EE 469 Advanced Topics in Power Electronics

Course Specifications

Institution Taibah University Date June 2022

College/Department Engineering/ Electrical Engineering

A. Course Identification and General Information

1. Course title and code: EE 469 Advanced Topics in Power Electronics

2. Credit hours 3 hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Electrical Engineering
4. Name of faculty member responsible for the course Dr Noor Maricar

5. Level/year at which this course is offered 9th level or 10th level / 5th year
6. Pre-requisites for this course (if any) EE 466

7. Co-requisites for this course (if any)

8. Location if not on main campus

9. Mode of Instruction (mark all that apply)

a. traditional classroom √ What percentage? 100

b. blended (traditional and online) What percentage?

c. e-learning What percentage?

d. correspondence What percentage?

f. other What percentage?

Comments:
B Objectives

1. What is the main purpose for this course?

1. Introducing the topics of [ABET 1]

a. Resonant converter.
b. Soft-switching in power converters.
c. Zero-voltage switching (ZVS).
d. Zero-current switching (ZCS).
e. Zero-voltage and current-transitions (ZVT & ZCT).
f. Soft-switching applications in inverters.
g. Recent topologies in power factor corrections.
2. The students will learn how to model and obtain the small signal responses for
the dc-to-dc switch-mode converters and resonant converters [ABET 1]
3. Design power converters by applying soft-switching techniques [ABET 2]
4. Cultivate the practices of safety and professional ethics. [ABET 4]
5. Build up the written and oral communication skills by engaging the students in group-
based small design projects. [ABET 3]

2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in
content as a result of new research in the field)

The use of email group has been implemented for communicating with students and uSOading
course materials.

This is an elective course. Followed by the introduction and core concepts, the instructor
introduces methods and protocols of the state of the art power system networks.

C. Course Description (Note: General description in the form used in Bulletin or handbook)

Course Description:

Advanced topics in power electronics, soft-switching techniques, small signal modeling

of PWM and resonant converters, control techniques, power factor correction circuits.

1. Topics to be Covered
List of Topics No. of Contac
Weeks t hours
Introduction to Resonant Converters - Chapter 6 [1] 2 6
Zero-voltage-switching (ZVS) - Chapter 6 [1] 2 6
Zero-Current-switching (ZCS) - Chapter 6 [1] 2 6
Zero-Voltage and Current-Transitions (ZVT & ZCT) - Chapter 6 [1] 2 6
PWM Small Signal modeling - Chapter 7 [2] 2 6
Dynamic modeling and Control of PWM converters- Chapter 8 [2] 3 9
Closed Loop Control - Chapter 9 [2] 2 6

2. Course components (total contact hours and credits per semester): 45 hours per
semester and 3 credit hours
Lecture Tutorial Laboratory Practical Other: Total
or Studio
Contact 45 45
Hours
Credit 3 3

3. Additional private study/learning hours expected for students per week.

6

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with

Assessment Methods and Teaching Strategy
On the table below are the five NQF Learning Domains, numbered in the left column.
First, insert the suitable and measurable course learning outcomes required in the
appropriate learning domains (see suggestions below the table). Second, insert
supporting teaching strategies that fit and align with the assessment methods and
intended learning outcomes. Third, insert appropriate assessment methods that
accurately measure and evaluate the learning outcome. Each course learning outcomes,
assessment method, and teaching strategy ought to reasonably fit and flow together as
an integrated learning and teaching process. (Courses are not required to include
learning outcomes from each domain.)

Code NQF Learning Domains Course Teaching Course Assessment

# And Course Learning Outcomes Strategies Methods
1.0 Knowledge
1.1 Introducing the topics of resonant Lectures and interactive Quizzes and exams
converter, Soft-switching in power learning process through
converters, Zero-voltage switching, questions and answers during
Zero-current switching, Zero-voltage class hours
and current-transitions, Soft-
switching applications in inverters.
.
 1.2 The students will learn how to model Lectures and interactive Quizzes and exams
and obtain the small signal responses learning process through
for the dc-to-dc switch-mode questions and during class
converters and resonant converters hours
2.0 Cognitive Skills
2.1 Design power converters by applying By assigning computer Grades in Projects
soft-switching techniques projects in which the students
will evaluate performance of
soft-switching methods
3.0 Interpersonal Skills & Responsibility
3.1 Express the practices of safety Through emphasizing about Through observing
awareness and professional ethics. safety awareness and students' ethical
professional ethics in lectures behaviors and safety
practices in projects
and exams
4.0 Communication, Information Technology, Numerical
4.1 Develop written reports and oral By assigning mini-projects in Through individual
communication skills group and presenting it in the grading of projects
final project and presentation of
the projects
5.0 Psychomotor
Not Applicable

