POWER ELECTRONICS Program File

Content:-

1- Program conceptual model

2- Course one:-

2.1 Data statistics of the basic knowledge /design skills

2.1.1 Analysis of the exciting courses contents and the gained skills
2.1.2 Compare the gained key points with that gained in the advanced international
universities.
2.1.3 Design, distribute, collect, and analyze a questionnaire for undergraduates,
recent graduates, academic staff, and industrial supervisors to identify their opinions
about the required knowledge/design skills for the selected program.

2.1.3.1 Pre-questionnaire for 3rd year power and

machine section, 3rd year electronics and
communication section, and 4th year power and machine
section about power electronics course

2.1.3.2 Analysis of the pre-questionnaire to

identify the 3rd year electronics and communications
student’s opinions about power electronics program.

2.1.3.3 Analysis of the pre-questionnaire to

identify the 3rd year power and machine student’s
opinions about power electronics program.

2.1.3.4 Analysis of the pre-questionnaire to

identify the 4th year power and machine student’s
opinions about power electronics program.

2.1.3.5 Analysis of the pre-questionnaire to

identify the industrial societies engineer’s
opinions about power electronics program.

2.2 New framework matrix

2.3 Syllabus
2.4 Course Objective
2.5 Experts Evaluations

3- Course two:-

3.1 Data statistics of the basic knowledge /design skills

2.1.1 Analysis of the exciting courses contents and the gained skills
2.1.2 Compare the gained key points with that gained in the advanced
international universities.
2.1.3 Design, distribute, collect, and analyze a questionnaire for
undergraduates, recent graduates, academic staff, and industrial supervisors
to identify their opinions about the required knowledge/design skills for the
selected program.

3.2 New framework matrix

3.3 Syllabus

3.4 Course Objective

3.5 Experts Evaluations

4- Course three:-

4.1 Course Objective

4.2 Syllabus

4.3 Data statistics of the basic knowledge /design skills

4.3.1 Questionnaire for industrial society trainers
about power electronics course

4.3.2 Statistics of the Questionnaire for industrial

society trainers about power electronics course.

4.4 Experts Evaluations

1. Conceptual Model

2
 A. Power Electronics Program:

Power Electronics (PE) is one from the important topics for electrical engineering
since 1960, where the revolution of industry stated on using power converters in
most of their applications, such as motor speed control, control systems, power
quality, batteries storage, telecommunication and computer applications, power
supplies, etc. More than 30% of the electrical industrial cost is going to the power
electronics technology. Because of these factors, we are very interested to prepare
a unit for training expert people on Power electronics design technologies.

In the undergraduate program, Power electronics contains two courses in power &
machines section, one course in the electronic & communication section and one
course in the control & computer section. Moreover, in graduate level, a short course
on power electronics will be offered for electrical engineering.

 Power Electronics Course

This course is offering for third year students in the power& machine and
Electronics& communication sections in the second term.
The main areas of power electronics engineering include:
Electronic devices (like diodes and transistors), Control and regulation, and Power
converter circuit design and work with various topologies for converter circuits.
The aimed design skills are to transfer the high capability of selecting the circuit
components and how to arrange the design steps to save the time, money and effort.

 Electric Machinery Speed Control Course

This course is offering for last year students in the power& machine section in the
second term.

The main base knowledge of this course includes motor speed and torque control
systems for most adjustable speed drives starting with SCR and TRIAC converters
that have been dominated in the past thirty years, but are being supplanted rapidly by
converters based on IGBTs. The next step in motor control was the inverter, to allow
ac machines to replace dc motors. With the invention of the IGBT, three-phase
inverter for high power motor applications became practical. At present, motor
inverters based on IGBTs are quickly taking the place of all other motor drive circuits.

3
 The aimed design skills are to transfer the high capability of choosing the suitable
converter circuit for each application and requirements through understanding the
accurate practical performance and how to design them.

 Power Electronics Training Short Course

A new short course will be prepared for electrical engineers to raise their capability of
design. The training course will introduce an overview about the basic knowledge of
power supply and dc & Ac drives. Then, concentrated training on using CAD tools for
power supply design using OrCad and Dc drives using Matlab Software.
- Power supplies and their design- Orcad software
- DC Drives- Matlab.

-------------------------------------------------------------------------------------------------------------
The program mission and goal are to teach in the Industrial and Power Electronics
domains. CAD tools shall be used for teaching to allow a good understanding of the
structures. For the teaching activities, these targets are purchased:
• Orientating of the current undergraduate courses in the area of PE.
• Adaptation of courses in the direction of more methodologies considerations,
including the evaluation and implementation of new teaching tools.
• Training courses in coordination with associated labs.

Used CAD tools:

OrCAD Pspice
MATLAB

Due dates:-
Power electronics course for third year: Jan 31, 2006.
Electric Machinery Speed Control for fourth year: March 31, 2006.
Power Electronics Training Short Course: April 30, 2006.

2. Course one,
(Power Electronics for third year students, 2nd term)

4
2.1 Data statistics of the basic knowledge /design skills

2.1.1.Analysis of the exciting course and determine the

key points of taught knowledge:-

The actual course studies these subjects:-

 Introduction to power electronics, power diodes, thyristors:
construction, characteristics-application in rectifier circuits.
 Rectifier Diode circuits in single-phase and three-phase.
 Firing circuits,
 Power transistors as switches,
 Phase shift controls,
 Phase controlled rectifiers-static switches,
 UPS systems.

This course introduce multi subjects for the third year students about power
electronics and their applications, however it did not prepare the student to fully
design a power electronics circuit. Also, it needs to introduce the on-line topics
and how to transfer the feeling of the actual using for power electronics in real
industry.

References:
-Bose, B.K., Power Electronics and AC Drives, Prentice Hall, 1986.
-Mohan, N., Undeland, T.M. and Robbines, W.P., Power Electronics: Converters,
Applications and Design, John Wiley and Sons Inc., 1990.
-Rashid, M.H., Power Electronics, Circuits, Devices And Applications, Prentice
Hall, 1995.

The gained skills are:

How to choose poly phase uncontrolled rectifier circuits,
Single phase half-wave controlled rectifier, and
Thyristor firing circuits design

2.1.2.Compare these key points with that gained in the

courses taught in the advanced international
universities.

Based on the courses taught in the international universities, power electronics is

taught in three courses, one for basic and another two advanced courses. The main
topics have a vital change of the selected topics which is applied these days. Also,
the way of teaching is different. The course has to be taught with forcing the
student sight into the real application used in the advanced companies. Therefore
and based on the IEEE recommendations, the power electronics course can be
taught as to graduate a power electronics engineering know these items:

1. What is Power Electronics?

5
The answer is: Power electronics is everywhere you look. For example, power
electronics is used in computers, automobiles, telecommunications, space systems
and satellites, motors, lighting, and alternative energy (like solar and wind).

