A scientific approach in wind energy courses for electrical engineers

Teaching and research are joint activities at University level, but in many cases it is found that both activities have a poor connection. While the scientific method based on well-known steps is commonly applied at research level, this methodology and the associated know-how are rarely integrated in degree courses. This work describes the integration of theory, simulation, lab-scale experiments and industrial developments in wind energy courses for electric engineers. The proposed methodology reuses the knowledge from the research that is performed at University level to bring the students the latest industry developments and scientific trends with a scientific approach in multidisciplinary wind energy courses

A New Laboratory for Hands-on Teaching of Electrical Engineering

© 2018 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. This paper describes an innovative laboratory for students in Electrical Engineering courses, which is recently established at the Energy Department of Politecnico di Torino, Italy. The main peculiarities of the lab are the high ICT content of each test rig, the multidisciplinary experiences, and the hands-on teaching methodology, allowing the student to have access in overall safety to many complex electrical/electromechanical systems. Currently, eight courses of Bachelor and Master of Science degrees in electrical engineering carry out in-class exercises and hands-on experiments in the new lab, serving over 200 students in total per year. The innovative lab also allows for external collaborations with companies and institutions for specific (and in some cases permanent) training offers, like a one-day per month LabVIEW course for faculty and staff members of Politecnico di Torino

Low cost laboratory micro-grid hardware and control for electrical power systems teaching

There is a growing trend within education establishments to teach electrical power system theory within lectures and back this up with software simulation laboratory sessions. This allows the courses to be taught at a lower cost than if real hardware was implemented. However, the students that are graduating from these programs are missing out on the opportunity to learn about real equipment and issues such as health and safety of voltages above 50V, mismatching component sizes and accuracy. Bespoke electrical power systems teaching equipment is expensive to buy. This paper details a low cost hardware setup that can be used to enforce electrical power system theory. The proposed equipment employs real off-the shelf equipment with some interfacing units which can be reproduced by laboratory technicians to enhance the student learning experience by offering students experience of real machines operating on an electrical power systems network

Low cost laboratory micro-grid hardware and control for electrical power systems teaching

There is a growing trend within education establishments to teach electrical power system theory within lectures and back this up with software simulation laboratory sessions. This allows the courses to be taught at a lower cost than if real hardware was implemented. However, the students that are graduating from these programs are missing out on the opportunity to learn about real equipment and issues such as health and safety of voltages above 50V, mismatching component sizes and accuracy. Bespoke electrical power systems teaching equipment is expensive to buy. This paper details a low cost hardware setup that can be used to enforce electrical power system theory. The proposed equipment employs real off-the shelf equipment with some interfacing units which can be reproduced by laboratory technicians to enhance the student learning experience by offering students experience of real machines operating on an electrical power systems network

Educational Project for the Teaching of Control of Electric Traction Drives

Electric vehicles constitute a multidisciplinary subject that involves disciplines such as automotive, mechanical, electrical and control engineering. Due to this multidisciplinary technical nature, practical teaching methodologies are of special relevance. Paradoxically, in the past, the training of engineers specializing in this area has lacked the practical component represented by field tests, due to the difficulty of accessing real systems. This paper presents an educational project specifically designed for the teaching and training of engineering students with different backgrounds and experience. The teaching methodology focuses on the topology of electric traction drives and their control. It includes two stages, a simulation computer model and a scaled laboratory workbench that comprises a traction electrical drive coupled to a vehicle emulator. With this equipment, the effectiveness of different traction control strategies can be analyzed from the point of view of energy efficiency, robustness, easiness of implementation and acoustic noise

Implementing Mechatronics Design Methodology in Mechanical Engineering Technology Senior Design Projects at the Old Dominion University

In recent years, the nature of engineering design has changed due to advances in embedded system design and computer technologies. It is rare to engineer a purely mechanical design that does not incorporate electrical and electronic components. Mechanical engineers and mechanical engineering technologists must possess a multi-disciplinary knowledge with the understanding of both mechanical and electrical systems. For this purpose, undergraduate programs in engineering technology have added mechatronics courses to their curriculum. Mechatronics is a design process that is multi-disciplinary in nature and integrates principles of many engineering disciplines including, but not limited to, mechanical engineering, electrical engineering, and controls engineering. These courses typically incorporate problem-based learning and project-based pedagogy to effectively build the student’s knowledge and understanding. Old Dominion University’s Mechanical Engineering Technology (ODU MET) program offers undergraduate courses related to Advanced Manufacturing including Robotics; Automation; Lean Manufacturing; Computer Integrated Manufacturing; and Advanced Manufacturing Processes. Recently, two new courses related to mechatronics were added to the same focus area. In addition, ODU MET program has placed an increased emphasis on mechatronics for students’ senior design projects. This paper highlights the benefits of including mechatronics in the ODU MET curriculum and presents several recent senior design projects that showcase how the student has incorporated multi-disciplinary principles into the design and build of a functional mechatronic device. By embedding these experience into their senior design project, students are exposed to other engineering technology areas, learn the terminology of other professions, and feel more confident to join the workforce with the cross-disciplinary skills needed to be successful

Enhancing The Learning Experience In A Multidisciplinary Engineering Technology Course

Rapidly changing technology advances demand the revisions of engineering and technology courses so that they continue to serve students and industry in a relevant way. In a typical engineering technology department, students from different majors are usually required to take an introductory electrical engineering course. Due to the multidisciplinary background of students, such a course has traditionally been a challenge to teach so as to make it interesting and useful to all students. Therefore innovative teaching methods have to be employed in order to accommodate different backgrounds and learning styles. In our department, a basic electrical engineering course is offered for sophomore students majoring in mechanical and electrical engineering technology. The course is usually taught in the fall and is meant to be an introductory course for EET students but also serves as a survey of electrical engineering for MET students. Because of this duality, the course has to be carefully designed, especially the laboratory component, to keep students interested and engaged throughout the semester. Topics covered include dc and ac circuits, Wheatstone bridge, electric machines, resonance circuits, RLC transient response, basic operation of electronics and digital circuits including diodes, transistors, power supplies, amplifiers, and logic gates. In this paper, we describe our experience teaching the course and how the redesign of the laboratory component has greatly enhanced the student learning experience independently of their majors of studies. Results showed that activities relating concepts to real world applications were more appealing. For instance, students enjoyed performing experiments involving the use of transducers such as strain gauges. Assessments results to meet certain accreditation criteria including direct and indirect measurements are also discussed with emphasis on the successes and lessons learned from the implementation process

The Future of UNL Energy Sciences

UNL has a large number of faculty conducting research on energy-related topics. However, strategic coordination needs improvement, and there are significant opportunities to leverage synergies across departments and colleges, centers, and institutes. In addition, there are critical gaps in expertise that need filling to achieve critical mass and national prominence in key areas. This white paper seeks to identify a set of thematic areas that would help focus UNL faculty resources on emerging opportunities in the energy-related sciences and serve as a framework to achieve the following goals: ♦ Develop innovative research programs that enhance renewable energy resources and energy conservation in Nebraska and worldwide; ♦ Support economic development in Nebraska through: (i) development of new technologies and commercialization in new businesses, (ii) identification of the most effective policies and incentives at federal, state, and local levels to foster development of renewable energy resources, and (iii) student education and human resource development to support energy industries; and ♦ Position UNL to be more competitive for external funding from government agencies, private foundations, and the private sector