Power Electronics EE4321 · - The single phase AC voltage controller ... 7. DC power supplies 3 2...

Kingdom of Saudi Arabia

National Commission for

Academic Accreditation & Assessment

المملكــة العربيــة السعىديــة

الهيئــــة الىطنيــــة للتقـىيــم

واالعـــتــمـــبد األكــبديــمــــي


The National Commission for Academic Accreditation & Assessment

Salman bin Abdulaziz University

College of Engineering

Electrical Engineering Department

COURSE REPORT

Power Electronics

EE4321

Academic Year 1433-1435 H

Term1

January 2015







Course Report

For guidance on the completion of this template refer to the NCAAA handbooks or the NCAAA

Accreditation System help buttons.

Institution Date of Course Report: January 2015

Salman Bin Abdul-Aziz University, Kingdom of Saudi Arabia

College/ Department

College of Engineering, Electrical Engineering

A. Course Identification and General Information

1. Course title: Power Electronics Code # EE4321 Section # 1785

2. Name of course instructor Location

Dr. Brahim Mohammed Mrabet College of Engineering, Al-Kharj

3. Year and semester to which this report applies.

1434-1435, First Semester

4. Number of students starting the course? Students completing the course?

5. Course components (actual total contact hours and credits per semester):

3 Credit hours / 60 Contact hours

Lecture Tutorial Laboratory Practical Other: Total

Contact

Hours

45 15 0 0 30 90

Credit 3 0 0 0 0 3

B. - Course Delivery

1. Coverage of Planned Program

Topics Covered

Planned

Contact

Hours

Actual

Contact

Hours

Reason for Variations if

there is a difference of

more than 25% of the hours

planned

1. Introduction and power electronic devices - Converter classification - Power electronics applications - Electronic switches

3 3

2. Power computations - Power and energy - Inductors and capacitors - Effective values: RMS

3 3

15 15







- Apparent power and power factor - Power computation for sinusoidal and nonsinusoidal periodic signals

3. Uncontrolled and Controlled Half-wave rectifiers (AC to DC) : the basics of analysis

6 6

4. Uncontrolled and Controlled full-wave and three-phase rectifiers converting AC to DC

- Single phase - Uncontrolled Half-Wave rectifier - Controlled Half-Wave rectifier - Uncontrolled Full-Wave rectifier - Controlled Full-Wave rectifier

- Three-Phase - Uncontrolled Three-Phase rectifier - Controlled Three-Phase rectifier - Three-Phase converter operating as an

inverter - Twelve-Pulse rectifier - DC Power transmission

9 9

5. AC to AC converters

- The single phase AC voltage controller

- Three-Phase voltage controllers

- Introduction to speed control

- Static VAR control

6 6

6. DC to DC converters

- Buck dc-dc converter

- Boost dc-dc converter

- Buck-boost converter

- Cuk converter

6 6

7. DC power supplies 3 2

8. Inverters: Converters AC to DC

- The full bridge converter

- The Square-Wave inverter

- Fourier series analysis

- Total Harmonic Distortion

6 6

9. Resonant converters 3 1

2. Consequences of Non Coverage of Topics

For any topics where the topic was not taught or practically delivered, comment on how significant you

believe the lack of coverage is for the course learning outcomes or for later courses in the program. Suggest

possible compensating action.

Topics (if any) not Fully

Covered

Effected Learning Outcomes Possible Compensating Action

- DC power supplies

- Resonant converters

No significance - In Graduation Project for certain

students.

- In power electronic lab.







3. Course learning outcome assessment.

List course learning outcomes

List methods of assessment Summary analysis of

assessment results

1 List the main function of

power electronics. Quizzes: multiple choice

questions, short answers.

Exams: multiple choice questions,

short and descriptive question

answers.

Results performed by

students knowledge

domain are above the

target

2 Memorize the symbol of each

power electronics device. 3 List the different types of power

electronics devices

4 Determine the principal

characteristics of the power

electronics devices (Diode,

SCR, Transistor).

- Exams and quizzes Exams can

include multiple choice

questions, short answers,

questions about graphs or

diagrams, and design

questions.

- There are two in-class exams

during the term, a final exam

and graded homework

- Take home assignments: is a

useful way to give students

practice in solving problems,

doing quantitative work

outside class time.

- Results performed by

students in design

and analysis problem

are below the target 5 Analyze the different basic types

of power electronics converters.

6 Design and simulate basic

electronics converter circuits for

particular applications

7 Work in teams to perform a

project and present it in class.

- Oral presentation

- Assessment of the quality of

report

- Students didn’t take

well this activity and

the results are not as

expected

8 Demonstrate high

communication skills

Summarize any actions you recommend for improving teaching strategies as a result of evaluations in table

3 above.

4. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the Course

Specification. (Refer to planned teaching strategies in Course Specification and description of Domains of

Learning Outcomes in the National Qualifications Framework)

List Teaching Methods set out in Course

Specification

Were these

Effective?

Difficulties Experienced (if any)

in Using the Strategy and

Suggested Action to Deal with

Those Difficulties. No Yes







a. Knowledge - Knowledge is delivered

through the course

lectures

- Interactive learning

process through questions

and answers in lecture.

Yes

b. Cognitive

Skills

- Lectures

- Tutorials

- Take home assignments

- Engage students in

classroom interaction with

questions and answers.

No

- Students didn’t prepare

assignments by themselves.

- Passive interaction of

students during the lecture.

c. Interpersonal

Skills and

Responsibility

- Work is assigned to each

group of two students:

assignment requiring

investigation using internet

or library resources as a

means of developing self

study skills.

Yes

-

d. Numerical

and

Communication

Skills

- Take home assignments :

Software simulation using

Matlab and PSPICE

- Reports and presentation in

neat and professional way :

using Word and Power point

followed by open classroom

discussion.

yes

- Although that no available

legal software with license in

the department, each student

used his own mean to

perform simulation

e. Psychomotor

Skills (if

applicable)

Not applicable

Note: In order to analyze the assessment of student achievement for each course learning outcome,

student performance results can be measured and assessed using a KPI, a rubric, or some grading system

that aligns student work, exam scores, or other demonstration of successful learning.







C. Results

1. Distribution of Grades

Letter

Grade

Number of

Students

Student

Percentage

Explanation of Distribution of Grades

A+ 0 0% Although that all students passed, the distribution of

grades shows that around 73% of students pass with

C+ or less. Such results indicate that the performance

realized by this group is not very good and shows that

the students satisfied only the minimum requirement

to pass.

A 1 6.6%

B+ 2 13.

B 1 6.6%

C+ 3 20%

C 5 33.3%

D+ 1 6.6%

D 2 13.3%

F

0 0%

Denied

Entry

0 0%

In Progress 0 0%

Incomplete 0 0%

Pass 15 100%

Fail 0 0%

Withdrawn 0 0%







2. Analyze special factors (if any) affecting the results

Students didn’t show personnel extra work outside the class.

3. Variations from planned student assessment processes (if any) (see Course Specifications).

a. Variations (if any) from planned assessment schedule (see Course Specification)

Variation Reason

Variation Reason

None --

b. Variations (if any) from planned assessment processes in Domains of Learning (see Course Specification)

Variation Reason

None None

4. Student Grade Achievement Verification (eg. cross-check of grade validity by independent evaluator).

Method(s) of Verification Conclusion

None

D. Resources and Facilities

1. Difficulties in access to resources or

facilities (if any)

The same difficulties mentioned in the

last course report exist again

- No software with legal license

- Lack of textbooks and references.

2. Consequences of any difficulties experienced for student

learning in the course.

- Students can't do simulation and practice specific

software such as Pspice and Matlab.

- Students have fewer opportunities to use

references and textbooks.

E. Administrative Issues

1 Organizational or administrative

difficulties encountered (if any)

- Delay in registration of students in the

beginning of term.

2. Consequences of any difficulties experienced for

student learning in the course.

- Reducing the number of contact hours per semester

F Course Evaluation







1 Student evaluation of the course (Attach survey results report)

a. List the most important recommendations for improvement and strengths

- The assigned textbook is not available.

b. Response of instructor or course team to this evaluation

- A request will be submitted to the department to recall the library committee of the college to

purchase references and assigned textbook.

. 2. Other Evaluation (e.g. by head of department, peer observations, accreditation review, other stakeholders)

none

a. List the most important recommendations for improvement and strengths

none

b. Response of instructor or course team to this evaluation

G. Planning for Improvement

1. Progress on actions proposed for improving the course in previous course reports (if any).

Actions recommended

from the most recent course

report(s)

Actions Taken

Results

Analysis

- The department should

get a legal software to be

used by the students

Request submitted

to the department

Software not

acquired

No improvement in the

simulation skills

- Use power point to

explain the behavior of

electronic circuits and to

draw the output-waves.

- All topics are

presented using

power point

according to the

textbook content.

Students are more

able to sketch

waveforms of output

signals delivered by

the converters.

Earn of time and more

topics are covered as

planned in course

specification.

- Maintain the short power

point presentation done

by each group of student

in classroom.

One search topic

was assigned to

each group of three

students. Report

and power

presentation were

done.

Outcome (g) “An

ability to

communicate

effectively” was

achieved by 80%

of students.

This outcome is

achieved and the

performance of students

is above the target. It

appears to have helped

their understanding of

the topic as evinced by

various assessments

above







- Propose a mini design

project such as “Single

phase uncontrolled Full-

wave rectifier” or “Single

phase AC/AC converter”.

