Volume 4, Issue No. , 2018sdiwc.net/ijeetdm/files/IJEETDM_Vol4No1.pdf · Editor-in-Chief Prof. Jacek Stando, Lodz University of Technology, Poland Editorial Board Amreet Kaur Jageer

Volume 4, Issue No. 1, 2018

www.sdiwc .net

Editor-in-Chief

Prof. Jacek Stando, Lodz University of Technology, Poland

Editorial Board

Amreet Kaur Jageer Singh, Sultan Idris Education University,

Malaysia

Anne Le Calve, University of Applied Sciences and Arts

Antonis Mouhtaropoulos, Metropolitan College, Greece Anuranjan Misra, Bhagwant Institute of Technology, India

Ekaterina Pshehotskaya, Moscow Polytechnic University Russia

Elsa Estevez, United Nations University, Argentina Fadhilah Ahmad, University Sultan Zainal Abidin, Malaysia

Hatem Haddad, Mevlana University, Turkey

Khitam Shraim, University of California, USA Nazih Moubayed, Lebanese University, Lebanon

Ramadan Elaiess, University of Benghazi, Libya Spits Warnars Harco Leslie Hendric,

Bina Nusantara University, Indonesia Suphan Nasir, Istanbul University, Turkey

Zhan Liu, University of Applied Sciences and Arts Western

Yoshiro Imai, Kagawa University, Japan

Zhan Liu, University of Applied Sciences and Arts Western

Switzerland (HES-SO Valais-Wallis), Switzerland

Zhou Yimin, Chinese Academy of Science, China Overview

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Volume 4, No. 1

TABLE OF CONTENTS

CONCEPTUAL FRAMEWORK IN TEACHING AND LEARNING USING MOBILE APPLICATION FOR SPECIAL STUDENTS .....................................................................................................................................................1Author/s: Mat Redhuan samsudin , Tan Tse Guan, Anuar Mohd Yusof, Nur Nazihah Rahim, and Salini Aina Mamat CASE STUDY: DATABASE ANALYSIS TO STUDY STUDENT TRAFFIC ACROSS OPEN SOURCE LEARNING MANAGEMENT SYSTEM - MOODLE ..............................................................................................11Author/s: Sheetal Uplenchwar, Manimala Puri

TWO DIMENSIONAL ANALYTICAL MODELING OF PERMANENT MAGNET INDUCTION GENERATOR (PMIG) .............................................................................................................................................................................19Author/s: Andre Mrad, Abbas Allam, Ghinwa Harb, and Mohamad Arnaout TRANSIENT STABILITY ANALYSIS OF SINGLE MACHINE INFINITE BUS WITH DIFFERENT POWER SYSTEM STABILIZERS .................................................................................................................................................25Author/s: Michella M. Fahim, Mohamad R. Khaldi, Salim Y. Frangieh, and Charbel G. Chouaifaty VOLTAGE STABILITY INDICES AND MAXIMUM MVAR LOADABILITY ................................................................................................................................................................29Author/s: Nadim Semaan, Mohamad R. Khaldi

EFFICIENCY ANALYSIS OF HEALTH CARE CENTERS USING DATA ENVELOPMENT ANALYSIS......34Author/s: Hassan Najadat, Qutaibah Althebyan, Abedallah Khamaiseh, Mohammad Al-Saad and Ahmad Al Rawashdeh

Conceptual Framework in Teaching and Learning Using Mobile Application

for Special Students

Mat Redhuan samsudin 1,Tan Tse Guan 2, Anuar Mohd Yusof 3, Nur Nazihah Rahim 4, and Salini Aina Mamat 5

1,2,3,4,5 Faculty of Creative Technology and Heritage,

Universiti Malaysia Kelantan, Locked Bag 01,

16300 Bachok, Kelantan, Malaysia

[email protected] 1, [email protected] 2, [email protected] 3, [email protected] 4,

[email protected] 5

ABSTRACT

Mobile apps is a teaching and learning tool that

ables to become the latest trend in education

nowadays. However, the exposure of mobile

apps is more focused on the normal students.

Even though special students are hearing

problem and have difficulties in conversation,

they are still practicing the conventional learning

methods. This study is aimed at identifying the

framework of learning methods using mobile

applications with effectively towards special

education students' that have difficulties in

hearing and conversation. This study was used

survey methods to create a conceptual

framework of learning that will be used as a

guideline in conducting mobile application on

special education students. This is the basic

components in teaching and learning using

mobile apps such as strategies pedagogies,

mobile device, learning module, apps design,

communication method giving the impact to

achievement, communication level, and students

motivation. In the conclusion, conceptual

framework can help the teachers and students in

teaching and learning

Keywords : Mobile applications, teaching tool,

special education, conceptual framework, special

students

1 INTRODUCTION

Technology in education is not a new things

that can be applied in every school. It can be

contributed in improving the education level

to the country. In pursuing the education

sector in Malaysia, it has a great impact on

the students and teachers. Thus, Information

Technology not just contributes to

management and administration but to the

education sectors also such as courseware,

e-learning, and virtual learning. These

technology advancements comprise the

teaching tools that have can be used

according to the current situation. Mobile

apps is also among the latest technologies

used in education. In the context of special

education needs, the approach to using

mobile applications is more appropriate.

According to Jeng, Wu [1] mobile app is

also serves as a practical teaching tool that is

with the needs of students. Additionally

mobile apps in secondary school level are

more suitable for students who need

something unique compared to ordinary

learning [2]. However, the implementation

of mobile applications in education not only

focused on the certain group of students but

it should be focus on all levels student as

knowledge is available for all.

