A Web-Based Virtual Power

Electronics Laboratory
NEDIM AKTAN YALCIN, FAHRI VATANSEVER
Department of Electrical-Electronics Engineering, Uludag University, Bursa, Turkey

Received 10 April 2015; accepted 11 June 2015

ABSTRACT: In the science and engineering, supporting theoretical knowledge with practical information is
crucial. Thus, there are laboratory courses together with theoretical lectures in engineering education. However,
laboratory applications can’t give expected successful results because of insufficient laboratory environment of
educational institutions, excessive number of students etc. Depending on the developments in the computer field,
concepts such as computer aided education, computer-assisted learning, computer-aided engineering have gained
importance. In the carried out study, remote accessible virtual laboratory consisting of six modules is designed for
power electronics courses. Realized software which can run online or offline and includes almost forty circuits
(rectifiers, dc–dc converters, ac–ac converters, dc–ac converters, power supplies) belongs to power electronics
field. Detailed analysis and applications can be realized with the virtual laboratory which also contains description
of subjects, animations, online support, environment for preparing lab reports etc. The software is available in
Uludag University, 111 undergraduate students and 17 faculty members tested it separately without requesting
their personal information. Obtained results from two questionnaires are evaluated here. ß 2015 Wiley Periodicals,
Inc. Comput Appl Eng Educ 24:71–78, 2016; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/
cae.21673

Keywords: computer-assisted learning (CAL); distance learning; power electronics; virtual laboratory

INTRODUCTION electrical machines [18–20], robotics [21,22], signal process-

In the engineering education, in order to better understanding,
comprehension and explanation of theoretical information which
gained in lectures, courses should be supported with practices.
This can be achieved with laboratory applications in the institutes.
But, these types of applications aren’t more efficient because of
insufficient laboratory environment of educational institutions,
high installation, maintenance and operating costs, excessive
number of students, less number of assistant instructors. Further,
applications and experiments in the field of power electronics
enclose high currents and voltages so that security problems
reveal.
As a result of the rapid development in the computer world,
concepts such as Computer Aided Engineering, Computer Aided
Instruction, Computer Aided Learning (CAL), and Distance
Education have currently gained significant place. In the literature,
there are many studies belonging to the field of engineering [1,2]:
communication [3–5], control [6–8], power electronics [9–17],
Contract grant sponsor: Scientific Research Projects Fund of
Uludag University; Contract grant number: KUAP(M)-2012/52
Correspondence to F. Vatansever (fahriv@uludag.edu.tr).
© 2015 Wiley Periodicals, Inc.
ing [23,24], PLC [25], computer [26,27] etc.
When studies in the field of power electronics are analyzed, it is
seen that many different methods are implemented at the design stage.
Basically, there are virtual laboratories that can be run only online or
only offline. Generally, virtual laboratories including java applets can
be run offline, on the other hand software which have special
properties such as sending laboratory reports are server-based and
need online connection. When software which are interested in the
field of power electronics are investigated, it is seen that there are very
important examples. A study achieved in the Central Florida
University, basic power electronics circuits, converters and inverters
are discussed comprehensively and Java programming language is
used as the background of the software [13]. In another study prepared
by Prof. Dr. Ing Heinz Schmidt—Walter, DC–DC converters are
expressed using Java programming language. The study also gives
opportunity to the users for changing parameters and observing
different operation states of circuits. Transient responses of systems
are not analyzed [14]. Prof. Dr. Kolar has given a part of the power
electronics lessons with designed software which consists of Java
applets, run only client computers and has multi-language support in
Switzerland ETH Zurich [15]. A study is realized in Dormouth
University, where MATLAB programming language is used, 3D
animations of rectifiers and DC–DC converters are modeled [16]. In
another study designed using Java applets in College of Engineering
of Ilha Solterira, basic circuits about power electronics are explained.

71
72 YALCIN AND VATANSEVER

Figure 2 Modules of VPwrLab.

