Print View: ELEC7402 - Sem 2 2008 - St Lucia

2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

This course is about the use of electronics to process power, ranging from milliWatts to megaWatts. During this course you will

revisit the fundamental circuit components and relationships of V, I, Z and P.
examine practical passive components.
be familiar with the semiconductor switches commonly used - their operation, control, and advantages & disadvantages.
be able to analyse and explain the operation of a number of power electronics converter circuits.
be able to design, construct and test low voltage converter circuits.

2.2 Learning Objectives

After successfully completing this course you should be able to:

1. KNOWLEDGE AND COMPREHENSION
1.1  describe and compare the different semiconductor devices
1.2  discuss the attributes of real passive components
1.3  recall and compare the basic power electronic converter classes and topologies
1.4  explain one cycle of steady state converter operation
1.5  indentify or name various power electronic converter applications

2. ANALYSIS AND SYNTHESIS
2.1  choose an appropriate power electronic converter for an application
2.2  choose appropriate semiconductor and passive devices for an application
2.3  calculate and reproduce converter waveforms for one cycle of steady state converter operation
2.4  explain the fundamentals of converter control systems and transient behaviour
2.5  design basic magnetic components
2.6  use a simulation tool to analyse a power electronic converter
2.7  build a working power electronic converter
2.8  measure and critique the performance of a power electronic converter

2.3. Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following UQ (Postgrad Coursework) graduate attributes:

GRADUATE ATTRIBUTE	LEARNING OBJECTIVES
*A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A2. A broad understanding of the field of study, including how other disciplines relate to the field of study.
A3. A comprehensive and in-depth knowledge in the field of study.
A5. An international perspective on the field of study.	1.5
A7. An appreciation of the link between theory and practice.
*B. EFFECTIVE COMMUNICATION*
B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.	1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 2.4, 2.5, 2.6, 2.7, 2.8
B2. The ability to interact effectively with others in order to work towards a common outcome.	1.4, 2.2, 2.7, 2.8
B3. The ability to select and use the appropriate level, style and means of communication.	1.1, 1.2, 1.3, 1.5, 2.7, 2.8
B4. The ability to engage effectively and appropriately with information and communication technologies.	2.7
B5. The ability to practise as part of an interdisciplinary team.
*C. INDEPENDENCE AND CREATIVITY*
C2. The ability to work and learn independently and effectively.
C3. The ability to generate ideas and adapt innovatively to changing environments.	2.2, 2.7
C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices.
C6. The abilities and skills that provide a foundation for future leadership roles.
*D. CRITICAL JUDGEMENT*
D2. The ability to apply critical reasoning to issues through independent thought and informed judgement.	2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
D4. The ability to process material and to critically analyse and integrate information from a wide range of sources.
D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach.
*E. ETHICAL AND SOCIAL UNDERSTANDING*
E1. An understanding of social and civic responsibility.	1.5, 2.7
E3. An appreciation of the philosophical and social contexts of a discipline.
E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.	2.7
E5. A knowledge of other cultures and times and an appreciation of cultural diversity.	1.5
E7. The ability to work effectively and sensitively across all areas of society.
E8. An understanding of and respect for the roles and expertise of associated disciplines.

3. Learning Resources

3.1 Required Resources

Mohan, Undeland and Robbins, Power Electronics: converters, applications and design, 3nd ed. John Wiley & Sons, 2003. Call No. TK7871.85 .M57345 2003 Note that the third edition comes with a CD-ROM. This is a valuable resource which includes spice and presentations from the book. I make use of some of it's features. There is no difference between the 2nd and 3rd edition that I am aware of other than the CD.

Daniel Hart, Introduction to Power Electonics, Prentice Hall, 1997. Excellent all round. Extensive use of Spice simulations. A good alternative to MUR. TK7881.15 .H37 1997 NB: Choose *either* Hart or Mohan, Undeland, Robbins.