Consequently, to ensure that effectiveness, it

needs to be thoroughly reviewed from the

various aspects.

There are variety number of mobile

applications that have been developed for

educational purpose. It is a great effort that

can be done in improveing student

achievement in their learning. This method

is also become a flexible source of

references in anytime and every where. This

medium can supports the conventional

learning methods. Therefore, mobile

applications need to be integrated in

1

The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 1-10The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

education improving the quality of

education in particularly. This advantages

should be one of the online reference

sources or as an alternative method that can

give impact towards students.

2 PROBLEM STATEMENT

Online learning is a new learning culture

where various mobile applications are

created. However it mainly focused on the

normal students, but for the special

education students are less attention in the

development of mobile applications. The

existence of a small number of mobile

applications for special education students

developed without looking at the overall

implementation and the needs of students.

Hence, for the minority group of special

education students in Malaysia, it should be

given special attention in implementing

learning using mobile applications. The

focus should be given to the disability

students because they are deserve to learn

something batter as a normal students.

3 OBJECTIVES

This study aims to examine the needs of

special education students in hearing

problem and conversation issues in the

integration of mobile application learning

methods by creating a conceptual

framework as a guide for teachers and

students in the teaching and learning of

special education needs.

The objectives of this study are

i. To identify basic components of learning using mobile applications

ii. To build a conceptual framework of learning methods using mobile apps

iii. To examine the components of mobile app in teaching and learning

4 LITERATURE REVIEW

Constructivism derived from the English

word which means the arrangement or

structure [3]. The concept of constructivist

learning is a process of restructuring or

organizing. While the term constructivist is

the philosophy of knowledge, psychology,

teaching and learning theory that

emphasizes existing knowledge. The process

of learning is the interaction between new

information and previous information [4]. In

the context of learning using mobile

applications, learning materials are

organized in a systematic learning style and

they went through a structured process. In

addition, the learning style is more flexible,

dynamic and attractive. Learning can be

linked to previous experiences and

constructivist learning theories can be

implemented in a technology based learning

environment. However, multimedia

application oriented learning methods need

to be explored based on the key aspects of

mobile applications that give impact to the

students. These five components are

essential for learning to work perfectly

because the concept of learning using

mobile applications is material-centered and

student centered learning [5].

Student centered or student-oriented

learning encourages students to analyze their

experiences and produce more responsible

students [6]. The learning process takes

place in an environment where students are

actively involved [4-6]. Where new

knowledge and existing knowledge are

combined to solve problems in order to

understand the concept of learning.

Knowledge was formed not only based on

the reading but also from the experience.

Based on the learning concepts using mobile

apps, [7] student’s ability in building the

learning concepts depends on the design

2


aspect. It is to ensure the learning process is

becoming more easier. Learning does not

consist in consistently, meaning that the

knowledge delivered by the teacher does not

directly passing towards the students.

However, learning using the mobile

applications focuses on strengthening

aspects of unclear knowledge and training as

a method of measurement of knowledge

learned.

There are five basic components of learning

in mobile application methods.

Constructivist learning theory [8] outlines

five key components of learning such as

pedagogy strategies, device, module, design

and communication skill. These components

are is the basic of learning using mobile

apps.

Mobile Application

Teaching and

learning aid

Component

Device

Strategies pedagogies

Module

Design

Communication method

Achievement

Communication

skill

Motivation

Figure 2. Apps teaching and learning component

4.1 Pedagogy strategies

Learning strategy is an important aspect of

education. It is aims to determine the

strategies to the teachers in achieve the

learning objectives. It is supported by Kemp

(1995) which is learning activity used by

teachers in teaching and learning to achieve

learning objectives. The learning strategy

also refers to the appropriate activity or

training chosen by educators to help students

achieve the learning goals that they want to

achieve (Kozma 2007; Cropper,1998).

While Sunhaji [9] stated that the learning

strategy is a way of how the learning method

used by the teacher to plan the learning

method to be used. Therefore, the learning

strategy should depend on the approach used

in education.

In the context of learning using multimedia

applications, there are two approaches used

in learning such as student centered and

material centered learning. These two

approaches need to be integrated because

learning takes place based on the creativity

of students using the application in their

learning.

However, learning by using mobile devices

is also influenced by other aspects.

According to Jeng, Wu [1], there are four

dimensions that influence learning strategies

using mobile devices, such as learning

environment, strategies, students and

teachers. Mobile devices and mobile apps

are can make the learning process more

organized and systematic [10].

Zainuddin Ibrahim, Ngu Kee Shing [11]

point out that high school students showed

student communication is easier to use

multimedia applications and they

recommends multimedia applications need

to be implemented at higher learning

centers. Therefore, researchers will

implement in this research that multimedia

based application that capable to help

students in their teaching and learning.

4.1.1 Student centered learning

Various of learning approaches commonly

use by the teacher to the students and it

gives an added values in teaching and

learning. Student-centered learning or also

known as the global Student Centered

Learning (SCL) is an approach has been

implemented in developed countries.

Popular approach that has resulted in

developing creative learners in their

learning. The SCL learning approach is able

3


to build student skills for them to deal with

the world in the future.