2. What does a Power Electronics engineer do?

The main areas of power electronics engineering and research include:
Electronic devices (like diodes and transistors),
Control and regulation,
Power converter circuit design and work with various topologies for converter
circuits,
Magnetic components (such as transformers and inductors),
Electronic circuit packaging and manufacturing, and
Control of electrical motors,

Therefore, the proposed syllabus for the basic power electronics course is:-

-Introduction to power electronics and their applications and elements,

-The theory of equilibrium for converters:
- Principles of Steady State Converter Analysis,
- Steady-State Equivalent Circuit Modeling, Losses, and Efficiency,
- Switch Realization,
- The Discontinuous Conduction Model, and
- Converter Circuits,
- Converter dynamics and control:
- AC Equivalent Circuit Modeling,
- Converter Transfer Functions, and
- Controller Design,
-Magnetics:
- Basic Magnetics Theory,
- Inductor Design, and
- Transformer Design,

2.1.3.Design, distribute, collect, and analyze a questionnaire for

undergraduates, recent graduates, academic staff, and
industrial supervisors to identify their opinions about the
required knowledge/design skills for the selected program.

6
 ‫‪2.1.3.1 Pre-questionnaire for 3rd year power and machine‬‬
‫‪section, 3rd year electronics and communication section,‬‬
‫‪and 4th year power and machine section about power‬‬
‫‪electronics course‬‬

‫‪CAD: Smart Future for Electrical Engineers‬‬

‫التصميم بمعاونة الحاسب‬
‫نحو مستقبل أفضل لمهندسى الكهرباء‬

‫‪:‬السم )اختياري(‬

‫‪:‬الفرقة‬

‫‪Power Electronic‬‬

‫هل درست فبما سبق مادة ‪ power Electronic‬؟‬ ‫‪.1‬‬

‫إلى حد ما‬ ‫ل‬ ‫نعم‬

‫هل ترى أنها مفيدة لك؟‬ ‫‪.2‬‬

‫إلى حد ما‬ ‫ل‬ ‫نعم‬

‫هل تشعر أن مادة ‪ Power Electronic‬تطبيقية أم نظرية؟‬ ‫‪.3‬‬

‫إلى حد ما تطبيقية‬ ‫نظرية‬ ‫تطبيقية‬

‫هل تجد علقاة بين دراستك لمقرر ‪ power Electronic‬و متطلبات سوق العمل ؟‬ ‫‪.4‬‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل تعرف ما مدى الخبرات المطلوبة من مهندس ال ‪Power Electronic‬؟‬ ‫‪.5‬‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫اذا كانت الجاابة نعم ما هى هذه الخبرات ؟‬

‫هل ترى صعوبة فى تطبيق دراستك النظرية مع العملية؟‬ ‫‪.6‬‬

‫إلى حد ما‬ ‫ل‬ ‫نعم‬

‫هل ترى ضرورة لتعلم برامج ‪ CAD tools‬لدراسة تصميم دوائر اللكترونيات الصناعية) ‪ (Power Electronic‬؟‬ ‫‪.7‬‬

‫‪7‬‬
 ‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل ترى أن تطبيق ال ‪ CAD tools‬فى مادة ‪ Power Electronic‬سوف يساعدك على الفهم بأسلوب عملى ؟‬ ‫‪.8‬‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل يؤدى تطبيق ال ‪ CAD tools‬فى دراستك لمقرر ال ‪ Power Electronic‬الى ثبات المعلومة أفضل فى‬ ‫‪.9‬‬
‫ذهنك؟‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل ترى أن التدريس بمعاونة الحاسب اللى يجعل الخريج أكثر كفاءة من نظيره الذى درس نفس المقررات‬ ‫‪.10‬‬
‫بالسلوب المعتاد ؟‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل ترى أن سوق العمل يحتاج الى مهندس يجيد ال ‪ CAD tools‬فى مجال ال ‪ Power Electronic‬؟‬ ‫‪.11‬‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل ترى أن تطبيق ال ‪ CAD tools‬فى دراسة مقرر ال ‪ Power Electronic‬يعنى أننا على نفس المستوى العالمى من‬ ‫‪.12‬‬
‫التطور و التقدم ؟‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫هل تشعر بأن دراستك للمقررات بأسلوب الشرح المعتاد باستخدام الطباشير أفضل من استخدام أسلوب العرض الفعال)‬ ‫‪.13‬‬
‫‪ (power point‬؟‬

‫الى حد ما‬ ‫ل‬ ‫نعم‬

‫أفضل أن يكون عرض المحاضرات باستخدام‬ ‫‪.14‬‬

‫العرض الفعال)‪(power point‬‬

‫الطباشير أو القالم‬

‫الثنين معا‬

‫عندما أستمع الى محاضرة باستخدام العرض الفعال)‪(power point‬‬ ‫‪.15‬‬

‫أجاد صعوبة فى الفهم و المتابعة‬

‫‪8‬‬
 ‫أجاد سهولة و يسر فى الستيعاب‬

‫ل أستطيع الفهم‬

:‫تعليقات‬

2.1.3.2 Analysis of the pre-questionnaire to identify the

3rd year electronics and communications student’s opinions
about power electronics program.

Students No.: 30

9
 ‫‪Arab Republic of Egypt‬‬
‫‪Ministry of Higher Education‬‬
‫)‪Project Management Unit (PMU‬‬
‫)‪Higher Education Enhancement Project Fund (HEEPF‬‬

‫صندوق مشروع تطوير التعليم العالى‬

‫مشروع رقم )‪(D-147-P2‬‬

‫الموضوع‪ :‬إحصائية عن أسئلة استفتاء مادة ‪Power Electronics‬‬

‫"الفرقة‪ :‬الثالثة "اتصالت و الكترونيات‬

‫‪ .1‬هل درست فيما سبق مادة ‪ Power Electronics‬؟‬

‫نعــم‬ ‫‪0.00%‬‬

‫ل‬ ‫‪30.00%‬‬

‫الى حد ما‬ ‫‪6.25%‬‬

‫غير محدد‬ ‫‪0.00%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬

‫‪ .2‬هل ترى أنها مفيدة لك؟‬

‫نعــم‬ ‫‪34.00%‬‬

‫ل‬ ‫‪28.00%‬‬

‫الى حد ما‬ ‫‪18.75%‬‬

‫‪19.00%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬

‫‪ .3‬هل تشعر أن مادة ‪ Power Electronics‬تطبيقية أم نظرية؟‬

‫‪28.00%‬‬
‫تطبيقية‬

‫نظرية‬ ‫‪16.00%‬‬
‫‪28.13%‬‬
‫الى حد ما تطبيقية‬
‫‪28.00%‬‬
‫غير محدد‬
‫‪ .4‬هل تجد علقة بين دراستك لمقرر ‪ Power Electronics‬و متطلبات سوق العمل؟‬
‫نعــم‬ ‫‪13.00%‬‬
‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬

‫ل‬ ‫‪22.00%‬‬

‫الى حد ما‬ ‫‪34.38%‬‬

‫‪31.00%‬‬
‫غير محدد‬
‫‪10‬‬
‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬
 ‫‪ .5‬هل تعرف ما مدى الخبرات المطلوبة من مهندس ال ‪ Power Electronics‬؟‬

‫نعــم‬ ‫‪0.00%‬‬

‫ل‬ ‫‪78.00%‬‬

‫الى حد ما‬ ‫‪12.50%‬‬

‫غير محدد‬ ‫‪9.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬ ‫‪0.9‬‬

‫‪ .6‬هل ترى صعوبة فى تطبيق دراستك النظرية مع العملية؟‬

‫نعــم‬ ‫‪53.00%‬‬

‫ل‬ ‫‪13.00%‬‬

‫الى حد ما‬ ‫‪31.25%‬‬

‫غير محدد‬ ‫‪3.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬

‫‪ .7‬هل ترى ضرورة لتعلم برامج ‪ CAD tools‬لدراسة تصميم دوائر اللكترونيات الصناعية) ‪ (Power Electronics‬؟‬