3.2 Recommended Resources

Mohammed Rashid, Power electronics : circuits, devices, and applications, 3rd ed., Prentice-Hall, 2004 Good coverage of thyristor rectifiers / converters, and example PSpice usage. TK7881.15 .R37 2003

Robert Erickson, Dragan Maksimovic, Fundamentals of Power Electronics, 2nd Ed, Kwuler, 2001 Excellent converage of SMPS converters. Greater depth, Great appendices. TK7881.15 .E75 2001

Jai Agrawal, Power Electronic Systems: theory and design, Prentice Hall, 2001 Excellent all round coverage. TK7881.15 .A38 2001

Andrzej M Trzynadlowski, Introduction to Modern Power Electronics, Wiley, 1998 Good Maths, Good diagrams. But quite technical and terse in parts. Worth checking. TK7881.15 .T79 1998

K. Kit Sum, Switch mode power conversion : basic theory and design, Dekker, 1984. Covers SMPS, including control, and state space averaging. TK7881.15 .S86 1984

Whittington, Flynn, Macpherson, Switched Mode Power Supplies - design and construction, 2nd ed., Wiley, 1997. Very practical SMPS coverage. TK7881.15 .W45 1997

Bimal K. Bose, Power electronics and variable frequency drives : technology and applications, IEEE Press, 1996. Very thorough, in depth coverage of motor drives. For those who want more... TK7881 .P69 1996

Horowitz and Hill, The Art of Electronics, 2nd ed. Cambridge University Press, 1989. A very practical book, with many example circuits. Concentrates on electronics TK7815 .H67 1989

Slemon, Electric Machines and Drives, Addison Wesley, 1992. TK4058 .S539 1992 My preferred reference for magnetics and machines. Weak on drives however

Wildi, Electrical Machines, Drives and Power systems, Pearson Prentice Hall, 6th ed, 2006 TK145 .W489 2006 A good general introduction to the topics in its title.

3.3 University Learning Resources

Access to required and recommended resources, plus past central exam papers, is available at the UQ Library website (http://library.uq.edu.au/search/r?SEARCH=ELEC7402).

The University offers a range of resources and services to support student learning. Details are available on the myServices website (https://student.my.uq.edu.au/).

3.4 School of Information Technology and Electrical Engineering Learning Resources

Students enrolled at St Lucia who wish to retain a hard copy of this profile can use the free print quota provided each semester to students enrolled in courses in the School of Information Technology & Electrical Engineering. For information on how to use this print quota, see the School Policy on Student Photocopying and Printing (St Lucia) (http://www.itee.uq.edu.au/about_ITEE/policies/copy-print.html). Students enrolled at the Ipswich campus will either be provided with a hard copy or given directions in class on how to obtain a free copy.

ITEE course websites can be found at http://www.itee.uq.edu.au/~COURSECODE. Many ITEE courses also have Usenet newsgroups, named uq.itee.COURSECODE. Instructions for accessing newsgroups are available at http://studenthelp.itee.uq.edu.au/faq/1stYearFAQ.html#accessnews.

3.5 Other Learning Resources & Information

There are two excellent web-sites dedicated to power electronics. Visit them regularly during the course, sign up for one of the news-letters / e-zines,