The basic concepts of SCL learning are,

students play an important role in learning

[6]. It is closely related to past experience,

exploration of new knowledge, and actively

encouraging student to participate. It also

stimulates students to think with the high

levels and promote lifelong learning even

learning happens based on the extent of the

ability of the student to master it. The SCL

learning approach is a learning process

controlled by a student whose learning

procedures are based on the student. In

terms of learning time, it is based on the

suitability of the time and the learning or

assessment results performed by the

student. Assessment of learning is assessed

by students because they are more knowing

of their level of control.

Moreover, SCL learning also creates a more

engaging learning experience with their

friends who willingly can share their

knowledge. SCL also produce creative and

critical learners and can improve problem

solving. Student engagement is also active

in the group, using appropriate methods and

techniques such as discovery inquiry,

discussion, role play and contribution that

will makes student engagement more active.

and this will lead and contributes to the

development and sharing of knowledge

among peers.

4.1.2 Material learning based

Teaching and learning using multimedia

applications as a teaching and learning tools

facilitates teachers to deliver a good

learning. This is because learning has taken

place by teachers become a source of

reference for students to reinforce

knowledge acquired based on learning

materials multimedia applications provide

multiple access to body of knowledge as it is

more convenient and students can make

referrals more quickly. The material

provided in this method have been through a

process conducted by experts in their field.

Through this Learning method, it is based on

the ability of students to learn, test, and

assessment of their self-esteem level.

There are several student centered learning

methods used in education today. According

to [12] there are six methods used such as

make brief notes, exercises, self-learning,

group discussions, presentations and

exercises. These method is effective for use

in learning.

It is different with the teacher based learning

approach where students are given notes,

exercises and answers to the material-based

learning of each lesson that contains

information, questions, training and

answers. This gives an opportunity to the

students with their ability. These learning

materials were characterized as teachers

who can guide, communicate information,

motivate and provide self assessment [13].

This Learning material has a more

systematic structure and contain clear

objective.

4.2 Mobile Device

Mobile devices or known as electronic

devices such as smart phones. This device

commonly used as a tool to communicate

between people. it is not just used as a

communication tool but can be used as a

learning tool since various mobile

applications have been developed according

to the latest design of the devices. There are

various advantages of using this mobile

device in sign language learning.

Various studies have been done regarding

learning using mobile devices. Researchers

4


have been discussing various issues on how

mobile devices can be used in education by

providing a variety of content.

Unfortunately, it is less attention to the

content adaptability in an app by using such

mobile technology [14-17]. According to

[18] the theory is appropriate to the use of

mobile devices learning. Claimed that

learning with mobile devices give students

tendency to learn and facilitates their

revision process.

mobile devices basically can make a contact

with the people by making calls, sending

emails, messages and so on. This

development of mobile device is based on

the needs and importance of the individual

in relation to facilitating of the

communication [19]. In the context of

learning, it does not rely on the frequency of

someone exploring other individuals but

what information they can access using this

mobile device. In this context, the

development of the system depends on the

system design that can provide information

or content in an application. Moreover it can

provide information about a new content and

provide space for learning purpose.

In addition, the mobile device also has

various types of components such as GPS,

microphone, accelerometer and so on. These

components can be used to provide users

with information. There are now a variety of

apps that provide these features and it's is no

longer common place because apps is the

mobile technology exist since 2005 [20].

However in Malaysia education sector it is

still new approach. According to Lokman

Mohd Tahir, Nurul Qistin Mustafa [21] an

infrastructure is a factor that affects the

success of typical education students.

Current trends of mobile devices have been

affecting in everyday life [20]. If we look at

the usage of mobile device is not only

dominated by adults but to the teenagers

and children as well. It makes these mobile

devices as a trend in their daily lives.

Previously, personal computer was

dominated by adults and teenagers and cost

factor was so expensive to have a gadget or

device, but this scenario was changed today.

Mobile device was affects the pattern of use

where it differs from sharing and for

research purpose. This proving that the

changing of usage pattern as an individual

device or just a sharing tools.

4.3 Module

Module is defined as a teaching package

developed for learning and the topic of

learning which is organized consistently.

Teaching packages have been introduced

and used in teaching and learning. Teaching

packages or modules are also known as the

Learning Activity Package (LAP) or

Individualized Learning Package (ILP).

There are several disciplines in developing

modules. First, the modules need to be self-

taught package and second, it needs to meet

the needs of the students for having a

specific and clear teaching objectives.

Module preparation should be based on the

level of learning thus students can get

benefit from it. Moreover, modules also

need to actively apply in learning. This will

makes strengthening of self-learning and

also self-assessment of learning.

The development of learning methods using

learning applications is considered in line

with the constructivist learning approach

because multimedia based learning materials

can be linked to the existing student

knowledge that can be explicitly developed

to produce meaningful learning [22].

Constructivist learning approach emphasizes

multimedia presentation learning that helps

students think with actively. According to

Mayer and Moreno [23] The development of

5


multimedia learning modules using

cognitive theory is more effective. This is

because, modules that integrate of the visual

and verbal elements with knowledge can

generate students who can build knowledge

with a broader perspective.

Previous study by Siti Hajar Halili and

Hamidah Sulaiman [24] showed that the

learning modules have positive implications

for students in improving understanding of

learning. This demonstrates that multimedia

learning modules are effective and

appropriate to implement in today’s

education. Hence it is clear that mobile

device technology is able to provide a more

engaging learning experience and help in

improveing student achievement.

