (RDAC) [5,

6, 7] uses lines, loads and digital relays to form a power

distribution system. Both laboratories have been designed to

operate at 208V and 60Hz. In association with these

laboratories, several educational experiments have been

developed to introduce students to power transmission and

distribution systems.

The general objectives of the laboratories are to:

Provide a set of experiments on the interaction of the

various system components in a real-life power

system operating environment.

Provide students with the experience of visualizing

power system phenomena through scaled down power

This work was supported by NSF-DUE#9950775, NSF-ECS#9984692

and ONR N0014-01-1-0760.

C. Nwankpa, K. Miu, D. Niebur and X. Yang are with the Center for

Electric Power Engineering, Drexel University, Philadelphia, PA 19104,

USA (e-mail: nwankpa@ece.drexel.edu, miu@ece.drexel.edu,

niebur@ece.drexel.edu, xy27@drexel.edu)

S. P. Carullo is with Naval Surface Warfare Center, Carderock Division,

Philadelphia, PA 19104, USA (e-mail: carullosp@nswccd.navy.mil)

systems and energy management system (EMS)

emulators.

Provide facilities for learning how components

studied in previous machine labs interact to form a

system.

Experimental model validation platforms.

Provide for exploration of new power devices,

operating scenarios, and/or planning techniques.

EMS emulators provide the means to achieve these

objectives. An EMS emulator is used to monitor and control

the transmission system of IPSL. A DMS emulator is used to

monitor and control the distribution system of RDAC. Both

consist of their own supervisory control and data acquisition

(SCADA) system and associated software for visualization

purposes.

In addition to their similarities, each laboratory provides

distinct features exhibited by their power hardware and

measurement design. IPSL power hardware has been

designed to mimic high-voltage systems, including the ability

to realize short, medium and long transmission line models.

Its measurement design includes the communication between

several Remote Terminal Units (RTUs) responsible for a sole

measurement point and a Master Station. In contrast, RDAC

hardware has been selected to mimic low-voltage systems,

including a large number of network buses and higher R/X

ratios for distribution lines. Its measurement system includes

Remote Terminal Units which are responsible for several

measurement points.

The laboratory details will be delineated in the following

sections. In Section 2, an overview of the transmission

system laboratory IPSL, including its power and

measurement hardware and its EMS is presented. In Section

3, an overview of the distribution system laboratory RDAC

including its power and measurement hardware and its DMS

is presented. Then, in Section 4, the incorporation of the

laboratories in undergraduate and graduate curricula at

Drexel is discussed.

2. TRANSMISSION SYSTEM LABORATORY (IPSL)

The general configuration of the IPSL is depicted in Fig.

2.1 on the following page. It exhibits the interrelationship

between two main parts: the interconnected power system

and the energy management system (EMS) emulator.

2.1 Power and Measurement Hardware for IPSL

The power system network portion of the figure consists of

a four bus system. Bus 1 and bus 2 are generator buses, bus

3 is a substation bus, and bus 4 is a load bus. Setting up a

suitable power system network involves interconnecting two

synchronous generators via a single scaled down

Power Transmission and Distribution System

Laboratories at Drexel University Chika Nwankpa, Member IEEE, Karen Miu, Member IEEE, Dagmar Niebur, Member IEEE,

Xiaoguang Yang, Student Member, IEEE, Stephen P. Carullo, Member, IEEE

transmission line (using lumped parameter equipment for

resistances, capacitances, and inductances).

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Fig. 2.1. IPSL: Transmission System Laboratory Setup

(3 bus, 3 RTUs and 1 Master Station)

In order to perform a suite of transmission-oriented

experiments for both normal operating conditions and fault

conditions. The IPSL system must be able to handle normal

load and fault currents that the students will be creating.

Based on our synchronous generator ratings, maximum fault

currents may reach as high as 20 amperes. This

configuration must also provide a mechanism which will

allow students to create faults at different points along the

scaled down transmission line.

As such, the transmission lines were built to resemble a

model of a real transmission line, each phase of the

transmission line being a separate model. Lumped

parameter equipment was used for the series resistances,

series inductances, and shunt capacitances in the models.