By the end of the course, the student will be able to:

1. Learn how to apply soft-switching techniques such as Zero-voltage switching, Zero-current
switching, Zero-voltage and current-transitions to efficient power converters.
2. Model and obtain the small signal responses for the dc-to-dc switch-mode converters and resonant
converters.
3. Get practical experience on the use of power converters; students will build some resonant
converters and use Simulink/ PSIM to build such converters.
4. Work in team settings.
5. Communicate convincingly generated design ideas, procedures and conclusions

5. Map course LOs with the Program LOs. (Place course LO #s in the left column and
Program LO #s across the top.)
Program Learning Outcomes/ Student Outcomes
Course
Outcome
s (COs) SO1 SO2 SO3 SO4 SO5 SO6 SO7 SO8 SO9
1.1 1
1.2 0.5 0.5
2.1 0.4 0.2 0.4
3.1 0.5 0.5
4.1 0.5 0.5
 6.Assessment task (e.g. essay, test, group project, examination, Proportion of Total
speech, oral presentation, etc.) Assessment
1
Midterm Exam 30%
2
Quizzes 15%

4 Homework 15%
4
Final Exam or Final Projects 40%

D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student
consultations and academic advice. (include amount of time teaching staff are expected
to be available each week)

Communications made thru emails, mailing groups, and direct appointments.

Each faculty is required to be available in his office to devote at least 3 hr/week for
students’ consultation and academic advice.

E Learning Resources

1. List Required Textbooks

[1] Issa Batarseh, Ahmad Harb, Power Electronics circuit analysis and design, 2nd Edition,
Springer, 2018.
[2]. Robert W. Erickson, Dragan Maksimovic , Fundamentals of power electronics, 2nd Edition,
Springer, 2004.
2. List Essential References Materials (Journals, Reports, etc.)
Simulink, PSIM, LTSPICE

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)

Randall Shaffer, Fundamentals Of Power Electronics With Matlab, 4th Edition, Charles
River Media, 2006

4. List Electronic Materials, Web Sites, Facebook, Twitter, etc.

PDF files send thru email group

5. Other learning material such as computer-based programs/CD, professional standards

or regulations and software.

Gmail email group

F. Facilities Required
 Indicate requirements for the course including size of classrooms and laboratories (i.e.
number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
- Classrooms need to be large enough to accommodate maximum of 40 students, with
relaxed seats.
- Classrooms need to be equipped with:
a. large blackboard as well as a white wide rolling down screen and mounted head
projector for slide show presentations
b. a fixed computer linked directly to the head projector
2. Computing resources (AV, data show, Smart Board, software, etc.)

- Computer with data show facilities

- A computer lab that can accommodate maximum of 40 students need to be equipped
with updated computers and structural software.
- Computer labs need to be operated at extended hours so that students can have easy
access within their suitable free time.

3. Other resources (specify, e.g. if specific laboratory equipment is required, list

requirements or attach list)
Web-guided course material download and emails

G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

Student course evaluation at the conclusion of the course.

Web-based student feedback by University

2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department

- Faculty assessment of the course and effectiveness of teaching delivery.

- Periodic self- assessment of the program.

-External observer on class activities could be added

3 Processes for Improvement of Teaching

- Undergraduate Committee will review deficiencies based on the student evaluation,

faculty input, course file, and program assessment.
- Feedback from emSOyers and alumni surveys and graduating students’ input are used
to identify any deficiencies in students’ ability in applying knowledge of engineering
mechanics.
- Organize workshop on effective teaching methods to enable instructors to improve
 their teaching skill.
- Teaching method will focus on students’ learning and on course learning outcomes.
-Tab-based teaching with online resources should be available

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an

independent member teaching staff of a sample of student work, periodic exchange and
remarking of tests or a sample of assignments with staff at another institution)

Student and Faculty performance is evaluated on continual basis by the Quality

Committee through student and faculty (peer to peer) surveys and feed backs

5 Describe the planning arrangements for periodically reviewing course effectiveness

and planning for improvement.

Self- assessment at every two years and the external assessment by the invited faculty
member at every four years will be carried out. The feedback received from these
assessments will be used to plan for further improvement in the course syllabus,
teaching method, and delivery of course materials.

Name of Instructor: ________________________________________

Signature: ______________ Date Report Completed:

Name of Field Experience Teaching Staff _____________________________________

Program Coordinator:_____________________________________________________

Signature: __________________________ Date Received: ___________________