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Computer-Aided Teaching Using


MATLAB/Simulink for Enhancing an IM Course
With Laboratory Tests

Article in IEEE Transactions on Education · September 2011


DOI: 10.1109/TE.2010.2085046 · Source: IEEE Xplore

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IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011 479

Computer-Aided Teaching Using MATLAB/Simulink


for Enhancing an IM Course With Laboratory Tests
Amar Bentounsi, Hind Djeghloud, Hocine Benalla, Tahar Birem, and Hamza Amiar

Abstract—This paper describes an automatic procedure using Rotor leakage reactance referred to stator.
MATLAB software to plot the circle diagram for two induction
motors (IMs), with wound and squirrel-cage rotors, from no-load Coefficient of total leakage.
and blocked-rotor tests. The advantage of this approach is that it
avoids the need for a direct load test in predetermining the IM Stator resistance.
characteristics under reduced power. Additionally, to verify the Rotor resistance.
validity of the equivalent circuit parameters deduced from experi-
mental tests, these characteristics are used to simulate virtual ma- Rotor resistance referred to stator.
chines implemented under Simulink/PSB models. Furthermore, a
virtual load test is performed to validate the proposed model. Fi- Equivalent core losses resistance.
nally, the results are given of an assessment that reflects the positive
impact the proposed methods have had on students’ learning ex- Inertia moment.
perience in electrical machinery courses in the Electrotechnics De- Viscous friction coefficient.
partment, Engineer Sciences Faculty, University Mentouri of Con-
stantine (ED-ESF-UMC), Algeria. Slip.
Index Terms—Characteristics, circle diagram, experimental
tests, induction motor, MATLAB/Simulink, virtual tests. SUPERSCRIPT
Rotor quantities referred to stator.

SUBSCRIPTS
LIST OF SYMBOLS Stator quantities, rotor quantities.
No-load test measures, blocked-rotor test
Line-to-neutral point voltage.
measures.
Line-to-line voltage.
Stator linkage inductance.
Stator leakage inductance. I. INTRODUCTION

Magnetizing inductance.
NTERACTIVE learning with multimedia tools is in-
Stator/rotor nominal voltage ratio.
Rotor linkage inductance.
I creasingly popular in education because of its advantages
in terms of innovative pedagogy and its positive impact on
student outcomes. In this area, low-cost personal computers
Rotor linkage inductance referred to and a variety of software packages have led to the concept of
stator. “computer-aided teaching or learning.” This modern didactic
Rotor leakage inductance. contributed in particular to the good understanding and manage-
ment of the credit hours of theoretical courses and laboratory
Rotor leakage inductance referred to experiments [1]–[6]. The undergraduate electrical engineering
stator. schedule of the Faculty of Engineer Sciences of Mentouri
Magnetizing reactance. University (ED-ESF-UMC), Constantine, Algeria, consists of
several modules. In the Electrical Machines curriculum, the
Stator leakage reactance.
induction motor (IM) is given much attention because of its
multiple advantages. In the module on symmetrical 3-phase ac
machines in steady-state operation, which is taught to third-year
Manuscript received January 08, 2010; revised June 14, 2010; accepted Au- academic graduate degree (ELT2) students and to fourth-year
gust 29, 2010. Date of publication October 28, 2010; date of current version
August 03, 2011.
engineering (T423) students, the IM is introduced in terms of its
The authors are with the Laboratory Electrotechnics of Constantine, Engineer theoretic principles and operating characteristics; this treatment
Sciences Faculty, Ahmed Hammani Campus, University Mentouri of Constan- includes the concepts of magnetic coupling, rotating field,
tine, Constantine 25000, Algeria (e-mail: hinddjeghloud@yahoo.fr). induction phenomena, basic equations leading to the equivalent
Color versions of one or more of the figures in this paper are available online
at http://ieeexplore.ieee.org. circuit, circle diagram, and so on. The classroom is enhanced
Digital Object Identifier 10.1109/TE.2010.2085046 by a laboratory section where the students carry out two series
0018-9359/$26.00 © 2010 IEEE
480 IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011