Presently, there is no mutual coupling between phases. A

photo of one of the completed transmission lines is shown in

Fig. 2.2. The transmission lines were built in steel, grounded

boxes with plexi-glass lids for safety purposes and placed on

carts for ease in creating various setups. The transmission

lines can be configured to serve as either a short, medium, or

(equivalent) long length transmission line by changing the

value of the model components. The transmission lines

also include a neutral path.

In addition, a pair of Schweitzer Engineering Laboratories

SEL-321 Directional Overcurrent Relay Fault Locators (not

shown in Figure 2.1) are utilized in order to detect faults and

capture fault data from the line connecting bus 1 to bus 2.

These SEL-321 relays are used for the purposes of the Fault

Analysis Experiment [2].

Fig. 2.2 Three-Phase Transmission Line with the Panel Representing a

Source Connection

In usage of the IPSL, the utility grid acts as an infinite bus.

This provides a validation platform, by which a comparison

can be made to common software simulations (e.g. load flow,

fault studies, etc.). Another configuration can be setup

without the infinite bus in order to study problems involving

generator participation to supply a given load profile (e.g.

economic dispatch).

Concerning the measurement hardware, the high voltage

and current signals sensed from the transmission line pass

through signal conditioning circuitry before entering a data

acquisition, DAQ, card in the RTU. There are separate

signal conditioning circuits used for the high voltages and

currents [1]. The signal conditioning hardware performs four

tasks: (i) attenuation to reduce the signals to levels

acceptable to an electronic analog-to digital converter; (ii)

surge suppression to prevent voltage spikes from entering the

PC; (iii) isolation to prevent ground loops; and (iv) low pass

filtering to reduce high frequency electrical noise. The two

circuits differ only in the attenuation stage.

2.2 Energy Management System (EMS) for IPSL

The primary goal of the EMS emulator is to allow students

to examine power systems in a user-friendly and realistic

manner. It is desired to provide students with the experience

of visualizing power system phenomena in terms of the EMS

equipment. A computer interface to a real power system has

been designed in order to provide control and data capturing.

The EMS for IPSL consists of three computers serving as

remote terminal units (RTUs) and one computer as the EMS

central computer (the master station).

While collecting the sampled data, the RTUs also: (i)

display oscillographic data from the sampled channels; (ii)

calculate rms voltage, rms current, frequency, real and

reactive power, and power factor; (iii) capture events, such as

fault conditions; and (iv) package the processed data and

send it over the network to the master station computer in

near real-time. For more details about the process in

calculating phase shifts, rms values and other values, please

see [1].

The RTUs are designed to pass data to the master station

computer upon request of the master. The RTUs send the

following data to the Master Station:

RMS Voltages (Va, Vb, and Vc)

RMS Currents (Ia, Ib, Ic, and In)

Frequency

Power Factor

Real and Reactive Power

Fig. 2.3 Graphical User Interface for RTU

The Master Station applications enhance the students’

perception of electrical power systems and their performance

by graphically modeling the active control elements of the

power system on a color computer screen. The Master

Station provides the following user interfaces:

Laboratory Tutorial

Experimental Control

RTU and SEL-321 Data Collection

For an example of use of IPSL is through the single and

three phase AC Power Experiments. These experiments are

set up so a group of four or five students can perform the

experiment at each laboratory station. Figure 2.4 shows a

photo of one complete laboratory station configured for the

Three-Phase AC Power Experiment.

Each laboratory station setup, as shown in Figure 2.4,

consists of the following:

1) A three-phase utility grid source (regulated to 110V).

2) A three-phase transmission line module (Total

impedance of 18 /phase).

3) Two signal conditioning modules (Each module is

capable of handling eight input signals)

4) Two Data Acquisition Cards (National Instruments

AT-MIO-16E-2).

5) Two 200Mhz Pentium PC computers and all

laboratory software.

6) A 10 base T LAN and the Cycle Livenet protocol.

