TEACHING GUIDE

Control of Switch-mode PowerConverters

Degree inIndustrial Electronics and Automa on Engineering

Universidad de Alcalá

Academic Year 2020/2021

4th Year – 2nd Semester

Approved by the School Board on June 24, 2020

TEACHING GUIDE Name of the course: Control of Switch-mode Power Converters Code: 600037

Degree: Degree in Electronics and Industrial Automation Engineering (G60)

Departament and Area of Knowledge: Electrónica / Tecnología Electrónica

Optative ECTS credits: 6 Year & semester: 4rd Year / 2nd semester Teachers: Santiago Cóbreces Álvarez Office hours: They will be given the first class day Language Classes offered: Spanish – English friendly

1b. Course Summary This course introduces the student into the modeling and feedback control of Power Converters. It is intended as a second course on Power Electronics, after an introductory subject were basic DC/DC and DC/AC topics are covered. The subject starts reviewing the dynamic modeling of electric networks in both the transfer function a state space approach. The second chapter is dedicated to the modeling and control of DC/DC power converters. The last chapter of the subject focuses on the modeling and control of DC/AC converters. As complementary topics, grid synchronization using phase-locked loops and common reference frame for three-phase variables are introduced. The lectured theory is complemented by an experimental module, where students are encouraged to solve guided practical cases in groups. Prerequisites:

• Basic Power Electronics. • Basic handling of MATLAB environment. • Linear control design and analysis theory. • Dynamic modeling fundamentals.

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2. COMPETENCES

Learning results and competences

RA1: Extract the dynamic model of switched-mode power converter, from the basic DC/DC converters.

RA2: Design basic current and voltage control loop for DC/DC basic topologies.

RA3: Extract the dynamic model for VSC DC/AC converters.

RA4: Design current and voltage control loops for VSC DC/AC power converters

RA5: Introductory knowledge of mains synchronization systems. Design basic mains synchronization systems (phase looping) for three-phase and single-phase systems.

CE4: Knowledge of the main existing commercial solutions for closed-loop control of power-switched converters.

3. CONTENTS The programme has been divided into successive themes, which include content for large groups (theoretical and practical, involving the performance of exercises or problems) and for small groups (theory complements, problems or the development of simulation or practical work in the laboratory). In each case, the number of hours spent on each part in a large group or in a small group is indicated.

CHAPTER 0: INTRODUCTION (1h big group (BG))

• Necessity of the course. • Location of the subject in the curriculum. • Methodology. • Evaluation. • Sources of information.

CHAPTER 1: Introduction to electrical networks dynamic modeling (5h BG and 6 small group (SG))

• Modeling of linear electric networks. • Transfer function and state space description. • Average operator. Switched networks modelling. • Dynamic modeling of DC/DC converters working in CCM. • Dynamic modeling of DC/DC converters working in DCM. • Dynamic modeling of PWM DC/AC converters

CHAPTER 2: SWITCH-MODE DC/DC CONVERTER CONTROL (8h BG and 8h SG)

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• Introduction. Motivation. • Sensitivity and complementary sensitivity function. • Control strategies. • Controller design. CAD tools. • Comercial alternatives

TEMA 3: CONTROL OF PWM VSC DC/AC CONVERTERS (10h BG and 12h SG)

• Introduction. • Control strategies. Block diagram. • Synchronization with the power grid. PLL. • Current control: linear and hysteresis. • DC-bus voltage control • High level control strategies.

4. METHODOLOGY OF TEACHING AND LEARNING. TRAINING ACTIVITIES

4.1. Credit distribution

Hours in a classroom setting 56 hours (50 in-person classes + 6 final evaluation). 25h theoretical and 25 practical.

Time of student work on their own 94 hours

Total 150 hours 4.2. Methodological strategies, teaching materials and resources

In the teaching-learning process the following training activities will be held:

• Lectures (theory classes). • Practical problem classes. • Lab classes. • Tutorship sessions: individual or group sessions.

