電氣工程專業(yè)外文翻譯

1、<p>　　Session M1E</p><p>　　Work in Progress - Integration of Hands-On-</p><p>　　Laboratory Experience of Power Electronics and</p><p>　　Renewable Energy Applications</p>

2、<p>　　Eduardo I. Ortiz-Rivera, Member IEEE, and Marcel J. Castro-Sitiriche, Member IEEE</p><p>　　University of Puerto Rico-Mayagüez, Eduardo.Ortiz@ece.uprm.edu, Marcel.Castro@ece.uprm.edu</p>

3、;<p>　　Abstract – This work-in-progress presents the research</p><p>　　and educational activities designed to create a synergy</p><p>　　related to aspects of the power electronics laborat

4、ory</p><p>　　experience using alternative energy, and dissemination of</p><p>　　knowledge related to the impact of renewable energy as</p><p>　　part of the solution to achieve a sus

5、tainable future &</p><p>　　economy for the society, as well as to the national</p><p>　　security based on the reality and needs of Puerto Rico.</p><p>　　The work-in-progress is

6、focused on two areas: 1)</p><p>　　Integration of hands-on laboratory experiences with</p><p>　　undergraduate power electronics courses and renewable</p><p>　　energy applications 2)

7、Undergraduate research</p><p>　　experience on power electronics and systems with</p><p>　　selected power electronics topologies for renewable</p><p>　　applications with a special fo

8、cus to the reality of a</p><p>　　geographical region (for our case Puerto Rico). Finally,</p><p>　　it’s also intended with this paper to create an interest in</p><p>　　other academi

9、c institutions about the importance and</p><p>　　need of an electrical engineering program which should</p><p>　　include power electronics, renewable energy, and lab</p><p>　　experi

10、ence as part of their curriculum for the benefit of</p><p>　　their countries.</p><p>　　Index Terms - Educational technology, laboratories, power</p><p>　　electronics, solar energy,

11、thermoelectric energy.</p><p>　　INTRODUCTION</p><p>　　The current changes in the worldwide markets are making a</p><p>　　large impact in our daily lives. The cost of oil is rising a

12、nd</p><p>　　the reserves are decreasing every day. Also, dramatic</p><p>　　demographic changes are impacting the feasibility of the</p><p>　　electric infrastructure and eventually t

13、he economic future of</p><p>　　the industry. As well, the reduction of CO2 emissions plays</p><p>　　an important role in the production of electric energy. These</p><p>　　are some o

14、f the reasons that many countries are looking to</p><p>　　integrate renewable energy sources as part of their public</p><p>　　policy to produce electricity in a sustainable way [1].</p>&

15、lt;p>　　But any energy plan which involves changes to the</p><p>　　electrical infrastructure and its public policy would require a</p><p>　　well trained workforce with special knowledge in tra

16、ditional</p><p>　　power systems, power electronics topologies, and available</p><p>　　types of renewable energy sources. For any country, to have</p><p>　　a well trained engineering

17、 force, their academic institutions</p><p>　　play a critical role in their development. It is why today for</p><p>　　any regular student (and potential employer) is not sufficient</p><

18、;p>　　to have theoretical courses; but also it is necessary some</p><p>　　practical experience! As part of this effort, the authors of</p><p>　　this work has incorporated a strategy based on t

19、he</p><p>　　integration of hands on laboratory experience to attract and</p><p>　　train properly ECE students in the areas of power electronics</p><p>　　(PELS), renewable energy and

20、 undergraduate research.</p><p>　　WHY HANDS ON EXPERIENCE IS SO IMPORTANT?</p><p>　　It is well known that good laboratory experiences increase</p><p>　　the interest of students in a

21、n area by connecting the theory to</p><p>　　practice facilitating an active learning process [2]. An</p><p>　　interesting strategy have been developing at University of</p><p>　　Pue

22、rto Rico in Mayagüez (UPRM’s) ECE Department to</p><p>　　have a well trained engineering force with a focus on</p><p>　　renewable energy and its related aspects, specifically by the</p&g

23、t;<p>　　Mathematical Modeling and Control of Renewable Energy</p><p>　　for the Advance in the Technology and Education</p><p>　　(Minds2CREATE) Research Team lead by Dr. Eduardo I.</p&g

