Transcript Viliam Fedák, Paul Bauer, Roman Miksiewicz, Helmut Weiss, Technical University of Kosice, Slovakia Delft University of Technology, The Netherlands Silesian University of Technology, Gliwice, Poland University of.

Viliam Fedák,
Paul Bauer,
Roman Miksiewicz,
Helmut Weiss,
Technical University of Kosice, Slovakia
Delft University of Technology, The Netherlands
Silesian University of Technology, Gliwice, Poland
University of Leoben, Austria
EXPERIENCES with E-LEARNING
for ELECTRICAL ENGINEERING
- FROM IDEAS to REALISATION
based on solution of the Leonardo da Vinci project
“
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
”
1/24
ICEE‘2005, Gliwice, Poland
Presentation Outline
 Introduction
 Features & Problems of Teaching and Learning in EE
 How to Overcome the Problems & Difficulties
 Development of the Modules
 Philosophy of the e-Learning Modules
 Specific Examples and Features of Modules from Groups:
1) EE Fundamentals
2) Electrical Machines
3) Electronics and Power Electronics
4) El.-Mech. Systems, Motion Control, and Mechatronics
5) CAD and Applied SW in Electrical Engineering
 Concluding Remarks
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
2/24
ICEE‘2005, Gliwice, Poland
Features of Teaching and Learning in EE
 Abstraction of the presented matter:
–
–
–
–
–
–
–
non-visible phenomena, and electrical quantities
various fields (electrostatic, magnetic, electric and elmg.)
simultaneous combination of various influences
simultaneous change of more quantities, causal relations
abstract notions
static & dynamic phenomena in the circuits
complexity of the processes
 Need for:
– visualisation of the processes in the circuit/apparatus
– verification of the phenomena
– evaluation of the changes of parameters (simulation)
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
3/24
ICEE‘2005, Gliwice, Poland
Problems of Teaching in El. Engineering
Needs for Repetition during teaching:
 Lectures – brief explanation of phenomena, circuit
behaviour, time responses, …
 Even if computer animations are used, students cannot
grasp the details in a short time, since the teacher
shows examples or animations only once or twice.
 There remains a need for repetition and exercises
and to find out influence of changeable system
parameters to the system behaviour
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
4/24
ICEE‘2005, Gliwice, Poland
How to Overcome the Problems & Difficulties
 To lead students to be active at learning
 Clear ideas that have to be taught
 Explaining of complicated phenomena
by a simple and accessible (user friendly) way
 Choice of basic elements/objects to be explained
(figures, texts, equations)
 Use of examples from practical application of the theory
 Use all other features of multimedia (pictures and videos)
An attractive e-elarning material helps
to increase interest of students
to study the subject and the branch of study
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
5/24
ICEE‘2005, Gliwice, Poland
Development of the Modules
 The module developer has :
– to be familiar with learning procedures of the student
– to foresight his reactions
– he must possess considerable imagination, and
innovation in utilisation of new learning technologies
– to discover new advances for explanation
of the phenomena
– to have an artistic-like feeling for the final product
– to design proper layout of the screens
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
6/24
ICEE‘2005, Gliwice, Poland
Philosophy of the e-Learning Modules
 Balanced layout of the elements/objects across the screen
 Negotiated system of colours and symbols
 Design of suitable animations (simple, …, sophisticated)
expressing the phenomena to be explained
 Introduction of interactivity (change of parameters)
 Possibility to perform simulations – system analysis
 Unified environment, unified commanding of the screens
 Design of e-learning module = time consuming work
 careful planning of the work
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
7/24
ICEE‘2005, Gliwice, Poland
Multifunctionality of the e-Learning Modules
Utilisation
of primary screens
= for lectures
of secondary screens
= for self study
Primary screen 1
Secondary screen 1
Basic information
 Designed as a whole
 Resolution 1024 x 768

