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Series-Parallel Reduction Method

By: Ms. Noor Farhana Halil Binti Abdul Razak

1 Faculty
Introduction
A series-parallel configuration is one
that is formed by a combination of
series and parallel elements.
A complex configuration is one in which
none of the elements are in series or
parallel.

2 Faculty
Series–parallel Networks
 General approach to circuit analysis:
 Study the problem in total and make a brief mental
sketch of the overall approach you plan to use.
 Examine each region of the network independently
before tying them together in series-parallel
combinations.
 Redraw the network as often as possible with
reduced branches and undisturbed unknown
quantities to maintain clarity.

3 Faculty
Series–Parallel Networks

When you have a solution, check to see that


it is reasonable by considering the
magnitudes of the energy source and the
elements in the network. If it does not seem
reasonable, either solve using another
approach or check over your work very
carefully

4 Faculty
Reduce and Return Approach
 Reduce:
Reduce the circuit to its simplest form
across the source and then determine the
source current (Is).
Return:
 Using the resulting source current (Is) to
work back to the desired unknown.

5 Faculty
Reduce and Return Approach

6 Faculty
Reduce and Return Approach

7 Faculty
Reduce and Return Approach
Example 7.1
Find I3:

8 Faculty
Reduce and Return Approach
Example 7.1 – solution
R2 R3
R' 
R2  R3

12  6
  4 k
12  6

RT  R1  R'

 2  4  6 k

9 Faculty
Reduce and Return Approach
Example 7.1 – solution (cont’d)

E 54
Is  
RT 6 103

 9 10 3 A  9 mA

10 Faculty
Reduce and Return Approach
Example 7.1 – solution (cont’d)
Is

R2 12
I3  I s 9  6 mA
R2  R3 12  6

11 Faculty
Reduce and Return Approach
Example 7.2
(a) Determine I4, Is and V2.
(b) Insert the meters to measure Is and V2.

12 Faculty
Reduce and Return Approach
Example 7.2 – solution
(a) I4 
V4 E4
 
12 V
 1.46 mA
R4 R4 8.2 k

13 Faculty
Reduce and Return Approach
Example 7.2 – solution (cont’d)
R2 R3 18  2
R'    1.8 k
R2  R3 18  2

14 Faculty
Reduce and Return Approach
Example 7.2 – solution (cont’d)

Re  R1  R'

 6.8 1.8

 8.6 k

15 Faculty
Reduce and Return Approach
Example 7.2 – solution (cont’d)
Ve E
Ie  
Re Re Ie

12 V
  1.4 mA Re 8.6 k
8.6 k

I s  Ie  I4

 1.4  1.46  2.86 mA

16 Faculty
Reduce and Return Approach
Example 7.2 – solution (cont’d)

V2  I e R'
Ie
 1.4 mA  8.6 k

 2.52 V

17 Faculty
Reduce and Return Approach
Example 7.2 – solution (cont’d)
(b)

18 Faculty
Block Diagram Approach
 Network is broken down into
combinations of elements.
 Initially, there will be some concern about
identifying series and parallel elements, but
that will come with practice.
 In reverse, the block diagram approach
can be used effectively to reduce the
apparent complexity of a system by
identifying the major series and parallel
components of the network.
19 Faculty
Block Diagram Approach
Example 7.3
Determine all the currents and voltages:

20 Faculty
Block Diagram Approach
Example 7.3 – solution
Block A
RA  R1  4 

Block B
RB  R2 // R3
R2 R3

R2  R3
4 4
  2
21 Faculty4  4
Block Diagram Approach
Example 7.3 – solution (cont’d)
Block C

RC  R4  R5

 0.5  1.5  2 

Re  RB // RC

2 2
 1
22

22 Faculty
Block Diagram Approach
Example 7.3 – solution (cont’d)

RT  R1  Re

 4 1  5 

E
Is  I A 
RT

10
 2A
5
23 Faculty
7.4 Block Diagram Approach
Example 7.3 – solution (cont’d)

24 Faculty
7.4 Block Diagram Approach
Example 7.3 – solution (cont’d)
 RC   2 
IB  I A    2  1A
 RB  RC  2  2

IC  I A  I B  2 1  1 A

25 Faculty
Block Diagram Approach
Example 7.3 – solution (cont’d)
=2A
Is = IA = I1 = 2 A =1A =1A
IB = 1 A

I2 = 0.5 A I2 I3

I3 = 0.5 A
IC = 1 A

I4 = IC = 1 A

I5 = IC = 1 A

26 Faculty
Block Diagram Approach
Example 7.3 – solution (cont’d)

VA  I A RA  2  4  8 V VB  I B RB  1 2  2 V

VC  VB  2 V

27 Faculty
Block Diagram Approach
Example 7.4
Determine all the currents and voltages:

28 Faculty
Block Diagram Approach
Example 7.4 – solution
RA  R1 R2
9 6
  3. 6 
96

RB  R3  R4 R5 

63
 4 6
63

RC  R6  3 
29 Faculty
Block Diagram Approach
Example 7.4 – solution (cont’d)
Redraw the network;

63
 3 .6 
63

 5.6 

30 Faculty
Block Diagram Approach
Example 7.4 – solution (cont’d)
E
Is 
RT
16.8
 3A
5.6

I A  Is  3 A

 RC   3 
I B  I A    3  1A (Current
 RC  RB   3  6  divider rule)
31 Faculty
Block Diagram Approach
Example 7.4 – solution (cont’d)