‫نعــم‬ ‫‪50.00%‬‬

‫ل‬ ‫‪6.00%‬‬

‫الى حد ما‬ ‫‪31.00%‬‬

‫غير محدد‬ ‫‪13.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬

‫‪ .8‬هل ترى أن تطبيق ال ‪ CAD tools‬فى مادة ‪ Power Electronics‬سوف يساعدك على الفهم بأسلوب عملي؟‬
‫نعــم‬ ‫‪41.00%‬‬

‫ل‬ ‫‪6.00%‬‬

‫الى حد ما‬ ‫‪31.00%‬‬

‫غير محدد‬ ‫‪22.00%‬‬

‫‪11‬‬
‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬
 ‫‪ .9‬هل يؤدى تطبيق ال ‪ CAD tools‬فى دراستك لمقرر ال ‪ Power Electronics‬إلى ثبات المعلومة أفضل فى ذهنك؟‬

‫نعــم‬ ‫‪44.00%‬‬

‫ل‬ ‫‪6.00%‬‬

‫الى حد ما‬ ‫‪34.00%‬‬

‫غير محدد‬ ‫‪16.00%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬ ‫‪0.5‬‬

‫‪ .10‬هل ترى أن التدريس بمعاونة الحاسب اللي يجعل الخريج أكثر كفاءة من نظيره الذي درس نفس المقررات بالسلوب المعتاد؟‬

‫‪84.00%‬‬
‫نعــم‬
‫ل‬ ‫‪0.00%‬‬

‫الى حد ما‬ ‫‪6.00%‬‬

‫‪9.00%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬ ‫‪0.9‬‬

‫‪ .11‬هل ترى أن سوق العمل يحتاج إلى مهندس يجيد ال ‪ CAD tools‬فى مجال ال ‪ Power Electronics‬؟‬

‫نعــم‬ ‫‪63.00%‬‬

‫ل‬ ‫‪3.00%‬‬

‫الى حد ما‬ ‫‪19.00%‬‬

‫غير محدد‬ ‫‪16.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬

‫‪ .12‬هل ترى أن تطبيق ال ‪ CAD tools‬فى دراسة مقرر ال ‪ Power Electronics‬يعنى أننا على نفس المستوى العالمي من‬
‫التطور و التقدم؟‬
‫نعــم‬ ‫‪16.00%‬‬

‫ل‬ ‫‪13.00%‬‬

‫الى حد ما‬ ‫‪53.13%‬‬

‫غير محدد‬ ‫‪16.00%‬‬

‫‪12‬‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬
 ‫‪ .13‬هل تشعر بأن دراستك للمقررات بأسلوب الشرح المعتاد باستخدام الطباشير أفضل من استخدام أسلوب العرض‬
‫الفعال)‪ (power point‬؟‬

‫نعــم‬ ‫‪19.00%‬‬

‫‪41.00%‬‬
‫ل‬
‫الى حد ما‬ ‫‪31.25%‬‬

‫غير محدد‬ ‫‪9.00%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬

‫‪ .14‬هل ترى أن عرض المحاضرات باستخدام العرض الفعال )‪ (power point‬يجذب انتباه الطالب؟‬

‫‪38.00%‬‬
‫نعــم‬
‫ل‬ ‫‪16.00%‬‬
‫‪37.50%‬‬
‫الى حد ما‬
‫غير محدد‬ ‫‪9.00%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬

‫‪ .15‬أفضل أن يكون عرض المحاضرات باستخدام‬

‫‪6.25%‬‬ ‫‪ -‬العرض الفعال)‪(power point‬‬

‫‪- 12.5‬‬ ‫‪%‬الطباشير أو القالم‬

‫‪- 71.88‬‬ ‫‪%‬الثنين معا‬
‫‪- 9.38‬‬ ‫‪%‬غير محدد‬

‫‪ .16‬عندما أستمع إلى محاضرة باستخدام العرض الفعال )‪(power point‬‬

‫‪- 31.25‬‬ ‫‪%‬أجاد صعوبة فى الفهم و المتابعة‬

‫‪- 46.88‬‬ ‫‪%‬أجاد سهولة و يسر فى الستيعاب‬

‫‪13‬‬
 - 0 ‫ل أستطيع الفهم‬%
- 21.88 ‫غير محدد‬%

2.1.3.3 Analysis of the pre-questionnaire to identify the

3rd year power and machine student’s opinions about power
electronics program.

Students No.: 40

Arab Republic of Egypt

Ministry of Higher Education
Project Management Unit (PMU)

Higher Education Enhancement Project Fund (HEEPF)

‫صندوق مشروع تطوير التعليم العالى‬

(D-147-P2) ‫مشروع رقم‬
Power Electronics ‫ إحصائية عن أسئلة استفتاء مقرر‬:‫الموضوع‬

.(‫ الثالثة )قوى والت‬:‫الفرقة‬

‫ ؟‬power Electronic ‫هل درست فيما سبق مادة‬ .16

‫نعــم‬ 2.50%
85.00%
‫ل‬
‫الى حد ما‬ 12.50%

‫غير محدد‬ 0.00%

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

‫هل ترى أنها مفيدة لك؟‬ .17

‫نعــم‬ 70.00%

‫ل‬ 10.00%

‫الى حد ما‬ 15.00%

‫غير محدد‬ 5.00%

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8

‫ تطبيقية أم نظرية؟‬Power Electronic ‫هل تشعر أن مادة‬ .18
27.50%
‫تطبيقية‬
‫نظرية‬ 15.00%

‫الى حد ما تطبيقية‬ 35.00%

‫غير محدد‬ 23.00%

14
0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4
 ‫هل تجد علقة بين دراستك لمقرر ‪ power Electronic‬و متطلبات سوق العمل ؟‬ ‫‪.19‬‬

‫نعــم‬ ‫‪52.50%‬‬

‫ل‬ ‫‪13.00%‬‬

‫الى حد ما‬ ‫‪30.00%‬‬

‫غير محدد‬ ‫‪5.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬

‫هل تعرف ما مدى الخبرات المطلوبة من مهندس ال ‪Power Electronic‬؟‬ ‫‪.20‬‬

‫نعــم‬ ‫‪5.00%‬‬
‫‪75.00%‬‬
‫ل‬
‫الى حد ما‬ ‫‪27.50%‬‬

‫غير محدد‬ ‫‪8.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫هل ترى صعوبة فى تطبيق دراستك النظرية مع العملية؟‬ ‫‪.21‬‬

‫‪82 .50%‬‬
‫نعــم‬ ‫‪.‬‬

‫ل‬ ‫‪3.00%‬‬

‫الى حد ما‬ ‫‪7.50%‬‬

‫‪8%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬ ‫‪0.9‬‬

‫نعــم‬ ‫لدراسة تصميم دوائر اللكترونيات الصناعية)‪ (Power Electronic‬؟‬

‫‪35.00%‬‬‫هل ترى ضرورة لتعلم برامج ‪CAD tools‬‬ ‫‪.22‬‬
‫ل‬ ‫‪28%‬‬

‫‪32.50%‬‬
‫الى حد ما‬
‫‪5%‬‬
‫غير محدد‬ ‫‪15‬‬
‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬
 ‫هل ترى أن تطبيق ال ‪ CAD tools‬فى مادة ‪ Power Electronic‬سوف يساعدك على الفهم بأسلوب عملى ؟‬ ‫‪.23‬‬