of experimental tests: 1) dc test and no-load and blocked-rotor


tests to evaluate the parameters of the IM equivalent circuit
and to draw the circle diagram, making it possible to deduce
the IM characteristics; and 2) a load test with a dc generator
to find these characteristics directly [7]. Finally, the students
must compare the results of the indirect and direct tests to
check the accuracy of the equivalent circuit model by using Fig. 1. Per-phase equivalent circuit of an IM.
the circle diagram. The indirect approach to predetermining
the IM characteristics is very interesting because it involves
reduced power (losses), unlike a direct load test. To facilitate TABLE I
SPECIFICATIONS OF TESTED MOTORS
the transition from the laboratory tests to drawing the circle, the
procedure was automated via a user-friendly program written
in the MATLAB environment [8]. This saves time and gives
better accuracy. Additionally, the parameters of the equivalent
circuit were used to simulate the previous three experimental
tests of the IM by means of virtual machines, constructed using
Simulink/PSB. In comparison to [1], the originality here relates
to the inserted resistance , representing the iron losses, and equivalent T-diagram referred to the stator of the IM is depicted
the load test performed by coupling a dc generator to the IM [8]. in Fig. 1. With this equivalent circuit, the operational perfor-
The paper is organized as follows. Section II covers the basic mances of an IM can be completely described. In normal oper-
theory of IM. Section III describes the dc test, no-load and ation, this diagram is used with constant voltage and frequency,
blocked-rotor tests, and also the evaluation of equivalent circuit therefore with a constant flux linkage.
parameters. Section IV explains the automated drawing of the
circle diagram and its use. Section V presents the Simulink/PSB III. EXPERIMENTAL TESTS AND EQUIVALENT
models and provides comparative studies between virtual and CIRCUIT PARAMETERS
practical results. Section VI analyzes the teaching impact of the
proposed pedagogy. The per-phase equivalent scheme parameters [9]–[12] can be
determined using hardware experiments. These experimental
tests are done on two types of Y-connected 4-poles IMs: a
II. BASIC THEORY OF INDUCTION MOTOR wound motor (DL 2052 of De Lorenzo) and a squirrel-cage
Like any conventional electrical machine, the IM has two motor (TE 100 LR4 of Ecodime) whose specifications
active elements (two three-phase balanced windings), a stator are given in Table I. The experimental dc test and no-load
and a rotor, which interact via an air gap where the energy ex- and blocked-rotor tests are described here, which are easy for
changes take place. In normal operation, the stator is excited students to perform to determine the parameters of a previous
by alternating voltage. This creates a rotating magnetic field in- equivalent electric model [7].
ducing currents in the rotor winding. These currents, in turn, Skin, temperature, and saturation effects are not taken into
interact with the rotating field to produce torque. Under some consideration here since this work is directed toward the
assumptions regarding the operation (balanced currents, unsat- teaching of undergraduate electrical engineering students.
urated circuits, and so on), the stator and rotor fluxes can be cal- These effects should, of course, be taken into account in
culated. Because of the symmetry of the balanced three-phase advanced courses for graduate-level students or in actual
IM stator and rotor windings, it is sufficient to take only one research [13]–[15].
phase into account. Each phase has a resistance in series with
a linkage inductance , and the windings are magnetically cou- A. DC Test
pled through a mutual inductance . Since the frequency of The dc test provides data allowing the calculation of the stator
stator currents is , the frequency of the currents induced in the and rotor resistances. By feeding the stator and rotor windings
rotor winding is equal to . Accordingly, the voltage successively under dc voltage, the volt-am-metric method of re-
and current equations for the stator (primary) and rotor (sec- sistances calculation was applied for various currents until the
ondary) are expressed as follows: nominal intensity gave the following average values:
• : and ;
(1) • : .
(2)
B. No-Load Test
(3)
The no-load test is performed to determine the equivalent pa-
where , , and are respectively the stator, the rotor re- rameters of an IM (Fig. 2). From this test, the parameters
ferred to the stator, and the magnetizing currents. and and the rotational losses can be found. The data ac-
To take into account the iron losses, a resistance can be quired are reported in Table II, where is the stator copper
added in parallel with the magnetizing reactance . As there losses, is the core losses, and is the mechanical losses
is an analogy between the IM and the transformer, the per-phase from friction and windage. After acquisition of this data, the
BENTOUNSI et al.: COMPUTER-AIDED TEACHING USING MATLAB/SIMULINK FOR ENHANCING IM COURSE 481

Fig. 2. No-load test: (a) experimental bench and (b) equivalent scheme.

