Teaching Ferroresonance

in Power System to
Undergraduate Students by
Using MATLAB
SIMULINK
B. VAHIDI, A. HAGHANI ABANDANSARI
Department of Electrical Engineering, Amirkabir University of Technology, Tehran, Iran

Received 15 June 2008; accepted 2 December 2008

ABSTRACT: Accurate knowledge characteristics of a power system are very essential to have an idea of its
operation conditions. The ferroresonant circuit exhibits oscillations characterized by frequency that is in
accordance to the voltage applied on, and the currents circulating through the components of the circuit. The
dominant frequency of these periodic oscillations could be the network frequency (fundamental ferroresonance)
or a fraction of it (sub-harmonic ferroresonance). This phenomenon (both fundamental and sub-harmonic
ferroresonance) is characterized by overvoltages or overcurrents, which may provoke the equipment damage and
malfunctioning of the protective devices. The article presents an approach to teaching high voltage laboratory
using specially designed exercises that can be done using MATLAB 6.5. This article present a MATLAB based
technology to simulate ferroresonance in power system. Evaluation of the simulation with more than 30 students
is very positive in terms of their developing confidence in and understanding of this simulation. ß 2009 Wiley
Periodicals, Inc. Comput Appl Eng Educ 19: 347
357, 2011; View this article online at wileyonlinelibrary.com; DOI
10.1002/cae.20316

Keywords: MATLAB
SIMULINK; power system; ferroresonance; harmonic; FFT

INTRODUCTION HIGH VOLTAGE COURSE

The term ferroresonance generally refers to a condition where
power system voltages resonate at the natural frequency of certain
excited components within that system. These components most
commonly include a nonlinear ironclad inductance, typical of
transformer windings. For resonance to occur, a capacitance must
also be involved. Common sources include capacitor banks used
for series feeder compensation, voltage regulation, or power
factor correction. Additionally a transmission line’s capacitance
may be a key circuit element during a ferroresonant event [1,2].
Research involving ferroresonance in transformers has been
conducted over the last 85 years. The word ferroresonance first
appears in the literature in 1920 [3], although articles on
resonance in transformers appeared as early as 1907 [3]. Practical
interest was generated in 1930s when it was shown that use of
series capacitors for voltage regulation caused ferroresonance in
distribution system [3
5], resulting in damaging overvoltages.
Correspondence to B. Vahidi (vahidi@aut.ac.ir).
ß 2009 Wiley Periodicals Inc.
The development of high voltage technology reaches as far as the
early years of the 20th century. Meanwhile, numerous new
branches of electrical engineering exist of which every electrical
engineer must posses some knowledge. This development
necessarily led to reconsideration of the common scientific
principles of electrical engineering, and this naturally influenced
the traditionally based terminology of high voltage technology
[6,7].
The module consists of 15 weeks theoretical course. The
theoretical considerations are correlated with the experiments of a
high voltage practical course. The treatment assumes as much
familiarity with the subject as may be expected from final year
students of electrical engineering (power system).
In this course high voltage generation and measurement (ac,
dc, and impulse), electrical insulation (gaseous, liquid, and solid),
partial discharge, high impulse and ac current, overvoltages
(lightning, switching, and ferroresonance), lightning protection
and surge arresters are taught. According to authors experience
text books in the field of high voltage engineering some times are
not adequate for helping instructor in their teaching duty in
theoretical classroom or laboratory work. The authors’ experi-

347
348 VAHIDI AND ABANDANSARI

ence while teaching ferroresonance indicates that students
generally have difficulty in the classroom during theoretical
course. They have difficulty with the understanding the
ferroresonance phenomena and it affects on the voltage and
current waveform. Therefore finding a method to instruct this
subject can help educators to be succeeded in their teaching. The
components of experimental setup are expensive; therefore,
computer simulation can be an efficient tool in teaching when
budget is limited.
LAB
SIMULINK [10]. For different cases the simulation are
repeated and the results shows effect of ferroresonant phenomena
on waveshape. The simulated circuit is shown in Figure 1.
The network that is a part of the simulated system (Fig. 1) is
shown in Figure 2. Different parts of network are simulated
according to MATLAB
SIMULINK modules [10].
SIMULATION RESULTS