4. Teaching & Learning Activities

4.1 Learning Activities

Date	Lecture	Tutorial	Other Activities
21 Jul - 27 Jul	Tue 12:00 - Tue 14:00 Introduction: course profile, applications and intro, linear vs switchmode, Learning Objectives: 1.3 Readings/Ref: MUR (Ch.1); Fri 09:00 - Fri 10:00 Fundamentals: L & C as building blocks v = L di/dt, i = C dv/dt, relationship of V,I,Z,P Learning Objectives: 2.3 Readings/Ref: MUR (Ch.3); Hart (ch.2);
28 Jul - 3 Aug	Tue 12:00 - Tue 14:00 DC-DC converters: Buck, boost, buckboost, Cuk, switching losses, Learning Objectives: 1.3, 1.4, 1.5, 2.1, 2.3 Readings/Ref: MUR (7.1-7.6, 2.4); Hart (Ch.6); Fri 09:00 - Fri 10:00 Simulation: Using PSpice Learning Objectives: 1.4, 2.3, 2.6 Readings/Ref: MUR (4.1-4.3, 4.6); Hart (1.5-1.7, 2.9, 6.10);	Fri 14:00 - Fri 15:00 tute 1 Readings/Ref: MUR ;
4 Aug - 10 Aug	Tue 12:00 - Tue 14:00 Semiconductors: Diodes, MOSFETS, BJTs, IGBTs Learning Objectives: 1.1, 1.3, 1.4, 2.2 Readings/Ref: MUR (2.1,2,4-6,8, also ch.19-22,25); Hart (1.3,1.4 (weak) ); Fri 09:00 - Fri 10:00 Semiconductors II: Drive circuits Learning Objectives: 1.1, 2.2, 2.7 Readings/Ref: MUR (2.11, Ch.28); Hart (10.1-10.4);		Fri 14:00 - Fri 15:00 Quiz 1 (Quiz): In tutorial Quiz, on material to end of week 2 Readings/Ref: MUR ;
11 Aug - 17 Aug	Tue 12:00 - Tue 14:00 Passives: Heatsinks, Real inductors and capacitors, parasitics Learning Objectives: 1.1, 1.2, 1.3, 1.4, 2.2, 2.3, 2.6, 2.7 Readings/Ref: MUR (29.1-3); H&H (Ch.1) Fri 09:00 - Fri 10:00 Passives II: Practical layout issues, Snubbers Learning Objectives: 1.1, 1.2, 2.2, 2.3, 2.6, 2.7 Readings/Ref: MUR (28.7 27.1-2,4-6); Hart (10.5-10.7); Whittington	Fri 14:00 - Fri 15:00 Tute 3 Readings/Ref: MUR ;
18 Aug - 24 Aug	Tue 12:00 - Tue 14:00 Control: PWM, Control, State space averaging Learning Objectives: 1.4, 2.3, 2.4, 2.6, 2.7 Readings/Ref: MUR (10.5,6); Hart (6.10, 7.12, app.B ); Kit Sum ; Erickson Fri 09:00 - Fri 10:00 control II: Controller chips, hysteresis control, current control Learning Objectives: 1.2, 1.4, 2.3, 2.4, 2.6, 2.7 Readings/Ref: MUR (10.5,6); Kit Sum ; Whittington ; Erickson		Fri 14:00 - Fri 15:00 Quiz 2 (Quiz): In tutorial Quiz, on material to end of week 4 Readings/Ref: MUR ;
25 Aug - 31 Aug	Tue 12:00 - Tue 14:00 Motor Control: Half Bridge, Full bridge, DC motor control, Sinusoidal control, AC single phase inversion Learning Objectives: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.6 Readings/Ref: MUR (7.7, Ch.13, 8.1-3); Hart (8.1-8.12); Wildi ; bose ; Slemon Fri 09:00 - Fri 10:00 Motor Control II: Sinusoidal control, AC single phase inversion, three phase conversion, induction motor drives Learning Objectives: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.6 Readings/Ref: MUR (8.1-4, Ch.14); Hart (8.13-8.16); Wildi ; bose ; Slemon	Fri 14:00 - Fri 15:00 Tute 5 Readings/Ref: MUR ;
1 Sep - 7 Sep	Tue 12:00 - Tue 14:00 Isolated converters: forward, half/full bridge, flyback Learning Objectives: 1.3, 1.4, 1.5, 2.1, 2.3, 2.6, 2.7 Readings/Ref: MUR (10.1-4); Hart (7.1-7.11); Fri 09:00 - Fri 10:00 Isolated converters II: forward, half/full bridge, flyback, control ICs and integrated solns. Learning Objectives: 1.3, 1.4, 1.5, 2.1, 2.3, 2.6, 2.7 Readings/Ref: MUR (10.1-4); Hart (7.1-7.11); Whittington		Fri 14:00 - Fri 15:00 Quiz 3 (Quiz): In tutorial Quiz, on material to end of week 6 Readings/Ref: MUR ;