Fig. 3. Separation of core and mechanical losses: (a) for Motor 1; (b) for Motor 2.

Fig. 4. Saturation characteristic represented by Lm versus V curve of (a) M 1 and (b) M 2.

MATLAB commands Polyfit, Linspace, and Polyval used to ob- C. Blocked-Rotor Test
tain the best line passing through the maximum of points as The experimental setup of the locked-rotor test is similar
shown in Fig. 3. The intersection of these curves with the y-axis to that of the no-load test shown in Fig. 2(a), but in this case, the
gives the following mechanical loss values: rotor is hand-blocked (the slip is unity) and a reduced voltage
• : W; is applied to the stator terminals to avoid exceeding the rated
• : W. current. This test allows the resistance to be found. Since
According to Fig. 2(b) the rotor current is much larger than the magnetizing current,
(4) the excitation branch can be neglected. The resulting equivalent
circuit for this test is shown in Fig. 5, from which the absorbed
and active power can be deduced

(5) (6)

Fig. 4 plots the magnetizing inductance versus the voltage as well as the equivalent impedance
. These curves give information about the magnetic charac-
teristics and show that decreases when saturation increases.
Then, from Table II, the average values are calculated in the (7)
vicinity of the saturation knee of the magnetizing curve:
• : , , ; The measurement data (Table III) allows the approximate com-
• : , , . putation of the parameters:
482 IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011

TABLE II TABLE III


RESULTS OF NO-LOAD TESTS RESULTS OF BLOCKED-ROTOR TESTS

( ) P = P 3 (U =U ) , I = I 3 (U =U ).

Fig. 6. Separate measurement of leakage reactance. (a) Measurement of X .


(b) Measurement of X .

Fig. 5. Equivalent circuit of blocked-rotor test. D. Method for Separation of the Leakage Reactance
• To determine of , one phase of the stator is fed with
• : , , to avoid core saturation, and the line current and
; the absorbed active power are measured
• : , .
In the case of , the value of obtained from the equiva-
lent circuit of Fig. 5 induces an error of 18% since the measured
value of is 0.86 (dc test). This rate is quite high; in order Then, both reactive power and voltage are calculated in the
to minimize it, the magnetizing branch, which is neglected in terminals [Fig. 6(a)] to determine the cyclic reactance
most studies dealing with the blocked-rotor test, is taken into
account. This approach is justified because the magnetizing cur-
rent value is not negligible (3.25 A) if compared with the nom- The following can be deduced:
inal value (8 A), and should thus be taken into account. can , .
then be evaluated as • To determine of , two phases of the rotor are fed
with , and the line current and the absorbed
(8) active power are measured: , ,
.
where Then, both the reactive power and current of are calculated
[Fig. 6(b)]

(9)
Then, an error of .
Various standards exist for specifying the operating and
constructional parameters of the electric motors. Commonly As this method is not applicable for the squirrel-cage motor
used are those of the National Electrical Manufacturers As- , the way in which to determine the leakage reactance indi-
sociation (NEMA) and the International Electrotechnical rectly from the circle diagram will be discussed.
Commission (IEC). NEMA standards specify five design types:
A, B, C, D, and E. When the classification of the motor is E. Deceleration Test
not known, it is assumed that . In this case, it can be In order to determine and , an indirect method that con-
deduced: sists of using a dc machine functioning initially as a gener-
• : ; ator with separate excitation driven by the IM, then operating
• : as a no-load motor, is used. By simply subtracting the results
BENTOUNSI et al.: COMPUTER-AIDED TEACHING USING MATLAB/SIMULINK FOR ENHANCING IM COURSE 483

Fig. 8. Approximated per-phase equivalent circuit of an IM.