Figure 1 Fundamental circuits of power electronics.

shape of energy (power) can be classified into four groups (see

Fig. 1 and Table 1) [31,32].
In this study, not only ohmic loads but also inductive loads are
examined [17].
In this study, web based power electronics virtual laboratory VIRTUAL POWER ELECTRONICS LABORATORY
(VPwrLab) was developed. VPwrLab consists of six general
modules and is designed with MATLAB [28,29] and Visual Contents of VPwrLab
Studio [30]. VPwrLab was developed in order to use as computer-
VPwrLab education simulator which is designed to be used in the
assisted learning and remote access laboratory in power
field of power electronics basically has six modules: rectifiers,
electronics lectures and has many features such as simulating
AC–AC converters, DC–DC converters, inverters, power sup-
many power electronics circuits online or offline, descriptions and
plies, help (Fig. 2). Adding both ohmic and inductive loads at the
animations of relevant circuits, preparing and sending laboratory
output of the circuits, variety of circuits is provided. In real
reports, online support from instructors.
applications, especially in the field of power electronics, concern
Paper is prepared as follows: Power electronics circuits are
is analyzing inductive loads rather than ohmic loads because of
summarized in section 2, structure, usage, applications, and
difficult modelling of inductive loads. Circuit of each module is
qualifications are presented in section 3 and results are discussed
given in Figure 3. In the “Help“ module, there are description of
in section 4.
circuits, animations, online support, and environment for
preparing laboratory report sections.

POWER ELECTRONICS
Electronic systems require high quality, highly reliable, efficient,
and small power supplies. Power electronics is highly utilized for
designing these power supplies. Power electronics is basically
subfield of electrical engineering which controls energy and power
with using semiconductor devices. This field includes analysis and
synthesis of circuits which electrically convert shape of energy
and power in another shape. Power electronic circuits (AC$DC)
which can change shape of the electrical energy (power) to another
Structure of VPwrLab
The designed VPwrLab is a web based interface and basically uses .
NET and MATLAB platforms. Its design phases with the used tools
are shown in Figure 4 and its architecture is summarized in Figure 5.
MATLAB is a high level language which has interactive
interface for engineering calculations, advanced data visual-
izations and programming [28,29]. Available functions (relevant
with plotting, solving equations, response etc.) in MATLAB was
utilized at design stage of VPwrLab. In order to use simulations

Table 1 Fundamental Circuits of Power Electronics

Circuit Input Output Description

Rectifier AC DC Rectifiers are power electronics circuits which convert AC current to DC current. They are designed as half or full
wave for 1 or 3 phase systems and generally include thyristors or diodes
DC–DC DC DC DC–DC converters are power electronics circuits which can convert amplitude of DC input voltage or its polarization
converter can regulate output voltage, can provide isolation between source and load, can protect electromagnetic
interference. DC chopper; buck, boost, cuk are these type of converters
Inverter DC AC Inverters are power electronics circuits which can produce AC output from DC input. 1 or 3 phase and voltage source
inverters, current source inverters, multistage inverters are types of the inverters
AC–AC AC AC AC–AC Converters are power electronics circuits which change phase frequency, and amplitude of AC input and
converter produce AC output again. Types of AC-AC converters are 1 or 3 phase voltage converters, cycloconverters, matrix
converters
 A WEB-BASED VIRTUAL POWER ELECTRONICS LABORATORY
Figure 3 Contents of modules.
of VPwrLab on the internet, retrieving data from MATLAB
must be converted to .NET data type and be transferred to ASP.
NET [33].
Use of VPwrLab
VPwrLab is signed in with student id and password. Besides, new
users can sign up, registered users remove their account or request
new password when password is forgotten. If valid student name
(or student id) is entered with correct password, homepage is
opened. At homepage, there are main menus which show all
circuits in the simulator to users. Using these menus (Fig. 6) or
clicking pictures in the diagrams, desired circuits can be selected.
Additionally, using help menu, animation of relevant circuits
can be accessed and using the menu items online support, and page
for preparing and sending laboratory reports [34] can be reached. It
is possible to access animation and description of circuits from
simulation pages.
Learning Steps and Objectives in VPwrLab
Learning steps and objectives of VPwrLab which is developed in
order to be used in courses in the field of power electronics are
presented in Table 2. Created objectives are complementary with
Figure 4 Design steps and used tools in the VPwrLab.
73
each other. Transition one subject to other subject without learning
effectively first one causes incomplete understanding of general
subject. Regular advances of the students about subjects are
controlled by laboratory reports which are assessed by instructors.
Other task of instructors are preparing laboratory reports which
covers learning objectives, evaluating them on time and providing
students online help in the pre-specified time.
In the Figure 7, process of learning steps and objectives is
shown. Firstly, before participation of students to the theoretical
lectures, preliminary studies are realized in VPwrLab by the
students. with reading subject descriptions, watching circuit
animations, investigating other studies. After participation theoret-
ical lectures in classroom, students restudy related topics deeply in
order to reinforce learned subjects using VPwrLab and other
sources, then given laboratory tasks (homework) are carried out and
laboratory reports are answered finally sent by students to
instructors. In these steps, online supports can be given in pre-
specified schedule. Students can investigate assessed laboratory
reports and improve their knowledge according to laboratory scores.
Thus, related learning steps and objectives can be completed.
Some questions which are relevant with sample laboratory
reports are given below.
 Explain operation principles of full wave thyristor rectifier
with inductive load circuit.
Figure 5 Structural architecture of the VPwrLab.
74 YALCIN AND VATANSEVER