‫نعــم‬ ‫‪85 .00.%‬‬

‫ل‬ ‫‪0.00%‬‬
‫‪7.50%‬‬
‫الى حد ما‬
‫‪8%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬ ‫‪0.9‬‬

‫هل يؤدى تطبيق ال ‪ CAD tools‬فى دراستك لمقرر ال ‪ Power Electronic‬الى ثبات المعلومة أفضل فى ذهنك؟‬ ‫‪.24‬‬

‫نعــم‬ ‫‪72.50%‬‬

‫ل‬ ‫‪3%‬‬

‫‪10.00%‬‬
‫الى حد ما‬
‫‪15%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫هل ترى أن التدريس بمعاونة الحاسب اللى يجعل الخريج أكثر كفاءة من نظيره الذى درس نفس المقررات بالسلوب المعتاد ؟‬ ‫‪.25‬‬

‫نعــم‬ ‫‪80.00%‬‬

‫ل‬ ‫‪3%‬‬

‫‪7.50%‬‬
‫الى حد ما‬
‫‪10%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬ ‫‪0.9‬‬

‫نعــم‬ ‫‪65.00%‬‬
‫هل ترى أن سوق العمل يحتاج الى مهندس يجيد ال ‪ CAD tools‬فى مجال ال ‪ Power Electronic‬؟‬ ‫‪.26‬‬
‫ل‬ ‫‪0%‬‬

‫الى حد ما‬ ‫‪20.00%‬‬

‫‪15%‬‬ ‫‪16‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬

 ‫هل ترى أن تطبيق ال ‪ CAD tools‬فى دراسة مقرر ال ‪ Power Electronic‬يعنى أننا على نفس المستوى العالمى من‬ ‫‪.27‬‬
‫التطور و التقدم ؟‬
‫نعــم‬ ‫‪17.50%‬‬

‫ل‬ ‫‪15%‬‬
‫‪55.00%‬‬
‫الى حد ما‬
‫‪15%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬

‫هل تشعر بأن دراستك للمقررات بأسلوب الشرح المعتاد باستخدام الطباشير أفضل من استخدام أسلوب العرض الفعال ‪ ((power point‬؟‬ ‫‪.28‬‬

‫نعــم‬ ‫‪40.00%‬‬

‫ل‬ ‫‪33%‬‬

‫‪7 .50%‬‬
‫‪.‬‬
‫الى حد ما‬
‫‪10%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬

‫أفضل أن يكون عرض المحاضرات باستخدام‬ ‫‪.29‬‬

‫‪5%‬‬ ‫العرض الفعال)‪(power point‬‬

‫‪%12.5‬‬ ‫الطباشير أو القالم‬

‫‪%75‬‬ ‫الثنين معا‬

‫‪%7.5‬‬ ‫غير محدد‬

‫عندما أستمع الى محاضرة باستخدام العرض الفعال)‪(power point‬‬ ‫‪.30‬‬

‫‪17‬‬
 ‫‪%47.5‬‬ ‫أجاد صعوبة فى الفهم و المتابعة‬

‫‪%32.5‬‬ ‫أجاد سهولة و يسر فى الستيعاب‬

‫‪%5‬‬ ‫ل أستطيع الفهم‬

‫‪%17.5‬‬ ‫غير محدد‬

‫‪2.1.3.4 Analysis of the pre-questionnaire to identify the‬‬

‫‪4th year power and machine student’s opinions about power‬‬
‫‪electronics program.‬‬

‫‪Students No.: 62‬‬

‫‪Arab Republic of Egypt‬‬

‫‪Ministry of Higher Education‬‬
‫)‪Project Management Unit (PMU‬‬
‫)‪Higher Education Enhancement Project Fund (HEEPF‬‬
‫صندوق مشروع تطوير التعليم العالى‬
‫مشروع رقم )‪(D-147-P2‬‬
‫الموضوع‪ :‬إحصائية عن أسئلة استفتاء مقرر ‪Power Electronics‬‬
‫الفرقة‪ :‬الرابعة )قوى والت(‪.‬‬

‫‪1-‬هل درست فيما سبق مادة ‪ power Electronic‬؟‬

‫نعــم‬
‫‪96.77%‬‬
‫ل‬ ‫‪2%‬‬

‫الى حد ما‬ ‫‪0.00%‬‬

‫‪2%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.2‬‬ ‫‪0.4‬‬ ‫‪0.6‬‬ ‫‪0.8‬‬ ‫‪1‬‬ ‫‪1.2‬‬

‫‪2-‬هل ترى أنها مفيدة لك؟‬

‫‪71.00%‬‬
‫نعــم‬
‫‪5%‬‬
‫ل‬
‫الى حد ما‬ ‫‪24.19%‬‬

‫غير محدد‬ ‫‪0%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫تطبيقية‬ ‫‪43.55%‬‬

‫نظرية‬ ‫‪13%‬‬
‫‪3-‬هل تشعر أن مادة ‪ Power Electronic‬تطبيقية أم نظرية؟‬
‫الى حد ما تطبيقية‬ ‫‪37.10%‬‬

‫غير محدد‬ ‫‪6%‬‬

‫‪18‬‬
‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬ ‫‪0.5‬‬
 ‫‪4-‬هل تجد علقة بين دراستك لمقرر ‪ power Electronic‬و متطلبات سوق العمل ؟‬
‫نعــم‬ ‫‪67.74%‬‬

‫ل‬ ‫‪10.00%‬‬

‫‪22.58%‬‬
‫الى حد ما‬
‫‪0.00%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫‪ .5‬هل تعرف ما مدى الخبرات المطلوبة من مهندس ال ‪Power Electronic‬؟‬

‫نعــم‬ ‫‪6 .45.%‬‬

‫ل‬ ‫‪74%‬‬

‫الى حد ما‬ ‫‪19.35%‬‬

‫غير محدد‬ ‫‪0.00%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫‪ .6‬هل ترى صعوبة فى تطبيق دراستك النظرية مع العملية؟‬

‫نعــم‬ ‫‪48.39%‬‬

‫ل‬ ‫‪19%‬‬
‫‪29.03%‬‬
‫الى حد ما‬
‫غير محدد‬ ‫‪1%‬‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬

‫‪ .7‬هل ترى ضرورة لتعلم برامج ‪ CAD tools‬لدراسة تصميم دوائر اللكترونيات الصناعية)‪ (Power Electronic‬؟‬

‫‪33.87 %‬‬
‫نعــم‬
‫ل‬ ‫‪29%‬‬
‫‪37.00%‬‬
‫الى حد ما‬
‫غير محدد‬ ‫‪1%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬

‫‪ .8‬هل ترى أن تطبيق ال ‪ CAD tools‬فى مادة ‪ Power Electronic‬سوف يساعدك على الفهم بأسلوب عملى ؟‬

