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Department of Electrical Engineering and Computer Science Montefiore Institute http://www.montefiore.ulg.ac.be ~ 170 members (25 professors and 120 researchers) What do electrical engineers and computer scientists do? What do electrical engineers and computer scientists do? (1) Concepts • Applied mathematics • Control systems • Modelling • Programming • Electronics • Electromagnetics • Remote sensing • Telecommunications • Image processing • Real-time systems • Quality assurance • Statistics • Artificial intelligence • Virtual reality • Computer networks • Biochemical analysis What do electrical engineers and computer scientists do? (2) Hardware • Supercomputers • Solar cells • Power systems • Electrical motors • Integrated circuits • Embedded computers • Microprocessors • Mass storage • Radation hardness • Inertial systems • Sensors • Antennas • Tranceivers • Radar • Cameras • 3D visualization What do electrical engineers and computer scientists do? (3) Software • Software engineering • Operating systems • Computer simulation • 3D modelling • Efficient algorithms • Data structures • Databases • Machine learning • Task planning • Image processing • Image compression • Computer vision • Colorimetry • Object recognition • Path planning • Obstacle detection Option Electricity and Electronics “ Technical implementation of the digital revolution ” Electric power and energy systems Electronic systems and devices Signals, processing and control Applied mathematics and modelling Bachelor Option Electricity and Electronics Electric circuits Second year: Digital electronics Electrical measuring systems Electromagnetic energy conversion (English) Electromagnetism Third year: Advanced study: Signal processing Analog electronics Analog and digital telecommunications Master (Full English) First year: Linear control systems Object oriented programming Embedded systems Compulsory courses (35 ECTs) Electronic control systems Microelectronics and IC design Telecommunications systems Major project in electronics Master (Full English) Signals, processing and control: First year (cont’d): Audio and video techniques Information and coding theory Digital signal processing Computation structures Numerical optimization Electronic systems and devices: + Choice between 3 options (25 ECTs) Physical electronics Integrated electrics of microsystems Sensors and instrumentation Acoustics and electroacoustics Computation structures Electric power and energy systems: Electric energy transmission and distribution Energy market Electric power systems analysis and operation Modelling of electromagnetic systems Numerical optimization Master (Full English) Final work (TFE) + Company management Second year: 15 ECTs in same option as first year + 15 ECTs options (including optional internship) or Professional focus in sustainable car technologies s. One concerns the design and realization of the DC/DC Boost converter One project consists in designing a circuit, simulating an e central DC capacitor link. Another concerns the design and realization of their the realization. It als of the magnetic components Exemple of student project (2013)and but now the students onlyAs implement ost to charge or discharge the battery with thefor DCtill capacitor link. an a proportional DC-DC converter photovoltaics an important part of the project work (Fig. 3). he DC/DC Boost converter to the PV is given in Fig. 2. Specifications : Specifications : Power Power Max input voltage Max input voltage Min input voltage Min input voltage Output voltage Output voltage maximum voltage ripple ΔV maximum voltage ripple ΔV Switching frequency Switching frequency 80W 5780W V 4257VV 42 V V 230 1 230 % V 1 % 25 and 250 kHz between between 25 and 250 kHz Wind Fig. 5: Terms of a “Forward converter” project in 2007-2008 Fig. 5: Terms of a “Forward turbine converter” project in 2007-2008 . Technical content b. Technical content Photovoltaic energy system ince the method was quite new for us too, the first year the technical content of the project was quite Since the method was quite new for us too, the first year the technical content of the project was quite Study realization ofprojects a DC/DC converter mple (Table II). The second and year of application, the were based on higher power converters simple (Table II). The second year of application, the projects were based on higher power converters nd we added snubber design, MTBF calculation, frequency simulation and we added snubber design, MTBF calculation, frequency simulationofof the the converters converters and and PID PID ompensator design. The fact that the power of the converters was increased so much implied many compensator design. The fact that the power of the converters was increased so much implied many Solar energy is green energy and cansequence: be used to produce electricity. b.a Description of done during ifferences They totoathe they test circuit under differencesforforthethestudents. students. Theyhave havetotothink think atest testwork sequence: theyfirst first testtheir theirone circuitproject under aa But in order