8 Sep - 14 Sep	Tue 12:00 - Tue 14:00 Magnetics: high frequency transformer and inductor design, simulation, practical issues Learning Objectives: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 2.6, 2.7 Readings/Ref: MUR (10.4.8, Ch.30); Erickson Fri 09:00 - Fri 10:00 Magnetics II: examples Learning Objectives: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 2.6, 2.7 Readings/Ref: MUR (10.4.8, Ch.30); Whittington ; Erickson	Fri 14:00 - Fri 15:00 Tute 7 Readings/Ref: MUR ;	Fri 09:00 - Fri 09:05 Mid-way Project Checkpoint (Project): Workbooks and deliverables will be ready at this point to be sighted, signed, photographed, handed in etc (as appropriate) for subsequent marking later this day or on the Monday and Tuesday of the following week. Other less formal check point times will also be used to monitor progress.
15 Sep - 21 Sep	Tue 12:00 - Tue 14:00 By Request: Opportunity for review or coverage of special interest topics Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 Readings/Ref: MUR ; Fri 09:00 - Fri 10:00 By Request II: Opportunity for review or coverage of special interest topics Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 Readings/Ref: MUR ;		Fri 14:00 - Fri 15:00 Quiz 4 (Quiz): In tutorial Quiz, on material to end of week 8 Readings/Ref: MUR ;
22 Sep - 28 Sep	Tue 12:00 - Tue 14:00 Rectifiers: rectifiers, diode bridges, source inductance, commutation, extension to three phase, (NB not voltage source loads -- see next lecture and readings) Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.6 Readings/Ref: MUR (5.1-5.3.2, 5.6-5.6.2); Hart (ch.3,4); Rashid Fri 09:00 - Fri 10:00 Rectifiers II: rectifiers into capacitive loads Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.6 Readings/Ref: MUR (5.3.3-5.5, 5.6.3-5.9);	Fri 14:00 - Fri 15:00 Tute 9 Readings/Ref: MUR ;
6 Oct - 12 Oct	Tue 12:00 - Tue 14:00 Phase Angle Controlled Converters: Line frequency phase angle controlled rectifiers, thyristors, inverters Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.6 Readings/Ref: MUR (Ch.6, Ch.23); Hart (3.9, 4.3, 4.5); Rashid Fri 09:00 - Fri 10:00 AC-AC Phase Angle Control: AC-AC phase angle control, single phase resistive, RL load, three phase, cycloconverters Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.6 Readings/Ref: Hart (ch.5); Rashid		Fri 14:00 - Fri 15:00 Quiz 5 (Quiz): In tutorial Quiz, on material to end of week 10 Readings/Ref: MUR ;
13 Oct - 19 Oct	Tue 12:00 - Tue 14:00 Electricity Utility Applications: HVdc Transmission, Static Var Compensation, Unity Power Factor rectifiers Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.6 Readings/Ref: MUR (Ch.17); Hart (4.6); Rashid (Excellent coverage) Fri 09:00 - Fri 10:00 Electricity Utility Applications: Unity Power Factor rectifiers Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.6 Readings/Ref: MUR (Ch.18);	Fri 14:00 - Fri 15:00 Tute 11 Readings/Ref: MUR ;	Fri 09:00 - Fri 09:05 Final Project Submission (Project): Workbooks and deliverables will be ready at this point to be sighted, signed, photographed, handed in etc (as appropriate) for subsequent marking later this day or on the Monday and Tuesday of the following week.
20 Oct - 26 Oct	Tue 12:00 - Tue 14:00 By Request / Revision: Opportunity for review or coverage of special interest topics Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 Readings/Ref: MUR ;		Fri 14:00 - Fri 15:00 Quiz 6 (Quiz): In tutorial Quiz, on material to end of week 12 Readings/Ref: MUR ;