The following additional resources may also be used:

• Individual and group works, which could be exposed, in addition to its realization, to the rest of the class to stimulate discussion.

• Attendance at conferences, meetings or discussions related scientific field. Throughout the learning process in the course, students will use different bibliographic and electronic resources, in order to become familiar with the environments of documentation they will use professionally in the future. In addition, teachers will provide own materials developed specifically for the course (theoretical papers, collections of exercises and problems, practice manuals, audiovisuals, etc.) so that students can meet the course objectives and achieve the competences described. Students will be provided throughout the semester with tutorship in group (if requested by the

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students themselves) or individual. Whether individually or in small groups, this tutorship will resolve doubts and consolidate the knowledge acquired. Also it will help to make appropriate monitoring and assess the proper functioning of the mechanisms of teaching and learning. Finally, the whole development of the subject will be detailed on the website (Blackboard platform) of the course. All resources developed for the subject, such as slides, exercise statements and solutions, statements of problems for practices, detailed schedules for each group and class, mid-term exams marks and any other information that teachers consider appropriate for the proper teaching and learning process will be available on the website.

5. ASSESSMENT: Procedures, assessment and marking criteria Students are offered, and recommended to follow, a continuous assessment procedure that has characteristics of formative assessment, in order to serve as a valuable feedback in the teaching process. 5.1 ASSESSMENT PROCEDURES 1. Ordinary exam: Evaluation in the ordinary exam should be based on continuous assessment criteria (Regulatory Standards of teaching and learning processes, NRPEA, Article 3), consistent with the acquisition of the competences specified in the subject. However, there may be:

a. Continuous Assessment b. Final Assessment

To qualify for the final evaluation process, the students must apply to the director of the center in the first two weeks of the course, indicating the reasons preventing them from following the continuous assessment system. The center's director will communicate the decision within a maximum of 15 days. If no reply was received, this request is considered estimated. 2. Extraordinary exams: There are two situations:

a. Students who followed, during the course, a continuous assessment procedure will keep the mark of the passed practical parts making a theoretical-practical exam for the parts they did not pass. b. The remaining students will comply with the final assessment considerations.

According to current regulations and because the experimental lab skills are considered essential for the acquisition of the objectives of the course, attendance at all laboratory sessions and overcoming the mandatory practices is considered an essential element of the assessment, in both continuous and final modalities (regulations governing the evaluation processes learning models approved by the Governing Council of 24 March 2011, Article 6, paragraph 4). For this reason, the laboratory exercises are common and essential in both types of evaluation: continuous and final. 5.2 ASSESSMENT CRITERIA The evaluation process aims at assessing the extent and depth of the student's acquisition of skills raised in the subject. Consequently, the evaluation criteria to be applied in the various tests that are part of the process, ensure that the student has the appropriate level in the following knowledge and skills:

Approved by the School Board on June 24, 2020

• CE1: The student understands and knows the concepts and main ideas of each of the

topics. • CE2: Knows how to relate theoretical contents to practical cases. • CE3: Develops ideas consistently. • CE4: The student is able to solve the problems in a comprehensive way. • CE5: The student has synthesis capacity.

5.3 MARKING INSTRUMENTS This section specifies the evaluation instruments that will be applied to each of the Evaluation criteria. 1. Partial Evaluation Test 1 (PEP1): Consists of solving practical problems with computer tools. 2. Partial Evaluation Tests 2 (PEP2): Consists of solving practical problems with computer tools. 3. Evaluation of laboratory work. (NL): Evaluation of the work carried out in the subject laboratory: free guided resolution of two practical cases. 4. Final Evaluation Test (PEF): Practical problem solving with guided tools. The entire content of the course is evaluated. It is intended for final evaluations. Marking criteria This section quantifies the evaluation criteria for passing the course.