to integrate photovoltaic panels in a global system educed voltage with an open-loop and closed-loop control. As a last test, the students increase reduced voltage with an open-loop and closed-loop control. As a last test, theGrid students increase the the Batteryconverter orsimulating One project consists in designing a circuit, and oltage to see if their is capable of working under its nominal voltage. Itaisis interesting to connected to converter the grid, it isof working often under necessary to voltage. place DC/DC Load It voltage to see if their is capable its nominal interesting to realizing a prototype. It includes the design ote that the students were also a bit scared to work under a voltage of 400V DC. We had to explain of the magnetic components and their realization. It explain also includes the design of the PID compensator, noteconverter that the students were also a bit scared to workthe under a voltage of 400V DC. We had (Vdc to between the panels and intermediate voltage o to them thetheway their tests safely. This increased voltage added totoDC the realism of the projectthem waytotomake make their tests safely. This increased voltage added the realism of the projectbutmatch till now students only a proportional compensator. The tests and measurements are bus) in order to the the voltage levels (seeimplement figure hereunder). riented method. Controller oriented method. an important part of the project work (Fig. 3). Fig. 1: Optisher project [5] Converter Full bridge inverter or the first year of application, the tests of the converters were not far from a “does it work or not?” . c.Tests Testsand andmeasurements measurements Boost Fig. 3: A flyback circuit under test (200 For the first year of application, the tests of the converters were not far from a “does it work or not?” est. In 2008-2009, we improved the method and asked the students to measure the efficiency of their test. In 2008-2009, we improved the method and asked the students to measure the efficiency of their onverter aa c. Practical problems encountered by the studen converterand andtotofind findout outwhere wherethe themain mainlosses lossesare arelocated. located. Since Sincethe the students students have have to to design design nubber, they also measure the frequency of voltage oscillation during commutations (Fig. 6). In snubber, they also measure the frequency of voltage oscillation during commutations (Fig. 6). In V s009-2010, to realize a complete converter to drive a wind turbine, photovoltaic panels and batteries vgrid wewewill dodoa aconducted Of course PV Filter of a prototype of a DC/DC converter is not an ea 2009-2010, willalso alsoask askthem themtoto conductedemission emissionmeasurement measurement oftheir theircircuit. circuit. OfRealising course C array central DC link. An inverter gives toyear the system a do connection the grid. This projectthey encounter. Here are example ea measurements every indefinitely wewill willnotnotadd addsupplementary supplementary measurements every yearbecause becausewe we do not not want want tototo indefinitely practical problems ncrease students, but we ofofthe method we increasethethe work forthe thethree students, butsince since weare arestill stillininthe thevery very beginning theof method we still still design ofwork at for least power converters. Out ofbeginning the project Fig.1, we submitted two project work. ave to to improve many have improve manydetails. details. DC bus ~ he students. One concerns the design and realization of the DC/DC Boost converter Magnetic components PV and the central DC capacitor link. Another concerns the design and realization of the Buck-Boost to charge toor design, discharge the battery with thetheDC capacitorOne link.problem As an is encountered during the design. You are requested simulate and realize DC/DC terms of the DC/DC Boost converter to the PV isperformances given in Fig. 2.are the converter for this application. Required for a coil or a transformer is too large to be feasi following : Either they will accept a greater current ripple Uin min Uin max 250V 350V Photovoltaic energy system Study and realization of a DC/DC converter frequency, or find if there was an error in their d with the length of the gap. Another problem encountered by students reali ds in • • • • • 2008 • • roject after. give good results, another series of tests will be conducted under the nominal input voltage, project but under(2013) a reduced Exemple of student duty cycle (between 0% and for 25%)photovoltaics 25%), in order to work DC-DC converter under a reduced output voltage. Misc C L Mag C U T Circuit design and construction of magnetic components Evolution of the projects Computer simulations from 2007-08 till 2009-10 Bill of components Circuit building Theoretical control study 2008-2009 2009-2010 Controler programming Tests : logic, power, control, EMC Theory and project-work interleaved Same as in 2008 Student projects (2014) • Autonomous hovercraft • LED3 • Kapla tower builder • Whistle and catch the ball • Turret of doom • … Proposed by the students! Electronic circuit + embedded systems programming