SPEEDAM 2008

International Symposium on Power Electronics,

Electrical Drives, Automation and Motion

Interinstitutional Activity in Professional

Training in Power Electronics
V. Vodovozov, D. Vinnikov, J. Laugis, and T. Lehtla
Tallinn University of Technology, Department of Electrical Drives and Power Electronics
Ehitajate tee 5, 19086 Tallinn, Estonia

Abstract-- Novel interinstitutional activities in power Master’s degree (MSc) is awarded after deeper study,
electronics education and specialists training are proposed. commonly involving some course oriented toward design
Some valuable results concerning methods, research, and and research in power electronics applications with
experimental work carried out by Tallinn University of prospective work on a doctoral thesis or a graduation
Technology and St. Petersburg Electrotechnical University project. Close attention in this study is paid to
are presented. The paper is focused on the inter-disciplinary
understanding the performance of components and
curriculum, the virtual e-learning electronic laboratory, the
versatile approach to the course and diploma design, and subsystems, mathematical simulation, and laboratory
the first experience in team design organization. An open experiments. Next, PhD training is oriented on in-depth
access to the developed educational resources is provided research in new directions of science. Post-graduate
via the Internet. courses (PG) are aimed toward knowledge improvement
in the field. To assemble the disciplines most relevant to
Index Terms-- interinstitutional activity, interdisciplinary power electronics education, a list of interinstitutional
curriculum, virtual e-learning electronic laboratory, power activities has been proposed. Focus is on:
electronics. • development of methods in the field;
• course design and sufficient curricular
I. INTRODUCTION arrangement;
In power electronics most beneficial technological • experimental teaching and learning involving the
innovations have been introduced into processes and analysis and updating procedures.
energy distribution. In numerous industrial and vehicular
applications, the assemblies of mechanically and II. THEORY AND SIMULATION IN TEACHING POWER
electrically coupled devices are joined in electronic units ELECTRONICS
of high complexity. Such systems provide control,
TABLE I
management, and monitoring that cover a broad range of THE AREAS OF THE INTERINSTITUTIONAL COLLABORATION
tasks. This is the reason of increased attention shown
towards specialists teaching and professional training in Simulation toolboxes
Level Discipline
the area, mainly in the most recent developments in ETU TUT
Fundamentals of
component technologies, converter topologies, system MatLab MathCAD
Electrical Engineering
decoupling, and dynamic performance with invariance to Microprocessors MultiSim
disturbances and robustness against the parameter Control Theory LabView MatLab
variation. Information
St. Petersburg Electrotechnical University (ETU), C++ C++
Technologies
BSc
Russia, and Tallinn University of Technology (TUT), Electrical Machines and
eDrive MatLab
Estonia, have built an effective tandem, the mission of Motor Drives
which is to find a solution to some primary educational Fundamentals of
problems in this sphere. In the joint project, TUT as a Electronics
host institution has provided its classes and laboratories Fundamentals of Power
Electronics Area of collaboration
for the experiment, whereas a visiting professor from
Power Electronic
ETU has delivered lectures, exercises, tests, and Converters of Motor
examinations in accordance with the program agreed. Drives
The spectrum of the key directions of power Control Automatic LabView
electronics studies is determined by the curricula that MSc System Modeling and
Simulink
bear sufficient similarities in the universities of both Simulation
countries, Russia and Estonia, covering four traditional Adjustable Motor Drives eDrive Simulink
levels. To obtain the first Bachelor’s degree (BSc), Electronic Controllers Omron Simatec
knowledge of basic electronics must be acquired. This toolbox toolbox
BSc study is oriented on the common understanding of PhD Research and
development in the field Area of collaboration
today’s engineering in the “physical sense”. A higher
PG Knowledge Improvement
This work was supported by Estonian Foundation for Lifelong
Learning Development INNOVE (Project IN7061).

