Power Electronics Design Laboratory Exercise for Final-Year M.Sc. Students

Autor/inn/en	Max, L.; Thiringer, T.; Undeland, T.; Karlsson, R.
Titel	Power Electronics Design Laboratory Exercise for Final-Year M.Sc. Students
Quelle	In: IEEE Transactions on Education, 52 (2009) 4, S.524-531 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2008.930513
Schlagwörter	Electrical Occupations; Electronics; Measurement Equipment; Foreign Countries; Educational Technology; Experiential Learning; Student Attitudes; Graduate Students; Engineering Education; Laboratories; Sweden + Suchen Sie Ihr Suchwort? Electrical occupation; Elektroberuf; Elektronik; Messinstrument; Ausland; Unterrichtsmedien; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ingenieurausbildung; Laboratory; Laboratorium; Schweden
Abstract	This paper presents experiences and results from a project task in power electronics for students at Chalmers University of Technology, Goteborg, Sweden, based on a flyback test board. The board is used in the course Power Electronic Devices and Applications. In the project task, the students design snubber circuits, improve the control of the output voltage, improve the gate drive of the main MOSFET transistor and study the influence of stray inductance. The project goals (the circuit improvements) are given, but the procedure for solving the problems and obtaining the results is not specified. Instead the students have to make their own specification in order to reach the goals. "Tools" that are given to the students are the hardware, measurement equipment, an example of the circuit in the circuit simulation software PSpice, and lastly lectures covering the material needed in order to attain the project goals. The project design builds on the ideas from the CDIO (Conceive, Design, Implement, Operate) initiative, where students are encouraged to consider the complete process structure. The result found was a substantial engagement by the students, who had both positive and negative reactions. The negative reactions were mainly that the project specification was too vague, in other words in the (C=Conceive)-phase of the CDIO structure. Further, the teachers observed increased learning, which also was noticeable for the students performing their M.Sc. thesis within the power electronics design area. Finally, it was found that a final written exam is definitely still needed to assess students adequately in the course. (Contains 11 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10