24、t;<p>　　Ortiz-Rivera. The integration of theoretical courses with</p><p>　　hands on laboratory experience specifically in power</p><p>　　electronics and renewable energy applications has

25、been the</p><p>　　main focal point for the Minds2CREATE Research Team [3].</p><p>　　The main objective of this strategy is essentially to prepare</p><p>　　the best engineering workf

26、orce to satisfy the required energy</p><p>　　needs of a country or a region without sacrifice its future</p><p>　　sustainability. The presented laboratory experiences have a</p><p>

27、　　potential to reach 100 students a year in Power Electronics</p><p>　　basic undergraduate course, 60 undergraduate students in</p><p>　　advance courses in addition to those doing undergraduate&

28、lt;/p><p>　　research. This experience have a tremendous impact in the</p><p>　　large amount of Electrical Engineering students that</p><p>　　graduate every year from concentrations rel

29、ated to power</p><p>　　electronics (around 100 students per year) at UPRM.</p><p>　　At UPRM, the Minds2CREATE Research Team has been</p><p>　　preparing ECE students in the areas of

30、renewable energy and</p><p>　　power electronics for power system applications based on</p><p>　　the geographical reality of Puerto Rico. To obtain the</p><p>　　theoretical expertise

31、, the ECE students interested in these</p><p>　　areas, are required to take a series of courses with focus on</p><p>　　renewable energy and power electronics. Figure 1 illustrate</p><

32、p>　　the required ECE courses for the under level. Each course is</p><p>　　designed with the fundamental knowledge required for a</p><p>　　proper understanding of power electronics and its<

33、/p><p>　　application to renewable energy.</p><p>　　ACTIVITIES FOR HANDS-ON-LABORATORY EXPERIENCE</p><p>　　To have the proper courses based on the reality of Puerto</p><p>

34、　　Rico, it is not enough to obtain a proper education on power</p><p>　　electronic and renewable energy!</p><p>　　Session M1E</p><p>　　Experimental Set-up</p><p><b&

35、gt;　　FIGURE 1</b></p><p>　　PELS UNDERGRADUATE OPTION WITH FOCUS ON RENEWABLE ENERGY.</p><p>　　That’s why, the integration of a hands on laboratory</p><p>　　experiences to thes

36、e courses is fundamental to attract new</p><p>　　students and increase their interest to do research in</p><p>　　engineering. In the long run, these steps are the ones that</p><p>　

37、　provide the base for advance graduate education. The</p><p>　　activities related to hands on laboratory experience are</p><p>　　incorporated with other educational components such as</p>

38、<p>　　theory, simulations, and real-life engineering problems</p><p>　　offered in the courses. An example of the experiments for</p><p>　　the students hands-on-experience is decribed:</

39、p><p>　　1) Electrical characterization of proton exchange fuel cells</p><p>　　For this experimental work, the student will use a low power</p><p>　　PEM fuel cell interconnected with a

40、dc-dc converter and a</p><p>　　variable resistive load. It is required that the student should</p><p>　　learn how to use a PEM fuel cell, design the required</p><p>　　components for

41、 the dc-dc converter, simulate and construct a</p><p>　　prototype to control the power and current by a fuel cell.</p><p>　　2) Mathematical modeling of PV modules for MPPT control</p><

42、;p>　　This experiment involve concepts related to optimal control</p><p>　　and the characterization of PVM’s using nonlinear models.</p><p>　　For this task the student will learn how to unders

43、tand a PV</p><p>　　datasheet and to use this data to charaterize a solar panel.</p><p>　　The theoretical values will be compared with the PVM</p><p>　　experimental values using a so

44、ftware tool previsouly</p><p>　　designed [1]. Finally, the student will connect the PVM’s to</p><p>　　a boost converter to extract the PVM’s maximum power.</p><p>　　3) Desing and pr

45、ototype of a three phase Z-Source inverter</p><p>　　For the realization of this experiment, it is required that the</p><p>　　student should understand concepts like three phase systems,</p>

46、;<p>　　Pulse-Width-Modulation, Z-source, and inverters. To design</p><p>　　the inverter, the student is required to use software tools like</p><p>　　PSIM, SABER, Matlab, etc. At the Power

47、 Electronics</p><p>　　Systems (PELS) lab, the students will construct a prototype</p><p><b>　　FIGURE 2</b></p><p>　　ELECTRICAL CHARACTERIZATION AND CONTROL OF PEM FUEL C

