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MATLAB/Simulink and

Their Integration Into

Undergraduate Electric

Machinery Courses

SAFFET AYASUN,1 CHIKA O. NWANKPA2

1

Department of Electrical and Electronics Engineering, Nigde University, Nigde 51100, Turkey

2

Department of Electrical and Computer Engineering, Drexel University, Philadelphia, Pennsylvania 19104

short-circuit tests of transformers that are performed to identify equivalent circuit parameters.

These simulation models are developed to support and enhance electric machinery education

at the undergraduate level. The proposed tests have been successfully integrated into electric

machinery courses at Drexel University, Philadelphia, PA and Nigde University, Nigde, Turkey.

ß 2006 Wiley Periodicals, Inc. Comput Appl Eng Educ 14: 142150, 2006; Published online in Wiley

InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20077

voltage regulation. The laboratory section includes

Electrical machinery courses at the undergraduate open-circuit, short-circuit tests conducted to deter-

level typically consist of classroom and laboratory mine no-load losses and equivalent circuit parameters,

sections. The classroom section generally covers the and load test to study transformer performance under

steady-state operation of transformers in which the various loading conditions.

per-phase equivalent circuit is used to compute The Electrical and Computer Engineering (ECE)

Department of Drexel University offers a pre-junior

level machine course (ECE-P 352 Electric Motor

Correspondence to S. Ayasun (sayasun@nigde.edu.tr).

Contract grant sponsor: U.S. Department of Energy; contract

Control Principles) that concentrates on the funda-

grant number: ER63384. mentals of electromechanical energy conversion and

ß 2006 Wiley Periodicals Inc. related control theory. This 5-h course, required for

142

TRANSFORMER TESTS USING MATLAB/SIMULINK 143

those who are in the power and control track, has both Various software tools such as MATLAB and

lecture (3 h) and laboratory (2 h) sections that must be MathCad have been used to model the steady-state

taken in the same quarter. Similarly, the Department or transient operation of transformers [5] and induc-

of Electrical and Electronics Engineering at Nigde tion motors [6,7], which mainly improves the class-

University offers a 5-h (3-h lecture and 2-h laboratory room lectures. The authors’ approach [8] differs from

sections) junior-level machinery course, EEM 308 those in the way that the computational laboratory as

Electric Machinery, which mainly focuses on trans- a part of laboratory experiments provides students

formers and induction motors. The authors’ ex- with simulation models of physical experiments to be

perience while teaching electric machinery and conducted in an actual laboratory environment. The

transformers at Drexel and Nigde Universities indi- proposed simulation models developed by using

cates that students generally have difficulty when they Simulink/SimPowerSystem toolbox enhances labo-

come to the laboratory to carry out transformer ratory experience by providing students with the

experiments even though the corresponding theory is opportunity to verify results of laboratory experiments

extensively covered in the classroom section with a and compare them with those obtained by computer

detailed hand-out describing laboratory facilities and simulations. Such a comparison opportunity helps

the procedure of the experiments, given to them at students realize the limitations of hardware experi-

least a week before the laboratory. Students are not ments and, as a counterpoint, appreciate that computer

familiar with such a laboratory environment that simulations cannot substitute for actual hardware

contains large machines, transformers; and relatively experiments as they might not exactly represent the

complex measurement methods, and devices as operation of transformers because of some modeling

compared with other laboratories they have been to assumptions. Moreover, an undergraduate electric

before. The time constraints during the laboratory machinery course that integrates up-to-date computer

exercise are also a difficult adjustment. In a usual 2-h hardware and software tools in both lecture and labo-

laboratory section, students are required to set up and ratory sections also meets the expectations of today’s

perform three transformer experiments, to take the students who want to use computers and simulation

necessary measurements, and to investigate steady- tools in every aspect of a course, and thus, possibly

state performance of the transformer under various attracts more students.

loading conditions. Because of the time limitations, The remainder of the article is organized as

students often rush through the experiments in order follows: Section II describes simulation models of no-

to finish them on time, which unfortunately prevents load and short-circuit tests together with necessary

them from getting a true feeling of transformer theory. Section III compares the equivalent circuit

operation and from appreciating what has been parameters determined using simulation data with

accomplished during the laboratory practice. those obtained from experimental data. Section IV