 Supplementary and complex
information
 Variable length,
using of slider
Primary screen 2
...
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
Secondary Screen 2
...
8/24
ICEE‘2005, Gliwice, Poland
Properties of the primary screens
Requirements
Properties
 Basic information:
 Animations
 principal diagrams
 basic graphs
 basic equations
 Attractiveness
 Interactive graphs
 Large letters
Properties of the secondary screens
 Full information:
 They are called from the
 longer texts
 more (static) figures
 full derivation
 Examples (with solution)
 Questions and answers
main screens
 There can be more secondary
screens
 Smaller letters
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
9/24
ICEE‘2005, Gliwice, Poland
Groups of the ”
” Modules
1) Fundamentals of Electrical Engineering
2) Electrical Machines
3) Electronics, Power Electronics & Applications
4) El. Drives, Mechatronics, Telematics, Robotics
5) Specialised SW in Electrical Engineering
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
10/24
ICEE‘2005, Gliwice, Poland
Code
Title
1.1
Fundamentals of Electrical Engineering
1.2
Electrical Measurement Techniques
2.1
Basic Principles of Electrical Machines
2.2
Transformers
2.3
DC Machines
2.4
AC Machines
3.1
Practical Electronics
3.2
Power Semiconductor Devices
3.3
Power Electronics
3.4
Control in Power Electronics
3.5
Power Electronics Applications in El. Power Systems
3.6
Harmonic Treatment in Industrial Power Systems
3.7
Electromagnetic Compatibility in Power Electronics
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
11/24
ICEE‘2005, Gliwice, Poland
Code
Title
4.1
Electrical Drives
4.2
Controlled Electrical Drives
4.3
Motion Control
4.4
Automotive Electrical Systems
4.5
Mechatronic Systems
4.6
Telematic Systems and Robotics
5.1
Automatic Design and Projecting
in Electrical Engineering
5.2
Simulation of Power Electronics
5.3
FEM in CAD of Electromechanical
and Electromagnetic Devices
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
12/24
ICEE‘2005, Gliwice, Poland
1) Fundamentals of Electrical Engineering
The main issues:
 electrostatic field
 circuit analysis
 magnetic field
 transient analysis
 electrical current field
 single-phase AC circuits
 three-phase AC systems
 voltage and current sources
The learner learns basic topics of el. engineering:
 starting from electro-physical phenomena
(capacitive, electrical current and magnetic fields,
induced voltages)
 up to technical applications (components,
alternating current, transients, rotary fields).
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
13/24
ICEE‘2005, Gliwice, Poland
Electrical Engineering Fundamentals
2.7.1 Capacitor with Air Gap
Capacitor plate 1
V1 d1
Vt
V2
E1
Dielectric material
1 = air with r1=1.0
D1
E2
d2
Main screen
- basic information
Dielectric material
2 = insulation plate
with r2 = 4.1
D2
Capacitor plate 2
A
E1 = 627 V/mm
E2 = 123 V/mm
r2
1
2
3
4
5
E1_flash_over= 2900 V/mm
Calculation of Electrical Field Strength in Dielectric Material and Air
Q  D1  A  D2  A
D1  D2
 r1  E1   r 2  E 2

E1  r 2  E 2
 r1
V 1  E1  d 1
0   r1  E1  0   r 2  E 2
V 2  E2  d 2
Ug
d2
Ug
d1
E1 