48、ELL.</p><p>　　will appeal to a wide range of areas at the University of</p><p>　　Puerto Rico. Some of the advantages to study different types</p><p>　　of renewable energies in Puert

49、o Rico are excellent tropical</p><p>　　weather conditions, constant wind conditions in the</p><p>　　mountain regions, year-round sunny conditions, and all of</p><p>　　them in a sing

50、le place. Finally, this project has been</p><p>　　successful given that Puerto Rico has an excellent location in</p><p>　　the Caribbean, active research of new technologies related to</p>

51、<p>　　renewable energy, an excellent place for the education of</p><p>　　engineers, and interest of the students for business</p><p>　　opportunities in the island as future entrepreneurs.&

52、lt;/p><p>　　PROJECT STATUS</p><p>　　The research group has successfully disseminated the work</p><p>　　through 5 publications in various journals and conferences.</p><p>　

53、　Twelve undergraduate students have been doing hands-on</p><p>　　laboratory based research during the past year. Currently, we</p><p>　　are bringing together representatives from the various<

54、/p><p>　　industries related to renewable energy to identify specific</p><p>　　workforce skills. Specifically, we are in the process of</p><p>　　convening an advisory board group charge

55、d with refining</p><p>　　and implementing the process for involving a wider</p><p>　　collaboration between the industry and the academy at PR.</p><p>　　This board will make recommen

56、dations to the group related</p><p>　　to areas of need, potential for innovation, funding sources</p><p>　　and crucial long term partnerships.</p><p>　　ACKNOWLEDGMENT</p><

57、;p>　　The authors gratefully acknowledge the contributions of all</p><p>　　the members that belong to the Mathematical Modeling and</p><p>　　Control of Renewable Energies for Advance Technolog

58、y &</p><p>　　Education (Minds2CREATE) Research Team at UPRM.</p><p>　　including topology selection, heat sink, insulated-gate</p><p>　　bipolar transistor (IGBT) selection &

59、transformer/inductor</p><p>　　construction [3].</p><p>　　EXPECTED FUTURE FOR THE STUDENTS AND PUERTO RICO</p><p>　　It is expected that at the end of the student academic career,<

60、/p><p>　　the student will have a breadth of relevant power electronic</p><p>　　topologies useful for renewable sources, knowledge in the</p><p>　　characterization of the available rene

61、wable energies in the</p><p>　　geographic region of Puerto Rico, familiarity about public</p><p>　　policy related to energy and the agencies for their use &</p><p>　　regulation

62、with their societal/economical issues, all of which</p><p><b>　　M1E-2</b></p><p>　　進(jìn)行中的工程——電力電子技術(shù)和可再生能源實(shí)驗(yàn)課程的一體化</p><p><b>　　摘 要</b></p><p>　　這個(gè)

63、正在進(jìn)行的工作展現(xiàn)了研究工作和教育活動在利用可替代能源的電力電子實(shí)驗(yàn)室和可再生能源作為未來經(jīng)濟(jì)和社會獲得可持續(xù)發(fā)展的解決方案和基于波多黎各國家實(shí)際需要的重要影響的散布推廣。這項(xiàng)正在進(jìn)行的工作主要集中在兩個(gè)方面：1）電力電子本科生課程實(shí)驗(yàn)室的實(shí)踐操作的集成以及可再生能源的應(yīng)用。2）本科生關(guān)于選定對于可再生能源在一個(gè)真實(shí)地理區(qū)域（例如我們的情況波多黎各）的應(yīng)用的電力電子拓?fù)涞难芯拷?jīng)驗(yàn)。最后，作為我們這篇論文的一個(gè)目的，我們希望可以使其他學(xué)術(shù)

64、機(jī)構(gòu)注意到對于一個(gè)電力工程的教學(xué)大綱，增加包括電力電子學(xué)、可再生能源、和實(shí)驗(yàn)教學(xué)的課程對于他們國家益處的重要性以及必須性。</p><p>　　關(guān)鍵詞：教學(xué)工藝、實(shí)驗(yàn)室、電力電子學(xué)、太陽能、熱能</p><p><b>　　引 言</b></p><p>　　當(dāng)今世界范圍內(nèi)市場的變化給我們的日常生活帶來了巨大的影響。油價(jià)每天都在漲，但存儲量每