4.2 Other Teaching and Learning Activities Information

Lectures will be presented using powerpoinit slides and additional whiteboard notes. Students will gain the maximum benefit if the material to be covered from the sections noted in the textbook is read prior to the lectures. Lectures are usually quite interactive with ample opportunites for questions.

Tutorials are an opportunity to attempt set problems with tutors and the lecturer present to help. Sometimes a problem which is causing difficulty for the entire class will be presented to the entire class as an example.

The project is self directed. Students work in groups of three at their own pace during time that is convenient to them. The labs will be open for project work for a reasonable time each week. There is a timetable time each week allocated to the project during which the lecturer and/or tutor will be available to help with questions regarding the project.

5. Assessment

5.1 Assessment Summary

This is a summary of the assessment in the course. For detailed information on each assessment, see 5.5 Assessment Detail below.

Assessment Task	Due Date	Weighting	Learning Objectives
Project Practical Group Project	Check point due end week 8, project due end week 12	30%	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
In Class Quiz Tutorial Quizes	Quizes occur fortnightly in Friday afternoon tutorials, 2-3pm	20%	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6
Exam - during Exam Period (Central) Final Exam	Examination Period	50%	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5

5.2 Course Grading

Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course: as judged by achieving an overall percentage of less than 20%.

The minimum percentage required for a grade of 1 is: 0%

Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: as judged by achieving an overall percentage of 20% to less than 45%.

Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: as judged by achieving an overall percentage of 45% to less than 50%.

Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: as judged by achieving an overall percentage of 50% to less than 65%, and achieving a minimum percentage of 45% for each component (project, tute exams, and final exam).

Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: as judged by achieving an overall percentage of 65% to less than 75%, and achieving a minimum percentage of 60% for each component (project, tute exams, and final exam).

Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: as judged by achieving an overall percentage of 75% to less than 85%, and achieving a minimum percentage of 70% for each component (project, tute exams, and final exam).

Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: as judged by achieving an overall percentage of 85% or more, and achieving a minimum percentage of 80% for each component (project, tute exams, and final exam).

Other Requirements & Comments : Note that postgraduate students are expected to achieve a minimum standard of performance in each of the three assessment component subtotals.

5.3 Late Submission

No extensions will be granted except in exceptional personal circumstances (documented medical reason or family emergency). Personal hardware or computer failures are not grounds for extension.

5.4 Other Assessment Information

In the event of clashes with the tutorial mini exam times (Fri 2-3pm), please discuss with the lecturer. It is sometimes possible to take the exam immediately before the set time of 2pm.

5.5 Assessment Detail

Practical Group Project

Type: Project
Learning Objectives Assessed: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
Due Date:
Check point due end week 8, project due end week 12
Weight: 30%
Task Description: The Project will be undertaken by groups of three. Work is assessed based on a workbook (5%), an oral presentation and demonstration (10%), and a written report (10%). The project has checkpoints (totalling 5%) at a number of announced times during the semester. The marks are based on both progress and workbooks.

Workbook and demo assessment is individual. However, the report should be written by the group, with a section which lists the individual contributions of the team members towards the report. Usually the report mark will be awarded equally to the three team members, however this may not be so if it is clear the contribution to the report was far from equal.

The criteria based project mark sheets for the workbook, demo and report are available as separate documents on the school course website.

At the end of the period allocated to the project as shown in the schedule above (week 12), each group will sign up for a 20 minute timeslot. In that time, the group of three will demonstrate their working project, and answer questions individually about its design and operation. Each student's workbook will also be marked during this period.

Criteria & Marking: The criteria based project mark sheets for the workbook, demo and report are available as separate documents on the school course website.

Tutorial Quizes

Type: In Class Quiz
Learning Objectives Assessed: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6
Due Date:
Quizes occur fortnightly in Friday afternoon tutorials, 2-3pm
Weight: 20%
Perusal: 5 minutes
Duration: 25 minutes
Format: Short answer, Problem solving
Task Description: On six occasions as shown in the schedule above, one or two short tutorial like questions questions will be part of a mini (15-20 minute) exam held during the tutorial session. The best five of these six tutorial exams will count toward your final mark. These tutorials will count 20% towards the final mark, so 4% per tutorial.