Text Eye Hand Sign Verbal model

Audio Ear Animation Visual model

Prior knowledge

Figure 3. Cognitive Model [24]

4.3.1 Module Development Model

Based on the framework of the cognitive

model in multimedia learning by Mayer

[24], shows that text and audio are important

elements used in learning applications. The

elements are need to be translated and

presented to students where inputs should be

place and it needs to be processed based on

the input. Then it produces output such as an

image and animation. The input elements

are integrated with output elements and

generate a new knowledge. Then, it will be

integrated with existing knowledge and they

are stored in long-term memory.

Referring to the basic concepts of sign

language learning, learning occurs based on

observations of what is perceived as the

hearing problems and conversational of

students are only able to learn based on

observations and behaviors. However, in the

context of a special education teacher’s for

sign language, the researchers in this study

interacted with several elements, which are

text, audio, and animation as an essential

element that could be used for more

effective learning. Learning modules will

assist to the students for them able to

visualize the movement of hand signals

interactively.

4.4 Design

The design of learning applications is an

important aspect in developing teaching

tools. Application of designs are divided

into two types, which are static design and

dynamic design [25]. This study was use

dynamic designs where dynamic designs can

influence students because it is interactive

with contain five multimedia elements.

Based on the constructivist theory which

explains how student learning method based

on application design elements that apply

five design elements have been impact on

learning using mobile applications.

Teaching that implements constructivist

approaches in the design of technology-

based teaching materials such as mobile

devices is more impactful than existing

approaches [4].

The development of auxiliary materials

depends on some aspects of the design.

According to [26] stressed that the

evaluation of auxiliary materials is based on

two aspects such as the design of the screen

and the interface design. Screen design

includes five multimedia elements whiach

are text, graphics, audio, video, and

animation [27]. Interface design is based on

consumerism, interactivity, reinforcement,

and navigation aspects. According to [28]

the design of an application should be based

on the user’s needs and amongst the things

considered such as content design, interface

design and usability.

6


4.5 Communication Method

Communication is the process of delivering

information through messages of various

meanings that conveyed through symbols

[29-31]. According to Griffin, McClish [32],

communication is the process of linking,

creating and interpreting messages to get the

response. According to Mohamad Yusoff

(1985), communication is also a dynamic

process involving the production of shared

meanings and the meaning that born through

the process of conveying and receiving

messages through co-understood codes.

Communication takes place by involving

two parties such as between individuals or

individuals with the technologies such as

television, radio, newspapers and so on.

Communication is a one way to convey or

exchange information, opinions, thoughts

through conversations, writing, and signals.

There are two types of communication such

as one way communication which is

communication that only involves presenter

and receiver. While two-way

communication involves communicators,

recipients, as well as feedback and

interaction between senders and recipients.

In the context of today’s special education, it

still uses non-verbal communication which

is based on signals, body movements, face

ripple, eye contact, and objects such as

usage, symbols, graphics and so on. In fact,

non-verbal communication also occurs

through individual attitudes. However,

technology is now able in influencing

communication in education where there are

various technologies that can connect

between individuals such as phones and

computers that can described as verbal

communication tools. Such technology is

also a complement to human communication

as a whole, it is also a complement to the

process of human communication itself.

5 METHODOLOGY

This study was conducted at several special

education schools which is focusing on the

use of mobile applications that became a

sign language learning tools for Malay

language. It also conducted to get student

responses of mobile applications to ensure

this tools able to help in improving student

achievement. In this study was discussed the

components of learning using mobile

applications that become a focus on this

study.

In this study, 32 respondents were involved

with (10%) of the population, have hearing

abnormalities and lower secondary level

conversations. Sample selection is randomly

representing as a population of studies that

has been using mobile applications. Students

were involve as a participant to answer the

question using developed mobile

application. Some of the components were

identified as a guideline for teachers and

students in implementing learning using

mobile applications to improve student

achievement in learning.

The instrument used in this study is a

questionnaire and the method of collecting

data is done through online using the Google

form as a platform for students to answer the

questionnaire. The questionnaires consist of

two sections. Part A is a question related to

respondent’s demographic while part B is a

question based on five components of a

mobile learning application. An Analysis

part was used the Statistical Package for the

Social Sciences (SPSS) version 21.

6 RESULTS

this study was conducted a pilot test to see

the validity and reliability of the instrument.

7


According to Piaw [33] validity refers to the

capability of a measurement performed to

measure the real value of the concept in the

hypothesis. Validity depends on the

instrument developed, if the instrument is

good then its validity is high. In other words,

the extent to which the constructor’s was

developed contains all the new features or

ideas that represent the construct [34]. This

process is known as a pilot test or pilot study

tested to see Cronbach’s Alpha value.

Table 1. Reliability statistics

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items

N of Items

0.932 0.935 75

Based on the above table, it is shows the test

done by 75 items that measure to 32

respondents. The results show that the

Cronbach’s Alpha value for the item is

0.935, thus it indicates that the built-in

questionnaire has a validity that can be

categorized as good and acceptable to

continue the study of the actual population.

While reliability is a concept that refers to

the consistency and stability of the

instrument used in this study for the

questionnaire. The reliability test of the

questionnaire was conducted to find out

whether the results of the test showed the

best answer

Table 2. Correlation

Inter-Item Correlation Matrix

Pedagogies

strategies

Device Module Communication Design

Pedagogies

strategies

1.000 0.766 0.548 0.628 0.741

Device 0.766 1.000 0.597 0.750 0.804 Module 0.548 0.597 1.000 0.644 0.768

Communication

skill

0.628 0.750 0.644 1.000 0.747

Design 0.741 0.804 0.668 0.747 1.000

The table above shows all constructs which

have been categorized according to the

relevance of the question based on the needs

of the study. The result of the data analysis

shows that the value of all the constructs

meets the set value which is > 0.7 and all

items in the construct are received.

