0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

Generelt / General Students from either Bachelor (IELET/G2121) or Master (TET4190) program studies had attended the course last semester (Spring 2022). In addition to that, there were students from two campuses, one in Trondheim (IELET2121 and TET4190) and one in Gjøvik (IELEG2121). The course evaluation report is based on <ul><li>Reference group meetings and</li><li>Personal feedback received from the students</li></ul> Students from both program studies found the course very interesting and important for their studies. However, students from Bachelor program study think that the workload of the power electronics course is heavy, also considering other demanding courses that are taught in the same semester. Given the COVID-19 situation, the course was taught only in digital mode. In particular, the lectures and tutorials were organized as live streamings and recordings. It seems that the students are satisfied with this setting, since this also allows for re-watching lecture and tutorial sessions at a later time. This issue was particularly emphasized by the reference group. In addition to that, the teaching team visited and had one lecture and one tutorial in Gjøvik physically. This was really appreciated by the students in that campus (personal feedback from them). An issue that was criticized by the students was the demanding semester project work. However, the majority of the students found the project work helpful to reflect their theoretical knowledge from lectures and tutorials into more practical design aspects. Two physical meetings had been conducted every week in Trondheim campus in order the teaching team to assist the students with their group project work. Moreover, several digital meetings were organized for the students in Gjøvik to have the necessary assistance with their project work.The setting, level and quality of the laboratory exercises were appreciated by the students. However, the lab report should have been coordinated and organized in a better way by the department and in connection to the other courses. This was the first time I had the full responsibility of the IELET/G2121-TET4190 Power Electronics course after being scientific assistant the last 4 years in the same course. I feel that the flow of the course was smooth, similar to the previous years. However, the COVID-19 restrictions impose crucial challenges in the perfect implementation of various learning activities. The lectures had to be digital, which has pros and cons.  A few excerpts from the reference group report related to the quality of the course are itemized as follows: <ul><li>" Lectures: The lectures were really good, and the structure with having a few ordinary lectures first and tutorials that sum up the content of these lectures, worked really well. "</li><li>" Tutorials: The tasks chosen were good for understanding the principles from the lectures and solved in a manner that was understandable. The tutorials were probably also the learning activity that contributed the most to learning."</li><li>" Project work: The amount of work put in by the students in number of hours was similar to projects counting 30-40% in other courses, and perhaps 25% is a little low considering the workload. The learning outcome of the project, however, was great."</li></ul>

Læringsutbytte / Learning outcome <ul><li>Is the learning outcome up to date and relevant?</li></ul>The intended learning outcome of the IELET/G2121-TET4190 power electronics course is updated every year in order to meet the needs for the future professionals in the field of electric power engineering in academia and industry. Recent research findings in the field of power electronics are usually integrated to the curriculum of the course in a way that complement the core intended knowledge to the students. New converter topologies are discussed briefly, while important applications of power electronics are also presented.  <ul><li>How is the learning outcome communicated to the students?</li></ul>At the beginning of each lecture, the students are informed about the learning outcomes of the specific lecture. The tutor presents a list of intended learning outcomes and analyses them briefly, so that the students will be aware of the most crucial and important parts of that lecture. During the lecture, and while presenting and explaining various power electronics concepts, the tutor discusses and links the corresponding learning outcome. In this way, the students have a better overview of the taught curriculum within each lecture session.The general learning outcome of the course is presented during the first lecture and it is briefly analyzed by the tutor.  <ul><li>Is there a good connection between the course's learning outcomes and parallel and previous courses' learning outcomes?</li></ul>The power electronics course is well aligned with both Master and Bachelor study programs objectives and it is also well suited in their programme curriculums with respect to other relevant courses (e.g. Power systems analysis and high-voltage engineering). However, the students from the Bachelor program study seemed to face more challenges compared to the students from Master program study due to their less experience working with electrical circuits. The power electronics course equips the student with fundamental knowledge on design and operating principles of power electronics converters that is very important and applicable to other fields of electric power engineering. Its has been observed that students have acquired key knowledge elements from power systems analysis, high-voltage engineering and electromagnetic analysis courses, as this is reflected by their knowledge perception, written examination and quality of semester project reports.Moreover, the previous recommended knowledge on electric circuit analysis and basic automatic control theory is also sufficient for the students to understand the power electronics course course. Therefore, the link between the learning outcomes of the power electronics course with the learning outcomes of previous courses is good.