In order to prepare students for physical experi- explains how these simulation models are integrated

ments and to give them insight into the experimental into undergraduate electric machinery courses at

procedure, a software laboratory is designed and authors’ institutions, and Section V presents a survey

developed. It includes simulation models of transfor- designed to evaluate whether simulation models were

mer, induction motor, and DC motor experiments. helpful in understanding the transformer theory and

This article presents simulation models of open experiments while the last section concludes the

and short-circuit tests of transformers as a part of article.

the software laboratory. The simulation models

are developed as stand-alone applications using

MATLAB/Simulink [1] and SimPowerSystems tool- TRANSFORMER TESTS: EXPERIMENTAL

box [2]. As will be discussed later in this article, for SETUPS AND SIMULINK MODELS

the load experiment, students are required to write a

computer program using MATLAB’s M-file program- The steady-state operating characteristics of transfor-

ming for the equivalent circuit to compute operating mers are investigated using an equivalent circuit as

quantities or to modify Simulink model of the no-load shown in Figure 1 [9,10]. In this circuit, R1 and Xl1

test by adding a load for simulating load test. This represent the primary winding resistance and leakage

assignment improves students’ programming skills reactance; R2 and Xl2 denote the secondary winding

that would be helpful in other classes as well. resistance and leakage reactance; RC resistance stands

Such an approach to enhance the instruction of for core losses, XM represents magnetizing reactance;

transformers and induction machines has been sug- and a denotes the transformer turns ratio. The

gested and employed by various educators [37]. equivalent circuit is used to facilitate the computation

144 AYASUN AND NWANKPA

of various operating quantities such as losses, voltage write computer programs when required before

regulation, and efficiency. The parameters of the coming to the machinery class.

equivalent circuit can be obtained from the open-

circuit and short-circuit tests. In the following, the

Open-Circuit Test

experimental setup and Simulink/SimPowerSystems

model of each test are described. The open-circuit test is performed in order to

The SimPowerSystems toolbox is a useful soft- determine exciting branch parameters (i.e., RC and

ware package to develop simulation models for power XM) of the equivalent circuit, the no-load loss, the no-

system applications in the MATLAB/Simulink envir- load exciting current, and the no-load power factor. As

onment. With its graphical user interface and shown in Figure 2, while one of the windings is open-

extensive library, it provides power engineers and circuited (in our case secondary winding is open-

researchers with a modern and interactive design circuited), a rated voltage is applied to the other

tool to build simulation models rapidly and easily. winding (in our case it is the primary winding), and

MATLAB and Simulink/SimPowerSystems have the input voltage, VOC; input current, IOC; and input

been widely used by educators to enhance teaching power, POC, to the transformer are measured.

of transient and steady-state characteristics of electric Figure 3 shows the Simulink/SimPowerSystems

machines [5,7,11,12], modeling of power electronic realization of the open-circuit test. A single-phase

converters [13], power system transient stability and transformer model whose equivalent circuit para-

control [1416]. Other commercial software pack- meters could be specified using transformer dialog

ages, such as Maple and MathCad, are commonly box is used. A single phase AC voltage source is

used in electrical engineering education with their applied to the primary side. Since in Simulink

advantages and disadvantages [17,18]. The reason that environment, all elements must be electrically con-

MATLAB with its toolboxes was selected is that it is nected, the secondary side of the transformer cannot

the main software package used in almost all under- be left open and a load has to be connected. In order

graduate courses in the authors’ institutions as a to simulate no-load condition, constant impedance

computation tool to reinforce electrical engineering model to reflect loading is used, and the resistance and

education. Therefore, students can easily access inductance values are set to very large numbers while

MATLAB, and they already have the basic program- the value of the capacitor is set to a very small number.

ming skills to use the given Simulink models and to The resulting secondary current will be approximately

TRANSFORMER TESTS USING MATLAB/SIMULINK 145

zero. On the primary side, current, and voltage Once the power factor angle y is known, RC and XM

measurement blocks are used to measure the instan- can easily be computed as follows:

taneous current and voltage. The output of each meter

1

is connected to a root mean square (rms) block, signal GC ¼ jYE jcos ; RC ¼ and

GC

rms, to determine the rms values of primary current

and voltage. The rms block computes the rms value of 1

BM ¼ jYE jsin ; XM ¼ ð3Þ

its input signal over a running window of the one cycle BM

of the fundamental frequency. The display boxes read

these rms values of the open-circuit current, IOC, and

voltage, VOC. The outputs of the current and voltage Short-Circuit Test

measurement blocks are connected to a power mea-

surement block, power measurement, that measures The short-circuit test is conducted by short-circuiting

the active power, POC, and reactive power, QOC, of the the secondary terminal of the transformer, and

primary side. The output of this block is connected to applying a reduced voltage to the primary side, as

a display box to read POC and QOC. In order to shown in Figure 4, such that the rated current flows

measure the secondary current, which is approxi- through the windings. The input voltage, VSC, current,

mately zero, a current measurement block with an rms ISC, and real power, PSC, are measured.