7 CONCLUSION

The findings show some of the components

that are based on the use of mobile

applications in teaching and learning. It is

one of the important components need to be

seen in the implementation of the method in

education. By having this framework, it will

provide benefits to the teachers and students

as a guideline in teaching and learning for

the special education in sign language. This

is because no specific guidline teaching and

learning using mobile application [35].

Moreover, mobile apps also showed

significantly impact to teaching and learning

sign language, it is easier to use and the

information can be access by students easily

it is supported by Hamidi & Chavoshi,

Hammami, Saeed, Mathkour, & Arafah [36,

37].

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10


Case Study: Database Analysis to Study Student Traffic across Open Source

Learning Management System - Moodle

Author 1 (Sheetal Uplenchwar)

Allana Institute of Management Sciences, Pune, India

[email protected]

Author 2 (Dr. Manimala Puri)

Jayawant Shikshan Prasarak Mandal, Group of Institutes, Pune, India

[email protected] Abstract The increasing amount of internet users,

websites and retail sales requires web development

should be carried out in a competent, professional

manner to increase business so as to increase profit. Therefore, before developing any web site, it is

important to analyze information which is to be

provided on the web site. This is necessary for

maximization of profit and to increase number of

visitors to the site. Web analytics tool is used for the

measuring and analyzing web data to optimize web

usage. Similarly in education also it is necessary to

analyze traffic of educational website. Here the traffic

is said with reference to stakeholders of education. The

important stakeholders of education are students and

teachers. Analyzing educational web site will help the

head of the institute to know whether students are

really accessing the web site, whether they are aware

with the latest content uploaded, pages viewed per

day/hour/month, resources accessed. To assess the

educational traffic log files are used.

This study discusses case study of one of the

management Institute affiliated to Savitribai Phule

Pune University(SPPU) to know the student traffic

across Open Source Learning Management System

(OSLMS) – Moodle. Result of the study shows that

students are frequent visitors of Moodle accessing

different pages and resources of the Moodle – OSLMS.

Keywords

Internet, Learning Management System (LMS),

Open Source software, Learning Management System

(LMS), page views per day /month / hour, number of

users, number of hits, resources and activity accessed.

1. INTRODUCTION In the last decade the usage of Internet has been

increased exponentially. Due to these thousands

of new technologies and businesses are emerging

day by day. Most of the companies are making use

of internet to carry out businesses in innovative

ways. These websites became an integral part of

business. Different types of tools are used to know

the frequent visitors, pages that accessed by

customer, time spent on pages.For e.g. - Web

Analytics is one of the tool used for analysis

purpose. [1, 2]

Education is also not exception for this.

Advent of internet technologies brings lot of

changes in the Indian education system. Delivery

11


of education is possible with the help of Learning

Management System (LMS). Halls defines LMS

as, “Software that automates administration of

training events” [3]

LMS enables learners to connect their

computer to the internet for performing

educational activities like downloading of study

material, submitting assignments etc. [4]

LMS facilitates learning with the help of

Information and Communications Technology

(ICT) by making use of learning resources and

delivery methods. [5]

LMS is available in the form of

proprietary software or open source software. .

Open source software is freely available

with source code. No license fee is required for

purchasing software and it is also possible to do

customization of software. [6]

Today large numbers of OSLMS are

emerging with basic as well as advance

functionalities. All these OSLMS can be used

online as well as offline.

Many universities like IIT Bombay, IIT

Madras, Dayalbagh University (Agra) are

conducting education with the help of OSLMS -

Moodle.

Student progress across educational

website using OSLMS – Moodle can be tracked

by number of pages accessed per day/per hour/per

month, resources accessed and activities

performed. This paper is organized is as follows.

Section 1 describes introduction of the paper.

Section 2 describes research gap. Section 3

discusses objectives of the study. Section 4

describes dataset collection and research

methodology. Section 5 discusses Moodle’s log

file and database. Section 6 discusses various

metrics. Section 7 discusses result of the study.

Section 8 discusses findings and

discussion of the study. Section 9 describes

suggestions and section 10 describes conclusion

of the study.

2. RESEARCH GAP

Result of the survey shows that

management institutes affiliated to SPPU are

using OSLMS – Moodle to perform various

educational tasks like online quiz, assignment

submission, assessment, downloading of

gradebook, posting of forums/blogs/notices etc.

The big challenge of theses educational

institutions is to know whether students are really

making use of OSLMS, whether they are aware

with the notices, exam dates, and assignment

submission and whether they are comfortable.

while performing academic tasks. If not, it is

necessary to find out reasons behind it and

difficulties encountered. Solution for this is to

analyze database analysis.

No research has been carried out related to

database tracking of management institutes

affiliated to SPPU. So this case study will help to

know OSLMS – Moodle usage with reference to

students.

12


3. OBJECTIVES OF THE STUDY

To study student traffic across educational web

site OSLMS - Moodle.

To analyze Moodle’s Database.

To study pages viewed per day/hour/month,

resourced accessed, number of hits, activities

carried out etc.

4. DATASET COLLECTION AND

RESEARCH METHODOLOGY

The training data set, used for

study in this article constitutes primary data.