Undervisningsformer / Teaching and learning activities <ul><li>Lectures: Students like the combination of various means of teaching, such as the use of blackboard, powerpoint slides and the tablet used to ease the presentation of complex drawings. They think that the switching among these means, keeps them motivated and awake during the lecture classes. Students liked the use of OneNote to draw complicated waveforms and also the initiative to upload the drawings as pdfs on Blackboard. This is less time consuming for them and also allows the student to focus on the screen. The pace of the lecture was good and the students appreciated that the lecturer kept the breaks as planned without exceeding the times durations of each. All in all, the student think that even though the course itself is very challenging and requires multidisciplinary background knowledge, their understanding reached a sufficiently good level.</li><li>Tutorials: This academic year has been the fifth time that tutorial classes were organized in the course. The tutorials are connected to the lectures and they mainly contain numerical problems chosen from the textbook. Students think that the tutorials contained a good mix of easy and challenging problems and they found them useful for their further preparation for the course. The tutor (Tobias Ubostad) was very good and well-prepared, and he organized high-quality tutorial classes. However, many students would like to have more problems with solutions uploaded on Blackboard in order to practice at home for understanding the concept in depth. This was implemented by the teaching team by developing extra numerical problems and voluntary assignments during the semester.</li><li>Lab exercises: Students like the lab sessions and they think that the lab exercises are very useful to understand the theory better. The amount of lab preparation work was found to be good in size, as happened in the last years. The practical approach of power electronics during the lab classes was appreciated by the students and they helped them materialize their theoretical knowledge into more practical problems. In H2020, the new and modern lab setups were used for the second time and students seemed to enjoy being in the lab and perform the various practical tasks. The new setups make the students feel more motivated and enthusiastic when working in the lab, regardless of the strict COVID-19 restrictions.</li><li>Semester project: The project work was running for the fifth time. However, it has been updated compared to the previous years due to the involvement of not only Master students but also Bachelor students in the course. Therefore, a few changes had been made in such a way, that all the students faces the same challenges. An example is the remove of the control part, as well as the design of the inductor from the project work since the Bachelor students have not been taught about those aspects in Electrical Engineering. </li></ul> Students like the project idea and especially they recognize the main objective of the project that focuses on filling the gap between theory and practical design and implementation of power electronic converters. However, the students found the project to be heavy and very demanding. They like that the project is graded but they feel that it should contribute more to the final grade of the course (it counts 25%). On the other hand, students like the schedule of the introductory lecture. The amount of Q&amp;A sessions were sufficient and the assistants helped the students to understand the project and to clarify several issues. After the completion of the project students feel more skilled on design realistic power electronic components and converters. Students' motivation and effort:Based on the interactions with the students at various occasions, it seems that they are very motivated and engaged with the course. This is partly due to the heave workload that requires a significant commitment to the course and partly due to the importance of power electronics in various other courses and later in their professional careers. During the lectures, the tutors observed a participation of approximately 60 students digitally, which is a decent percentage. Along with this, students attended the digital Q&amp;A sessions for the project work, while they regularly dropped by our offices for questions and clarifications. Learning environment:Panapto was used for live streaming and recording of lecture and tutorial sessions. Overall, it is a stable software; however, the delay in the streaming (approximately 30 sec) impose difficulties in the real-time communication and interaction with students following the course online. Moreover, there were couple of incidents where the sound was not good enough (relatively low, and delayed compared to the video-image recordings) during lectures, which created frustration. But these issues have been eventually solved. Vurderingsformer / Form of assessmentIn the IELET/G2121-TET4190 power electronics course the assessment form contains a final, digital home written examination (75%) and the evaluation of the semester project report (25%). In addition to these, the students' performance is also assessed through a lab report, which does not contribute to the final grading. The learning outcome of the course and the corresponding assessment form for each of these are summarized as shown below: After completing the course, the student will- have an in-depth understanding of the theory of electrical energy conversion using power electronic systems that perform AC/DC, DC/DC or DC/AC conversion, including applications within renewable energy, energy saving and industrial applications. (Written exam and lab report)- understand operating principles and modulation strategies for single-phase and three phase diode rectifiers, thyristor-based converters, as well as, switch-mode DC/DC power electronic converters and DC/AC inverters. (Written exam and lab report)- understand advanced modeling of power electronic converters. (Project report)- be able to identify the most important design parameters and to recognize the impact of operating parameters on the planning and use of power electronic converters in the existing and future electric power grid infrastructure, and in industrial installations. (Project report and lab report) The distribution of the final grades for IELEG2121 is as follows (20 students participated in the final exam):A: 2B: 5C: 7D: 2E: 0F: 4 The distribution of the final grades for IELET is as follows (42 students participated in the final exam):A: 4B: 6C: 10D: 7E: 1F: 14 The distribution of the final grades for TET4190 is as follows (60 students participated in the final exam):A: 13B: 23C: 8D: 4E: 0F: 12