block and display is used. Figure 5 shows the Simulink/SimPowerSystems

These measurements either from experiment or implementation of the short-circuit test. This model is

from simulation enable the approximate computation almost the same as simulation model of open-circuit

of the resistance RC and reactance XM of the excitation test shown in Figure 3. The only difference is that

branch referred to the primary side. The magnitude of secondary side is short-circuited. Several measure-

the excitation admittance from the open-circuit ment blocks are used to obtain short-circuit real

voltage and current is computed as power, voltage, and current. The value of the AC

voltage source is adjusted until the current in the

IOC short-circuited winding is equal to its rated value.

jYE j ¼ GC jBM ¼ ð1Þ

VOC Since a reduced voltage is applied to the primary

where GC is the conductance of the core-loss resistor windings, a negligible current flows through the

and BM is the susceptance of the magnetizing excitation branch. Ignoring this current, the magni-

inductor. The phase angle of the admittance can be tude of the series impedance referred to the primary

found from the knowledge of the power factor. The side of the transformer can easily be computed as

open-circuit power factor, PFOC, is given by

Zeq ¼ jZSC j ¼ VSC ð4Þ

POC ISC

PFOC ¼ cosy ¼ ð2Þ

VOC IOC Neglecting the core loss at the low value of VSC, the

146 AYASUN AND NWANKPA

be found by CIRCUIT PARAMETERS

qﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃ

2 ﬃ

PSC

Req ¼ RSC ¼ 2 ; Xeq ¼ XSC ¼ Zeq R2eq To illustrate the effectiveness of the proposed

ISC

simulation models, one compares the equivalent

ð5Þ circuit parameters determined by simulations with

those obtained from hardware experiments. The

Using the circuit notations provided in Figure 1, the

transformer used for this purpose is a 50 KVA

equivalent resistance and reactance are the sum of

2400240 V 50 Hz transformer located at electric

resistance and reactances of the primary and second-

machinery laboratory of Nigde University. The open-

ary referred to the primary side:

circuit and short-circuit tests are first performed to

Req ¼ R1 þ a2 R2 ; Xeq ¼ Xl1 þ a2 Xl2 ð6Þ obtain equivalent circuit parameters that will be used

in simulations. Resulting circuit parameters are given

It is worth mentioning here that there is no easy way to in Table 1.

split the series impedance into primary and secondary For the transformer tested, the simulation

components. It is generally assumed that the primary models of the open-circuit and short-circuit tests

and secondary windings have the equal contribution to were run. The simulation data is given in Table 2

the total resistance and reactance [9,10] although such where voltage, current, and power values measured

separation is not necessary to compute transformer are provided. Table 3 gives the equivalent circuit

operating quantities such as losses, voltage regulation, parameters computed using the simulation data and

and efficiency. the corresponding errors relative to those obtained

TRANSFORMER TESTS USING MATLAB/SIMULINK 147

Table 1 Equivalent Circuit Parameters of the laboratory and a power electronic laboratory that in-

Transformer Tested cludes various experimental setups for power engi-

R1 (

) RC (

) Xl1 (

) XM (

) R2 (

) Xl2 (

) neering courses.

At both universities, in order to incorporate

0.7488 33,391 1.00224 5,008 0.007488 0.0100224

simulation models of transformer tests into the course,

the laboratory section is divided into two main

experimentally. The error computations assume that components, each of which is a 2-h section, software

equivalent circuit parameters determined experimen- laboratory and hardware laboratory. After being

tally are accurate. The results indicate that relative introduced to the theory and operating characteristics

errors are negligible and the proposed simulation of the transformers, the equivalent circuit, voltage

models accurately predict equivalent circuit para- regulation, losses, efficiency, and three-phase trans-

meters. The largest error occurs in the resistance of formers, students simulate the open-circuit and short-

the windings, since one assumes that the two circuit tests and record the data required to compute

resistances have equal contributions to the total equivalent circuit parameters. A week before the

series resistance referred to the primary side, which software laboratory, the Simulink/SimPowerSystem

might not be the real case. models of the tests, equivalent circuit parameters of

the transformer located at the laboratory and a de-

tailed hand-out describing how each simulation model

is to be simulated are made available to students.