978-1-4244-1664-6/08/$25.00 ©2008 IEEE

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 The list of topics hereunder holds the headlines of the
typical environment of the power electronics disciplines,
proposed as the result of the joint curriculum [1]. The
areas of the institutional collaboration are particularly
picked out in Table 1.
III. PRACTICE IN MULTISIM
Simulation in Multisim enables a clear analysis of all
electronic circuits, simple parameters variation in a broad
range, and favorable possibilities in result evaluation with
virtual measurements. Computer simulators provide
reading of results, their processing, and comparison.
Multisim libraries are well suited for electronics needs,
providing different complexity levels of passive
components, amplifiers, and switches, from ideal to
precision dynamic models. Its built-in tools enable data
processing, magnetic design, frequency analysis, and
what is really important, interfacing with other simulation
instruments, such as Spice, Simulink, and LabView.
The first section of the developed virtual e-learning
laboratory is meant for the course “Fundamentals of
Electronics” in the BSc study. Practice includes a set of
exercises in electronics, the tasks of which is to introduce
electronic circuits research and calculation, selection of
electronic components, virtual schematic building, virtual
voltage and current measurements and waveform
analysis, results explanation, and documentation.
For circuit assembling, the learners use the models of
dc and ac voltage sources, a current-controlled voltage
source, resistors and potentiometers, capacitors and
inductors, diodes, transistors, 3-terminal opamps,
comparators, oscilloscopes, function generators, Bode
plotters, and multimeters. The list of experiments
developed for the course includes:
• linear circuits (RL, RC, RLC, series, and parallel
resonant circuits);
• passive filters (RC and LC LPF and HPF, band-
pass, and band-stop filters);
• diode circuits (plotting the output diagrams of
single diodes, series and parallel clippers, limiters, and
different Zener circuits);
• amplifiers (plotting input and output
characteristics of CE, CB, and CC amplifiers);
• opamps (non-inverting and inverting voltage
amplifiers, detectors built on comparators, and Schmitt
trigger);
• math converters (summer, subtracter, integrator,
differentiator, and PID-regulator);
• oscillators (astable multivibrators and Wien bridge
oscillators with unipolar and balanced supply).
At the end of each exercise, students compare the
calculated data and the outputs of virtual experiments and
generate a report with an experimental circuit diagram,
resulting and comparative data tables, voltage and current
traces, dependency diagrams, and conclusions with
explanations.
The second section of the developed e-learning library
is oriented to the course “Power Electronics” of the BSc
study. Practice involves a set of experiments in power
electronics, the tasks of which cover the development of
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power electronics circuits, calculation and selection of
power electronic components, topological schematic
design and circuit diagrams building, efficiency
evaluation and measuring with waveform analysis,
explanation, and documentation of the obtained results.
They are arranged on the models of dc and ac voltage
and current sources; voltage-controlled, current-
controlled, pulse and clock sources; resistors,
potentiometers, capacitors, inductors; different switches;
diodes, full-wave bridge rectifiers, silicon-controlled
rectifiers; BJTs and 3-terminal enhancement n-
MOSFETs; opamps; virtual measuring devices; buck,
boost and buck-boost converters; oscilloscopes and
function generators. The list of experiments developed
for the course includes:
• single-phase half-wave rectifiers (M1-rectifier
with resistive and inductive loads and LC filters built on a
diode and a thyristor);
• single-phase full-wave rectifiers (mid-point M2-
rectifiers and bridge B2-rectifiers with resistive and
inductive loads and LC filters built on diodes and
thyristors);
• three-phase rectifiers (mid-point M3-rectifiers and
bridge B6-rectifiers built on diodes and thyristors);
• ac converters (single-phase voltage regulator and
bridge inverter, voltage source and current source
inverters as well as the different frequency converters);
• choppers (step-down choppers, closed-loop buck
converter, step-up choppers, closed-loop boost converter,
step-down and step-up choppers, closed-loop buck-boost
converters, and Cuk regulators).
As a result, students compare the calculated and
experimental data and prepare reports with experimental
circuit diagrams, resulting and comparative data tables,
voltage and current traces, dependency diagrams, and
conclusions with explanations.
The scope of experimental works seems more
comprehensive, complex, and different from that
described in literature [5][6][7]. It takes advantage of
covering the whole spectrum of problems in power
electronics studied in electrical engineering and
electronics departments of technical universities [8].
Moreover, the listed works distributed between the
disciplines are united by the common idea and a uniform
methodical approach.
IV. RESEARCH AND DESIGN WITH eDRIVE
The integrated toolbox eDrive has been chosen as the
educational design core of the industrial units with
electronic components. The package contains instruments
for the development and investigation of electric drives
with electronic converters. Thanks to its strong
orientation to the driving applications, this software
offers some advantages to power users and students over
other programs.
For equipment computation, the leading companies
have developed their specific technologies. Examples are
the guides and software of “Siemens”, “Omron”, “Sew
Eurodrive”, “Maxon Motors”, “Mitsubishi”, etc. In these
packages, the automatic checking of the preliminary
worked-out databases accomplishes the search of the
decision. With the help of the corporative databases,
some combinations of parameters may be chosen and
optimized from a particular criteria point of view. A
scope of allowable environment condition is displayed in
a certain data area. System tuning is executed in
accordance with the corporative methods also.
Such an approach is conventional for the majority of
firms that carry out project designs and have rich
experience in the acceptance of the decisions on the basis
of extensive computer databases, coming up to numerous
catalogue archives and “absorbing” their contents and
structures. However, the main drawback is the
technological restriction and limitation of data that
deprive a designer of an optimum way in the project. It is
especially important in the first design stage, when the
most responsible decisions are taken.
In distinct from the companies, which promote and
propagate their products, the eDrive approach is