4.1 Primary data

Survey method was used to find out the

usage of OSLMS in management institutes

affiliated to SPPU. Further database of the

management institute was collected for analysis

purpose. 4.2 Sample size

Ninety management institutes affiliated to

SPPU were surveyed. It was found that some of

the management institutes affiliated to SPPU is

making use of OSLMS – Moodle to carry out

educational tasks.

Database of one of the management

institute affiliated to SPPU is studied.

[Note: Request letter for survey and database

analysis have been submitted to the head of the

institute provided that institute name will not

be disclosed and result will be shared with

institute.]

4.3 Extraction, Transforming and Loading

(ETL) of primary data collected through

Moodle’s database

Data Extraction

SQL Queries were written to access

data from log file. This SQL queries will help to

extract data in proper format. Simple queries as

well as queries with multiple join were written to

access data from log file.

Data Transformation

Data collected through SQL queries

from log file of ‘Institute A’ need to be processed

for analyzing purpose. As following problems

were present in the collected data.

Data inconsistency

It is observed that data is entered

differently at various places. For e.g. – Advanced

Internet Technology is written as AIT or IT at

some place. So before analyzing data, subject

name IT was changed to AIT.

Data cleaning

For analyzing purpose different

signs such as comma (,) Percent (%) sign was

removed from data.

For e.g. - '

Data Transportation

After data cleaning, data is saved in

comma separated file (.csv) for analysis purpose.

Later on this file is converted into .xls format.

5. MOODLE’S LOG FILE AND

DATBASE

A log file is an important file. It is an auto

generated file. This file records all actions or

tasks, carried out by a user. As log file contains

sensitive data, they are always protected and

accessible to administrator only. [7] In OSLMS - Moodle, log file is generated.

Records of log file and database does not match as

log file contains auxiliary pages whereas Moodle

database contains actual data. Hence Moodle’s

database is used to track various information to

know student’s accessibility pattern like number

of visitors for a particular time period, information

accessed by these visitors etc. This information is

called as metrics. All these metrics are discussed

below,

6. METRICS

Website traffic across OSLMS – Moodle is

judged with the help of metrics. Metrics is different

kinds of information related to user. [1]

To understand the benefits of Website

analysis, it is necessary to understand metrics first.

An Australian Web analytics company,

Panalysis [8] stated four categories of metrics.

They are: site usage, referrers (or how visitors

arrived at your site), site content analysis, and

quality assurance.

This case study focuses on metric

category - site usage only as we are dealing with

educational institute’s OSLMS. The table below

shows different types of metrics related to site

usage.

Table 1: Metric Categories

6.1Metric Type

All metric categories contain different metric

type. The table below shows metric type and its

description related to site usage. [1, 2]

Table 2: Metric type and its Description

14


http://www.webopedia.com/TERM/F/file.html

6.1.1 Description of metric types Total number of users

It specifies total number of users visited to

the site those who have accessed OSLMS

- Moodle. [13]

Page view

A page view is counted whenever users loads

one of the webpage. During a single visit, user can

view several web pages, incrementing the page

view each time. [9]

Daily / Monthly / Hourly page views

It is defined as number of page views in a

reporting period divided by number of visits in the

same reporting period. [10, 11, 12]

Total Number of hits

It is defined as total number of hits fired by

all enrolled users. [14]

Resource and activity used

It is defined as total number of resources and

activities used by all enrolled users. [15]

7. RESULT OF THE STUDY Management Institute affiliated to SPPU A is

using Moodle since 2011. MBA and MCA courses

are using Moodle to carry out different

educational tasks like online quiz, assignment

submission, posting forum/blogs/notices etc.

Total number of students enrolled for

various subjects were 4373.

7.1 Daily page views

The table below displays total count of

daily page views visited by students.

Table 3: Day wise page views

From the table it can be seen that, maximum

number of page views are on Saturday due to

online quiz. 7.2 Monthly page views

The table below displays total count of monthly

page views by students.

Table 4: Monthly page views

15


From the table it can be observed that, more

number of page views is observed from 9.00 AM

onwards to 5.00 PM.

7.3 Hourly page views

The table below displays, hour and total

number of pages viewed during that hour.

Table 5: Hourly page views by students

7.4 Number of users year and month wise

The table below shows total number of users

those who have accessed OSLMS – Moodle

during month of a particular period.

Table 6 : Total Number of users year and month wise

From the table, it can be observed that,

numbers of users accessing Moodle are growing

day by day. Less number of users have accessed

Moodle during 2011. Number of users goes on

increasing in subsequent years.

7.5 Total number of hits per day, activities

and resources used.

Activity is a task. In Moodle, the

activity can be assignment, quiz, forums, blog etc.

Resource is defined as a piece of item

which helps instructor / faculty for carrying out

learning process. The resources are file, folder,

link, label, page, URL etc.

The table below shows month wise count

of total hits of user, activity and resource used for

the month of March, April and May of 2015

16


.

Table 7: Month wise count of total hits of user,

activities and resources used

From the table it can be observed that,

maximum numbers of resources used were

quizzes and assignments, maximum numbers of

activity used were file, maximum number of user

hits is observed during 2015 – April whereas less

no of hits are fired by user during 2015 – May

due to semester ends. 8. FINDINGS AND DISCUSSIONS

Result of the Moodle’s database analysis

shows that students are accessing Moodle for

performing educational activities like online quiz,

assignment submission, posting forums and files.

It is also found that more numbers of hit are

observed on specific days, specific hour and

during semester start. Number of page views goes

on increasing during subsequent academic year.