INTEGRATION OF SIMULATION MODELS For the load test, in order to determine voltage

INTO ELECTRIC MACHINERY COURSES regulation and efficiency an assignment is given to

students either to develop steady-state model of the

In this section, the authors describe the integration of transformer using MATLAB’s M-file programming or

these simulation models into electric machinery to modify the presented simulation model of the open-

courses at two different universities, Drexel Univer- circuit (or short-circuit) test by including a load at the

sity and Nigde University. The lecture section of the secondary terminal of the transformer. Based on their

electric machinery course (ECE-P 352) offered at the skills, students are allowed to choose one of these two

ECE Department of Drexel University introduces options. Figure 6 depicts a typical voltage regulation

students to operation principles of transformers, profile for lagging, unity and leading power factor

induction motors, DC motors, and various motor loads, and an efficiency curve generated by the

control techniques including power electronics based program developed by students. Such an assignment

ones. In the laboratory section, students are required enables students to gain experience and confidence in

to perform various experiments for which the transformer operation under various loading condi-

necessary theoretical background is developed in the tions, which will be helpful for them when they

lecture section. The experiments conducted during the conduct the loading experiment in the hardware

term at the Interconnected Power System Laboratory laboratory in the following week. Moreover, this

(IPSL) [19] of Drexel University include open-circuit, assignment helps students to better understand effects

short-circuit, and load tests for transformers, speed of load type and load power factor on transformer

control experiments for DC motors, and induction voltage regulation and efficiency.

motor tests. Similarly, the electric machinery course In the hardware laboratory, students are asked to

(ECE 308) offered at the Department of Electrical and set up and conduct three transformer tests: the open-

Electronics Engineering of Nigde University intro- circuit test, short-circuit test, load test. Similar to what

duces students to operation of transformers, induction is performed in the software laboratory, they take

motors, and motor speed control methods. In the measurements required to compute equivalent circuit

laboratory section, students are asked to conduct parameters and to examine the transformer operating

transformer and induction motor tests at the Electric characteristics under varying load. During the labora-

Power Engineering Center (EPEC) of Nigde Uni- tory section, students appear to be familiar with trans-

versity. The EPEC consists of a small-scale machinery former theory, experiments, and operation because of

Test V (V) I1 (A) I2 (A) P (W) Q (VAR)

19

Open-circuit test 2,400 0.4847 1.677 10 171.1 1148

Short-circuit test 51.87 20.83 208.3 642.1 864.3

148 AYASUN AND NWANKPA

Errors

R1 RC Xl1 XM R2 Xl2

Value (

) 0.73992 33,670 1.00124 5006 0.007392 0.0100124

Error (%) 1.188 0.835 0.1002 0.0399 1.188 0.1002

the experience gained during the software laboratory. SURVEY AND STUDENT RESPONSE

A week after they complete hardware experiments,

students are required to submit a report that must In order to find out student response to the designed

combine results from both simulations and experi- simulation models and to determine whether models

ments. The emphasis is that the report should compare were actually helping them in the understanding of

simulation results with experimentally recorded data, transformer theory and experiments, students who

mainly focusing on the differences/similarities. One attended the EEM 308 class in the past 2 years

can assume that parameters obtained from simulation (80 students) were asked to fill out a questionnaire at

data would be the same as those obtained from ex- the end of the term, which is presented in the

perimental data since transformer parameters deter- Appendix. It must be stated here that there is no good

mined from experimental data are used in simulations. control group for statistical assessment since these

However, as can be seen in Table 3, this equivalency is simulation models were introduced for all students

not the case and negligible errors are observed. In within a course.

their reports, students are encouraged to provide The first group of questions (questions from 1 to

explanations for these errors. These errors might be 5) aims to determine the students’ previous knowl-

the result of modeling of the transformer in Simulink, edge of MATLAB/Simulink and to evaluate whether

or round-off in computation, or measurements errors they were able to use the Simulink models easily and

often observed in the hardware experiments. Never- effectively. Survey results indicate that a great

theless, the proposed simulation models give students majority of the students (80%) were familiar with

insight into as to the experimental procedure and the MATLAB/Simulink in general. This could be easily

expected results before they go into the electric mach- attributed to an introductory control system class

inery laboratory to perform the actual experiments. taken before where Simulink was extensively used.