Figure 6 The menus of VPwrLab.

 Obtain output voltage forms for trigger angles varying range

of 08–908 when input voltage is 220V, input frequency is
50 Hz, resistance is 20 and inductance is 0.5 H. Observe
average and RMS values for these parameters.
 Obtain output voltage forms for varying range of inductance
values between 0.1 H and 1 H when input voltage is 220 V,
input frequency 50 Hz, trigger angle is 308 and resistance is
10 Ω. Interpret results for different inductance values. Observe
transient state and steady state waveforms. Investigate effect
of inductance values to duration for reaching steady state.
 Investigate and interpret full ohmic and full inductive load
situation.
When sent laboratory reports are assessed, there are generally
differences about clarification of subjects and reviews of results but
obtained numerical results are almost same. This shows subjective
assessment and perception of subject by students.
Applications With VPwrLab
In this section, examples of simulations are described with
developed simulator VPwrLab. In principle, two circuits of two
module are selected and its properties are explained.
Figure 7 Learning steps in VPwrLab.
First simulation in “DC–DC converters“ module is boost
converter. Values are that input voltage is 12 V, switching
frequency is 100 kHz, duty ratio (D) is 0.5, resistance is 10 Ω,
inductance is 7 mH, and capacitance 100 mF. The results are shown
in Figure 8 (output voltage is 23.9759 V and ripple voltage is
0.1328 V).
Pulse Width Modulation (PWM) inverter is chosen in
“Inverters“ module for simulation. Values are that input voltage is
220 V, output frequency is 50 Hz, resistance is 2000 Ω, carrier
voltage is 220 V, carrier frequency is 500 Hz and inductance is 0 H
(First test is resistive load). Results are that average output voltage
is 0 V (as expected) and RMS output voltage is 170.8929 V
(see Fig. 9).
With “Rectifiers” module, students can comprehensively
understand effects of changing trigger angle in rectifiers circuits.

