Undergraduate Power Electronics Laboratory - Applying TSMST Method

Abstract

This paper presents a TSMST (Theory -Simulation -Measurement -Simulation -Theory) method for power electronics laboratory. The method successfully integrates theory, simulation and measurement, thus enabling better integration of student's knowledge and better usage of inadequate number of laboratory hours. Students are attracted with relatively simple tasks to be solved and modern, but economical laboratory equipment. A significant part of the assignments can be made at home, thus lowering the pressure on students to finish the tasks on time. The proposed method is described on three basic examples explaining characteristic phases of the TSMST method.

Enhancing the student experience in pre‐ and mid‐COVID‐19 pandemic period by upgrading the power electronics laboratory practice curriculum

“…Another excellent program that enables analysis of multiple domains of power electronics is the Ansys Multiphysics platform [5], which is used by our colleagues from the University of Zagreb [27]. The essential advantages of the Ansys Electronics Desktop (Simplorer) program are simplicity of use, sensibly developed extensive libraries of components with ideal, static, and dynamic characteristics, excellent connectivity with other computer simulation programs (such as MATLAB/Simulink), and the possibility of cosimulation [51].…”

“…When students are introduced to these phenomena, get to study them in detail, and understand them, they have the possibility of upgrading the original simulation models by taking into account also the discovered influences of real components. In this sense, they can for example include in the circuit also the leakage inductance (Figure 1a) and study its effects (Figure 2c), similar to the TSMST (theory–simulation–measurement–simulation–theory) method, described in [27].…”

Teaching Magnetic Component Design in Power Electronics Course using Project Based Learning Approach

“…During the second year of their curriculum, the students had participated in a basic course on Industrial Electronics that covered the basics of dc/dc, ac/dc, and dc/ac converters. The applied teaching methods in this course followed the strategy described in [1], which used theoretical lectures in conjunction with simulations and measurements in the laboratory. In this advanced course on Power Electronics, however, the converter's design and dynamical analysis are treated, amongst other themes, in combination with theoretical lectures using the PBL approach.…”