In the Three-Phase AC Power Experiment, the laboratory

stations are setup as shown back in Figure 2.5. The students

are made to vary the size and type of load that is connected

to the load bus. The load impedance settings are

predetermined values and range from pure resistive to pure

inductive to pure capacitive. For each of these different load

settings, the students are asked to use each RTU to record

voltage, current, real power, reactive power, and power

factor. Each RTU only displays some of the above values

and leaves the students to calculate the rest on their own. For

example, the sending-end RTU may only display voltage and

current information and leave the students to calculate real

power, reactive power, and power factor on their own (see

back in Figure 5). The RTU application allows the students

to save voltage, current, real power, reactive power, and

power factor values directly to a spreadsheet.

RTU

ComputerRTU

Computer

Transmission Line

Power

Utility

Source

Figure 2.4: Photo of a Complete Laboratory Station

The RTU’s provide the students with prelab calculations

and questions, background theory, instructions needed to

perform the experiments, the control center for performing

the experiments, and data collection from the point

monitored on the power system. The RTU computers

provide the students with near real-time oscilloscopic signal

data as well as near real-time tables and phasor diagrams.

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The RTU programs also allow the students to view the

voltages and currents at each bus in the form of phasor

diagrams (see Figure 2.6). These diagrams help the students

to better view voltages and currents as vector quantities. The

RTU program also allows the students to view oscilloscopic

data of the voltages and currents at each bus (see Figure 2.7).

Figure 2.8 shows a screen, which is unique to the three-phase

experiment, that plots instantaneous power.

The students can take turns operating the two different

RTUs (sending-end and receiving-end RTUs) and changing

the loads. The lab is equipped with visible-disconnect

switches so that the students can easily see that the power is

disconnected before changing the loads.

The laboratory experiments are designed to reinforce the

theory the students learn in class. The experiments are

designed to verify this theory. The students will be asked to

make redundant measurements with oscilloscopes and meters

for the purpose of error evaluation. The students will also be

asked to perform software simulations (load flow, pspice,

etc.) to verify data obtained during the experiments. The

students can then use all these results to write a laboratory

report.

Figure 2.6: Phasor Diagram Screen

Figure 2.7: Oscilloscope Screen

Figure 2.8: Instantaneous Power Screen

Though we are viewing two-bus arrangements in these

experiments, the same goes for larger sized systems. In such

instances, in addition to the RTU’s there are Master Stations.

The Master Station’s main functions include:

Control center from which to actively control the RTU

computers and perform the various experiments.

Real-time data collection from RTUs and the SEL-321

relays.

An interactive laboratory tutorial, which includes

instructions on how to perform the various laboratory

experiments.

For each experiment, the Master Station invokes an

associated interface for visualizing the hardware experiment

and linking the RTUs hardware measurements. Thus the

IPSL laboratory intends to mimic the hardware, measurement

and software functions common in transmission systems. To

complement this laboratory, the reconfigurable distribution

automation and control laboratory has been created which

allows students to focus in on distribution systems typically

represented as bulk loads in transmission systems.

3. DISTRIBUTION SYSTEM LABORATORY (RDAC)

At Drexel, a curriculum has been developed that provides

formal education on distribution systems for both

undergraduate and graduate students through dedicated

courses with both hardware and software experiments. The

curriculum is centered around a scaled-down power

distribution system: RDAC- the Reconfigurable Distribution

Automation and Control laboratory [5-7]. RDAC is a 36 bus,

48 branch, reconfigurable laboratory that can form many

different multi-phase distribution networks. Through a series

of experiments, students can:

Perform distribution system analysis and study

different techniques for planning and operation, such

as power flow, service restoration, capacitor

placement, and various types of fault analysis;

Obtain hands-on laboratory experience of distribution

system properties such as radial network structures,

high R/X ratios, system imbalance, and power quality;

Study characteristics of individual distribution system

components and their interaction as a system;

Experience power system phenomena using a

Distribution Energy Management System (DMS) with

a Graphical User Interface (GUI).

A single-line diagram of RDAC is shown in Fig. 3.1 for a

typical setup. It consists of four identical distribution stations

with a total of 36 buses, 16 three-phase lines, 16 three-phase

normally closed switches, 16 three-phase normally open

switches, and various types of loads. The discussion below

now focuses on one station.

