Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.219.1 - 4.219.6
Effective Visualizations for an Electric Machines and Power Systems Course
S. Chickamenahalli, M. Bollepalli, V. Nallaperumal, C-P. Yeh Wayne State University
This paper presents the visualization examples developed to accompany an Electrical Machines and Power System course. Several of the examples that were developed are currently utilized in the electric machine courseware for the NSF-funded Greenfield Coalition for new Manufacturing Education. The course introduces essential types of electric power and electric machines in industrial applications. Traditional teaching methods find it extremely difficult to relay the concepts of electromagnetic phenomena on which the operation of the entire class of static and rotating machinery lie. The simulation and visualization components and the interactive drag and drop type of examples developed in order to enhance student learning of electric machines are discussed. The visualizations accompany the computer-based courseware developed that presents itself as a self-learning and self-assessing tool for the students. Adaptation of the developed materials into an electric machines course in the EET curriculum are discussed.
Though the traditional ‘Energy conversion course’ had remained almost unchanged for several decades, a redesigned structure has been proposed by several references over the last decade [1- 2]. Types of motor drives worthy of addressing in undergraduate curricula are discussed . Recently, LabView has been utilized in developing some animation for an EE course . Multimedia projects funded by the NSF and the Department of Education suggest that visualization, animation and interactive simulation effectively help learners understand abstract concepts. However, there have been no major instances of a multimedia approach to EET electric machine courses except those that utilized NIDAQ tools, Authorware/Flash and Pspice as part of the NSF-Greenfield Coalition (NSF-GC) CBI development [5-7] for manufacturing curriculum.
Due to current structure and old technology, it is not possible for students to gain industry relevant experience at several institutions. They are also not exposed to the advances in data acquisition, simulation, control and visualization that every modern industry currently employs for immediate data observation, analysis, and presentation. Hence simple methods that enhance understanding of electric machine concepts and insure student learning and increase appreciation of electric machines area are required. Another strong reason why student selection of machine drives, power and power electronics as fields of advanced study is more essential today than ever, is because of the introduction of electric power deregulation and prominence of fuel cell and battery driven electric/hybrid vehicles [8, 9].
Nallaperumal, V., & Bolepalli, M., & Chickamenahalli, S. A., & Yeh, C. (1999, June), Effective Visualizations For An Electric Machines And Power Systems Course Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7615
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