To show the effect of transformer switching and saturation on

FERRORESONANCE IN THREE-PHASE SYSTEM ferroresonant phenomena, parameters of simulated circuit are as
follow:
Ferroresonance in three-phase system can involve large power
transformers, distribution transformers or instrumented trans- (1) Line
formers. The general requirements for ferroresonance are an
applied source voltage, a saturable magnetizing inductance of a *
Line model ¼ pi
transformer, a capacitance, and a little damping. *
Line length ¼ 10 km
System events that may initiate ferroresonance include *
Line resistance ¼ 0.2568 O/km
single phase switching of fusing [3,8], or loss of system *
Line inductance ¼ 0.002 H/km
grounding. The ferroresonant circuit in all cases is an applied *
Line capacitance ¼ 8.6 nF/km
(or induced) voltage connected to a capacitance in series with a
transformer’s magnetizing reactance [3]. (2) Transformer
Three phase transformers can appear at the end of a
distribution line or at any point along the line. Whether *
Transformer power ¼ 250 kVA
ferroresonance occurs depends on the type of switching and *
V1/V2 ¼ 20 kV/0.4 kV
interrupting devices, type of transformer and its core condition, *
Connection:
the load on the secondary of the transformer, and length and type *
Primary ¼ D or Yg (transformers of Fig. 2)
of distribution lines [3,9]. *
Secondary ¼ Y
*
Primary and secondary resistance ¼ 0.002 pu
*
Primary and secondary inductance ¼ 0.08 pu
SIMULATION *
Resistance representing core loss ¼ 50 pu
*
Magnetizing reactance ¼ 50 pu
In order to teach the effect of ferroresonance on voltage and *
Saturation characteristic [i(pu), F (pu)] ¼ [0,0], [0.002,
current waveforms, a power system is simulated on MAT- 1.1], [1.5, 1.2]

Figure 1 Simulated power system on MATLAB
SIMULINK.

 TEACHING FERRORESONANCE IN POWER SYSTEM
Figure 2 Network that is a part of the simulated system (Fig. 1).
(3) Load
*
P(W) ¼ 135 kW
*
QL ¼ 64.5 kVAR
*
QC ¼ 0
(In order to magnify the FFT results for higher order
harmonics the Y-axis’s are limited therefore the amplitude of
fundamental harmonics, which are 100%, could not show
completely on the graphs. If any user likes to enlarge the Y-axis
to 100%, he can do it easily during the simulation.)
Normal Condition
For normal condition simulation is done, currents and voltages of
primary and secondary sides of the DY connection transformers
are obtained (core without saturation). Primary currents of DY
transformer are shown in Figure 3. Secondary currents of
DY transformer are shown in Figure 4. Primary voltages of DY
transformer are shown in Figure 5. Secondary voltages of DY
transformer are shown in Figure 6. Figures 3
6 are for normal
condition and can be used for comparison with other conditions.
Comparison between normal condition and other conditions can
be used for showing different phenomenon that can be happened
in these conditions. This comparison is done in Discussion
Section.
DY Transformer With Saturable Core
In this case, the core of transformer is a saturable core. When the
primary voltage of transformer is increased due to saturation
349
process ferroresonance is occurred. Primary current and FFT of
primary current are shown in Figure 7. Figure 8 shows secondary
current and its FFT. Primary and secondary voltages with their
FFT during overvoltage condition are shown in Figures 9 and 10.
Single Phase Switching
For saturable core single phase switching simulation is done,
currents and voltages of primary and secondary sides of the DY
connection transformers are obtained. Primary current of DY
transformer and its FFT are shown in Figure 11. Secondary
current of DY transformer and its FFT are shown in Figure 12.
Primary voltage of DY transformer and its FFT are shown in
Figure 13. Secondary voltage of DY transformer and its FFT are
shown in Figure 14.
Double Phase Switching
For saturable core double phase switching simulation is done,
currents and voltages of primary and secondary sides of the DY
connection transformers are obtained. Primary current of DY
transformer and its FFT shown in Figure 15. Secondary current of
DY transformer and its FFT are shown in Figure 16.
Primary and secondary voltages of DY transformer and their
FFT are shown in Figures 17 and 18.
YD and YnD Transformers With Saturable Cores
In these cases, instead of DY transformer, YD and YnD
(grounded neutral) transformers are used in simulation. The
cores of transformers are saturable core. When the primary
350 VAHIDI AND ABANDANSARI

Figure 3 Primary currents of DY transformer (normal condition).

voltages of transformers are increased due to saturation process, NOTE TO EDUCATORS

ferroresonance is occurred.
Primary current and FFT of primary current of YD trans-
former are shown in Figure 19. Figure 20 shows primary voltage
and its FFT for YD transformer. Primary current and FFT of
primary current of YnD transformer are shown in Figure 21.
Figure 22 shows primary voltage and its FFT for YnD
transformer.
*
The instructor should have knowledge of MAT-
LAB
SIMULINK. He or she should have knowledge
of power system simulation in MATLAB
SIMULINK.
*
The instructor should expect that not all of students would
understand the simulation in the first try. Several students
needed multiple tries to fully understand the simulation.