Different conditions may be used for each exam. On each occasion, the conditions for the next mini-exam will be announced at least one week in advance. It is expected that

These mini tests will be normally be open book, but perhaps one will be closed book.
These mini tests will usually be undertaken in silence with no inter-student interaction, but some may allow conferring.
One tutorial may be conducted in the conventional "take home" manner.

Criteria & Marking: Quizes will be marked according to marks per question as indicated on the quiz question sheet. The allocation of marks to questions and the difficulty of questions will be such that a passing grade (50%) can be achieved with a minimum acceptable understanding and application of the knowledge under examination, while each higher band of grade will require increasingly more knowledge and skills.

Final Exam

Type: Exam - during Exam Period (Central)
Learning Objectives Assessed: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5
Due Date:
Examination Period
Weight: 50%
Perusal: 10 minutes
Duration: 120 minutes
Task Description: This exam will be open-book and will contain analysis oriented multi-part questions. Open-book means that you may bring any written or printed material into the examination room, including the text book. You may also bring a battery-operated calculator. Computers and other communication devices are NOT permitted.
Criteria & Marking: The final exam will be marked according to marks per question as indicated on the final examination script. The allocation of marks to questions and the difficulty of questions sections will be such that a passing grade (50%) can be achieved with a minimum acceptable understanding and application of the knowledge under examination, while each higher band of grade will require increasingly more knowledge and skills.

6. Policies & Guidelines

This section contains the details of and links to the most relevant policies and course guidelines. For further details on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures.

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).

Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.

Plagiarism
The University has adopted the following definition of plagiarism:

Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.

Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www.uq.edu.au/hupp/index.html?page=25128) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.

Feedback on Assessment
Feedback is essential to effective learning and students can expect to receive appropriate and timely feedback on all assessment. For a detailed explanation of the feedback you are entitled to, you should consult the policy on Student Access to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=25109)

As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.

There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)

School of Information Technology and Electrical Engineering Assessment Guidelines

Misconduct

Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/about_ITEE/policies/student-misconduct.html).

Late Arrival or Non-attendance at Examinations

The policy and procedure for late arrival or non-attendance at centrally controlled examinations is set out in the University's Examinations policy (HUPP 3.30.5), sections 8 and 10.2.

The way in which late arrival at a School-controlled examination is dealt with will be at the discretion of the course coordinator, who may be guided by the policy for centrally controlled exams.

In the case that a student requests a special exam for a School-controlled exam, the request will be considered and, if allowed, the timing shall be determined by the course coordinator, in consultation with the School's Chief Examiner where necessary, and in accordance with HUPP 3.30.5. Unless otherwise indicated in the Course Profile, applications must be made in writing to the Head of School no later than one week after the exam. Late applications will not be accepted.

Examination Feedback

In addition to the advice above, students wishing to view examination answer scripts and/or question papers should consult with the School office (Room 217, General Purpose South Building [78], St Lucia; Room 218, Building 1, Ipswich) regarding arrangements. The ITEE policy on exam script viewing is available at http://study.itee.uq.edu.au/current_students/exam_script_viewing.html.

Supplementary Assessment

If you fail this course you may be eligible for supplementary assessment - see the general award rules and/or your program rules for details. You should note that even though you may be eligible for supplementary assessment under these rules, in some circumstances there may be no practical assessment that can be offered to allow you to meet the minimum passing requirements. These circumstances may include failure based on:

group or team based assessment;
attendance or class participation requirements;
laboratory-based assessment, where laboratories can't practically be made available after classes have finished;
project or thesis-based assessment, where a significant period of time would be required to undertake supplementary assessment;
progressive assessment, where subsequent assessment items build on earlier assessment items; or
multiple assessment items, where it is impractical to offer multiple supplementary assessment items.

If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
Students on a placement course – also known as a work placement, internship, industry study, industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork, teaching practice – should refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/index.html?page=25120) for detailed information.