‫‪19‬‬
 ‫نعــم‬ ‫‪27 .42%‬‬

‫ل‬ ‫‪32%‬‬
‫‪37.10%‬‬
‫الى حد ما‬
‫غير محدد‬ ‫‪3%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬

‫‪ .9‬هل يؤدى تطبيق ال ‪ CAD tools‬فى دراستك لمقرر ال ‪ Power Electronic‬الى ثبات المعلومة أفضل فى ذهنك؟‬

‫نعــم‬ ‫‪21.00%‬‬

‫ل‬ ‫‪31%‬‬
‫‪37.10%‬‬
‫الى حد ما‬
‫غير محدد‬ ‫‪10%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬

‫‪ .10‬هل ترى أن التدريس بمعاونة الحاسب اللى يجعل الخريج أكثر كفاءة من نظيره الذى درس نفس المقررات بالسلوب‬
‫المعتاد ؟‬

‫نعــم‬ ‫‪51.61%‬‬

‫ل‬ ‫‪21%‬‬

‫الى حد ما‬ ‫‪16.13%‬‬

‫‪10%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬

‫‪ .11‬هل ترى أن سوق العمل يحتاج الى مهندس يجيد ال ‪ CAD tools‬فى مجال ال ‪ Power Electronic‬؟‬

‫نعــم‬ ‫‪38.71%‬‬

‫ل‬ ‫‪19%‬‬

‫الى حد ما‬ ‫‪29.03%‬‬

‫غير محدد‬ ‫‪11%‬‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬

‫‪20‬‬
‫‪ .12‬هل ترى أن تطبيق ال ‪ CAD tools‬فى دراسة مقرر ال ‪ Power Electronic‬يعنى أننا على نفس المستوى العالمى من‬
‫التطور و التقدم ؟‬

‫نعــم‬ ‫‪58.06%‬‬

‫ل‬ ‫‪13%‬‬

‫‪17.74%‬‬
‫الى حد ما‬
‫‪10%‬‬
‫غير محدد‬
‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬

‫‪ .13‬هل تشعر بأن دراستك للمقررات بأسلوب الشرح المعتاد باستخدام الطباشير أفضل من استخدام أسلوب العرض الفعال)‬
‫‪ (power point‬؟‬
‫نعــم‬ ‫‪22.58%‬‬

‫ل‬ ‫‪45%‬‬

‫الى حد ما‬ ‫‪21.00%‬‬

‫‪10%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬

‫‪ .14‬أفضل أن يكون عرض المحاضرات باستخدام‬

‫‪1.61%‬‬ ‫العرض الفعال)‪(power point‬‬

‫‪%32.26‬‬ ‫الطباشير أو القالم‬

‫‪%54.84‬‬ ‫الثنين معا‬

‫‪%11.29‬‬ ‫غير محدد‬

‫‪ .15‬عندما أستمع الى محاضرة باستخدام العرض الفعال)‪(power point‬‬

‫‪%69.35‬‬ ‫أجاد صعوبة فى الفهم و المتابعة‬

‫‪%11.29‬‬ ‫أجاد سهولة و يسر فى الستيعاب‬

‫‪%3.84‬‬ ‫ل أستطيع الفهم‬

‫‪%12.9‬‬ ‫غير محدد‬

‫‪21‬‬
 2.1.3.5 Analysis of the pre-questionnaire to identify the
industrial societies engineer’s opinions about power
electronics program.

Students No.: 60

Arab Republic of Egypt

Ministry of Higher Education
Project Management Unit (PMU)

Higher Education Enhancement Project Fund (HEEPF)

‫صندوق مشروع تطوير التعليم العالى‬

(D-147-P2) ‫مشروع رقم‬

Power Electronics ‫ إحصائية عن أسئلة استفتاء مقرر‬:‫الموضوع‬

‫الخاص بالشركات و المصانع‬

‫ ؟‬Power Electronics ‫هل درست فيما سبق مادة‬ .1

‫نعــم‬ 83.05%

‫ل‬ 8%

‫الى حد ما‬ 8.47%

0%
‫غير محدد‬

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

‫هل ترى أنها مفيدة لك؟‬ .2

‫نعــم‬ 86.44%

‫ل‬ 1.69%

‫الى حد ما‬ 10.17%

1.69%
‫غير محدد‬

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

‫تطبيقية‬ 77.97%

‫نظرية‬ 5 .08%
‫ تطبيقية أم نظرية؟‬Power Electronics ‫هل تشعر أن مادة‬ .3
‫الى حد ما تطبيقية‬ 13.56%

3.39%
‫غير محدد‬
22
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
 ‫هل تجد علقة بين دراستك لمقرر ‪ Power Electronics‬و متطلبات سوق العمل ؟‬ ‫‪.4‬‬

‫نعــم‬ ‫‪71.19%‬‬

‫ل‬ ‫‪6.78%‬‬

‫الى حد ما‬ ‫‪18.64%‬‬

‫‪1.69%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫هل تعرف ما مدى الخبرات المطلوبة من مهندس ال ‪Power Electronics‬؟‬ ‫‪.5‬‬

‫نعــم‬ ‫‪20.34%‬‬

‫ل‬ ‫‪23.73%‬‬

‫الى حد ما‬ ‫‪81.36%‬‬

‫‪8.47%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬ ‫‪0.9‬‬

‫إذا كانت الجاابة نعم ما هى هذه الخبرات ؟‬

‫‪ ‬معرفة كيفية عمل الكروت اللكترونية و البادءات اللكترونية‬

‫‪ ‬معرفة عملية التوليد فى المولدات الكهربائية‬
‫‪ ‬معرفة كيفية عمل مغيرات السرعة و بادئات التشغيل بالضافة الى ‪frequency changer‬‬
‫‪ ‬عمليات بدء الموتور )‪ (AC – DC‬و التحكم فى سرعته بالضافة الى منظمات الجهد اللكترونية‬
‫‪ ‬معرفة كيفية عمل بعض وسائل نقل الركاب )مثل مترو النفاق و السيارات الكهربائية(‬
‫‪ ‬عمليات توليد الطاقاة الكهربائية من الطاقاة الشمسية )الخليا الشمسية(‬
‫‪ ‬العمل فى مجال الجاهزة اللكترونية الحديثة و التى ترتبط بال ‪ PLC – DCS‬و نظام دوائر التحكم المنفصلة‬

‫‪ ‬و التى بدورها تستخدم مكونات الكترونية ذات قادرات عالية من أشباه الموصلت‬
‫‪ ‬تشغيل دوائر بدء الحركة اللكترونية للمحركات الكبيرة ‪soft starter‬‬
‫‪ ‬تشغيل دوائر ‪ Inverter – Converter‬و دوائر ‪Speed Control by SCR‬‬
‫‪ ‬المعرفة التامة بمنحنيات خواص جاميع أشباه الموصلت ‪Semi Conductor devices‬‬

‫‪23‬‬
 ‫‪ ‬المعرفة التامة بأسماء ووظائف جاميع الجاهزة اللكترونية ‪electronic devices‬‬
‫‪ ‬المعرفة الجيدة بخصائص التيار المستمر و التيار المتردد)‪(AC – DC‬‬

‫‪ ‬المعرفة الجيدة بأسس تصميم الدوائر اللكترونية و معرفة قاياس )اختبار( صلحية تلك الدوائر بالضافة الى‬
‫فك و تركيب أجازاء تلك الدوائر و تصميم بديل لها ان أمكن‬
‫‪ ‬معرفة تطبيقات الكترونيات القدرة فى المجالت الحديثة‬
‫‪ ‬اللمام الجيد بمهارات الكمبيوتر‬