65、天都在下降。同時(shí)，人口統(tǒng)計(jì)的變化會影響電力設(shè)施的可行性，并最終影響到工業(yè)在經(jīng)濟(jì)上的未來。而且，二氧化碳排放量的減少為電力設(shè)備的生產(chǎn)提供了幫助。這就是為什么那么多國家希望集合可再生能源作為他們用持續(xù)發(fā)展方式發(fā)電的作為他們國家政策的一部分。</p><p>　　但是，任何改變電力基本設(shè)備的計(jì)劃和它的國家政策都需要有著傳統(tǒng)電力系統(tǒng)、電力電子拓?fù)浣Y(jié)構(gòu)和可行性的可再生能源方面專業(yè)知識的熟練勞動工人。對于任何國家來說，他們的

66、專業(yè)機(jī)構(gòu)對于使這個(gè)國家具有良好專業(yè)知識的熟練勞動工人都扮演著十分重要的角色。這就是對于現(xiàn)在普通的學(xué)生（潛在的雇員）只學(xué)理論課程并不夠的原因；同時(shí)，一些實(shí)踐操作的實(shí)驗(yàn)也是必須的！為了達(dá)到這個(gè)目的，作者做的工作是把一些實(shí)際操作實(shí)驗(yàn)的一體化策略加入，以吸引和培養(yǎng)合適的電力電子、可再生能源和本科研究領(lǐng)域的ECE學(xué)生。</p><p>　　為什么實(shí)際操作實(shí)驗(yàn)如此重要？</p><p>　　我們都知道

67、好的實(shí)驗(yàn)室實(shí)驗(yàn)增加了學(xué)生在這一領(lǐng)域的興趣，因?yàn)閷⒗碚撆c實(shí)踐向結(jié)合，并且促使學(xué)生主動的學(xué)習(xí)的一個(gè)過程。一個(gè)引人關(guān)注的政策已經(jīng)被波多黎各的馬亞圭斯校區(qū)ECE學(xué)院推行出來以得到可再生能源和其相關(guān)領(lǐng)域的優(yōu)良技術(shù)生產(chǎn)力，特別是他們利用了由愛德華多·奧爾蒂斯博士領(lǐng)導(dǎo)的技術(shù)和教育先進(jìn)性的數(shù)學(xué)建模和可再生能源的控制。理論課程實(shí)驗(yàn)的一體化特別是電力電子和可再生資源的應(yīng)用已經(jīng)變成了Minds2CREATE研究團(tuán)隊(duì)的聚焦點(diǎn)。這項(xiàng)策略的基本目標(biāo)是為國

68、家或者一個(gè)區(qū)域準(zhǔn)備出足夠的最好的工程勞動者來滿足需要，而又不會犧牲未來的可持續(xù)發(fā)展。目前的實(shí)踐課程有可以達(dá)到100名電力電子基礎(chǔ)本科課程的學(xué)生，除去做研究的學(xué)生外其中有60名學(xué)習(xí)先行課程的本科生的潛力。這個(gè)實(shí)驗(yàn)在深刻影響到了大量的電力電子學(xué)生，每年有大約100名馬亞圭斯大學(xué)電力電子相關(guān)專業(yè)的學(xué)生。</p><p>　　在馬亞圭斯大學(xué)，Minds2CREATE研究團(tuán)隊(duì)已經(jīng)開始讓電力電子和可再生能源專業(yè)的學(xué)生準(zhǔn)備基于

69、波多黎各地理情況的電力系統(tǒng)應(yīng)用。為了獲得理論知識，對這個(gè)領(lǐng)域感興趣的ECE學(xué)生需要學(xué)習(xí)一系列的關(guān)于可再生能源和電力電子的課程。圖1描述了對應(yīng)一下等級的ECE課程。每一門課程都是由電力電子和其在可再生能源方面的應(yīng)用的易于理解的基礎(chǔ)知識設(shè)計(jì)而成。</p><p>　　實(shí)際動手課程的教育活動</p><p>　　為了開創(chuàng)和波多黎各現(xiàn)實(shí)情況合適的課程，只是建立電力電子和可再生能源相關(guān)課程并不是足夠