Such work mains improving

the ability to design system.

-One design project

was assigned to

each group of two

to three students.

-

The outcome (c) is

achieved only 60%

of students

The performance of

students is below the

target

2. List what actions have been taken to improve the course (based on previous CR, surveys, independent

opinion, or course evaluation).

3. Action Plan for Improvement for Next Semester/Year

Actions Recommended

Intended Action Points

and Process

Start

Date

Completion

Date

Person

Responsible

- Again the schedule of

assignments will be defined

and distributed in the

beginning of the term, in

which the problem number as

given in the textbook is listed

and the date of issue and the

date of submission is also

indicated

Enforce students to work

regularly Spring

2015

Spring

2015

Instructor

- In addition to the short design

examples presented for each

converter, I suggest to take one

complete power electronics

design problem and solve it

during the lecture.

- Select a design problem

for one of the 4 converters

(AC/DC or AC/AC or

DC/DC or DC/AC) and

show the different steps to

follow including choice of

electronic devices and

evaluation of their

performances.

Spring

2015

Spring

2015

Instructor

- For AC/AC converter, devote

more time to explain AC/AC

three phase converter

Take examples of the

application of three-phase

AC/AC converter

Spring

2015

Spring

2015

Instructor

Name of Course Instructor: Dr. Brahim Mohammed Mrabet

Signature: ______________________________ Date Report Completed: February 1st , 2015

Program Coordinator: ___________________________________________________________

Signature: ______________________________ Date Received: ________________________







Appendix

Indirect Assessment

Student Course Evaluation Survey Course code & Name: EE4321Power Electronics Group No.:1785

Academic Year / Term: 1435/1436 (2014/2015)/Term1

Based on your experience in the course, please respond by tick the most appropriate

number.

(5) stands for Strongly Agree, (4) Agree, (3) Neutral, (2) Disagree and (1) Strongly

Disagree

5 4 3 2 1

Cou

rse

Lea

rnin

g O

bje

cti

ves

(CL

O's

)

This Course Enables me to:

CLO1 Understand the main applications of the power electronics.

CLO2 List the different types of power electronics devices and determine the

principal characteristics of them.

CLO3 Analyze the different basic types of power electronics converters. CLO4 Design basic electronics converter circuits for particular applications.

CLO5 Write high quality report and present professionally the required graphs or

tables obtained by simulation.

CLO6 Collect information of new content by using a variety of sources such as

internet, textbooks…

CLO7 Simulate basic electronics converter using modern software tools

Cla

ss, In

stru

ctor

an

d T

ext

book

s

Based on your degree of satisfaction, please respond to the following points:

A1 The course syllabus was clearly explained at the beginning of the semester. A2 The course prerequisites were appropriate and useful for this course. A3 The instructor gave clear explanation using different communication tools. A4 Student participation was encouraged during the lecture. A5 Extra help (office hours) was readily available when needed. A6 Home works and other assignments (projects, quizzes) were valuable. A7 Grades were well distributed among the course activities. A8 Feedback on tests and other works were provided. A9 The course was taught in accordance to the learning objectives. A10 The assigned textbook was available and appropriate for this course. A11 Classroom was comfortable and equipped for teaching.







STUDENT COURSE EVALUATION

Academic Year

1434-1435 (2013-2014)

Course Name EE4321 Power Electronics

Academic Term Second

Group No. 1785

Staff Name Brahim Mohamed

Mrabet Participant 12 OUT OF 15

5 4 3 2 1 average

CLO 1 8 2 2 0 0 83.33% 5 Strongly Agree

CLO 2 6 4 1 1 0 83.33% 4 Agree

CLO 3 4 3 3 2 0 58.33% 3 Neutral

CLO 4 4 4 1 2 1 66.67% 2 Disagree

CLO 5 3 3 2 4 0 50.00% 1 Strongly Disagree

CLO 6 5 5 2 0 0 83.33%

CLO 7 3 2 4 2 1 41.67% Target 70 %

A1 4 5 2 1 0 75.00%

A2 3 3 3 2 1 50.00%

A3 5 5 2 0 0 83.33%

A4 6 4 1 1 0 83.33%

A5 6 5 1 0 0 91.67%

A6 3 4 5 0 0 58.33%

A7 3 3 2 3 1 50.00%

A8 8 3 1 0 0 91.67%

A9 5 5 0 2 0 83.33%

A10 3 2 4 2 1 41.67%

A11 4 6 2 0 0 83.33%







STUDENT COURSE EVALUATION

Academic Year 1434-1435 (2013-2014)

Course Name EE4321 Power Electronics Academic Term Second

Group No. 1785

Staff Name Brahim Mohamed Mrabet

Participant 12 OUT OF 15

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