addressed to the full equipment selection, tuning, and
optimization independently on the firm interests. The
program eDrive is available for:
• simulation of power electronics systems and
components of driving industrial applications;
• selection of converters, motors, and gears in the
process of system design;
• analysis of steady-state and transient modes of
applications with open-end and closed-loop control
systems supplied from the mains and power converters;
• research of options, disturbances, and input signals
impact on the system performance;
• system tuning;
• generation of reports about the system
arrangement and operation.
The eDrive software is a real example of the object-
oriented technology implementation [9][10]. It supports
the uniform and versatile approach to the objects of
different nature: mechanical, electrical, and
informational, undoubtedly required by a power
electronic system. Its generalized objects description
gives an effective tool for the model base classes design,
which applies an inheritance of new modules without any
deconstruction of the main model structure. The
developed class library comes up to ANSI standards and
contains the components, fully described in the scientific
and educational literature [11] as well as in the toolbox
documentation. The software demonstrates a clear and
user-friendly performance for those who have decided to
learn about the applications with electronic converters
and get an experience in project development in a cost-
and time-effective manner.
The package includes numerous simulation tools:
• a set of adjustable controller schemes;
• models of industrial converters, gears, and
regulators;
• the equipment databases of the world leading
companies;
• the graphic package for representation of steady-
state and dynamic simulated processes with automatic
and manual scaling, system analyzer, and preview
facilities;
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• the signal generator for supplying the test
reference and loading signals as well as non-linear
curves, noses, and filters imitation;
• the report generator with powerful graphic multi-
format support.
A classification of the supplies processed by the
software and stored in eDrive database is given in Fig. 1.
A generalized discrete converter description is proposed
on the basis of the power converter models of different
types. Transistor and thyristor converters of different
kinds are considered as the particular cases and the
inheritors of the selected model. Such approach helps to
develop a system in accordance with the technique
renovations. Besides the data sheets, a user may work
with queries written in the standard SQL language, which
serves as another source of the model information.
POWER
SOURCES
SUPPLY FROM
SUPPLY FROM
THE MAINS ELECTRONIC
CONVERTERS
Transistor Thyristor
based converters based converters
ac/dc dc/dc ac/dc
(rectifiers) (choppers) (rectifiers)
ac/ac
dc/ac ac/ac
(dc link and
(inverters) (cycloconverters)
matrix converters)
Fig. 1. Classes of supplies processed by eDrive
In the design process, a learner generates numerous test
signals destined to:
• enter various references and disturbances to the
simulated applications;
• examine the influence of distortions and
disturbances upon the behavior of the components;
• select filters and correcting circuits for designed
systems, which improve their performance.
For the last purpose eDrive includes:
• the group Signal that represents numerous sources
of references and disturbances;
• the group Distorsion that brings distortions of any
kind to the transmission path of a signal selected in
previous group;
• the group Filter/Corrector that simulates a digital
conversion of a signal selected in a previous group in
accordance with the proposed transfer function;
• the chart of output signals of all mentioned
groups.
Moreover, a designer may utilize the simulation result
as a new signal. The program receives an output trace for
its further processing and analysis. All these units are
available as variants of a common transfer function,
which simulates the same amplifiers, filters, and circuits
that were studied earlier with Multisim. Such
interconnection of the toolboxes is a significant
advantage of the described approach. Another benefit
presents the most complete and comprehensive drive
educational range of topics as compared with earlier
published results, particularly [12].
V. PERSONAL AND TEAM DESIGN
Conclusions are one the most important parts of a
paper. Please give careful consideration to this section.
As with any engineering discipline, power electronics is
based on the integration of multiple fields of knowledge.
Insofar as a certain number of systems with the
components of different nature are merged, a conflict
between technological complexity, cost, and simplicity of
maintenance naturally occurs. The corresponding
educational aim is to teach specialists working at the
intersection of electronics, mechanics, and control.
Course works and diploma projects are the suitable tools
for this kind of training.
One of the typical course projects is devoted to the
design of a control system for a robot (Fig. 2). A team of
four students from different departments is assigned the
project. The work includes two stages: the stage of
individual creativity and that of collective work,
particularly via the Internet.
Carriage mechanism (motor, coupling, gear, wheels)
Arm mechanisms (motor, drum, rope, polyspast, arm)
Lever mechanisms (lever, gear, motor)
Capture mechanisms (motor, coupling, gear, bearings,
capture, pneumatic cylinder)
Fig. 2. Schematic plan of the transportation robot.
In the first part, each student designs a drive of one of
the mechanisms: the carriage, the arm, the lever, or the
capture. For the forces, torques, and power calculation,
the data of the inner mechanisms are required, thus co-
operation is needed to obtain a successful result. In the
second part, the intercommunications of the robot sub-
systems are organized. Programming of motion,
efficiency, and economic evaluation depends on the joint
efforts and personal solutions. The same concerns the
overall estimation and grading of the project.
VI. CONCLUSIONS
The joint curriculum developed by TUT and ETU was
successfully tested as a complete experimental and
methodical work. It covers a comprehensive power
electronics range of educational topics. An expert from
ETU has taught lectures and exercises in TUT during four
terms. Presently, all the courses are supported by the
electronic e-learning materials written in English with
free access to viewing and downloading via
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http://www.edrive.narod.ru. From the same site, links are
supplied to the databases of the leading world electronic
and drive companies. The first printed materials appeared
in the University libraries in 2006 .
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