Figure 4 Secondary currents of DY transformer (normal condition).

 TEACHING FERRORESONANCE IN POWER SYSTEM 351

Figure 5 Primary voltages of DY transformer (normal condition).

*
The instructor should use theoretical aspect of subject in STUDENTS FEEDBACK
order to give help for explaining the simulation.
*
The instructor should make an effort to force the students to Assessment of learning outcomes refers to specific processes
work on power system and ferroresonance simulation. through which learners demonstrate the attainment of learning
*
Simulated circuit and sub-circuit should be the same as outcomes. In a course, the instructor has the obligation to check
Figures 1 and 2. learners whether they have attained the learning outcomes or not.

Figure 6 Secondary voltages of DY transformer (normal condition).

352 VAHIDI AND ABANDANSARI
Figure 7 Primary current of DY transformer (overvoltage condition).
To assess the depth of learning of learners of the subject, a
question sheet is prepared. The students are required to answer
the questions after theoretical sessions are attained and before
using the simulator. Same questions are asked of students after
each try of using the simulator. To be noted is that before the first
try of using the simulator, working procedure with simulator is
taught first and the questions are based only on the simulation. A
student is said to understand the concept, if he or she answers all
the questions correctly.
Figure 8 Secondary current of DY transformer (overvoltage condition).
Figure 9 Primary voltage of DY transformer (overvoltage condition).
The following questions are prepared for testing the students
whether they gained all the concepts or not:
(1) A transformer with DY connection is used. Please
compare the primary and secondary currents and voltages
during normal and saturable core conditions.
(2) A DY transformer with saturable core is used. Please
compare the primary and secondary currents and voltages
during single and double phase switching.
Figure 10 Secondary voltage of DY transformer (overvoltage condi-
tion).
 TEACHING FERRORESONANCE IN POWER SYSTEM
Figure 11 Primary current of DY transformer (single phase switching
condition).
(3) Please compare the primary current and voltage of YD
transformer during saturable core condition with the
primary current and voltage of YnD transformer at the
same condition.
The test is performed on three groups (i.e., G1, G2, and G3)
of students (10 students per group). Before using the simulator,
the understanding rate of students in each group is shown in
Figure 12 Secondary current of DY transformer (single phase switching
condition).
353
Figure 13 Primary voltage of DY transformer (single phase switching
condition).
Figure 23. As it can be seen from this chart, the learning rate in all
three groups is low. However, after the first try, the rate of
understanding increases.
Figure 24 shows the understanding rate of students of each
group in three successive tries. The final result is also shown for
cumulative number of learning of students during three tries in
Figure 25. After three tries, all the students have got the concepts
by using the simulation utilities. It is good to mention that during
Figure 14 Secondary voltage of DY transformer (single phase switching
condition).
354 VAHIDI AND ABANDANSARI

Figure 15 Primary current of DY transformer (double phase switching

condition). Figure 17 Primary voltage of DY transformer (double phase switching
condition).

each try, the students may focus on the questions that they have DISCUSSION
not answered correctly. In a different test, with different learners,
it may take more than three tries for educators to teach the subject By comparing Figure 7 with Figure 3 the harmonic content in
to all the learners. primary current can be detected. As it is shown in Figure 7 the

Figure 16 Secondary current of DY transformer (double phase switch- Figure 18 Secondary voltage of DY transformer (double phase switch-
ing condition). ing condition).
 TEACHING FERRORESONANCE IN POWER SYSTEM 355

Figure 19 Primary current of YD transformer (overvoltage condition).

Figure 21 Primary current of YnD transformer (overvoltage condition).

