Session S2C

The Application of Numerical Analysis Visualization and Multimedia Technology in The Teaching of Electrical Engineering
Ma Bo 1, Li Xin 2, Cui Xueshen 3, Luo Yingli 4 and Xie Chen 5
Abstract - An important content in the teaching of electrical engineering courses is how to explicitly illustrate the spatial structure and operating principle of some complicated power facilities. In this paper the multimedia technology and the visualization technology on the basis of numerical analysis is carefully combined with the traditional teaching mode. The combination is sufficiently embodied in the electric machinery course. The cognition of the principle and some concepts involved in the electromotive force calculation is exemplified to illustrate the blending of teaching methods. The spatial structure of the generator can be shown in the three-dimensional multi-angle simulation model. The space and time distribution of the electromagnetic quantities is presented with the combination between the animated visualization and finite element analysis on magnetic field. Therein the manmachine interactive technology is applied to better the understanding of the cognitive difficulties. With the comprehensive application of teaching methodology blended with such newly devised technology aids, the study efficiency of learners has been greatly improved. Index Terms - Electrical engineering, Electric machinery, Multimedia technology, Visualization on the basis of numerical analysis INTRODUCTION One of the typical cognitive difficulties is the structure and operating principle of some electric equipment. As is seen from a survey completed among electrical engineering undergraduate majors, the learning effect is unsatisfactory if the traditional teaching mode is exclusively adopted as the main analysis tool to carry out such rigorous logic reasoning. Furthermore it is indeed difficult to understand the complicated and complex spatial structure of electric equipment and the sophisticated distribution of electromagnetic quantities and its resultant variation with respect to time change in the spatial structure. The change of the quantities in the space-time coordinates is directly related to the operation property, which poses considerable cognitive difficulties for the learners. The calculation of the electromotive force in the electrical machinery can be taken as an example to illustrate the problem. In the three-phase A.C. electric machinery, Equation (1) shows the calculating formula of the electromotive force. Ev = 4.44 v f Wv Kdpv . (1)

Where v is the order of the harmonic, f is frequency, W is the series-wound turns of each phase, v is the magnetic flux of each pole, and Kdpv is the winding coefficient. The problem seems to be quite simple from the calculating formula. But the related concept is far from being easily and fully grasped. Because these quantities in the formula involved at least 10 basic concepts in electrical machinery, such as: In the structure of magnetic path, the magnetic pole and polar pitch are involved. In the winding structure, there are turns, coils, winding pitch (full or short pitch), concentrated or distributed winding, single or double layer winding, lap or wave winding, and so on. For magnetic field analysis, the concept of armature magnetic field, air-gap magnetic flux density and their spatial harmonics must be known. As for the calculation of electromotive force, the spatial angle, the winding coefficient and the time harmonics of electromotive force need to be known. THE INSUFFICIENCY OF TRADITIONAL TEACHING MODE A usual method of analyzing the difficulty in the traditional teaching is to make the mathematic deduction first, and then explain the result. It has been proved in practice that this teaching mode is insufficient in solving the above-mentioned difficulties. On one hand, there involve too many notions, either in the deducing process or in the deduced result, if any relevant concept can not be thoroughly understood, the other parts will become even more demanding in understanding. On the other hand, some concept of the equipment is tied up to its

1 Ma Bo, North China Electric Power University, The Institute of Electric Engineering, Deshengmenwai Zhuxinzhuang Beijing, China 102206 maawang@yahoo.com 2 Li Xin, North China Electric Power University, lixin2@sohu.com 3 Cui Xueshen, North China Electric Power University, cuixuesh@public.bta.net.cn 4 Luo Yingli, Professor, North China Electric Power University, luoyingli@china.com 5 Xie Chen, Shisanling Pumped Storage Power Station, Lydia.xie@sohu.com

