An instructional laboratory for the revival of electric machines and drives courses

Panaitescu, R.C.; Mohan, Ned; Robbins, W.P.; Jose, P.; Begalke, T.; Henze, C.P.; Undeland, Tore; Persson, Eric

doi:10.1109/psec.2002.1022495

Cited by 18 publications

(7 citation statements)

References 2 publications

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“…A software reconfigurable hardware laboratory for this course has been developed using a rapid prototyping system [11]. The dc bus voltage is chosen to be 42 V for safety reasons as well as recognizing the new automotive standards [12].…”

Section: Electric Drives Laboratory Using Dsp-based Controlmentioning

confidence: 99%

Restructuring of first courses in power electronics and electric drives that integrates digital control

Mohan

Robbins

Imbertson

et al. 2003

IEEE Trans. Power Electron.

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267

170

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Since 1994, the University of Minnesota has been undertaking a long overdue restructuring of power electronics and electric machines/drives courses. This restructuring allows digital control to be integrated into first courses, thereby teaching students what they need to learn, making these courses appealing, and providing a seamless continuity to advanced courses. By a concise presentation in just two undergraduate courses, this restructuring motivates students to take related courses in programmable logic controllers, microcontrollers and digital signal processor applications. This ensures a first-rate education that is meaningful in the workplace as well as in graduate education leading to a research and development oriented career. This restructuring has several components to it. Outdated topics that waste time and mislead students are deleted. To integrate control in the first courses, unique approaches are developed to convey information more effectively. In the first course in power electronics, a building block is identified in commonly used power converter topologies in order to unify their analysis. In the field of electric drives, the use of space vectors is introduced on a physical basis to describe operation of ac machines in steady state in the first course, and to discuss their optimum control under dynamic conditions in the advanced course. Appropriate simulation software and software-reconfigurable hardware laboratories using a DSP-based rapid prototyping tool are used to support the analytical discussion.

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Section: Electric Drives Laboratory Using Dsp-based Controlmentioning

confidence: 99%

Restructuring of first courses in power electronics and electric drives that integrates digital control

Mohan

Robbins

Imbertson

et al. 2003

IEEE Trans. Power Electron.

Self Cite

267

170

View full text Add to dashboard Cite

show abstract

“…Integration of topics needs careful attention as discussed in [68]. The lack of student interest in many universities the world over for power electronics/power engineering/machines was addressed through an instructional laboratory in [69]. An interesting survey paper dealing with the modern approaches of education in power electronics appears in [70].…”

Section: A Power Electronics Curriculum Developmentsmentioning

confidence: 99%

The future of power electronics/power engineering education: challenges and opportunities

Agelidis¹

2005

IEEE Workshop Power Electronics Education, 2005.

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Abstract-This paper discusses some factors affecting the education sector in the power electronics/power engineering area along with the renewed challenges and opportunities in the light of so many recent R&D developments at system level. It provides an overview of university-based curriculum initiatives and modern methods of instruction encouraging life long learning culture based on problem and project-based learning. The design studio approach currently used at Murdoch University, Perth, Western Australia is outlined. This approach is mapped to the modern attributes of engineering graduates along with Bloom's taxonomic levels of the cognitive domain. It is recognized that the aim should be to achieve learning in the highest possible level of the cognitive domain and the project-based approach is identified as the way forward. Finally, the assessment of students by an industrial panel is also presented as a complementary way to interact with the industry and involve their feedback directly with the educational process. I. INTRODUCTIONAdvances in semiconductor technology over the last two decades have made possible the application of high power electronics for utilities and the penetration of such technologies is ever increasing. On the other hand, the wide interest at government/political level for renewable energy systems (Kyoto) along with severe blackouts in many countries have pointed out the lack of investment associated with the power systems, a situation that has existed for decades. The problem of ageing infrastructure and the likelihood of further, perhaps inevitable, blackouts has also resulted in renewed interest in power engineering education.In the last few years, many universities worldwide have invested in renewing power engineering programs in trying to address these challenges. Market and job opportunities in this field have also increased. However, this does not necessarily mean that such opportunities will automatically translate into increasing numbers of students taking the power electronics/engineering streams needed to maintain the financial viability of these programs and the challenges ahead for educators/researchers are as many as ever.Power electronics technologies are enabling tools and will continue to make significant contributions to the way energy conversion is realized and ultimately controlled. Undoubtedly, these technologies will keep on moving forward creating unprecedented progress in all areas of industrial and human activities. Education and training remains an important industry by itself and traditionally universities play a leading role. In many countries undergraduate electrical and electronic engineering curricula continue to evolve as new digital technologies mature. Information technology and the use of computers make their contribution to the way teaching and learning is approached.On the other hand, traditional power engineering areas remained in the undergraduate curriculum as new disciplines such as software and computer engineering, telecommunications, bioengi...

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“…[1], many universities worldwide are putting efforts in renewing or reviving power engineering teaching labs. Over the past 10 years, many papers have been published addressing such teaching laboratories [2][3][4][5][6][7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

An advanced teaching lab for the setting up of an islanded production unit

Hodder

Kawkabani

2012

2012 XXth International Conference on Electrical Machines

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Abstract:The present paper addresses an advanced teaching lab consisting of setting up an islanded production unit. This teaching lab takes place in the very last semester at master level for students in electrical engineering with energy specialization. The purpose of this teaching lab is to combine knowledge learned in different areas such as power electronics, control, electrical machines and networks, and make use of all of them in practice. The present paper describes in detail the different steps followed by the student to set up an islanded production unit.

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An instructional laboratory for the revival of electric machines and drives courses

Cited by 18 publications

References 2 publications

Restructuring of first courses in power electronics and electric drives that integrates digital control

Restructuring of first courses in power electronics and electric drives that integrates digital control

The future of power electronics/power engineering education: challenges and opportunities

An advanced teaching lab for the setting up of an islanded production unit

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