IC  I A  I B

 3 1  2 A

(Kirchhoff’s
current law)

VA  I ARA

 3 3.6  10.8 V (Ohm’s law)

32 Faculty
Block Diagram Approach
Example 7.4 – solution (cont’d)

VB  I B RB  VC  IC RC

 23  6 V
(Ohm’s law)

33 Faculty
Block Diagram Approach
Example 7.4 – solution (cont’d)

 R2 
I1  I A  
 R2  R1 

 6 
 3 
69

 1.2 A

34 Faculty
Block Diagram Approach
Example 7.4 – solution (cont’d)

I 2  I A  I1

 31.2

 1.8 A

35 Faculty
Block Diagram Approach
Example 7.7
Find V1, V3, Vab and Is:

36 Faculty
Block Diagram Approach
Example 7.7 – solution
Redraw the circuit:

Net supply voltage;

E  E2  E1

 18  6  12 V

37 Faculty
Block Diagram Approach
Example 7.7 – solution (cont’d)
R2
Va  VR 2 E
R1  R2

3
 12
53

 4.5 V

38 Faculty
Block Diagram Approach
Example 7.7 – solution (cont’d)
R4
Vb  VR 4 E
R3  R4

2
 12
62

 3V

Vab  Va  Vb  4.5  3  1.5 V

39 Faculty
Block Diagram Approach
Example 7.7 – solution (cont’d)
E
I1 
R1  R2

12
  1.5 A
53
E
I2 
R3  R4

12
  1.5 A
62 I s  I1  I 2  1.5  1.5  3 A

40 Faculty
Block Diagram Approach
Example 7.8
Find V1, V2 and I:

41 Faculty
Block Diagram Approach
Example 7.8 – solution
Redraw the
circuit:
E
(Note the
currents)

V2  E1  6 V

42 Faculty
Block Diagram Approach
Example 7.8 – solution (cont’d)

 E1  V1  E2  0

V1  E1  E2  6  18  24 V

43 Faculty
Block Diagram Approach
Example 7.8 – solution (cont’d)

 E1  V1  E2  0

V1  E1  E2  6  18  24 V

44 Faculty
Block Diagram Approach
Example 7.8 – solution (cont’d)

 I1  I 2  I 3  I  0 I  I1  I 2  I 3

V1 E1 E1 24 6 6
I       5.5 A
R1 R4 R2  R3 6 6 57
45 Faculty
Block Diagram Approach
Example 7.11

(a) Determine;
i  Va , Vb ,Vc
ii  Vac , Vbc
iii  I 2
iv  I s 3
(b) Insert voltmeters and ammeter to measure Va , Vbc
and I s 3
46 Faculty
Block Diagram Approach
Example 7.11 – solution
Redraw the circuit:

(i) Va  E1  20 V

Vc  E3  8 V

E1  E2  V3  0

V3  E1  E2  20  5  15 V

Vb  V3  15 V
47 Faculty
Block Diagram Approach
Example 7.11 – solution (cont’d)
(ii)
Vac  Va  Vc

 20  8  12 V

Vbc  Vb  Vc

 15  8  7 V

48 Faculty
Block Diagram Approach
Example 7.11 – solution (cont’d)
(iii) V2 Vbc
I2  
R2 R2
7
  1.75 A
4
(iv)
I1  I 2  I s 3  0

Vac Vbc 12 7
I s 3   I1  I 2        2.95 A
R1 R2 10 4
49 Faculty
Block Diagram Approach
Example 7.11 – solution (cont’d)
(b)

50 Faculty
WYE-DELTA
TRANSFORMATIONS

51 Faculty
Delta (Δ) Connection
• Resistors R1, R2, and Rm (or R3, Rm, and Rx)
are in a Delta (Δ), or pi (π) connection.

52 Faculty
Wye (Y) Connection
• Resistors R1, Rm, and R3 (or R2, Rm, and Rx)
are in a wye (Y), or tee (T) connection.

53 Faculty
Δ – Y Conversion

54 Faculty
Δ – Y Conversion (continued)

• The resistance between the terminal pairs must


be the same for both circuits
R (R + R )
c a b = R +R
R =
ab R + R + R 1 2
a b c
R (R + R )
a b c
R = = R +R
bc R + R + R 2 3
a b c
R (R + R )
c a
R = b = R +R
ca R + R + R 1 3
a b c

55 Faculty
Δ – Y Conversion (continued)

• After some algebraic manipulation


R R
R = b c
1 R +R +R
a b c
R R
R = c a
2 R +R +R
a b c
R R
a b
R =
3 R +R +R
a b c

56 Faculty
Y – Δ Conversion

Faculty ECE 201 Circuit Theory I


57
Y – Δ Conversion (continued)

• The resistance between the terminal pairs


must be the same for both circuits
R (R + R )
c a b = R +R
R =
ab R + R + R 1 2
a b c
R (R + R )
a b c
R = = R +R
bc R + R + R 2 3
a b c
R (R + R )
c a
R = b = R +R
ca R + R + R 1 3
a b c
58
Faculty
Y – Δ Conversion (continued)

• After some algebraic manipulation

R R +R R +R R
R = 1 2 2 3 3 1
a R
1
R R +R R +R R
R = 1 2 2 3 3 1
b R
2
R R +R R +R R
R = 1 2 2 3 3 1
c R
3

59 Faculty
Faculty
Faculty

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