9. SUGGESTIONS

It is found that many of the institutes are

not willing to use OSLMS due to unavailability

of third party support. So there is a need to make

policy before OSLMS adoption. This policy will

help the organization to decide functionalities to

be used. Faculties can take initiative to learn the

technology and share the knowledge further by

conducting training sessions.

10. CONCLUSION

From the result of the study we can conclude

that there is adequate usage of OSLMS–Moodle in

management institute affiliated to SPPU. Further

management of the institute is also supporting

their staff for making use of OSLMS

technologies. Many educational institutes are not

financially strong. They are not in a position to

buy commercial software. For them OSLMS is a

best option, as they are freely available without

any licensing cost.

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Narjes Shokry.:“Analyzing the impact of visitors on

page views with google analytics”, International Journal

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methodologies for analyzing for Analyzing websites”,

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December 2015.

3. Hall B, “New technology definitions”,

http://bandonhall.com/public/glossary/index.html, last

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July 2014. 4. Kholod Jeza Alotaibi(2017), “Review of Usability

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(IJEETDM), ISSN: 2410-0439, Vol-3(1), Pages:1-12.

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5. Vicki Caravias(2014), “Teachers’ Conceptions and

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18


http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/http://sdiwc.net/conferences/2014/iceee2014/

Abstract — This paper presents the analytical modeling of permanent magnet induction generator (PMIG) used in green energy (i.e. Wind energy). This analysis, is based on analytical modeling in determining the essential parameters for the magnetic field in the PMIG. A 2-D field analysis is presented which takes the permanent magnet leakage, the distribution of the MMF across the magnet height, equivalent width determination, flux density components, and its fundamentals by depending on Helm-Holtz, and Maxwell equations with using the separation of variables technique, and Fourier expansion for gap flux density. Thus, solving a set of PDE equations at boundary conditions at machine regions will provide a set of hyperbolic equations allowing determining the explicit magnetic field coefficients. Then, the expressions of the global quantities (MMF, cogging torque, and electromagnetic torque) are deduced from the expressions of the analytical study for the magnetic field distribution.

The presented analytical modeling helps, as a first aim, to explore rapidly the search space of potentially optimal prototypes.

Keywords— Analytical modeling; Arkkio torque; Cogging torque; Fourier series; Maxwell stress tensor; Permanent magnet induction generator.

I. INTRODUCTION A. History

RECENTLY, wind generation and micro-hydro plants have been introduced as green energy sources, and as competitive forms of clean energies that protect the environment.

Induction generators extensively used due to its main advantages from lacking to frequency control and due to its effective initial and maintenance costs [1]. However, the IG needs a magnetizing current as a feedback from the grid, that cause a decrease in terms of the power factor and efficiency. Hence, the performance of IG needs to have a compensation to the previous terms. Thus, it is possible that the PM excitation would be suppressed to decrease the magnetizing current and improve the power factor and efficiency.

*Corresponding author

In order to understand the performance of the PMIG, it is necessary to perform its analytical model. However, the core, and eddy losses are not considered.

Permanent magnets used widely in the industrial applications, especially for generators where carbon steel permanent magnets used firstly in the PMIG manufacturing. Where it concern a simple structure and an effective cost in terms of its main raw materials. Knowing that the PMIG do not need power electronic converters (i.e. Direct – Drive Generator). In general, modular permanent magnet induction generators are competitive in terms of their performance and maintenance cost compared to other generators [6].

In general, the PMIG have three main advantages a high efficiency generator, loss less generating power in high voltage direct current transmission system (HVDC), improvement in transient and steady state compared with the conventional induction generator due to the permanent magnets usage.

Furthermore, the PMIG is more preferable as offshore wind turbines, due to the constant wind speed.

B. General Overview Analytical models compared to the classical modeling

(Finite Element Analysis) is more preferred due to its less consuming time during simulation, furthermore due to its accuracy in the obtained results.

This paper focuses on solving the Maxwell's equation in the PMIG armature, permanent magnet rotor, and air gap regions for their electromagnetic field variation by solving the corresponding coefficients at boundary conditions. And in our modeling we assume a smooth stator surface with infinite permeability, and anisotropic permanent magnet. Furthermore, this paper sheds light in studying the effective gap length by depending on Carter's factor, and in determining the current sheet density in each region, without forgetting the Fourier expansion for gap flux density, and for the cogging torque production.

This paper attempts to provide analytical model to ease the analysis and design of PMIG on MATLAB software as a simulation tool for the electrical engineers.

II. ANALYTICAL MODEL DESIGNA. 2D Modeling and Assumptions

In this study, we assume that the edge effects are ignored. In order to simplify the three-dimensional assumption, it is reduced into two-dimensional assumption, and supposing the magnetic potential vector only have a z-component, furthermore the PM will be composed into a very thin strips,

Two–Dimensional Analytical Modeling of Permanent Magnet Induction Generator (PMIG)

Andre Mrad, Abbas Allam, Ghinwa Harb, and Mohamad Arnaout* Department of Electrical Engineering, Lebanese International University

Beirut, Lebanon [email protected]

The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 19-24 The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)

19SDIWC Conferences Copyright©2018, All Rights Reserved

in order to facilitate the modeling as shown in fig.1.

Fig. 1: (a) Curved magnet, (b) Thin strips decomposition of PM.

The model primarily is formulated in two-dimensional cartesian coordinates (X, Y), and in polar form in some cases.