3.1 Power and Measurement Hardware for RDAC

A general 4-wire, three-phase experimental setup for one

RDAC station is shown in Fig. 3.2. Each station in RDAC

consists of up to 9 buses: the feeder bus is treated as the

substation bus and can relate to the transmission system

laboratory as being a possible load in Fig. 2.1. Feeder A (bus

A1 to A4) and Feeder/Lateral B (bus B1 to B4) emanate

radially from the substation. Each station in RDAC has

i) A power station providing three-phase 208V ac/120V

dc with 1 three-phase 1:1 autotransformer and a 30A

three-phase circuit breaker for safety reasons

ii) A distribution feeder box containing one feeder and

one lateral including 4 three-phase distribution lines

and 4 three-phase normally closed switches, Fig. 3.3

iii) A transfer station/light bank with two single-phase,

two two-phase, and two three-phase resistive loads,

one multi-phase capacitor, and four three-phase

normally open switches. Signal conditioning hardware

is also installed under the transfer station in a National

Instruments (NI) SCXI-1001 chassis [15];

iv) An RTU with data acquisition and digital control

hardware.

We note that for senior design and class projects, a 33 bus,

radial power system can be realized.

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Fig. 3.2. Laboratory Setup for a Three-Phase Configuration of the Multi-

Phase Radial Power Flow Experiment on One RDAC Station

Hall Effect Devices

Fuses

Closed Relays

Line Inductors

Fig. 3.3. 9-Bus Distribution Feeder Box

Each RTU is built on a 3GHz Pentium IV PCs. Signal

conditioning hardware, data acquisition hardware and digital

control hardware were also designed and integrated with the

RTUs in order to take measurements and to control the

digital relays for the experiment. NI SCXI system was used

as the backbone for the data acquisition system. Figure 10

shows a SCXI system for one station consisting of four

signal conditioning boards, and two NI SCXI-1163 [16]

Digital Control Modules hosted in a 12-slot NI SCXI-1001

chassis under the transfer station.

The data acquisition system on each station can measure

up to 4 user input locations and capture up to 32 signals

(voltages and currents on phases a,b,c and neutral) with NI

SCXI-1327 High Voltage Attenuation Modules [17] and

LEM LA-100P Hall Effect Devices [18]. Four 8-channel

signal conditioning circuits designed for IPSL [1] were

modified and used for signal attenuation, surge suppression,

ground loop flow isolation and high frequency noise

filtering.

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Fig. 3.1. RDAC: One-Line Diagram of the Typical Setup of the Reconfigurable Distribution Automation and Control Laboratory

Signal Conditioning Boards Digital Output Modules

Fig. 3.3. A SCXI System with Four Signal Conditioning Boards and Two

NI SCXI-1163 Digital Control Modules

3.2 Distribution Energy Management System (DMS) for

RDAC

The primary goals of the DMS is to provide students with

the following functions:

Monitoring the operation of the experimental setup;

Performing data acquisition using the DAQ hardware,

calculating and displaying voltage, current and power

information;

Transforming the network structure to set up multi-

phase experiments with the DAQ hardware and the

digital control hardware.

These functions have been realized using a DMS, which

provides students a platform for

i) Visualizing the distribution system setup;

ii) Sampling data and displaying oscillographic data at up

to four monitored buses;

iii) Calculating and displaying RMS voltages, RMS

currents, frequency, power and power factor on a cycle

per cycle basis;

iv) Operating switches to reconfigure the system or to alter

loads;

v) Capturing events, such as switching operations.

The DMS can also run stand alone for software only

experiments.

The sampling and display of data of the DMS is performed

in a similar manner as the EMS previously discussed for the

transmission lab IPSL. In addition, the calculation and

display of the real power, reactive power and power factor

using the voltages and currents mimics IPSL. The interface

of the data display is similar to that achieved in IPSL. This

similarity is designed to allow students to have a familiar

experience with the DMS.

The DMS distinguishes itself from the EMS previously

discussed because it captures up to 4 user input measurement

points and enables remote control of network components.

As a consequence, initialization of the software is required to

link the hardware/software experiments properly. In addition,

new graphical user interfaces were required for the

distribution system and its experiments. Presently, no master

station and associated communication requirements have

been implemented to monitor all stations, though it is

intended as future work.