NTNU:TIA:REST

Institutt for elektrisk energi

Department of electric energy

Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Engelsk

Mer om vurdering

Mappevurdering gir grunnlag for sluttkarakteren i emnet. I mappen inngår skriftlig eksamen 55%, prosjektarbeid med presentasjon 25% og øvinger 20%. Resultatet for delene angis i %-poeng, mens sensur for hele mappen (sluttkarakteren) angis med bokstavkarakter. Øvingene består av 4 øvinger som teller 5% hver. Øvingene er frivillige, og teller bare i positiv retning. I tilfelle øvingene ikke gjennomføres eller gir dårligere resultat enn avsluttende eksamen og prosjekt, vil sluttkarakteren settes på grunnlag av skriftlig eksamen (75%) og prosjektarbeid (25%). Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen. Dersom studenten også etter utsatt eksamen har sluttkarakteren F/ikke-bestått, må studenten gjenta alle tellende delvurderinger neste studieår. Tillatt hjelpemiddel på eksamen, hjelpemiddelkode D: Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt. I tillegg er kalkulator Casio fx-991EX godkjent.

Anbefalte forkunnskaper

Kretsanalyse og Reguleringsteknikk eller tilsvarende kunnskaper. 

Faglig innhold

Omforming, styring og regulering av elektrisk energi med halvlederelementer. Analysemetoder, modellering, simulering og konstruksjon av kraftelektronikk omformere. Valg av omformertopologier, krafthalvledere og passive komponenter. Bærekraftige energiteknologier som vindkraft, solkraft og det påpekes nødvendigheten av kraftelektronikk for at disse kan tas i bruk. Industrielle anvendelser som likestrøm kraftforsyning, nødstrømsforsyning og induksjonsoppvarming. Kraftelektronikk for overføring, distribusjon og regulering i framtidens energisystem med smart-grid funksjonalitet behandles.

Kursmateriell

Mohan, Undeland, Robbins: Power Electronics: Converters, Applications and Design. 3rd Edition. John Wiley &amp; Sons, 2003. Forelesningsnotater.

