Download Department of Electrical Engineering and Computer Science

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