Fig. 7. Deceleration curve.

of the two tests, this gives and of the IM. The decelera-
tion curve shown in Fig. 7 makes it possible to visualize, on a
digital oscilloscope using Hameg Instruments’ software SP107,
the time-varying electromotive force (EMF), proportional to the
speed (proportionality factor ), from the initial moment
where the EMF value is until the final stop. For
a dc generator coupled to the IM, the following equation can be
deduced from the kinetic energy of the rotating system:
Fig. 9. Circle diagram.
(10)

Knowing that Since is perpendicular to , the locus of the rotor


current is an arc of a circle of diameter ,
(11) when the slip varies from zero (at synchronous speed) ad in-
finitum (the ideal short circuit).
in the case of viscous friction, one deduces that Thereby, it is easy to prove that the locus of the stator cur-
rent is the same arc of circle (but at different origins, and )
(12) because of the relation (3) and knowing that the magnetizing
current is constant (Fig. 9). Its layout will now be briefly
(13) indicated from the blocked-rotor and no-load tests. This proce-
dure was automated within the MATLAB environment.
is the deceleration time. Then, and
: A. Automatic Plotting of Circle Diagram Within MATLAB
• : kg.m , N.m.s/rad;
• : kg.m , N.m.s/rad. The flowchart given in Fig. 20 of the Appendix summarizes
the steps followed when programming the automated plotting of
IV. CIRCLE DIAGRAM AND CHARACTERISTICS OF IM the circle diagram [8], where is the synchronous point,
USING MATLAB PROGRAM is the rotor copper losses, and is the mechanical power.
The theoretical plotting of the circle diagram is illustrated in
The circle diagram for asynchronous motors was developed Fig. 9.
by the German engineers Heyland, Behrend, and Heubach. Fig. 10 shows the automated plotting of both motors’ (
From their work, various types of more or less accurate dia- and ) circle diagrams, considering the given nominal values.
grams were deduced [10], [12], [16]. The circle diagram of an Note that the loss line and mechanical power line
IM is the locus of the stator current (or equivalent admit- are very close. This is due to the very low values of mechanical
tance) when the load varies (i.e., the slip). At ED-ESF-UMC, losses compared to the other power values. To exploit the pro-
students are given an approximated diagram deduced from the gram developed within MATLAB, the user enters a value for
equivalent circuit (Fig. 1) where the stator impedance is the input power , and then s/he will obtain the results given
transferred to the right of the magnetizing branch, which is then in Table IV.
supplied by the voltage (Fig. 8). This diagram takes into
account the iron losses, unlike in the work of Poloujadoff [16], B. Usual Characteristics of an IM
which constitutes an important additional feature. This gives
the following relations: The mechanical characteristic can be deduced either from the
circle diagram or from the following analytical formula:
(14)
(15) (17)
(16)
484 IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011

Fig. 10. Automated circle diagrams of (a) M 1 and (b) M 2.


TABLE IV However, it has a large impact on the slip value for which this
RESULTS OF THE SIMULATED CIRCLE DIAGRAM maximum is obtained.

C. Effects of Different Control Modes


The voltage is adjusted, and then its effect is studied on the
speed and the circle diagram. According to Fig. 12(a), if the
frequency is maintained at a constant value and the feeding
voltage is varied, it can be seen that a reduction of 30% in the
voltage induces a reduction of 50% in the torque; this value
can be theoretically verified. In starting, the IM is equivalent
to a transformer in short-circuit; if connected to the full supply
voltage, it produces a locked rotor torque (LRT). Consequently,
the motor does not start if the LRT is lower than the load torque,
which occurs for weak voltages. In addition, if the load torque
is higher than the maximum torque, the motor takes down. To
avoid this situation, the designer must define a stability coef-
ficient: . Fig. 12(b) indicates that for a given
Fig. 11(a) illustrates both experimental and analytical curves frequency Hz , the current diagram is modified in the
representing the electromagnetic torque versus slip for the two voltage ratio. Consequently, the power and the electromagnetic
motors, and . It can be observed that the experimental torque are proportional to the square of the voltage. For a vari-
curve (deduced from the circle diagram of Fig. 9 using the for- able frequency, they are proportional to the square of the flux.
mula ) and the analytical curve [ob-
tained from (17)] are much too close. The torque is null at the D. Determination of Leakage Reactance
slip point . When increases, increases until a max-
imum, then decreases until the starting torque. Knowing (from Table IV, ), the leakage reac-
Fig. 11(b) shows the variations of the stator current versus tance of can be determined as follows:
the mechanical power developed on the motor shaft. The
stator current increases from the no-load current to-
ward the current corresponding to .
Fig. 11(c) gives information about the speed , which ap- Then, ; thus,
proximately equals for null slips, then decreases when in- , .
creases. This figure indicates that the speed variation band is
very narrow.
V. IM TESTS USING SIMULINK/PSB MODELS
Fig. 11(d) depicts the power factor versus the mechanical
power. The power factor is weak at the point of zero slip, then In this section, the parameters identified practically in the pre-
increases with and passes by the maximum value (vector vious sections will be validated using virtual machines from the
tangential to the circle), then decreases with the slip rise. Simulink Power System Block Set Library [1], [8]. These ma-
Fig. 11(e) gives the efficiency versus the mechanical power. chines were dimensioned using the identified parameters, shown
At the starting point, the efficiency is null, then increases with in Table V. It should be mentioned here that the core resistance
to a maximum value corresponding to 65%–85% of the full must be taken into account (by inserting three identical resis-
load, then decreases slightly. tances in parallel to the stator phases), otherwise all results
Fig. 11(f) shows that the rotor resistance referred to stator will be erroneous. However, if the frequency is variable, core
has no effect on the electromagnetic torque maximum value. losses and the resistance will vary accordingly [14].
BENTOUNSI et al.: COMPUTER-AIDED TEACHING USING MATLAB/SIMULINK FOR ENHANCING IM COURSE 485

