| Language of instruction : English |
| Credits: 6,0 | | | | Period: semester 2 (6sp)  | | | | | 2nd Chance Exam1: Yes | | | | | Final grade2: Numerical |
| | | Exam contract: not possible |
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Sequentiality
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Mandatory sequentiality bound on the level of programme components
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Group 1 |
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Following programme components must have been included in your study programme in a previous education period
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Electrical machines (5545)
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6.0 stptn |
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Or group 2 |
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Following programme components must have been included in your study programme in a previous education period
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Electrical machines (4061)
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5.0 stptn |
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The student knows the operation of the transformer, DC motor and induction motor and can draw up the equivalence circuit for these electric machines.The student can calculate the mechanical forces due to friction, weight, acceleration and can translate these forces into potential energy, kinetic energy, mechanical energy and efficiency.
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Motivation: Education in Electric drives is essential in the formation of engineers as it equips them with a systematic approach to navigate the complexity and wide-ranging applications of drive systems. In an era where drive systems are becoming increasingly intricate, including motors, control mechanisms, and system integration, a structured understanding is crucial. This course provides students with the tools and knowledge to analyze, design, and implement drive systems effectively, fostering a systematic mindset applicable across various engineering disciplines. By emphasizing a systematic approach, the course enables students to identify and address challenges, optimize system efficiency, and ensure reliable operation. Moreover, it prepares them to stay at the forefront of technological advancements in motor technology, power electronics, and control techniques. With this comprehensive understanding, students are well-equipped to make informed decisions, troubleshoot problems, and contribute to ongoing research and innovation in drive systems.
Lectures (12 x 2u): 1. Rehearsal ELMA Industrial applications of electric drives. Structure and general properties of an electric propulsion system General aspects of electric drives (structure, motor types, load types, influence of the environment, etc) Sizing of electric drives 2. Regulated DC drives Independently excited and permanent magnet DC motor: construction characteristics, etc Control of a DC motor Regulated one-quadrant drive, powered from AC mains Two- and four-quadrant operation, powered from AC mains Power supply from a DC mains 3. Power conversion in Drives Power electronics components Basic circuits for rectification and alternating, DC-DC converters, alternating current choppers. Power supply units and brake units Components for determining rotor speed and position 4. AC drives: Induction machines - Scalar control: subsynchronous cascade control, U/f control, field weakening - Derivation and implementation of field orientation and direct torque control (DTC) Synchronous machine types - Synchronous machines with emphasis on permanent magnet machines with sinusoidal drive - Brushless DC machine - Switched reluctance machine - Stepper motors 5. Applications Selection of applications, applied to the resp. machine types: electric transport (hybrid and electric vehicles, trains), electric energy production (variable speed wind turbines), robotics
Exercises (6 x 2u): Self-study with exercices based on lectures and labs.
Labo's (6 x 3u): - Testing with Induction machine - Testing with stepmotor - Harmonic Analysis - PCB design and assembly considerations - Soldering and Assembly of own drive - Testing of own drive
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Lecture ✔
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Practical ✔
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Small group session ✔
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Group work ✔
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Report ✔
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Semester 2 (6,00sp)
| Evaluation method | |
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| Written evaluation during teaching period | 40 % |
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| Transfer of partial marks within the academic year | ✔ |
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| Written exam | 60 % |
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| Multiple-choice questions | ✔ |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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Learning outcomes Bachelor of Engineering Technology
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- EC
| EC1 - The holder of thedegreepossesses general scientific and technological application-oriented knowledge of the basic concepts, structures and coherence of the specific domain. | | | - DC
| EM 1.1 The student has knowledge of signal processing and system modelling. | | | | - BC
| De student kent het equivalent schema van verschillende elektrische machines.
De student kent de verschillende factoren die bijdragen tot het rendement van een systeem of meer specifiek tot het rendement van een inductiemotor.
The student k nows the equivalent scheme of different electrical machines.