Working with Children
Students whose studies include a professional/work placement, internship, clinical practice, teaching practice or other similar activity which involves them in regular contact with children should refer to the University policy, Working with Children Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=25004) to find out how to apply for a ‘blue card’.

Students with a Disability
Any student with a disability who may require alternative academic arrangements, including assessment, in the course/program is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Support Services. Refer to the University policy, Students with a Disability (Disability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=25122) and to the policy on Special Arrangements for Examinations for Students with a Disability (http://www.uq.edu.au/hupp/index.html?page=25111

Where an adjustment is made to an accredited program, it is the responsibility of the relevant Faculty to liaise with professional and registration bodies regarding the acceptability of the change/s.

Occupational Health and Safety
Undergraduate Students (http://www.uq.edu.au/hupp/index.html?page=25055) and Postgraduate Students (http://www.uq.edu.au/hupp/index.html?page=25057) should be familiar with the University policies on occupational health and safety in the laboratory.

Other School of Information Technology and Electrical Engineering Guidelines

Ethical Clearance

If your course involves assignment or project work involving human subjects or human-related materials, you must investigate the need for ethical clearance and obtain it when required. Information on ethical clearance can be found at http://www.uq.edu.au/research/orps/index.html?page=5064&pid=5256.

Learning Summary

Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.

Learning Objectives

After successfully completing this course you should be able to:

1. KNOWLEDGE AND COMPREHENSION
1.1  describe and compare the different semiconductor devices
1.2  discuss the attributes of real passive components
1.3  recall and compare the basic power electronic converter classes and topologies
1.4  explain one cycle of steady state converter operation
1.5  indentify or name various power electronic converter applications
2. ANALYSIS AND SYNTHESIS
2.1  choose an appropriate power electronic converter for an application
2.2  choose appropriate semiconductor and passive devices for an application
2.3  calculate and reproduce converter waveforms for one cycle of steady state converter operation
2.4  explain the fundamentals of converter control systems and transient behaviour
2.5  design basic magnetic components
2.6  use a simulation tool to analyse a power electronic converter
2.7  build a working power electronic converter
2.8  measure and critique the performance of a power electronic converter

Assessment & Learning Activities

Learning Objectives

1.1

1.2

1.3

1.4

1.5

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

Learning Activities

Introduction (Lecture)

Fundamentals (Lecture)

DC-DC converters (Lecture)

Simulation (Lecture)

tute 1 (Tutorial)

Semiconductors (Lecture)

Semiconductors II (Lecture)

Quiz 1 (Quiz)

Passives (Lecture)

Passives II (Lecture)

Tute 3 (Tutorial)

Control (Lecture)

control II (Lecture)

Quiz 2 (Quiz)

Motor Control (Lecture)

Motor Control II (Lecture)

Tute 5 (Tutorial)

Isolated converters (Lecture)

Isolated converters II (Lecture)

Quiz 3 (Quiz)

ELEC7402 - Sem 2 2008 - St Lucia - Internal

1. General Course Information

1.1 Course Details

1.2 Course Introduction

1.3 Course Staff

1.4 Timetable

2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

2.2 Learning Objectives

2.3. Graduate Attributes

3. Learning Resources

3.1 Required Resources

3.2 Recommended Resources

3.3 University Learning Resources

3.4 School of Information Technology and Electrical Engineering Learning Resources

3.5 Other Learning Resources & Information

4. Teaching & Learning Activities

4.1 Learning Activities

4.2 Other Teaching and Learning Activities Information

5. Assessment

5.1 Assessment Summary

5.2 Course Grading

5.3 Late Submission

5.4 Other Assessment Information

5.5 Assessment Detail

6. Policies & Guidelines

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

School of Information Technology and Electrical Engineering Assessment Guidelines

6.2 Other Policies and Guidelines

University Policies and Guidelines

Other School of Information Technology and Electrical Engineering Guidelines

Learning Summary

Learning Objectives

Assessment & Learning Activities