Figure 6 Voltage regulation curves for lagging, unity, and leading load power factor and

efficiency curve.

TRANSFORMER TESTS USING MATLAB/SIMULINK 149

On the other hand, very few students (15%) had some transformers. Furthermore, a successful integration of

experience with Simulink/SimPowerSystems. This is simulation models is described in a software laboratory

not surprising since the EEM 308 is the first course in an electric machines course, which complements

where they are introduced to the SimPowerSystems classroom lecture and laboratory practice. The following

toolbox. With regard to the use of Simulink models, future work is put in perspective: (i) Simulation models

70% of students felt that they had no difficulties in will be modified to analyze quantitatively the wave-

simulating transformer tests with the help of the forms of various transformer connections under steady-

associated simulation handout. However, a relatively state no-load conditions while taking into account the

large number of students (45%) thought that a tutorial non-sinusoidal voltage supply. (ii) The software labora-

on Simulink and SimPowerSystems toolbox at the tory will be extended to include Simulink/SimPower-

beginning of the term would be much more helpful. Systems models of speed control experiments of DC

For this reason, a 3-h tutorial concentrating on the use motors, and experiments for synchronous machines so

of SimPowerSystems is put in perspective. Such a that a complete computational laboratory will be

tutorial will evidently refresh the knowledge of those available to support electric machinery education at

who are somewhat familiar with Simulink and more authors’ institutions.

importantly, will help all students explore the capa-

bilities of Simulink/SimPowerSystems and learn how

to develop and simulate power system models. ACKNOWLEDGMENTS

Finally, 72% of the students felt that the use of

simulation models helped them improve their experi- This work was supported in part by the U.S.

ence and skills on how to use Simulink. Department of Energy under Contract # ER63384.

The second group of questions is to assess the

effectiveness of the simulation models in terms of

helping students in actual transformer experiments. APPENDIX

The survey results show that 70% of the students

thought that simulating transformer tests before Survey for junior students (EEM 308 Electric

hardware experiments helped them clearly understand Machinery):

experimental procedure and save time in conducting

the actual experiments, which was the most important 1. Were you familiar with Matlab and Simulink

reason for designing these models. On the other hand, before taking this class? (Circle one.)

only 45% of them felt that simulations helped them YES SOME LITTLE NO

increase their understanding of transformer theory. A 2. Have you used SimPowerSystems toolbox of

great deal of students (85%) thought that simulation Simulink before?

models and physical experiments complement each YES SOME LITTLE NO

other. Most of the students used M-file programming 3. Do you think that Simulink model of transformer

to obtain voltage regulation and efficiency since tests are easy to understand and to simulate?

obtaining these by using Simulink takes much more YES SOME LITTLE NO

time. In general, students found simulation models 4. Were the simulation handout easy to follow

were very helpful and suggested that MATLAB and and helpful to simulate the transformer tests?

Simulink/SimPowerSystems should be used in other YES SOME LITTLE NO

power system courses as well. 5. Do you think that the use of Simulink models

helped you improve your knowledge on

CONCLUSIONS AND FUTURE WORK Matlab and its Toolboxes in general?

YES SOME LITTLE NO

In this article, the authors present simulation models of 6. Do you think that the simulation models and

transformer tests performed to obtain equivalent circuit experience you gained from them helped you

parameters. Each Simulink/SimPowerSystems model is understand better the experimental procedure

explained in detail and compared with the correspond- of the transformer tests and save you time in

ing experimental setup. Circuit parameters obtained conducting hardware experiments?

from simulation results are compared with those YES SOME LITTLE NO

obtained from hardware experiments. The error studies 7. Do you think that Simulink models helped

show that MATLAB with Simulink/SimPowerSystems you increase your understanding of transformer

toolbox is a good simulation tool to model transformer characteristics and equivalent circuit theory?

tests and to evaluate steady-state characteristics of YES SOME LITTLE NO

150 AYASUN AND NWANKPA

8. Do you think that simulations of transformer undergraduate electric machinery courses, IEEE Trans

tests complement the laboratory practice? Educ 48 (2005), 3746.