‫هل ترى ضرورة لتعلم برامج ‪ CAD tools‬لدراسة تصميم دوائر ‪ Power Electronics‬؟‬ ‫‪.6‬‬

‫نعــم‬ ‫‪66.10%‬‬

‫ل‬ ‫‪6.78%‬‬

‫الى حد ما‬ ‫‪25.42%‬‬

‫‪1.69%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬

‫هل ترى أن سوق العمل يحتاج إلى مهندس يجيد ال ‪ CAD tools‬فى مجال ال ‪ Power Electronics‬؟‬ ‫‪.7‬‬

‫نعــم‬ ‫‪71.19%‬‬

‫ل‬ ‫‪1 .96%‬‬

‫الى حد ما‬ ‫‪23.73%‬‬

‫‪0.00%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4‬‬ ‫‪0.5‬‬ ‫‪0.6‬‬ ‫‪0.7‬‬ ‫‪0.8‬‬

‫هل ترى أن تطبيق ال ‪ CAD tools‬فى دراسة مقرر ال ‪ Power Electronics‬يعنى أننا على نفس المستوى العالمي‬ ‫‪.8‬‬
‫من التطور و التقدم ؟‬

‫نعــم‬
‫‪44.07%‬‬
‫ل‬ ‫‪16.95%‬‬

‫الى حد ما‬ ‫‪35.59%‬‬

‫‪0 .00%‬‬
‫غير محدد‬

‫‪0‬‬ ‫‪0.05‬‬ ‫‪0.1‬‬ ‫‪0.15‬‬ ‫‪0.2‬‬ ‫‪0.25‬‬ ‫‪0.3‬‬ ‫‪0.35‬‬ ‫‪0.4‬‬ ‫‪0.45‬‬ ‫‪0.5‬‬

‫تعليقات‪:‬‬

‫‪24‬‬
 ‫يجب أن تهتم كليات الهندسة بالناحية العملية و عدم الكتفاء بالنظريات فقط حيث يوجاد فرق كبير بين الدراسة‬ ‫‪‬‬
‫النظرية و العملية و متطلبات السوق و بالتالى سيمثل ذلك صعوبة للمهندس حديث التخرج فى مواجاهة الحياه‬
‫العملية‪ .‬لذا ل بد الكثار من التدريب العملى و الهتمام بالتجارب العملية و عمليات الفك و التركيب و‬
‫الختبارات للمعدات الكهربائية‪.‬‬

‫ان مجال ال ‪ power electronic and power system‬الن شمل عدة تطبيقات حديثة لذا من الفضل فتح‬ ‫‪‬‬
‫قاسم خاص لدراسة هذه المواد و ما يتبعها من مواد مكملة لها حتى يصبح المهندس على قادر كبير من الكفاءة‬
‫التى يسيتطيع بها مسايرة تطورات سوق العمل الخارجاى و الداخلى‪.‬‬

‫مطلوب ان يكون الجيل الجديد من المهندسين على علم و دراية كافية باستخدام الكمبيوتر و تطبيقاته فى مجال‬ ‫‪‬‬
‫محطات القوى الكهربائية‬

‫توفر دورات تدريبية للمهندسين فى المجالت التى تخص استخدام الحاسب اللى و تطبيقاته العملية للربط بين‬ ‫‪‬‬
‫المجال النظرى و العملى عن طريق الدورات أو المحاضرات‬

‫ضرورة ربط )توافق( البحاث مع مشكلت الصناعة‬ ‫‪‬‬

‫‪2.2 New framework matrix‬‬

‫‪Based on the previous review of the actual taught and that‬‬

‫‪taught in the advanced universities with the student feedback‬‬
‫‪through the designed questionnaire, we summarize the new‬‬
‫‪conceptual model for the power electronics course to be as:-‬‬

‫‪Lecture 1/week‬‬ ‫‪Lecture 2/week‬‬ ‫‪Sec 1/week‬‬

‫‪25‬‬
 1. Ch.1 Introduction to power
electronics
3. Ch.3. Steady-State Equivalent
Circuit
Modeling, Losses, and Efficiency
5. A brief survey of power
semiconductor devices
7. Ch.5. The discontinuous
conduction mode
9. Transformer-isolated
converter
11. Ch.7. AC Equivalent Circuit
Modeling The canonical model; modeling the Midterm exam
The basic AC modeling approach
13. Ch.8. Converter Transfer
Functions
Review of Bode diagrams,
Second-order responses,
Converter small-signal transfer
functions
15. Ch.9. Controller Design
17. Basic Magnetics Theory
part-2
19. Ch.15. Transformer Design
2. Ch.2. Principles of steady-state Assignment 1
converter analysis CAD-Assignment-1
3. Ch.4. Switch Realization Assignment 2
Switch applications Single-, CAD-Assignment-2
two-, and four-quadrant
switches. Synchronous
rectifiers
6. Switching loss Assignment 3
CAD-Assignment-3
8. Ch.6. Converter Circuits Assignment 4
converter topologies
CAD-Assignment-4
10. Converter evaluation and Assignment 5
design
CAD-Assignment-5
12. State Space Averaging
PWM
14. Analysis of converter Assignment 6
transfer functions
CAD-Assignment-6
16. Ch.13. Basic Assignment 8
Magnetics Theory
CAD-Assignment-8
18. Ch.14. Inductor Design Assignment 9
CAD-Assignment-9
20. Review Final Exam handed
out in class
26
 2.3 Syllabus
: Introduction to Power Electronics

1. Introduction

 Introduction to Power Processing

 Several Applications of Power Electronics
 Elements of Power Electronics

I. Converters in Equilibrium

2. Principles of Steady State Converter Analysis

 Inductor Volt-Second Balance, Capacitor Charge Balance, and the Small-Ripple

Approximation
 Boost Converter Example
 Cuk Converter Example
 Estimating the Output Voltage Ripple in Converters Containing Two-Pole Low-Pass
Filters

3. Steady-State Equivalent Circuit Modeling, Losses, and Efficiency

 The DC Transformer Model

 Inclusion of Inductor Copper Loss
 Construction of Equivalent Circuit Model
 Example: Inclusion of Semiconductor Conduction Losses in the Boost Converter
Model

4. Switch Realization

 Switch Applications
o Single-Quadrant Switches
o Current-Bidirectional Two-Quadrant Switches
o Voltage-Bidirectional Two-Quadrant Switches
o Four-Quadrant Switches
o Synchronous Rectifiers
 A Brief Survey of Power Semiconductor Devices
o Power Diodes
o Metal-Oxide-Semiconductor Field-Effect Transistor (MOSFET)
o Bipolar Junction Transistor (BJT)
o Insulated Gate Bipolar Transistor (IGBT)
o Thyristors (SCR, GTO, MCT)
 Switching Loss
o Transistor Switching with Clamped Inductive Load
o Diode Recovered Charge
o Device Capacitances, and Leakage, Package, and Stray Inductances
o Efficiency vs. Switching Frequency

5. The Discontinuous Conduction Mode

27
  Origin of the Discontinuous Conduction Mode, and Mode Boundary
 Analysis of the Conversion Ratio M(D,K)
 Boost Converter Example