M M
Fig. 11. Usual characteristics of an IM ( 1 and 2). (a) Electromagnetic torque versus slip. (b) Stator current versus P u output power. (c) Speed versus P u
output power. (d) Power factor versus P u output power. (e) Efficiency versus P u output power. (f) Effect of the rotor resistance on the speed-slip curve.

Fig. 12. Effect of different mode control on the speed and the circle diagram. (a) Effect of statoric voltage on the torque-slip characteristic. (b) Effect of statoric
voltage on the circle diagram.

A. Virtual DC Test B. Virtual No-Load Test


The virtual no-load test can be carried out using the model
To perform the dc test, the models shown in Fig. 13 are built. of Fig. 14 (the same model was considered for the squirrel-cage
From Fig. 13(a), the stator resistance can be measured, and motor). The results are given in Table VI. After acquiring this
the rotor resistance referred to the stator can be taken from the data, and using the commands Polyfit, Linspace, and Polyval of
model of Fig. 13(b). MATLAB, the curves shown in Fig. 15 are obtained.
The resistances obtained are as follows: Then:
• : , , ; • : W (while 80.08 W with
• : . experiments),
486 IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011

Fig. 13. Measurement of stator and rotor resistances of an IM using Simulink models. (a) Measurement of stator resistance. (b) Measurement of rotor resistance
referred to stator.

Fig. 14. Simulink model of the no-load test (case of the wound rotor motor M 1).
TABLE V
SIMULINK VIRTUAL TESTS PARAMETERS The experimental results from Table II and the simulated re-
sults in Table VI can be seen to be much closer, as illustrated in
Fig. 15.

C. Virtual Blocked-Rotor Test

To realize the blocked-rotor test virtually within a Simulink


model, the no-load test model is used, and the inertia and the
friction parameters are reset to infinite values (here, these pa-
rameters were set at 10 000 kg.m and 10 000 N.m.s/rad). Also,
• : W (while 11.85 W with reduced voltage values are used. The data obtained, shown in
experiments). Table VII, clearly agrees with that of experiment analysis.
BENTOUNSI et al.: COMPUTER-AIDED TEACHING USING MATLAB/SIMULINK FOR ENHANCING IM COURSE 487

Fig. 15. Core and mechanical losses obtained from experiments and simulation (a) for Motor 1 and (b) for Motor 2.

Fig. 16. Simulink model of the load test (case of the wound rotor motor M 1).
TABLE VI
RESULTS OF VIRTUAL NO-LOAD TESTS TABLE VII
RESULTS OF VIRTUAL BLOCKED-ROTOR TESTS

stator current belonging to the circle diagram of the considered


motor.
In this test, the motors are supplied by a three-phase
system of balanced voltages with the nominal frequency.
The motors are driving dc generators debiting on a resistive
D. Virtual Load Test load of 10 . The dc generators are separately excited, with
In order to close the loop between experimental and virtual field connections (F+, F-) and the armature circuit (A+, A-),
simulated tests, a load test model was established. The complete consisting of an inductor and a resistor in series with an elec-
model is depicted in Fig. 16. The aim is to obtain an absorbed tromotive force, whose parameters are the following:
488 IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011

Fig. 17. Validation of virtual tests using the automated circle diagrams of (a) M 1 and (b) M 2.