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Session S2C
spatial structure and the spatial distribution of its electromagnetic quantities. Multimedia technology with 3D animation was a wonderful application in favor of understanding the indescribable space concept[1]-[3]. On the basis of the visualization of the rotating field[2], the interactive mode with background numerical calculation is further applied below in this paper. THE TEACHING MODE COMBINED WITH THE TECHNOLOGIES OF VISUALIZATION AND MAN-MACHINE INTERACTION In order to solve the difficulties in the teaching of spatial structure involving so many concepts, the traditional teaching mode was combined with certain computer technologies stated below, which proved to be remarkably effective. The electromotive force calculation is again taken as the example as before. But the magnetic field distribution is presented by visualization based on numerical analysis under the interactive circumstance. Here the numerical analysis consists of Finite Element analysis and Fourier analysis. I. The Adoption of the Visualized Contents Among such a dozen of concepts, not every one involves the main physical quantity and relevant concepts in the calculation. The air-gap magnetic density is the one that could be regarded as one of the teaching difficulties in the process of deduction. Its distributing shape and amplitude is an important factor affecting the waveform shape and amplitude of its fundamental wave and harmonics of the induced electromotive force. So the distributing shape of the air-gap magnetic density and the amplitude of its fundamental wave and harmonics are chosen as the visualized object. The relationship between the density and the magnetic path is presented with the manmachine interactive mode. II. The Visualization Based on Finite Element Analysis and Fourier Analysis under the Interactive Circumstance The practical visualization is to combine the calculating program of finite element analysis and Fourier analysis with visualized operation on computer screen. The method is realized as follows: The magnetic curve, which denotes the distribution of magnetic field is shown in Figure 1and Figure 3. The curves of different colors, which denote the waveform of the air-gap magnetic density and its fundamental wave and harmonics are shown in Figure 2 and Figure 4.

FIGURE 2 THE WAVEFORM OF THE AIR-GAP MAGNETIC DENSITY AND ITS FUNDAMENTAL WAVE AND HARMONICS WHEN NARROW MAGNETIC POLE IS APPLIED.

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FIGURE 3 THE DISTRIBUTION OF THE MAGNETIC FIELD WHEN WIDE MAGNETIC POLE IS APPLIED.

FIGURE 1 THE DISTRIBUTION OF THE MAGNETIC FIELD WHEN NARROW MAGNETIC POLE IS APPLIED .

By means of man-machine interaction, the structure parameters of magnetic path could be changed. In Figure 1 and Figure 2, the narrow magnetic pole is applied. In Figure 3 and Figure 4, the wide magnetic pole is applied. The magnetic field distribution of different magnetic pole size could be obtained. Obviously, the waveform of the air-gap magnetic density is different, which would induce the various components of electromotive force.

0-7803-8552-7/04/$20.00 2004 IEEE October 20 23, 2004, Savannah, GA 34th ASEE/IEEE Frontiers in Education Conference S2C-5

Session S2C
The no-load magnetic field is applied in the magnetic curve of the figure above. The magnetic curve under load could be obtained by learners interactive operation. Through learners repeated operation, the air-gap magnetic field -- the main factor of calculating electromotive force could be cognized better. Combined with the emphatic explanation of the instructor, relative concepts such as the fundamental wave, the harmonics and the structure of magnetic path thus become easily understood. such a design. Hence a successful design is usually achieved through trial and error in case the animation is impracticable. II. Presentation of Winding Structure What the learners need to grasp is the concept and the calculating method of winding coefficient and series turns per phase. The crux of the problem is to grasp the winding structure, its spatial distribution and the topology relationship of the connection between all parts of winding. A part of the animation of imbedding coil is shown in Figure 5. The spatial structure of single layer full-pitch winding is shown in Figure 6 and the double layer short-pitch winding is in Figure 7.

FIGURE 4 THE WAVEFORM OF THE AIR-GAP MAGNETIC DENSITY AND ITS FUNDAMENTAL WAVE AND HARMONICS WHEN WIDE MAGNETIC POLE IS APPLIED.

FIGURE 5 THE IMBEDDING PROCESS OF COIL.

ILLUSTRATING THE SPECIAL STRUCTURE AND TOPOLOGICAL RELATION BY THREE DIMENSIONAL ANIMATION SIMULATION MODEL I. Consideration for Design Other factors affected the amplitude and waveform of electromotive force are the series turns of three phase a.c. windings in the stator and the winding coefficient Kdp. Compared with the distribution of field, it involves not only more concepts, but also more complicated spatial topology relation. As most learners in university have not seen the real machine before, they try hard to understand and imagine it with dependence on the textbook and some reference material. In order to overcome the problem, several aspects should be taken into consideration when designing the three-dimension simulation model: Single out the indispensable difficult problems; Reduce the irrelative elements to be concise; Adopt plentiful ways of expression provided by three dimensional colorful animation and appropriate sound to present the important contents; Tie up the animation of winding structure with the animation of the whole structure of electric machinery; Beautify the display interface to be more accessible. The above requirements often pose contradiction to one another in the minds of learners, which is the difficulty crux in

FIGURE 6 THE SINGLE LAYER FULL PITCH WINDING PER PHASE.