6. Converter Circuits

 Circuit Manipulations
o Inversion of Source and Load
o Cascade Connection of Converters
o Rotation of Three-Terminal Cell
o Differential Connection of the Load
 A Short List of Converters
 Transformer Isolation
o Full-Bridge and Half-Bridge Isolated Buck Converters
o Forward Converter
o Push-Pull Isolated Buck Converter
o Flyback Converter
o Boost-Derived Isolated Converters
o Isolated Versions of the SEPIC and the Cuk Converter
 Converter Evaluation and Design
o Switch Stress and Utilization
o Design Using Computer Spreadsheet

II. Converter Dynamics and Control

7. AC Equivalent Circuit Modeling

 Introduction
 The Basic AC Modeling Approach
 Results for Several Basic Converters
 Example: A Nonideal Flyback Converter
 State-Space Averaging
 The Canonical Circuit Model
 Modeling the Pulse-Width Modulator

8. Converter Transfer Functions

 Review of Bode Plots

o Single pole/zero/RHP zero Responses
o Frequency Inversion
o Combinations
o Quadratic Pole Response: Resonance
o The Low-Q Approximation
o Approximate Roots of an Arbitrary-Degree Polynomial
 Analysis of Converter Transfer Functions
o Example: Transfer Functions of the Buck ‫ذ‬Boost Converter
o Transfer Functions of Some Basic CCM Converters
o Physical Origins of the RHP Zero in Converters
 Graphical Construction of Impedances and Transfer Functions
o Series Impedances: Addition of Asymptotes

28
 o Series Resonant Circuit Example
o Parallel Impedances: Inverse Addition of Asymptotes
o Parallel Resonant Circuit Example
o Voltage Divider Transfer Functions: Division of Asymptotes
o Graphical Construction of Converter Transfer Functions
 Measurement of AC Transfer Functions and Impedances

9. Controller Design

 Introduction
 Effect of Negative Feedback on the Network Transfer Functions
o Feedback Reduces the Transfer Functions from Disturbances to the Output
o Feedback Causes the Transfer Function from the Reference Input to the
Output to be Insensitive to Variations in the Gains in the Forward Path of the
Loop
o Construction of the Important Quantities 1/(1 + T ) and T/(1 + T ) and the
Closed-Loop Transfer Functions
 Stability
o The Phase Margin Test
o The Relationship Between Phase Margin and Closed-Loop Damping Factor
o Transient Response vs. Damping Factor
 Regulator Design
o Lead (PD) Compensator
o Lag (PI ) Compensator
o Combined (PID) Compensator
o Design Example
 Measurement of Loop Gains
o Voltage Injection
o Current Injection
o Measurement of Unstable Systems

III. Magnetics

13. Basic Magnetics Theory

 Review of Basic Magnetics

 Transformer Modeling
 Loss Mechanisms in Magnetic Devices
o Core Loss
o Low-Frequency Copper Loss
o Eddy Currents in Winding Conductors
 Introduction to the Skin and Proximity Effects
o Leakage Flux in Windings
o Foil Windings and Layers
o Power Loss in a Layer
o Example: Power Loss in a Transformer Winding
o Interleaving the Windings
o PWM Waveform Harmonics
 Several Types of Magnetic Devices, Their B-H Loops, and Core vs. Copper Loss

29
14. Inductor Design

 Filter Inductor Design Constraints

 The Core Geometrical Constant Kg
 A Step-by-Step Procedure
 Multiple-Winding Magnetics Design via the Kg Method
o Window Area Allocation
o Coupled Inductor Design Constraints
o Design Procedure
o Example: Coupled Inductor for a Two-Output Forward Converter
o Example: CCM Flyback Transformer

15. Transformer Design

 Transformer Design: Basic Constraints

 Optimum Flux Density
 A Step-by-Step Transformer Design Procedure
 Example 1: Single-Output Isolated Cuk Converter
 Example 2: Multiple-Output Full-Bridge Buck Converter
 AC Inductor Design

References:
- Robert W. Erickson and Dragan Maksimovic ”Fundamental of Power
Electronics” 2nd edition.

Software:
OrCad 10.3 release

2.4 Set up the objectives of each program based on the

conceptual model for the basic knowledge and design
skills.

The gained design skills will be:

-Be familiar with designing a converter with kinds
-Be familiar how to choose which converter topology is suitable and how to
choose its elements specifications

30
 -Be familiar to how to choose the suitable feedback technique and how to adjust
it.
-Be familiar with Magnetics component and how to design it

2.5 Evaluate these objectives by panel of experts based

on the project objectives and then revise them based on
the evaluation.

31
3. Course two,
(Electric Drives for fourth year students, 2nd term)

3.1 Data statistics of the basic knowledge /design skills

3.1.1.Analysis of the exciting course and determine the

key points of taught knowledge:-

The actual course studies these subjects:-

 Introduction to drives
 DC drives
 AC drives
a- induction machine
b- synchronous machine
 Special machine operating as drives.

This course introduces the knowledge of multi subjects for the fourth year
students about drives machine and their applications. Students gain basics
knowledge about rectifier circuits for drives, inverters, contents of DC machines
and AC machine, and their suitability for working as drives. Also, they gain the
knowledge of designing the feedback loop and how it affect the circuit operations.

References:
- Power Electronics: Circuits, Devices, and Applications.
2th ed, Muhammed H. Rashid

The gained skills are:

- Theory of dc drives
- Theory of AC drives
- Gate drives circuits
- Special machine operation under speed control

3.1.2.Compare these key points with that gained in the

courses taught in the advanced international
universities.

However the knowledge gained using the taught drive course is good, but it did
not prepare the student to fully realizing machine drives circuit. Also, it needs to
introduce the on-line topics and how to transfer the feeling of the actual using for

32
 drives in real industry. Based on the courses taught in the international
universities, drives should be discus the different techniques for speed control and
their practical differences. Students must study the effect of gain, pole, zeroes on
control. At the end of this course, student have to be aware of how to use the
simulation program in study the characteristic of induction motor as Matlab and
Orcad program. These simulation programs give them the ability to think in every
idea as a real circuit.

3.2 New framework matrix

Based on the previous review of the actual taught and that

taught in the advanced universities with the student feedback
through the designed questionnaire, we summarize the new
conceptual model for the power electronics course to be as:-

33
 1. Power Semiconductor for variable Frequency
Drives

2. Electrical Machine for Drives

3. Controlled Rectifiers Assignment 1

CAD-Assignment-1

4. Pulse-Width-Modulated (PWM) Inverters Assignment 2

Part-1
CAD-Assignment-2

5. Pulse-Width-Modulated (PWM) Inverters Assignment 3

Part-2
CAD-Assignment-3

6. DC Drives Assignment 4
Part-1
CAD-Assignment-3
Midterm exam

7. DC Drives Assignment 5
Part-2
CAD-Assignment-5

8. DC Drives Part 3 Assignment 6

Closed Loop Transfer Function
CAD-Assignment-6

9. AC Drives-Part 1 Assignment 7
Induction Motor Drives
CAD-Assignment-7

10. AC Drives- Part 2

Methods of speed & Torque Control Assignment 8
Closed-Loop Control of Induction Motors
Vector Control