The student knows the different factors that contribute to the efficiency of a system or more specifically to the efficiency of an induction motor. | | | - DC
| 1.5 The student knows the basic laws of electrical engineering in the field of electrodynamics and -statics, electromagnetism, one- and three-phase alternating current. | | | | - BC
| De student kent de basis elektrische machines behandeld onder ELMA (2ba) of TELTS (SCH) en breidt deze kennis uit met de opbouw, de werking en de aansturing voor de stappenmotor en reluctantie-motor.
De student kent de werking van een gelijkrichte r en kent de gevolgen voor harmonische vervuiling.
De student kent de werking van een inverter voor de aansturing van e en inductiemotor, BLDC-motor, stappenmotor en synchroonmotor.
De student kent de werking en implementatie van U/f-regel ing en FOC (vectorsturing).
The student knows the basic electrical machines treated under ELMA (2ba) or TELTS (SCH) and e xpands this knowledge with the construction, operation and control of the stepper motor and reluctance motor.
The stude nt knows how a rectifier works and knows the consequences for harmonic pollution.
The student knows how an inverter wor ks to control an induction motor, BLDC motor, stepper motor and synchronous motor.
The student knows the operation and implementation of U/f control and FOC (vector control). | | | - DC
| EM 1.8 The student has advanced knowledge of the key concepts of strength learning and knowledge of the functional operation of common machine parts and mechanisms. | | | | - BC
| De student kan de basisgegevens van een aandrijflijn vertalen in koppels en toerentallen voor de selectie van de gewenste reduct or en motor voor de aandrijflijn.
The student can translate the basic data of a powertrain into torques and speeds for th e selection of the desired gearbox and motor for the powertrain. | - EC
| EC2 - The holder of thedegreepossesses general scientific and discipline-related engineering-technical insight in the basic concepts, methods, conceptual frameworks and interdependent relations of the specific domain. | | | - DC
| EM 2.1 The student has insight into the processing of signals and the modelling of systems. | | | | - BC
| De student kan de meetgegevens voor een inductiemotor vertalen in een equivalent schema en begrijpt de beperkingen van dit equiv alent schema voor het moduleren van deze inductiemotor.
The student can translate the measurement data for an induction m otor into an equivalent scheme and understands the limitations of this equivalent scheme for modulating this induction motor. | | | - DC
| 2.5 The student understands the basic laws of electrical engineering in the field of electrodynamics and -statics, electromagnetism, one- and three-phase alternating current. | | | | - BC
| De student begrijpt de werking en onderscheid tussen verschillende type motoren.
De student kan de voor- en nadelen van U/f of FOC verklaren en duiden i.f.v. de toepassing.
De student begrijpt het verschil in implementatie tussen U/f-rege ling en FOC en het verschil in eigenschappen van het gestuurde systeem.
De student begrijpt dat de GR en PWM-signalen z orgen voor EMC en kan de oorzaak en oplossingen verklaren en motiveren.
The student understands the operation and distinc tion between different types of engines.
The student can explain and indicate the advantages and disadvantages of U/f o r FOC depending on the application.
The student understands the difference in implementation between U/f control and FO C and the difference in properties of the controlled system.
The student understands that the GR and PWM signals cause EMC and can explain and motivate the cause and solutions. | - EC
| EC5 - The holder of thedegreecan analyse unknown, domain-specific problems, subdivide them, structure them logically, determine the preconditions and interpret the data scientifically. | | | - DC
| EM 5.2 The student can analyse an industrial electrical installation and an electrical power train. | | | | - BC
| De student kan op basis van een beschrijving en specificaties van een elektrische aandrijflijn de juiste reductor en motor selec teren.
De student kan op basis van een beschrijving en specificaties van een elektrische aandrijflijn de vermogensturin g selecteren en dimensioneren.
The student can select the right gear unit and motor based on a description and specificat ions of an electric powertrain.