Table 2 Learning Steps and Objectives in VPwrLab

Step Learning subjects Objectives

1 Fundamental devices of power Introducing power electronics component. Learning operation their principles and using them in engineering
electronics applications
2 Fundamental devices of power Introducing power electronics component. Learning operation their principles and using them in engineering
electronics applications.
3 1 phase uncontrolled rectifier Learning single phase uncontrollable rectifier circuits, understanding their operation principle deeply and
realizing their analysis and design for engineering applications
4 3 phase uncontrolled rectifier Learning three phase uncontrollable rectifier circuits, understanding their operation principle deeply and
realizing their analysis and design for engineering applications
5 1 phase controlled rectifier Learning single phase controllable rectifier circuits, understanding their operation principle deeply and
realizing their analysis and design for engineering applications
6 3 phase controlled rectifier Learning three phase controllable rectifier circuits, understanding their operation principle deeply and realizing
their analysis and design for engineering applications
7 AC–AC phase control Learning AC–AC phase control circuits, understanding their operation principle deeply and realizing their
8 analysis and design for engineering applications.
9 DC–DC convertors Learning DC–DC phase control circuits, understanding their operation principle deeply and realizing their
10 analysis and design for engineering applications
11 Invertors Learning invertors, understanding their operation principle deeply and realizing their analysis and design for
12 engineering applications
13 Frequency converters Learning Frequency converters, understanding their operation principle deeply and realizing their analysis and
14 design for engineering applications
 A WEB-BASED VIRTUAL POWER ELECTRONICS LABORATORY 75

Similarly students can also graphically and numerically observe

Figure 8 Boost converter simulation with 0.5 duty ratio.
variation of output voltage-current in case of different selection of
resistive load, inductive load, highly inductive load, single-phase,
three-phase systems etc. In “DC–DC Converters“ module,
students can easily learn principle of basic converter circuits,
effect of duty ratio on converters, relationship between filter
parameters and ripple voltage etc. Using “Inverters“ module,
students can particularly observe principle of these types of
circuits and can learn basics of frequency converters and their
conversion process with “AC–AC converters“ module.
As seen in the realized simulations in this paper, students can
learn easily and effectively with reading description of subjects,
watching animations, changing parameters and applying them to
circuits, establishing online connection with instructors directly at
appropriate times without the restrictions of time and location. In
this way, students can directly contact with instructor and learn
whole subject completely. Students can examine things that cannot
be easily observed in experimental applications (especially
transient response) due to advanced visual aids (zoom,3D,span
etc.) of VPwrLab. Besides, instructors effectively share their own
course presentations and knowledge with reaching many students
in a short time. Instructors can also check understanding of
students about subject which is shared by instructor with
examining the reports which are sent by students. VPwrLab is
designed with using .NET technology so that it can run all
compatible platforms for this technology (Windows, Linux, etc.).
In addition, VPwrLab can be accessed by students without any
installation on client side except web browser which can be found
in many devices (PC, laptop, PDA, mobile/smart phone etc.).

Assessment of VPwrLab
Comparison of developed VPwrLab with other simulators (virtual
laboratories) in power electronics is given in Table 3. As shown,
VPwrLab numerically includes more modules (circuits) than the
other simulators, can run online or offline (installing VPwrLab on
their PC but lack of online service such as sending laboratory reports
and online support) provides environment for preparing laboratory
reports, online support, description of subjects (circuits), anima-
tions, multi-language support and realizes transient and steady state
response of circuits both graphically and numerically.

Table 3 Comparison VPwrLab With Others Simulators

Simulators

Properties [13] [14] [15] [16] [17] VPwrLab

Rectifiers √ √ √ √
Converters √ √ √ √ √
Invertors √ √ √
Frequency converters √
Power supplies √
Transient response analysis √ √ √
Design √ √ √ √ √
Industrial applications √
Offline operation √ √ √ √
Support for report √ √
Online support √
Description of subjects √ √ √
Animations √ √ √
Graphical results √ √ √ √ √ √
Multi-language support √ √
Figure 9 PWM inverter simulation with resistive load.
76 YALCIN AND VATANSEVER

Table 4 Assessment Results Table 5 Analysis of Assessment Results

Mean Median Min Max Std. dev.
Number (%) (%) (%) (%) (%)