Assignment 9
11. AC Drives- Part 3
Synchronous Motor Drives CAD-Assignment-8

13. Review Final Exam handed out in

class

3.3 Syllabus

Chapter 1

Power Semiconductor Devices for Variable Frequency Drives

34
  Introduction
 Basic Variable Speed Drive
 Power MOSFET
 IGBT
 Power rectifier
 MOS-Gated Thyristors
 New Semiconductor materials
 Device Comparison
 Smart Power Control Chips
 Conclusion

Chapter 2

Electrical Machines for Drives

 Introduction
 Motor Requirements for Drives
 Commutator Motors
 Induction Motors
 Synchronous Permanent Magnet Motors

Chapter 3

Controlled Rectifier
 Introduction
 Principle of Phase-Controlled Converter Operation
 Single-Phase Full Converters
 Single-Phase Semi-Converters
 Single-Phase Dual Converters
 Principle of 3-phase Half-Wave Converters
 3-Phase Full Converters
 3-Phase Semi-Converters
 3-Phase Dual Converters

Chapter 4

Pulse-Width-Modulated (PWM) Inverters

 Introduction
 Principle of Operation

35
  Performance Parameters
 Single-Phase Bridge Inverters
 Three-Phase Inverters
 Voltage Control of Single-Phase Inverters
 Voltage Controlled of Three-Phase Inverters
 Harmonic Reductions
 Current Source Inverters
 Variable Dc-Link Inverters

Chapter 5

DC Drives

 Introduction.
 Basic Characteristics of DC motors.
 Operating Modes.
 Single-Phase Drives.
 Three-Phase Drives.
 DC-DC Converter (Chopper) Drives.
 Closed Loop Control of DC Drives.

Chapter 6

AC DRIVES

 Introduction
 Induction Motor Drives
 Closed Loop Control of Induction Motors
 Vector Control
 Synchronous Motors Drives
 Stepper Motor Control

References:-

 Power Electronics and Variable Frequency Drives :

Technology and Applications, edited by: Bimal K Bose

 Power Electronics: Circuits, Devices, and Applications.

3th ed, Muhammed H. Rashid

 Practical Variable Speed Drives and Power Electronics,

Malcolm Barnes.
3.4 Course Objective

The objective of this course can be listed as:

-be familiar with suitable machine for drive operation
-be familiar with the differences between the semiconductor devices to be used for drives
-be familiar with designing the feedback loop for dc and ac drives

36
 -be familiar with the effect of gain effect on stability of drives
-be familiar with constructing the drive circuit in MATLAB and Orcad simulators.

3.5 Experts Evaluations

Evaluate these objectives by panel of experts based on the
project objectives and then revise them based on the
evaluation.

5- Course three:-

Applying CAD tools in Power Electronics Design and Drives.

37
4.1 Course Objective
This course aims to give the introduction of designing power electronics circuits and
drives to engineers who are not specialist in power electronics.

- be familiar with power converters and their design

- be familiar with feedback loop design
- be familiar with dc and Ac drives
- be familiar with feedback loop
- be familiar with MATLAB simulation for drives
- be familiar with Orcad simulation for converters.

4.2 Syllabus
- Introduction of power electronics.
- Introduction of buck, boost, and buck-boost converters circuits
- Introduction about designing feedback circuit
- Introduction about loss analysis in practical converter.
- Using Orcad in converter design
- Introduction of dc drives
- Introduction of AC drives.
- Introduction about closed loop drives.
- Using Matlab in drive design

4.3 Data statistics of the basic knowledge /design skills

4.3.1 Questionnaire for industrial society trainers

about power electronics course

‫التصميم الحديث لنظمة القوى و اللكترونيات الصناعيه‬

38
 ‫التاريخ‪ :‬السبت الموافق ‪٢٠٠6 /15/7‬‬

‫‪:‬الســـم‬

‫الوظيفة‬ ‫‪:‬جاهة العمل‪:‬‬

‫‪:‬تليفون‬

‫‪:‬بريد الكترونــى‬

‫كيف عرفت بميعاد انعقاد الدوره التدريبيه؟‬ ‫‪‬‬

‫ما مدى استفادتك من الحضور؟‬ ‫‪‬‬

‫ضعيف‬ ‫جايد‬ ‫ممتاز‬

‫هل ترى مجال للتعاون مع الجامعة من خلل تلك الدوره؟‬ ‫‪‬‬

‫ل‬ ‫نعـــم‬

‫هل ترغب فى مشاركة الهيئة الصناعية أو الشركة التابع لها فى المشروع؟‬ ‫‪‬‬

‫ل‬ ‫نعـــم‬

‫فى حالة وجاود برامج تدريبيه أخرى بمقابل مادى بسيط ‪ ,‬هل ترغب بالمشاركة فيه؟‬ ‫‪‬‬

‫ل‬ ‫نعـــم‬

‫‪:‬اقتراحات‬

‫‪4.3.2 Statistics of the Questionnaire for industrial‬‬

‫‪society trainers about power electronics course.‬‬

‫‪Engineers No.: 21‬‬

‫‪39‬‬
‫‪Arab Republic of Egypt‬‬
‫‪Ministry of Higher Education‬‬
‫)‪Project Management Unit (PMU‬‬

‫)‪Higher Education Enhancement Project Fund (HEEPF‬‬

‫صندوق مشروع تطوير التعليم العالى‬

‫مشروع رقم )‪(D-147-P2‬‬
‫الموضوع‪ :‬احصائية عن أسئلة استفتاء الدوره التدريبيه‬

‫)التصميم الحديث لنظمة اللكترونيات الصناعية(‬

‫ما مدى استفادتك من الحضور؟‬ ‫‪‬‬

‫هل ترى مجال للتعاون مع الجامعة من خلل تلك الدوره؟‬ ‫‪‬‬

‫هل ترغب فى مشاركة الهيئة الصناعية أو الشركة التابع لها فى المشروع؟‬ ‫‪‬‬

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 ‫فى حالة وجاود برامج تدريبيه أخرى بمقابل مادى بسيط ‪ ,‬هل ترغب بالمشاركة فيه؟‬ ‫‪‬‬

‫‪:‬تعليقات‬

‫اتاحة وقت أكثر للساتفاده بالدوره و معرفة تفاصيل أكثر عن الماده العلميه و أن تكون فى الفتره الصباحيه ‪-‬‬
‫وساائل التدريب من شاشات العرض و أجهزة الكمبيوتر متوفره و السااه المدربين على درجة كبيرة من العلم و ‪-‬‬
‫الخالصا‬
‫تكرار هذه الدورات و البرامج الحديثه للساتفاده بما هو جديد ‪-‬‬
‫يرجى توفر دوره فى مجال التحكم و اللت الكهربيه و مغيرات السارعة ‪-‬‬
‫عمل زيارات ميدانيه للسااده أعضاء هيئة التدريس للمنشأت الصناعيه لتعرف على المشاكل الصناعيه و اعداد ‪-‬‬
‫برامج تدريب ليجاد حلول لهذه المشاكل‬
‫تحديد موضوعات الدوره مسابقا حتى يتمكن من ترشيح من يتناساب عمله مع التدريب ‪-‬‬

‫‪41‬‬
4.4 Experts Evaluations
Evaluate these objectives by panel of experts based on the
project objectives and then revise them based on the
evaluation.

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