The student is able to select and dimension the power control based on a description an d specifications of an electric powertrain. | - EC
| EC6 - The holder of thedegreecan select and use adequate solution methods to solve unknown, domain-specific problems and can work methodologically and make solid design choices. | | | - DC
| EM 6.2 The student can design an industrial electrical installation and an electrical power train. | | | | - BC
| De student kan op basis van een geselecteerd reductor, motor en vermogensturing de volledige elektrische aandrijflijn doorrekene n en dimensioneren.
The student is able to calculate and dimension the complete electric powertrain based on a selected g earbox, motor and power control. | - EC
| EC7 - The holder of thedegreecan use the selected methods and tools innovatively to systematically implement domain-specific solutions and designs while being aware of practical and economic conditions and company-related implications. | | | - DC
| EM 7.2 The student can validate (parts of) an industrial electrical installation or electric power train using appropriate software tools and implement them in a lab context. | | | | - BC
| De student kan verschillende labo-opstellingen opstarten, na-meten en de meetresultaten verklaren.
De student kan op ba sis van de meetresultaten de werking van de vermogensturing verklaren.
The student can start up different lab setups, mea sure them afterwards and explain the measurement results.
The student can explain the operation of the power control ba sed on the measurement results. | - EC
| EC9 - The holder of thedegreecan communicate with colleagues in oral and in written form (including in a graphical way) about domain-specific aspects in suited language making use of apt terminology. | | | - DC
| 9.1 The student is able to communicate in writing in a correct, structured and appropriate manner in languages relevant to their field of study. | | | | - BC
| De student kan zijn labo-metingen en de verwerking van deze meetresultaten correct weergegeven in een verslag.
De stude nt kan de berekening, dimensionering en de controle van een elektrische aandrijflijn correct weergeven in een verslag en de rele vante resultaten weergeven in het besluit van dit verslag.
The student can correctly display his lab measurements and the processing of these measurement results in a report.
The student can correctly represent the calculation, dimensioning and control of an electric powertrain in a report and present the relevant results in the conclusion of this report. | - EC
| EC12 - The holder of thedegreecan act application-oriented and goal-driven and can act academically and professionally with the necessary perseverance and with eye for realism and efficiency, showing a research-oriented attitude towards lifelong learning. | | | - DC
| 12.1 The student has an open attitude to learn from experience, feedback and mistakes. | | | | - BC
| De student kan projectmatig werken met oog voor efficiëntie, praktische oplossing en verliest de randvoorwaarden niet uit het oo g (formatief, niet expliciet geëvalueerd).
De student kan via opzoekingswerk correcte data verzamelen en is op zoek naa r inzicht in het probleem (levenslang leren) (formatief, niet expliciet geëvalueerd).
The student can work on a project b asis with an eye for efficiency, practical solutions and does not lose sight of the preconditions (formative, not explicitly eva luated).
The student can collect correct data through research and is looking for insight into the problem (lifelong le arning) (formative, not explicitly evaluated). |
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Bridging Programme Engineering Technology
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- EC
| EC1 - The bachelor in industrial sciences possesses general scientific and technological application-oriented knowledge of the basic concepts, structures and coherence of the specific domain. | | | - DC
| 1.1 The student knows the basic chemical concepts, symbols, structural formulas and reactions of molecules. | | | | - BC
| The student knows the equivalent scheme of different electrical machines.
The student knows the different factors that contribute to the efficiency of a system or more specifically to the efficiency of an induction motor. | | | - DC
| 1.5 The student knows the basic laws of electrical engineering in the field of electrodynamics and -statics, electromagnetism, one- and three-phase alternating current. | | | | - BC
| The student knows the basic electrical machines treated under ELMA (2ba) or TELTS (SCH) and expands this knowledge with the cons truction, operation and control of the stepper motor and reluctance motor.
The student knows how a rectifier works and knows the consequences for harmonic pollution.
The student knows how an inverter works to control an induction motor, B LDC motor, stepper motor and synchronous motor.
