A Switching-Mode Power Supply Design Tool to Improve Learning in a Power Electronics Course

Autor/inn/en	Miaja, P. F.; Lamar, D. G.; de Azpeitia, M.; Rodriguez, A.; Rodriguez, M.; Hernando, M. M.
Titel	A Switching-Mode Power Supply Design Tool to Improve Learning in a Power Electronics Course
Quelle	In: IEEE Transactions on Education, 54 (2011) 1, S.104-113 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2010.2046490
Schlagwörter	Computer Assisted Design; Drafting; Telecommunications; Computer Software; Active Learning; Student Projects; Engineering Education; Educational Technology; Undergraduate Students; Courses; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Draft; Entwurf; Telekommunikationstechnik; Aktives Lernen; Schulprojekt; Ingenieurausbildung; Unterrichtsmedien; Kursangebot; Ausland; Spanien
Abstract	The static design of ac/dc and dc/dc switching-mode power supplies (SMPS) relies on a simple but repetitive process. Although specific spreadsheets, available in various computer-aided design (CAD) programs, are widely used, they are difficult to use in educational applications. In this paper, a graphic tool programmed in MATLAB is presented, which allows students to apply and to reflect upon the knowledge acquired in theoretical classes. This tool has been successfully employed in the course "Sistemas Electronicos de Alimentacion" in the Telecommunications Engineering degree as part of a project in new education methods (University of Oviedo project PB-08-019). During practical sessions, the students used the tool to design a SMPS, achieving better learning results than was the case without the tool. In addition, the tool was successfully used to improve the students' theoretical knowledge of the subject. (Contains 17 figures.) (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10