Læringsutbytte

Kunnskap: Etter gjennomført emne skal studenten: - ha inngående kunnskap om teori om kraftelektronisk energiomforming for AC/DC, DC/DC eller DC/AC omforming, inklusiv anvendelser innenfor fornybar energi, energisparing og industrielle anvendelser. - forstå driftsprinsipper og moduleringsstrategier for enfase og trefase diode likerettere, tyristorbaserte omformere, og switch-mode DC/DC kraftelektroniske omformere og DC/AC invertere. - kunne indetifisere de viktigste design parameterne og forstå innvirkningen av driftsparametere på planlegging og bruk av kraftelektroniske omformere i eksisterende og fremtidig infrastruktur for elektrisk energi, både i kraftnett og i industrielle installasjoner. Ferdigheter: Etter gjennomført emne kan studenten: - definere og analysere kraftelektroniske omformere for AC/DC, DC/DC og DC/AC omforming. - modellere og simulere de elektriske og termiske egenskapene til kraftelektroniske systemer ved hjelp av kretsanalyse og simuleringsverkøy. - konstruere kraftelektroniske omformere med høy driftssikkerhet og energieeffektivitet. - analysere enfase og trefase diode likerettere, tyristorbaserte omformere og switch-mode DC/DC kraftelektroniske omformere og DC/AC invertere. - bruke sine kunnskaper til planlegging og drift av kraftelektroniske omformere i vårt nåværende og fremtidige energisystem og industrielle anlegg. - bruke instrumenter og utstyr i laboratoriet. Generell kompetanse: Etter å ha gjennomført emnet skal kanidaten ha økt sine evner til: - samarbeid og tverrfaglig samhandling.  - å kommunisere effektivt både overfor fagfolk og ikke-spesialister ved hjelp av rapporter og presentasjoner.  - å bidra til nytenking og innovasjonsprosesser.

Læringsformer og aktiviteter

Forelesninger. Øvinger, hvorav 4 teller på karakteren dersom de har positiv effekt. Obligatoriske laboratorieoppgaver. Obligatorisk prosjektoppgave som også er tellende. Emnet foreleses på engelsk.

Prosjektarbeid med rapport og presentasjon

Laboratoriearbeid med rapport

Kraftelektronikk

Kondenserte mediers fysikk

Elkraftteknikk

Kybernetikk og robotikk - masterstudium (5-årig)

Energi og miljø - masterstudium (5-årig)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(18046)/FieldValuesAsText

The course evaluation report is based on<ul><li>Reference group meetings</li><li>Online (Blackboard) course evaluation survey/feedback, and</li><li>Personal feedback received from the students</li></ul>Students found the course very interesting and important for their studies. However, as every year during the last 5 academic years, students think that the workload of the power electronics course is heavy, also considering other demanding courses (e.g. TET4115 and TET5100) that are taught in the same semester.Given the COVID-19 situation, the course was taught in a hybrid mode. In particular, the lectures and tutorials were organized completely as hybrid (i.e. physical lectures/tutorial, live streaming and recording). At a first sight, the teaching team were concerned about the quality of these activities. However, it seems that the students are satisfied with this setting, since this also allows for re-watching lecture and tutorial sessions at a later time. This issue was particularly emphasized by the reference group.Based on the course evaluation that was carried out on Blackboard, the answers regarding quality of the lectures and tutorials are shown below: The quality of the lectures was good:<ul><li>Strongly Agree: 29.166% </li><li>Agree: 50.00%</li><li>Neither Agree nor Disagree: 16.666%</li><li>Disagree: 4.166%</li><li>Strongly Disagree: 0.00%</li></ul> The quality of the tutorials was good:<ul><li>Strongly Agree: 12.50%</li><li>Agree: 45.833%</li><li>Neither Agree nor Disagree: 25.00%</li><li>Disagree: 12.50%</li><li>Strongly Disagree: 0.00%</li></ul> An issue that was criticized by the students was the demanding semester project work. However, the majority of the students found the project work helpful to reflect their theoretical knowledge from lectures and tutorials into more practical design aspects. The setting, level and quality of the laboratory exercises were appreciated by the students. However, the lab report should have been coordinated and organized in a better way by the department and in connection to the other courses. All in all, on a personal note, this was the fifth time I had the full responsibility of the TET4190 Power Electronics course. This year I feel that the flow of the course was much smoother and the course preparation (e.g. slides, material, problems) was less demanding compared to the first terms. However, the COVID-19 restrictions impose crucial challenges in the perfect implementation of various learning activities. The lectures had to be hybrid and the lab exercises were reduced to 2. Moreover, the international students did not have the chance to attend the labs and they had to compensate by working more hours on the semester project work. This year was a bit easier to deliver the knowledge in the most efficient way and to increase students’ understanding. Nevertheless, my priority is to continuously improve the teaching style, quality of learning methods, course materials and to establish interaction with the students in the class. Referring to students’ engagement with the lecture (i.e. dealing with the drop of their cognitive capacity), I found it less difficult compared to previous years, even though in the beginning of the semester was challenging, as usually. For this purpose and similarly to the previous year, I used to break the flow of the lecture by asking one questions related to the theory presented, and by asking the students to reflect on these questions either alone or in groups. For remote students, I encouraged them to type in the chat box. A few excerpts from the reference group report related to the quality of the course are itemized as follows:<ul><li>"The reference group think the course have been set up in a tidy way, and that the communication has been good. This is very helpful."</li><li>"The reference group feels that the COVID-19 situation has been handled well by the course administration, this makes a difficult situation easier to handle for the students. For example skipping the defense of the project was a good decision."</li><li>"The lecturer is very approachable and helpful, and a good tutor."</li><li>"Andreas did a very good job, and the reference group felt the students were pleased with his way of teaching."</li><li>"The reference group thought the way of teaching, using drawings to build intuition and gain knowledge, is very good."</li><li>"The tutorials have been a good way of learning, the students find it helpful having exercises explained."</li></ul>