Students 111 82.0769 84 67 92 7.9840

Faculty 17 93.5385 94 82 100 6.6910
members

electronic circuit components, electronic circuits which

include similar circuits and components) and 17 faculty
members from Uludag University Engineering Faculty Elec-
trical and Electronic Engineering Department participated in
the questionnaire. Thirteen questions were asked and answers
accepted as five groups “very poor,“ “poor,“ “fair,“ “good,“
and “very good.“ Besides, suggestions, opinions and reviews
of the students and faculty members about VPwrLab were
requested anonymously and separately. The results and their
analysis is shown in Tables 4 and 5, respectively. When results
are analyzed, there are three properties which their “good“ and
“very good“ values are under 75%. These properties are visual
design, animations and online support. Questionnaire is
assessed according to Likert scale [36]. In this questionnaire,
two properties are measured. These are usability of VPwrLab
and contribution of VPwrLab to students learning. Question-
naire are especially arranged, odd numbered questions aim to
reveal contribution property and even numbered questions aim
to uncover usability property of VPwrLab. Assessment results
of Likert scale is give in Table 6. As shown in Table 6, average
of usability is 4.1021 and average of contribution is 4.3320 for
students. According to Likert scale, these results clearly show
that usability and contribution to students learning of VPwrLab
are in “Good” range. According to the results in the
questionnaire, the other properties of VPwrLab are quite
acceptable for students. Depending on these percentages and
reviews, VPwrLab will be re arranged and updated. Further, it
is emphasized by the other faculty members that courses which
includes these types of circuits improve the students’ grades in
the laboratory exams (success rate, detailed answers of
students on exams etc.), generally. Last question in the survey
(answered yes by 97% of students) was also stated as an advice
by some students in recommendations section of the
questionnaire.

Table 6 Analysis of Assessment Results With Likert Scale

Question No Relevant to. . . Student Faculty member

1 Contribution to education 4.4505 4.4706

2 Usability 3.8829 4.3529
3 Contribution to education 4.0450 4.0588
4 Usability 3.8108 4.1765
5 Contribution to education 3.9279 4.3529
6 Usability 4.3784 4.5294
7 Contribution to education 4.4865 4.7059
8 Usability 4.1441 4.1176
9 Contribution to education 4.4865 4.7647
10 Usability 4.1532 4.3529
11 Contribution to education 4.5405 4.8824
Online assessment questionnaire was prepared for devel- 12 Usability 4.2432 4.3529
13 Contribution to education 4.3874 4.8235
oped VPwrLab with using Google Forms [35]. One hundred
Mean of “contribution to education“ 4.3320 4.5798
and eleven undergraduate students which have basic circuit
Mean of “usability“ 4.1021 4.3137
knowledge (received courses such as circuit analysis,
 A WEB-BASED VIRTUAL POWER ELECTRONICS LABORATORY
CONCLUSION
Practical applications (laboratory practices) have a very important
place in engineering education. It is necessary to reinforce
theoretical knowledge with laboratory experiments and practical
studies etc. In carried out study, a software which can theoretically
and practically analyze many circuits belonging to field of power
electronics was designed. Students can reach theoretical knowl-
edge about power electronics circuit through animations and
description of subjects (circuits) inside the designed software,
easily comprehend these circuits with simulations, analyze, realize
experiments, prepare laboratory reports, directly communicate
and get help from assistant instructor using VPwrLab which is user
friendly and can run online or offline without requiring additional
hardware or cost. Two questionnaires results and instructor
reviews of the software in field tests and feedbacks also show
efficiency and usefulness of the simulator.
ACKNOWLEDGMENT
This work is supported by Scientific Research Projects Fund of
Uludag University with the project number of KUAP(M)-2012/52.
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78 YALCIN AND VATANSEVER
BIOGRAPHIES
N. A. Yalcin received BSc degree in Electrical-
Electronics Engineering Department from Zon-
guldak Karaelmas University, Turkey and MSc
degree in Electronics Engineering from the
Uludag University, Bursa, Turkey. He has been
with the Uludag University, Engineering Facul-
ty, Electrical-Electronics Engineering Dept.,
Bursa, Turkey as an Research Assistant. He
performs research in the areas of software
development, circuits and systems.
F. Vatansever received BSc, MSc, and PhD
degree in Electrical-Electronics Engineering
from Sakarya University, Sakarya, Turkey. He
has been with the Uludag University, Engineer-
ing Faculty, Electrical-Electronics Engineering
Dept. Bursa, Turkey as an Associate Professor.
He performs research in the areas of software
development, circuits and systems, engineering
education.