70、的！</p><p>　　圖1 PELS的本科生可再生能源課程的選擇 圖2 質(zhì)子交換膜燃料電池的電特性與控制</p><p>　　這就是這些課程的動手操作是吸引新學(xué)生和增強(qiáng)他們在這方面展開工程研究的基礎(chǔ)的原因。從長遠(yuǎn)上考慮，這些措施都是推進(jìn)研究生教育的基礎(chǔ)。實(shí)際動手的教學(xué)活動與其它的教學(xué)活動，如理論教學(xué)、仿真教學(xué)、工程中的一些實(shí)際問題相結(jié)合。一個(gè)學(xué)生的實(shí)際動手實(shí)驗(yàn)如下描述：</p&

71、gt;<p>　　1）質(zhì)子交換膜燃料電池的電力特征</p><p>　　在這個(gè)實(shí)驗(yàn)當(dāng)中，學(xué)生會使用低功耗的質(zhì)子交換膜燃料電池連接一個(gè)斬波器和一個(gè)可變電阻負(fù)載。學(xué)生們需要學(xué)會如何使用質(zhì)子交換膜燃料電池、實(shí)際斬波器必要的部件、利用燃料電池模擬和建立控制功率和電流的拓?fù)浣Y(jié)構(gòu)。</p><p>　　2）光伏組件的最大功率跟蹤點(diǎn)的數(shù)學(xué)建模</p><p>　　這

72、個(gè)實(shí)驗(yàn)需要最優(yōu)控制和PVM利用非線性原件模擬的特征的概念知識。在這項(xiàng)工作中，學(xué)生要學(xué)會如何閱讀光伏的數(shù)據(jù)表，并且利用這些數(shù)據(jù)來描述出該太陽能電池板的特征。之后，我們利用之前我們開發(fā)出的一款軟件來比較理論值與PVM實(shí)驗(yàn)得出的值相比較。最后，學(xué)生把PVM與升壓斬波器相連接來得到PVM的最大功率。</p><p>　　3）Z源逆變器的拓?fù)浣Y(jié)構(gòu)與設(shè)計(jì)</p><p>　　為了實(shí)現(xiàn)這個(gè)實(shí)驗(yàn)，學(xué)生需要

73、了解例如三相系統(tǒng)、脈沖寬度調(diào)制、Z源、逆變器等概念。</p><p>　　學(xué)生要用PSIM、SABER、Matlab等軟件來設(shè)計(jì)這個(gè)逆變器。在電力電子實(shí)驗(yàn)室中，學(xué)生創(chuàng)建模型，這項(xiàng)工作包括選擇拓?fù)浣Y(jié)構(gòu)，散熱器，選擇IGBT和變壓器/感應(yīng)器的構(gòu)建工作。</p><p>　　這些學(xué)生和波多黎各的預(yù)期未來</p><p>　　預(yù)計(jì)當(dāng)在這些學(xué)生將要結(jié)束學(xué)業(yè)生涯之時(shí)，他們將會在

74、電力電子應(yīng)用于可再生能源的拓?fù)浣Y(jié)構(gòu)，有關(guān)波多黎各地形的可再生能源的特征的知識，熟悉與能源有關(guān)的國家政策和有關(guān)機(jī)構(gòu)的對于社會和經(jīng)濟(jì)的一些激勵波多黎各大學(xué)生的規(guī)程有著廣泛的了解。</p><p>　　學(xué)習(xí)不同形式的可再生能源的優(yōu)點(diǎn)在波多黎各熱帶氣候中是非常突出的，因?yàn)闅夂蛑杏猩降貐^(qū)域的不停的風(fēng)能，一年四季的日照的情況，這些都只在單一的地方出現(xiàn)。最后，波多黎各在加勒比海的良好的地理位置、關(guān)于新能源的新技術(shù)的積極研究、工

75、程教育的良好環(huán)境以及島上有可能成為未來企業(yè)家的學(xué)生對于商業(yè)機(jī)會的興趣，使這項(xiàng)計(jì)劃被成功的執(zhí)行。</p><p><b>　　項(xiàng)目進(jìn)展?fàn)顩r</b></p><p>　　研究小組成功的利用在各種期刊和會議中的5份出版物使他們的工作得以散布開來。去年，已經(jīng)有十二名本科生著手參與實(shí)際操作實(shí)驗(yàn)的研究。目前，我們正在集合各種與可再生能源相關(guān)工程方面的代表來鑒定具體的勞動技能水平。