Ordinary Call, Continuous Evaluation

Learning result A. Criteria A. Instrument Weight in Mark RA1, RA2 CE1,CE2,CE3 PEP1 35 RA3,RA4,RA5 CE1-CE4 PEP2 35 RA1-RA5 CE1-CE4 NL 30

As a general criterium, those students not presenting to the assess of all practices will be considered Not Presented Ordinary Call, Final evaluation

Learning result A. Criteria A. Instrument Weight in Mark

RA1-RA5 CE1-CE5 PEF 100

Extraordinary call

Learning result A. Criteria A. Instrument Weight in Mark

RA1-RA5 CE1-CE5 PEF 100

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6. BIBLIOGRAPHY Basic R. W. Erickson, D. Maksimovic. “Fundamental of Power Electronics”. Second Edition. Ed. Springer Science+Business Media Inc. 2001. ISBN: 0-7923-7270-0 http://ecee.colorado.edu/~pwrelect/book/SecEd.html . The converters are analyzed by making a more rigorous analysis of the model of each of the elements, which finally results in an averaged switching model, from which the transfer functions are obtained. Teodorescu R. Liserre M. Rodríguez P. Grid Converters for Photovoltaic and Wind Power Systems. Willey-IEEE. 2011. Interesting book dedicated to different aspects related to the control of AC/DC and DC/AC converters connected to the mains. One of the few texts related to this topic. Yazdani A. Iravani R. Voltage-Sourced Converters in Power Systems. Willey-IEEE. 2010 Interesting book dedicated to different aspects related to the control of AC/DC and DC/AC converters connected to the mains. One of the few texts related to this topic. Complementary Kislovsky A., Redl R. Sokal N. Dynamic Analysis of Switching-Mode DC-DC Converters. Springer; 1 edition (August 8, 1991) One of the most comprehensive books on dynamic analysis of switched DC/DC converters. It covers almost all topologies and operating modes. It is an advanced but understandable text. C. P. Basso. “Switch-Mode Power Supplies Simulations and Practical Designs”. Mc Graw-Hill Professional Engineering. ISBN: P/N 978-0-07-150859-9 of set 978-0-07-150858-2. Previous N. Mohan, T. M. Undeland y W. P. Robbins. “Power Electronics: Converters, Applications, and Design”. Ed. John Wiley & Sons, Inc. 2002. ISBN: 0-471-58408-8. This book, which has a very didactic orientation, covers all the topics included in the programme proposed in the Power Electronics course. That subject covers only the first eight chapters of this book, the rest of the book analyzes other electronic power systems, useful for more advanced courses. A. Barrado, A. Lázaro. “Problemas de Electrónica de Potencia”. Ed. Pearson - Prentice Hall. 2007. ISBN: 9788420546520. This book is a work that covers practically all the areas of Power Electronics and, of course, the topics proposed in the course, through exercises that are solved.. Bin Wu.“High-Power Converters and AC Drives“. Wiley & IEEE Press, 2006. ISBN-13

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978-0-471-73171-9. http://www.ee.ryerson.ca/~bwu/publications.html It is a book that makes a very detailed study on different topologies of converters used in high power applications. For this subject he studies multi-pulse rectifiers, single-phase full-bridge converters and three-phase DC-AC converters.

D.G. Holmes, T.A. Lipo. "Pulse Width Modulation for Power Converters. Principles and Practice". IEEE Press Series on Power Engineering. ISBN: 0-471-20814-0.

D.O. Neacsu. "Power-Switching Converters. Medium and High Power”. CRC Taylor & Francis. ISBN-10: 0-8247-2

Approved by the School Board on June 24, 2020

Disclosure NoteThe University of Alcalá guarantees to its students that, if due to health requirements thecompetent authorities do not allow the total or partial attendance of the teachingactivities, the teaching plans will achieve their objectives through a teaching-learning andevaluation methodology in online format, which will return to the face-to-face mode assoon as these impediments cease.

9Approved by the School Board on June 24, 2020