Part-1

Teaching Philosophy /Rationale

I believe the students studying power electronics learn more effectively by doing
experimentation on hardware and software and linking the knowledge thus obtained
to real life application. Before going with such an experimentation and simulation
students should know how power electronics field was evolved and reached to the
present structure and how it helps to improve human life. It is scientifically found that
power electronics and computers have the highest impact factor on human life. It is
applied in almost all places of human life starting from a battery charger to the
highest in a space craft. So students learning power electronics should know, how
power electronics is linked to their day to day life and also able to think what
difficulties they will be having if this field is not at all invented The learning of power
electronics aims in applying the knowledge of both power engineering as well
electronics engineering to real life problems [1].The power engineering constitute in
the macro-level application while electronics engineering constitute in the micro-level
device structure. The normal tendency of teaching power electronics is considering
the application level only i.e. defining power electronics based on power engineering
and do not specify anything about the device level structure. I believe this is a
surface level learning where the student is not at all understanding the underlying
concept of devices [1] and hence this approach has to be changed. Every application
of power electronics should be defined based on both power engineering as well as
electronic engineering. This can be achieved with good facilitator who is having good
interdisciplinary knowledge of both power engineering as well as electronic
engineering. To achieve such a higher level of analysis the lecturer should add more
interactive activities and should welcome questions [2] and should reflect his interest
to the power electronics field. While teaching the facilitator should provide enough
intervals in teaching [1] so students can ask doubts during this time since there is a
probability of higher level of questions since the subject is an interdisciplinary area.
The individual class assignments, research projects and simulation helps a student
to get the macro level knowledge. Micro level knowledge can be achieved by the
students if they can make practical working models of particular power electronic
application thus leading to problem based learning [1]. Under this condition students
will be using the device level knowledge in addition to the power system knowledge.
Thus student will be having enough capabilities to solve a practical problem since he
has gone through all the practical aspects of designing a hardware which is the
toughest part in terms of device level structure. The assessment is required should
be based on their ability to link macro level power system application to micro level
device structure. Such an assessment scheme requires both simulation and working
hardware etc.
References
[1] UK Higher Education Academy - Engineering Subject Centre, "Deep and Surface
Approaches to Learning"

[2] Biggs, J. and Tang, C. (2007) Teaching for quality learning at university

Part-2

Lesson Outline

Topic: Generalised power converter in power conditioning.

Aim: To understand the electrical power conditioning process and the power
electronic switching process in day to day life applications.
Learning outcomes: On successful completion of this course, the student will be
able to
1. Describe the need for the power conditioning process.
2. Explain how a direct current supply (battery supply) can be produced from an
alternating current supply (utility supply).
3. Explain how an alternating current supply (utility supply) can be produced
from direct current supply (battery supply).
4. Explain the practical applications of these power conversion schemes in day
to day life.
Schedule of activities:
Activity

Description of activity

Time

Students will be divided in to two groups. To each group a card will be

given which have six questions. The questions will be based on the
amplitude, frequency and waveform of plug based supply (utility supply)
and battery supply. After this facilitator will ask question to each group
about the characteristics of both supplies. To assist students to answer
these questions a slide will be shown which indicates how the 2.5min
characteristics are related with size, state of motion and name.
A four switch configuration which have one input and one output will be
shown to students. The facilitator will tell the group to analyse the output 5 min
when utility supply and battery supply is given as input to these four
switches and switches switching in a specific order. The facilitator will
ask questions to students and will tell draw the waveforms on the white
board.
The facilitator will tell the group to think about application of such input to
output transformation using switches. Each group has to find 2 1.5min
application for each process. One of the student from each group has to

specify the applications. To assist these a slide will be shown which

includes the clue for the application mainly based on visible parameters
of power conversion scheme.

Resources: The resources required for teaching are

1. Computer and projector for presenting the slides.
2. White board, marker and duster for drawing the waveforms by students.
3. 6 cards which has questions relating with the characteristics of utility supply
and battery supply will be provided by facilitator.
4. Rough sheets for students to draw or write the switching schemes will be
provided by facilitator.