Fig. 18. Survey results from the students.

TABLE VIII
RESULTS OF VIRTUAL LOAD TESTS task was to carry out a practical parametric identification of
two kinds of induction motors: wound and squirrel-cage mo-
tors. Moreover, they were asked to operate the two machines
in the self-excited generator mode; they achieved this with the
squirrel-cage machine, but not with the wound one, due to time
constraints. In the second semester of 2009, two engineering
students [8] resumed the work. Their objectives were to vali-
date the identified parameters through an automatic drawing of
the circle diagram, and the implementation of these parameters
• coupled with : V, 240 , in virtual machines models, to be performed within MATLAB/
, 0.01 H, 180 V; Simulink. All these objectives were successfully attained, and
• coupled with : V, 240 , the students acquired a great deal of knowledge of the theo-
, 0.03 H, 180 V. retical and experimental operation of induction motors. In the
The results are shown in Table VIII. To validate the load tests, second semester of 2010, another pair of engineering students
the active power values are entered in the MATLAB program worked on the same approach applied to a single-phase trans-
of Section III-A (flowchart given in Fig. 20 of the Appendix). former. The students found the way well prepared to accom-
The validation gave the following: plish their goals. Furthermore, in order to verify the impact of
• : W A (Simulink: the proposed methods on graduate student’ comprehension, the
A) MATLAB programs established for power-loss separation and
• : W A (Simulink: the drawing of the circle diagram of the wound IM considered
A). in Section III were introduced in the final laboratory practical of
The tests are valid since the absorbed currents belong to the the electrical machines course ELT1, given to second-year grad-
circle periphery as demonstrated in Fig. 17. uate-degree students. The students, having some knowledge of
IM theory, were delighted to be able to draw their graphs di-
rectly from the programs, without using the traditional tools of
VI. IMPACT ANALYSIS OF THE PROPOSED METHODS
pencil, compass, ruler, and graph paper. The proposed method
The methods proposed in this paper were developed in the is scheduled to be implemented in 2011 for graduate students
context of creating a final-year project for Diploma of Applied of the third-year electrical machines course ELT2 and of the
University Studies (DAUS) students and for engineering stu- fourth-year engineering degree course. Meanwhile, a five-item
dents in the Electrotechnics Department. The work began in the questionnaire was circulated to each student, which consisted of
second semester of 2008 with two DAUS students [7]. Their the following questions.
BENTOUNSI et al.: COMPUTER-AIDED TEACHING USING MATLAB/SIMULINK FOR ENHANCING IM COURSE 489

Fig. 19. Synoptic scheme of the proposed study.