The initialization process is now briefly discussed. At the

beginning of an experiment, the DMS will ask interactively

engage students to specify the hardware connection types

and numbers of loads on each bus and phase for software

initialization. They can be reviewed and modified according

to changes in connection types and/or numbers made during

the experiment. The amount of loads will be manually

recorded. Fig. 3.4 shows a load configuration on a bus with

one two-phase load (2-P (BC)), one three-phase wye

connected load (3-P (Y)), and one three-phase delta

connected load (3-P ( )).

Fig. 3.4. Bus Load Configuration

The DMS also requires students to specify up to four

buses for measurement, matching the hardware setup. Please

see Fig. 3.5 It is noted that the feeder bus must be the first

measurement because it will be used as the reference bus.

Fig. 3.5. Measurement Selection Window

With the load and measurement information, the DMS

provides multi-phase diagrams that reflect the actual

hardware setups in the three types of power flow experiments.

A screen shot of the DMS’s graphical user interface is

displayed in Fig. 3.6, on the following page, for a three-

phase balanced experiment with one wye-connected load and

one Delta-connected load. It is noted that question marks in

the voltage and current measurement tables are values to be

calculated by students.

The lines and switches are interactive on the DMS. By

clicking them, students can view the impedance of the lines

and operate the switches. The DMS allows students to easily

change the system from a three-phase balanced structure to

an unbalanced structure A breadth-first-search method was

used in the DMS to determine new system structures by

searching the connections of buses and branches from the

substation to the end of the feeder. All removed phases are

then made inactive and visually grayed in the diagram.

Fig. 3.6. Three-Phase System Setup for the Multi-Phase Power Flow Experiment

4. INTEGRATION TO CURRICULUM

A number of experiments have been developed for each

laboratory. These experiments in turn have been integrated

into coursework ranging from 3rd year or pre-junior students

to first year electrical and computer engineering graduate

students. In addition, the laboratories are frequently used for

demonstration purposes for architectural engineering

students, as well as outreach and open house events.

To provide students with experience on various power

system phenomena and interactions, a set of experiments

have been designed for use with the IPSL. These

experiments include the: (i) Single-Phase AC Power

Experiment [2]; (ii) Three-Phase AC Power Experiment [2];

(iii) Fault Analysis Experiment [1]; (iv) Symmetrical

Components Experiment [3]; and (v) Transmission Line

Parameters Experiment. Please note that experiments (i) and

(ii) are performed by all electrical and computer engineering

students.

To provide students with experience on various power

distribution system operating and planning functions, a set of

experiments have been designed and are under design for use

with RDAC. These experiments include the: (i) Multi-Phase

AC Power Flow Experiment which includes balanced and

unbalanced multi-phase systems; (ii) Network

Reconfiguration for Load Balancing and Loss Reduction [2];

(iii) Service Restoration Experiment; and (iv) Capacitor

Placement and Control Experiment. Please note that

experiments are/will be included in an academic year

distribution system course for power seniors and first-year

graduate students.

5. CONCLUSIONS

In this paper, two power laboratories, developed at Drexel

University, have been developed: the transmission oriented

Interconnected Power System Laboratory (IPSL) and, more

recently, the distribution oriented Reconfigurable

Distribution Automation and Control laboratory (RDAC).

The laboratories provide students with hands-on experience

on the analysis, operation, and planning of both transmission

and distribution systems. These two laboratories have played

a role in on-going development of the power system

curriculum at Drexel University. Initial feedback from

students have been rather positive in addition to being

helpful in finding out where improvements can be made.

This paper reports on the implementation approach used for

these laboratories into the undergraduate and graduate

curricula at Drexel.

6. ACKNOWLEDGEMENTS

We would like to recognize Mr. Scott Currie for his efforts in

the construction of the laboratory.

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[17] National Instruments, SCXI-1327 User Manual, Texas, 1997.

[18] LEM, Hall Effect Device LA-100P User Manual, 2000.

[19] National Instruments, DAQ-PCIE Series User Manual, Texas, 1997.