<ul><li>Is the learning outcome up to date and relevant?</li></ul>The intended learning outcome of the TET4190 power electronics course is updated every year in order to meet the needs for the future professionals in the field of electric power engineering in academia and industry. Recent research findings in the field of power electronics are usually integrated to the curriculum of the course in a way that complement the core intended knowledge to the students. New converter topologies are discussed briefly, while important applications of power electronics are also presented. <ul><li>How is the learning outcome communicated to the students?</li></ul>At the beginning of each lecture, the students are informed about the learning outcomes of the specific lecture. The tutor presents a list of intended learning outcomes and analyses them briefly, so that the students will be aware of the most crucial and important parts of that lecture. During the lecture, and while presenting and explaining various power electronics concepts, the tutor discusses and links the corresponding learning outcome. In this way, the students have a better overview of the taught curriculum within each lecture session.The general learning outcome of the course is presented during the first lecture and it is briefly analyzed by the tutor. <ul><li>Is there a good connection between the course's learning outcomes and parallel and previous courses' learning outcomes?</li></ul>The power electronics course is well aligned with the study programme objectives and it is also well suited in the programme curriculum with respect to other relevant courses (e.g. Power systems analysis and high-voltage engineering). The power electronics course equips the student with fundamental knowledge on design and operating principles of power electronics converters that is very important and applicable to other fields of electric power engineering. Its has been observed that students have acquired key knowledge elements from power systems analysis, high-voltage engineering and electromagnetic analysis courses, as this is reflected by their knowledge perception, written examination and quality of semester project reports. Moreover, the previous recommended knowledge on electric circuit analysis and basic automatic control theory is also sufficient for the students to understand the power electronics course course. Therefore, the link between the learning outcomes of the power electronics course with the learning outcomes of previous courses is good.