The student knows the operation and implementation of U/f control and F OC (vector control). | | | - DC
| 1.8 The student knows the various internal material structures, material properties, design techniques and product properties. | | | | - BC
| The student can translate the basic data of a powertrain into torques and speeds for the selection of the desired gearbox and mo tor for the powertrain. | - EC
| EC2 -The bachelor in industrial sciences possesses general scientific and discipline-related engineering-technical insight in the basic concepts, methods, conceptual frameworks and interdependent relations of the specific domain. | | | - DC
| 2.1 The student has insight into the basic chemical concepts, structural formulas, characteristics and reactions of molecules. | | | | - BC
| The student can translate the measurement data for an induction motor into an equivalent scheme and understands the limitations of this equivalent scheme for modulating this induction motor. | | | - DC
| 2.5 The student understands the basic laws of electrical engineering in the field of electrodynamics and -statics, electromagnetism, one- and three-phase alternating current. | | | | - BC
| The student understands the operation and distinction between different types of motors.
The student can explain and in dicate the advantages and disadvantages of U/f or FOC depending on the application.
The student understands the differe nce in implementation between U/f control and FOC and the difference in properties of the controlled system.
The studen t understands that the GR and PWM signals cause EMC and can explain and motivate the cause and solutions. | - EC
| EC5 -The bachelor in industrial sciences can analyse unknown, domain-specific problems, subdivide them, structure them logically, determine the preconditions and interpret the data scientifically. | | | - DC
| 5.2 The student can translate application-oriented tasks into a ''known unknown formula'' structure. | | | | - BC
| The student can select the right gear unit and motor based on a description and specifications of an electric powertrain.
The student is able to select and dimension the power control based on a description and specifications of an electric powert rain. | - EC
| EC6 -The bachelor in industrial sciences can select and use adequate solution methods to solve unknown, domain-specific problems and can work methodologically and make solid design choices. | | | - DC
| 6.2 The student can implement the chosen solution method correctly. | | | | - BC
| The student is able to calculate and dimension the complete electric powertrain based on a selected gearbox, motor and power control. | - EC
| EC7 -The bachelor in industrial sciences can use the selected methods and tools innovatively to systematically implement domain-specific solutions and designs while being aware of practical and economic conditions and company-related implications. | | | - DC
| 7.2 The student can use technical aids such as calculators, measuring devices and software. | | | | - BC
| The student can start up different lab setups, measure them afterwards and explain the measurement results.
The student can explain the operation of the power control based on the measurement results. | - EC
| EC9 -The bachelor in industrial sciences can communicate with colleagues in oral and in written form (including in a graphical way) about domain-specific aspects in suited language making use of apt terminology. | | | - DC
| 9.1 The student is able to communicate in writing in a correct, structured and appropriate manner in languages relevant to their field of study. | | | | - BC
| The student can correctly display his lab measurements and the processing of these measurement results in a report.
The student can correctly represent the calculation, dimensioning and control of an electric powertrain in a report and present the relevant results in the conclusion of this report. | - EC
| EC12 -The bachelor in industrial sciences can act application-oriented and goal-driven and can act academically and professionally with the necessary perseverance and with eye for realism and efficiency, showing a research-oriented attitude towards lifelong learning. | | | - DC
| 12.1 The student has an open attitude to learn from experience, feedback and mistakes. | | | | - BC
| The student can work on a project basis with an eye for efficiency, practical solutions and does not lose sight of the precondit ions (formative, not explicitly evaluated).
The student can collect correct data through research and is looking for in sight into the problem (lifelong learning) (formative, not explicitly evaluated). |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
| Offered in | Tolerance3 |
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3rd year Bachelor Bachelor of Engineering Technology - Electromechanical Engineering Technology - optie Automation
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3rd year Bachelor Bachelor of Engineering Technology - Electromechanical Engineering Technology - optie Energy
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Bridging programme Electromechanical Engineering Technology optie automatisering - deel 3
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Bridging programme Energy Engineering Technology - deel 3
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Exchange Programme Engineering Technology
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1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.15.1, section 3. |
3 Education, Examination and Legal Position Regulations art.16.9, section 2.
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