FIGURE 7 THE DOUBLE LAYER SHORT PITCH WINDING PER PHASE.

0-7803-8552-7/04/$20.00 2004 IEEE October 20 23, 2004, Savannah, GA 34th ASEE/IEEE Frontiers in Education Conference S2C-6

Session S2C
The animation attempts to present the imbedding process of coils and the fact that a turn is composed of two conductors, a coil is composed of many turns and imbedded coils are connected together forming a winding per phase. The itinerant three-dimensional animation simulated the effect that learners observe the process from different angle. The internal spatial structure is clear at a glance. Combined with the statement of teacher, the learners could easily understand the concepts involved in winding coefficient such as the turn, coil, full pitch, short pitch and so on. Therefore the physical meaning and calculating method are grasped at the same time. A part of the animation demonstrates the connective relationship between windings in Figure 8 or Figure 9. The concepts of the coil group per pole per phase, the number of parallel branchs and the number of the series turns per phase are understood from the figures. positive role to increase the interest of learners. So the appropriate application of the interactive visualization based on numerical calculation could remarkably improve the teaching efficiency. The animation simulation model with voice explanation and text instruction made learners grasp the necessary concepts under lively circumstances. Combined with the study of magnetic field distribution before, all the interactive circumstance would conduct learners to understand the relevant problem, for example, the reason that three-phase winding should be symmetrical.

FIGURE 8 THE SINGLE LAYER SERIES WINDING PER POLE PER PHASE WHICH THE COIL GROUP Q EQUALS 2.

In summary, if such cognitive barriers could be wiped through the visualization and multimedia technologies, the efficiency of learning could thus be greatly promoted. The application of these technologies in electric machinery could be extended to other electrical engineering-related courses requiring rich physical and spatial imagination. It is expected that the endeavors to animate and visualize the abstract mathematical and physical calculation could serve as a reference to aid the design and demonstration of similar challenging courses or in the technological innovation of mechanical structure. It has been proved in the recent three-year teaching application that such an innovated methodology reduced the difficulty of teaching and understanding. The original 120 credit hours have been decreased to 90 hours. In addition, with the visual and operational understanding of the cognition crux, the interest of the learners in Electric Equipment have been immensely improved as is seen from increasingly more students entering into the related study in graduate school in recent years. REFERENCES
[1]

FIGURE 9 THE SINGLE LAYER PARALLEL WINDING PER POLE PER PHASE WHICH THE COIL GROUP Q EQUALS 2. [2]

Luo Yingli, Zhang Jianhua, Chen Xiqiang, Liu Xiaofang, Ma Bo. "Visualization and interactive experiment of some electromagnetic problems considering the cognitive features of students". Proc. of Fie 1998. Temple, Arizona, USA, 4-7 Nov. 1998, pp.600-604 Ma Bo, Liu Xiaofang, Chen Xiqiang, Zhang Jianhua, Luo Yingli "Computer Modeling of Rotating Magnetic Fields for Teaching Purpose". Proc. ICEMS2001. Shen Yang, 18-21 Aug.2001 Jianhua Zhang, Yingli Luo, et al., "Application of Multimedia Technology for Training of Operators in Pumped Storage Power Plant", Multimedia Technology and Applications, Springer-Verlag Singapore, 1997, pp.324-332

CONCLUSIONS The visualized multimedia technology based on numerical analysis could solve the teaching difficulties and assist learners to understand it better. The example involved in the electromotive force calculation has proved: It is fairly easy to illustrate the features of the magnetic field, magnetic density and the distribution of its harmonics by means of visualization, rather than introducing the relevant concepts one by one. From this point, it could be deemed to a certain extent that a figure or an animation could replace the explanation of many concepts and an appropriately designed interactive course could replace many deducing process of traditional teaching. The visualization and man-machine interaction could not only change the abstract and boring problem into intuitional and understandable problem, but also plays a
[3]

0-7803-8552-7/04/$20.00 2004 IEEE October 20 23, 2004, Savannah, GA 34th ASEE/IEEE Frontiers in Education Conference S2C-7