 r1 d 1
 d2

1  r1 
r 2 d 2
 r 2 d1
Vt  V 1  V 2
Vt  E1  d1  E 2  d 2
E2 
Ug
d1
r 2 d 2

 r1 d 1

Ug
d2

d1
1 r2 
 r1 d 2
The basic equations for the
electrostatic field allow to
calculate the corresponding field
strength in the dielectric material
(which is generally uncritical if air
is present) and the field strength
in air, depending on the width of
the air gap d1 and the dielectric
material constant r2
Flash-Over Limits for Electrical Field in Air
[
V
]
VFO
2
10
005
000
02
0
00
1
0
0
0
5
0
0
0
2
0
0
01
00 0
0 .
0
1
,hom
Secondary screen
- full information
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
VF
0
2
0
.
0
5
14/24
0 0
. .
1 2
0
.
5
1 2
. .
0 0
5
.
0
[
m
m
]
“Paschen law“ explains the correspondence
between flash-over voltage in air depending on
the air gap and takes into account the ionisation
properties of the air. As a standard, about
3000 V/mm is the critical field strength in a
truly homogeneous field, meaning that a field
strength over that value will cause a flash over
(sudden discharge). For very small gaps the
critical field strength is much higher.
ICEE‘2005, Gliwice, Poland
2) Electrical Machines
The modules
 explain the principles for formulating mathematical
models of electrical machines
 present and interpret physically the solutions of the
machine equations in steady and transient states.
The learner learns:
 construction of the electrical machines
 principle of operation of the electrical machines:
– static machines (transformer)
– rotating (DC, AC, special)
 analyse the machine properties basing on the equivalent
diagrams, vector diagrams and characteristics in steady states
as well as waveforms in transients
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
15/24
ICEE‘2005, Gliwice, Poland
Transformers
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
16/24
ICEE‘2005, Gliwice, Poland
Asynchronous and synchronous machines
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
17/24
ICEE‘2005, Gliwice, Poland
3) Electronics, Power Electronics & Applications
The modules explain different aspects of electronics and PE:
 starting with components,
 proceeding with control of power electronics
 different issues related to power electronics
 finishing with their applications
The learner learns behaviour of:
 basic electronic devices and PE switching devices
 complex electronic circuits
 power electronics converters of various complexity
 power electronics in different applications
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
18/24
ICEE‘2005, Gliwice, Poland
Power Semiconductor Devices and Converters
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
19/24
ICEE‘2005, Gliwice, Poland
4) Electrical Drives, Mechatronics, Telematics/Robotics
The modules explain:
 physical laws concerning motion
 interactivity between electrical and mechanical
circuits
 mathematical models of drive systems
 block diagrams explaining system connections
 simulations and interactive graphs
The learner learns:
 principles of controlled electromechanical conversion
of energy
 composition of control schemes
 design of controllers
 application of drive systems
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
20/24
ICEE‘2005, Gliwice, Poland
Electrical Drives, Controlled Drives
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
21/24
ICEE‘2005, Gliwice, Poland
5) Specialised SW in Electrical Engineering
This group deals with the issues such as
 computer aided design (CAD)
 simulation
 modelling
The main issues captured can be summarised as:
 explanation of different models
 simulation techniques and numerical calculation
 different design and analysis techniques
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
22/24
ICEE‘2005, Gliwice, Poland
Simulation in Power Electronics
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
23/24
ICEE‘2005, Gliwice, Poland
Concluding Remarks
 Developed set of the modules with following features:
– used unified user’s environment, unified form
– division in the main and secondary screens
– hypertext references,
– list of used symbols, keywords
– list of contents
– questions for knowledge testing, etc.
– direct involvement of the programme for digital
simulation into the user’s environment (CASPOC)
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
24/24
ICEE‘2005, Gliwice, Poland
Information about the Modules and Project
 Extent:
– developed a set of 22 modules from field of EE
– more than 1000 interactive screens
 Used SW:
Macromedia Director, Flash, Macromedia Dreamweaver
 Languages: all modules in EN and in SK/CZ (50% / 50%)
 Information about the Leonardo da Vinci project INETELE:
– title: Interactive and Unified E-Based Education
and Training in Electrical Engineering
– partners: 10, duration: 30 months, project No CZ 134009
– project web site: www.tuke.sk/inetele
– contractor: Brno University of Technology (CZ)
– coordinator: Technical University of Kosice (SK)
V.Fedák – P. Bauer – H.Weiss - R.Miksiewicz
25/24
ICEE‘2005, Gliwice, Poland