Q1) Select your preference for the presentation of electrical VII. CONCLUSION AND PROSPECTS
machinery courses:
a) A traditional presentation (using the blackboard)? The use of computer tools for modeling and simulating the
b) A multimedia presentation? operation of the electrical machines is an essential pedagogic
c) A mixed presentation? complement to modern teaching. The study developed in this
Q2) Is the circle diagram: paper is an important contribution in the educational domain
a) Difficult to understand? for the students and lecturers of the Electrical Engineering
b) Difficult to draw? Department of Mentouri University. The authors’ experience
c) Difficult in both senses? in teaching electrical machines, such as induction motors,
d) Easy to understand and draw? shows that students have some difficulties in carrying out
Q3) Do you prefer to draw the circle diagram: their laboratory experiments properly. To overcome this, the
a) Manually (with compass and ruler)? authors propose a pedagogic approach based on the use of
b) Automatically (using M-file programming)? the MATLAB/Simulink software to predetermine the usual
Q4) Do you agree that virtual laboratory tests (using steady-state characteristics of two asynchronous motors (wound
MATLAB/Simulink) should precede the experimental “ ” and squirrel-cage “ ”) starting from three easy-to-per-
practicals? form tests (dc test and no-load and blocked-rotor tests). This
a) Yes approach is very useful because it involves reduced powers,
b) No unlike a direct load test, which is difficult to implement with
Q5) Do you think that it is helpful to use computer skills to powerful machines. A first step consists of entering the test
check the results of your exercises during the supervised results into a MATLAB program to automate the construction
practical work (with tools such as MATLAB/Simulink)? of the circle diagram, from which various operating character-
a) Yes istics of the motors will be deduced. Most results of various
b) No simulations carried out under the automated circle diagram are
The student’ responses are reported in Fig. 18. Globally, the in good accordance with those predicted by theory. A second
impact of the proposed methods on students’ feedback was very step is to determine the equivalent scheme parameters of the
positive. virtual machines modeled within Simulink/PSB. The simulated
In addition, the circle diagram is a powerful graphic and experimental results were very close to each other. To close
tool [17]–[20]. It takes about 90 min to lay this out manually, the loop between experiments, the automated MATLAB pro-
and then use it to predetermine the characteristics of the IM. gram, and the Simulink models, a virtual load test was carried
The automated procedure suggested here allows this to be out by coupling the asynchronous motor to a dc generator. The
reduced to 30 min and to improve its precision. corresponding load point was validated on the circle diagram.
Moreover, the use of multimedia tools (DataShow and An assessment is provided to reflect the positive impact of the
PowerPoint) had a very positive impact on the interest level of proposed methods for enhancing an IM course with laboratory
the course. tests.
490 IEEE TRANSACTIONS ON EDUCATION, VOL. 54, NO. 3, AUGUST 2011

Fig. 20. Flowchart for conceiving the MATLAB program.

APPENDIX [12] J. Yviquel, “Contribution à l’étude de fonctionnement des moteurs


d’induction à rotor bobiné et à cages multiples,” Annales de la faculté
The synoptic scheme of the proposed study is shown in des Sciences de Toulouse, Univ. P. Sabatier vol. 15, no. 4, pp. 79–54,
Fig. 19. The flowchart for conceiving the MATLAB program 1951.
[13] A. Boglietti, A. Cavagnino, L. Ferraris, and M. Lazzari, “Skin effect
is shown in Fig. 20. experimental validations of induction motor squirrel cage parame-
ters,” in Proc. ICEM, Vilamoura, Portugal, Sep. 6–9, 2008, Paper ID
931.
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BENTOUNSI et al.: COMPUTER-AIDED TEACHING USING MATLAB/SIMULINK FOR ENHANCING IM COURSE 491

Hind Djeghloud was born in Constantine, Algeria, in 1976. She received the Tahar Birem was born in Mila, Algeria, in 1986. He received the B.S. degree in
B.S., M.S., and Ph.D. degrees in electric machines from the Department of Elec- electric machines from the Department of Electrotechnics, where he came first
trotechnics, Constantine University, Constantine, Algeria, in 2000, 2002, and in his class, Constantine University, Constantine, Algeria, in 2009.
2007, respectively. His field of interest is mainly focused on electrical machines.
In 2003, she joined the Department of Electrotechnics, Constantine Univer-
sity, as an Assistant Professor. She is currently a Lecturer in the same depart-
ment. Her interests are in power electronics, including electric power quality,
active power filters, pulse width modulation (PWM) converters, and renewable Hamza Amiar was born in Ain-Beida, Algeria, in 1986. He received the B.S.
energy systems. degree in electric machines from the Department of Electrotechnics, where he
came second in his class, Constantine University, Constantine, Algeria, in 2009.
His field of interest is mainly focused on electrical machines.

Hocine Benalla was born in Constantine, Algeria, in 1957. He received the B.S.
degree from the University of Sciences and Technology of Oran, Oran, Algeria,
in 1980; the M.S. and Doctorate Engineer degrees in power electronics from the
National Polytechnic Institute of Toulouse, Toulouse, France, in 1982 and 1984,
respectively; and the Ph.D. degree in electrical engineering from the University
of Jussieu, Paris VI, France, in 1995.
Since 1996, he has been with the Department of Electrotechnics, Constan-
tine University, Constantine, Algeria, as a Professor. His current research field
includes active power filters, pulse width modulation (PWM) inverters, electric
machines, and ac drives.

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