<ul><li>Lectures: As every year, students like the combination of various means of teaching, such as the use of blackboard, powerpoint slides and the tablet used to ease the presentation of complex drawings. They think that the switching among these means, keeps them motivated and awake during the lecture classes. Students liked the use of OneNote to draw complicated waveforms and also the initiative to upload the drawings as pdfs on Blackboard. This is less time consuming for them and also allows the student to focus on the screen. The pace of the lecture was good and the students appreciated that the lecturer kept the breaks as planned without exceeding the times durations of each. All in all, the student think that even though the course itself is very challenging and requires multidisciplinary background knowledge, their understanding reached a sufficiently good level.</li><li>Tutorials: This academic year has been the fifth time that tutorial classes were organized in the course. The tutorials are connected to the lectures and they mainly contain numerical problems chosen from the textbook. Students think that the tutorials contained a good mix of easy and challenging problems and they found them useful for their further preparation for the course. The tutor (Andreas Giannakis) was very good and well-prepared, and he organized high-quality tutorial classes. However, many students would like to have more problems with solutions uploaded on Blackboard in order to practice at home for understanding the concept in depth. This was implemented by the teaching team by developing extra numerical problems and voluntary assignments during the semester.</li><li>Lab exercises: Students like the lab sessions and they think that the lab exercises are very useful to understand the theory better. The amount of lab preparation work was found to be good in size, as happened in the last years. The practical approach of power electronics during the lab classes was appreciated by the students and they helped them materialize their theoretical knowledge into more practical problems. In H2020, the new and modern lab setups were used for the second time and students seemed to enjoy being in the lab and perform the various practical tasks. The new setups make the students feel more motivated and enthusiastic when working in the lab, regardless of the strict COVID-19 restrictions.</li><li>Semester project: The project work was running for the fifth time this year (H2020). Students like the project idea and especially they recognize the main objective of the project that focuses on filling the gap between theory and practical design and implementation of power electronic converters. They like that the project is graded and contributes to the final grade of the course at 25%. However, the students found the project to be heavy and very demanding. On the other hand, students like the schedule of the introductory lecture and they would appreciate a second lecture too. The amount of Q&amp;A sessions were sufficient and the assistants helped the students to understand the project and to clarify several issues. The inexperience of some students on controller design has created frustration to the students, but this is also appreciated by the majority of the students since they have learned something new. After the completion of the project students feel more skilled on design realistic power electronic components and converters.</li></ul> Students' motivation and effort:Based on the interactions with the students at various occasions, it seems that they are very motivated and engaged with the course. This is partly due to the heave workload that requires a significant commitment to the course and partly due to the importance of power electronics in various other courses and later in their professional careers. During the lectures, the tutors observed a participation of approximately 70 students physically and approximately 15-20 digitally, which are both high percentages. Along with this, students attended the digital Q&amp;A sessions for the project work, while they regularly dropped by our offices for questions and clarifications. Learning environment:Auditoriums KJL2 and S6 are very good venues for lecturing, while the video and sound facilities also operate well and efficiently. The acoustic is good. Panapto was used for live streaming and recording of lecture and tutorial sessions. Overall, it is a stable software; however, the delay in the streaming impose difficulties in the real-time communication and interaction with students following the course online. Moreover, Panopto crashed twice during lectures, which created frustration, but these issues have been solved.

In the TET4190 power electronics course the assessment form contains a final, digital written examination (75%) and the evaluation of the semester project report (25%). In addition to these, the students' performance is also assessed through a lab report, which does not contribute to the final grading. The learning outcome of the course and the corresponding assessment form for each of these are summarized as shown below: After completing the course, the student will- have an in-depth understanding of the theory of electrical energy conversion using power electronic systems that perform AC/DC, DC/DC or DC/AC conversion, including applications within renewable energy, energy saving and industrial applications. (Written exam and lab report)- understand operating principles and modulation strategies for single-phase and three phase diode rectifiers, thyristor-based converters, as well as, switch-mode DC/DC power electronic converters and DC/AC inverters. (Written exam and lab report)- understand advanced modeling and control of power electronic converters. (Project report)- be able to identify the most important design parameters and to recognize the impact of operating parameters on the planning and use of power electronic converters in the existing and future electric power grid infrastructure, and in industrial installations. (Project report and lab report) The distribution of the final grades is as follows (134 students participated in the final exam):A: 12B: 31C: 43D: 27E: 2F: 19