Figure 20 Primary voltage of YD transformer (overvoltage condition). Figure 22 Primary voltage YnD transformer (overvoltage condition).
356 VAHIDI AND ABANDANSARI
Figure 23 Number of students which have understood the concept
before using the simulator.
Figure 24 Number of students in each group which have understood the
concept in successive three tries of using the simulator.
THD is 17.37%, by comparing THD of primary current (Fig. 7)
with THD of secondary current (Fig. 8) can judge that during
overvoltage condition for DY transformer the THD of secondary
current is lower, but for voltages (Figs. 9 and 10) the situation is
not the same. THD of single phase switching condition is less
than overvoltage condition (currents and voltages). In double
Figure 25 Students understanding chart.
phase switching the THD of primary current and voltage are more
than the THD of secondary current and voltage. By comparing
Figures 7 and 8 it can be judged that in the primary of DY
transformer the 3rd harmonic of current is very low (this is due to
D connection of primary that can cancel the 3rd harmonic of
current). From Figures 11
14 can judge that in single phase
switching condition the low order harmonics are dominating.
Figures 15
18 show that in double phase switching condition the
low order harmonics are dominating. From Figures 11
18 can
judge that THDs for currents and voltages in single phase
switching are less than THDs for currents and voltages in double
phase switching condition. By comparing Figure 19 with
Figure 21 it can be judged that THD of primary current of YD
transformer is less than THD of primary current of YnD
transformer. By comparing Figure 20 with Figure 22 it can be
judged that THD of primary voltage of YD transformer is less
than THD of primary voltage of YnD transformer.
CONCLUSION
Present article has outlined and illustrated a MATLAB model
to simulate ferroresonance in a power system. The method
considerably reduces the time and cost needed to teach
ferroresonance phenomena in the classroom. The focus is placed
on studying effects of ferroresonance on voltage and current
waveshape. By comparing the waveshape of normal condition
with ferroresonance cases the effects of ferroresonance on
voltage and current waveshapes are clear. According to
authors experiences this method can act as a helpful tools in
order to increase the instructors’ ability in teaching the proposed
subject.
The most positive result from the present simulation:
(1) Hardware set for this test is very expensive; therefore, for
those institutes with limited budget software method can
be useful.
(2) The simulation can be done in the classroom during
subject presentation.
(3) The students can sense the results of ferroresonance.
REFERENCES
[1] A. Greenwood, Electrical transient in power systems, 2nd edition,
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117.
[2] O. C. Park, A. A. Girgis, and M. E. Frik, Simulating ferroresonance
in series compensated distribution network, Proceedings of 9th
International Conference on Harmonics and Quality of Power,
Clemson, USA, Vol. 1, 1
4 Oct. 2000, pp 162
167.
[3] M. R. Iravani, A. K. S. Chaudhary, W. J. Giesbrecht, I. E. Hassan, A.
J. F. Keri, K. C. Lee, J. A. Martinez, A. S. Morched, B. A. Mork, M.
Parniani, A. Sharshar, D. Shirmohammadi, R. A. Walling, and D. A.
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(2000), 255
265.
[4] J. W. Butler and C. Concordia, Analysis of series capacitor
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988.
[5] R. H. Hopkinson, Ferroresonance during single-phase switching of
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293.
[6] E. Kuffel and W. S. Zaengl, High voltage engineering fundamentals,
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 TEACHING FERRORESONANCE IN POWER SYSTEM 357

[7] D. Kind, An introduction to high voltage experimental technique, [9] D. D. Maris, D. L. Stuehm, and B. A. Mork, Overvoltages on five
1st edition, New Delhi, Wiley Eastern Limited, 1979. legged core transformers on rural electric systems, IEEE Trans Ind
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BIOGRAPHIES

Behrooz Vahidi was born in Abadan, Iran, in Adel Haghani Abandansari was born in
1953. He received the BS in electrical Shiraz, Iran, in 1981. He received the BSc in
engineering from Sharif University of Tech- electrical engineering from Sharif University
nology, Tehran, Iran, in 1980 and MS degree in of Technology, Tehran, Iran, in 2003. He has
electrical engineering from Amirkabir Univer- worked in power generation and transmission
sity of Technology, Tehran, Iran, in 1989. He industry. Currently he is studying at Duisburg-
also received his PhD in electrical engineering Essen University, Duisburg, Germany. His
from UMIST, Manchester, UK, in 1997. From research interests include high voltage, wind
1980 to 1986 he worked in the field of high energy and control systems.
voltage in industry as chief engineer. From 1989 to the present he has
been with the department of electrical engineering of Amirkabir
University of Technology where he is now a professor. His main fields
of research are high voltage, electrical insulation, power system
transient, lightning protection and pulse power technology. He has
authored and co-authored 5 books and 140 papers on high voltage
engineering and power system. Dr. Vahidi is senior member of IEEE.