YES SOME LITTLE NO [9] S. J. Chapman, Electric Machinery Fundamentals, 3rd

9. In order to determine voltage regulation and ed., WCB/McGraw-Hill, New York, 1998.

[10] M. S. Sarma, Electric machines: Steady-state theory

efficiency which one did you use and why?

and dynamic performance, 2nd ed., West, St. Paul,

M-file programming Modified one of MN, 1994.

given Simulink model of the tests [11] K. L. Shi, T. F. Chan, Y. K. Wong, and S. L. Ho, Modeling

10. Do you think that measurements and results of and simulation of the three-phase induction motor using

simulations were comparable with those of Simulink, Int J Electr Eng Educ 36 (1999), 163172.

actual experiment? [12] A. Demiroren and H. L. Zeynelgil, Modeling and

YES SOME LITTLE NO simulation of synchronous machine transient analysis

11. Any additional comments and suggestions as using SIMULINK, Int J Electr Eng Educ 39 (2003),

to improve the simulation models and software 337346.

laboratory in general would be appreciated. [13] V. F. Pires and J. F. A. Silva, Teaching nonlinear

modeling, simulation, and control of electronic power

converters using Matlab/Simulink, IEEE Trans Educ

45 (2002), 253261.

REFERENCES [14] C. D. Vournas, E. G. Potamianakis, C. Moors, and T. V.

Cutsem, An educational simulation tool for power

[1] SIMULINK, Model-Based and System-Based Design, system control and stability, IEEE Trans Power Syst 19

Using Simulink, MathWorks Inc., Natick, MA, 2000. (2004), 4855.

[2] SimPowerSystems for Use with Simulink, User’s [15] S. Muknahallipatna, S. Legowski, S. Ula, and J. Kopas,

Guide, MathWorks Inc., Natick, MA, 2002. Power system transient stability analysis software tool

[3] S. Linke, J. Torgeson, and J. Au, An interactive for an undergraduate curriculum, Comput Appl Eng

computer-graphics program to aid instruction in electric Educ 9 (2001), 3748.

machinery, IEEE Comput Appl Power 2 (1989), 1925. [16] R. Patel, T. S. Bhatti, and D. P. Kothari, MATLAB/

[4] H. A. Smolleck, Modeling and analysis of the induc- Simulink-based transient stability analysis of a multi-

tion machine: A computational/experimental ap- machine power system, Int J Electr Eng Educ 39

proach, IEEE Trans Power Syst 5 (1990), 482485. (2003), 320336.

[5] M. H. Nehrir, F. Fatehi, and V. Gerez, Computer [17] C. A. Canizares and Z. T. Faur, Advantages and

modeling for enhancing instruction of electric machin- disadvantages of using computer tools in electrical

ery, IEEE Trans Educ 38 (1995), 166170. engineering courses, IEEE Trans Educ 40 (1997),

[6] K. A. Nigim and R. R. DeLyser, Using MathCad in 166171.

understanding the induction motor characteristics, [18] C. Domnisoru, Using MATHCAD in teaching power

IEEE Trans Educ 44 (2001), 165169. engineering, IEEE Trans Educ 48 (2005), 157

[7] W. M. Daniels and A. R. Shaffer, Re-inventing the 161.

electrical machines curriculum, IEEE Trans Educ 41 [19] S. P. Carullo and C. O Nwankpa, Interconnected power

(1998), 92100. system laboratory: A computer automated instruc-

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BIOGRAPHIES

electrical engineering from Gazi Univer- received the Magistr Diploma in Electric

sity, Ankara, Turkey, in 1989, MS degrees Power Systems from Leningrad Polytech-

in electrical engineering and mathematics nical Institute, USSR, in 1986, and the

from Drexel University, Philadelphia, PA, Ph.D. degree in Electrical and Computer

in 1997 and 2001, respectively, and PhD Engineering from the Illinois Institute of

degree in electrical engineering from Technology, Chicago, IL, in 1990. He is

Drexel University in 2001. He is currently currently a Professor of Electrical and

working as an assistant professor in the Computer Engineering at Drexel Univer-

Department of Electrical Engineering of sity, Philadelphia, PA. His research inter-

Nigde University, Turkey. His research interests include modeling ests are in the areas of power systems analysis, power electronics,

and stability analysis of dynamical systems, applied mathematics, and analog computation. Dr. Nwankpa is a recipient of the 1994

nonlinear control theory, and bifurcation theory and its application Presidential Faculty Fellow Award and the 1991 NSF Engineering

into power systems stability analysis. Research Initiation Award.

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