Mappevurdering gir grunnlag for sluttkarakteren i emnet. I mappen inngår skriftlig eksamen 55%, prosjektarbeid med presentasjon 25% og øvinger 20%. Resultatet for delene angis i %-poeng, mens sensur for hele mappen (sluttkarakteren) angis med bokstavkarakter. Øvingene består av 4 øvinger som teller 5% hver. Øvingene er frivillige, og teller bare i positiv retning. I tilfelle øvingene ikke gjennomføres eller gir dårligere resultat enn avsluttende eksamen og prosjekt, vil sluttkarakteren settes på grunnlag av skriftlig eksamen (75%) og prosjektarbeid (25%).
Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.
Dersom studenten også etter utsatt eksamen har sluttkarakteren F/ikke-bestått, må studenten gjenta alle tellende delvurderinger neste studieår.
Tillatt hjelpemiddel på eksamen, hjelpemiddelkode D: Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt. I tillegg er kalkulator Casio fx-991EX godkjent.


Omforming, styring og regulering av elektrisk energi med halvlederelementer. Analysemetoder, modellering, simulering og konstruksjon av kraftelektronikk omformere. 

Valg av omformertopologier, krafthalvledere og passive komponenter.

Bærekraftige energiteknologier som vindkraft, solkraft, bølgeenergi og brenselcelle beskrives, og det påpekes nødvendigheten av kraftelektronikk for at disse kan tas i bruk. 

Industrielle anvendelser som likestrøm kraftforsyning, nødstrømsforsyning og induksjonsoppvarming. Kraftelektronikk for overføring, distribusjon og regulering i framtidens energisystem med smart-grid funksjonalitet behandles.  

Mohan, Undeland, Robbins: Power Electronics: Converters, Applications and Design. 3rd  Edition. John Wiley & Sons, 2003. Forelesningsnotater.

Kunnskap:
Etter gjennomført emne skal studenten:
- ha inngående kunnskap om teori om kraftelektronisk energiomforming for AC/DC, DC/DC eller DC/AC omforming, inklusiv anvendelser innenfor fornybar energi, energisparing og industrielle anvendelser.
- forstå driftsprinsipper og moduleringsstrategier for enfase og trefase diode likerettere, tyristorbaserte omformere, og switch-mode DC/DC kraftelektroniske omformere og DC/AC invertere.
- forstå avansert modellering og styring av kraftelektroniske omformere.
- kunne indetifisere de viktigste design parameterne og forstå innvirkningen av driftsparametere på planlegging og bruk av kraftelektroniske omformere i eksisterende og fremtidig infrastruktur for elektrisk energi, både i kraftnett og i industrielle installasjoner.

Ferdigheter:
Etter gjennomført emne kan studenten:
- definere og analysere kraftelektroniske omformere for AC/DC, DC/DC og DC/AC omforming.
- modellere og simulere de elektriske, termiske og elektromagnetiske egenskapene til kraftelektroniske systemer ved hjelp av avansert kretsanalyse og simuleringsverkøy. 
- konstruere kraftelektroniske omformere med høy driftssikkerhet og energieeffektivitet.
- analysere enfase og trefase diode likerettere, tyristorbaserte omformere og switch-mode DC/DC kraftelektroniske omformere og DC/AC invertere.
- bruke sine kunnskaper til planlegging og drift av kraftelektroniske omformere i vårt nåværende og fremtidige energisystem og industrielle anlegg.
- bruke instrumenter og utstyr i laboratoriet.

Generell kompetanse:
Etter å ha gjennomført emnet skal kanidaten ha økt sine evner til:
- samarbeid og tverrfaglig samhandling. 
- å kommunisere effektivt både overfor fagfolk og ikke-spesialister ved hjelp av rapporter og presentasjoner. 
- å bidra til nytenking og innovasjonsprosesser. 


Teknologiske fag

Innovative Sustainable Energy Engineering (Nordic Master's Programme)

Electric Power Engineering (Master's Programme)

Sustainable Energy (Master's Programme)

Energi og miljø - masterstudium (2-årig)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(9872)/FieldValuesAsText

Kraftelektronikk - TET4190