In this model, some assumptions are taken into consideration, where: - The stator core, and teeth are supposed to have zero reluctivity; on the other hand the flux saturation taken into consideration. - The 2-D model is set to cover only the regions where the air gap and magnet regions fluxes are compared with respect to each other. - Eddy current effects are not taken into consideration.

Fig. 2: 2-D PMIG cross-sectional view.

B. Problem Description In order to perform our modeling, we assume that the

PMIG decomposed into the three regions as mentioned before. By considering the magnetic vector potential has only an axial component.

In order to study the magnetic vector potential ( ), we will introduce the differential form of Maxwell equation by: ∇ ∧ ∙ ∇ ∧ = − ∙ − ∙ ∇ + ∇ ∧ Eq. (1) Where, J is the current density in [A/m²], ℎ reluctivity, and Hc is the coercive force in [A/m].

For the simplicity in understanding the modeling approach, we suppose that the slots are equidistant, and by decomposing the gap into periodic segmentation considered in this study. Also, the slotted stator has a classical configuration with U - shaped teeth, where the PMs are located on the rotor surface. ( . ) = 00 0 Eq. (2)

- Effective air gap length ′′, and its Carter's coefficient: According to Carter's principle about the air gap length, shows that the effective air gap length of the generator will be greater than the actual length, by considering the distance between magnets, slot pitch, and equivalent slot opening; such that these factors lies in the Carter's factor Kc. In order to introduce Carter's factor, we will assume that the magnetic flux density function is approximated to a rectangular function, so that the density equal to zero at the slot opening, while it is constant at the stator teeth, as shown in fig.3 [2].

Fig. 3: Flux density distribution along a slot pitch.

C. Mathematical approach for flux density. For a two-dimensional problem, the second order P.D.E

of Laplace equation in Cartesian coordinate, will be expressed as:

²² + ²² = 0. Eq. (3) Thus, its implicit solution in the permanent magnet, and

air gap regions is on the following manner; knowing that the solution function will have a sinusoidal signal, due to its relation with current sheets [3]. = { ∙ ℎ( ) + ∙ ℎ( )} ∙ ( ) Eq. (4)

Where, = . . represents the permanent magnets, and air gap regions respectively as shown in Fig. 4; = .



Now, in order to evaluate the flux density components in each region, so we tend to integrate them at the boundary conditions as shown in fig. 4.

Fig. 4: Region boundaries for magnets and stator fields.

Thus the coefficients . substituted in the following equations, in order to obtain the fundamental y-components of are:

= ∙ ℎ[ (ℎ1 − )] + ℎ[ (ℎ1 − )] ∙ℎ( [ℎ2 − ℎ1] ∙ ℎ( )Eq. (5) = ∙ ℎ[ (ℎ1 − )] + ℎ[ (ℎ1 − )] ∙ℎ( [ℎ2 − ℎ1] ∙ ℎ( )Eq. (6) = ∙ ∙ {cosh( ) ∙ cosh[ (ℎ2 − )]} ∙/ cosh[ (ℎ2 −ℎ1)] Eq. (7)

Where, = ( ) + ( ) ∙ [ ( −)] Eq.(8) Now, we can deduce the x-component of flux density in

each region by:

= ∙ Eq. (9) D. Stator Flux Density Distribution

In order to obtain the armature flux density distribution, we set to zero, to evaluate the flux density from both magnet, and air gap regions.

1) For the magnetic region.( ) = ∙ ∙ { [ ( + − )]/ ( ∙)} Eq. (10)2) For the Air Gap region.( ) = ∙ ∙ cosh[ ( − )] + ∙ sinh[ ( −)] ∙ tanh(ℎ ) Eq. (11)

Furthermore, since the magneto-motive force of the air gap is variable due to the interference of its flux density, we tend to express the average flux density for the armature, and magnets regions in the following manner.

∙= ∙∙ ∙ ( ) + ∙ ( ∙ ) ∙ [ ( ) − ]∙= ∙∙ ∙ ∙ ( ∙ )∙ ∙ ( ∙ ). ( )= ( ) + ∙ ( ) ∙ ( ∙ ) = ( ∙ ) + ∙ ( ∙ ) ∙ ( ∙ )

Eq. (13)

And 1 is the amplitude of the fundamental component of current sheet representing the MMF in three phase windings, (stator) in [A/m²], expressed as: 1 = √ ∙ ∙∙ ∙

; such that is the stator load current in [Ampere], , and are the number of turns per winding, and the winding factor respectively.

E. Magnetomotive Force (MMF). In order to have simplicity during studying the magneto

motive force exerted between the PMs and the gap regions, we tends to decompose the magnet into n strips by differential form, And by Fourier analysis of current sheet pulse, thus we have the fundamental component by: ∆ = { ∙∆ ∙ } ∙ ( ) Eq. (14)

Where, = = °∙ ∙ , m is the number of phases, q is the number of slots per pole, and ∆ is the electric pulse width in [seconds].

Hence, in order to take into consideration, the total MMF for the magnet, the equivalent equation is: M1 = ∑ (∆M1)i = ∑ ∙ sin(θm1 + i ∙ ∆θ) Eq. (15)

And in order to control the MMF variation by changing the widths correspondingly, will tends to determine an expression for the equivalent magnet width by: = ∙ sin Eq. (16) Where, = ∙∙ , 1 = ∙ , ∆ =( )and 2 = ∙F. Electro Magnetic Torque

i. Maxwell Stress Tensor.

In an electrical rotating machine, most of the studies concentrates on the electromechanical parameters between rotor and stator interaction, unless on the electromagnetic torque which plays a primary role in the conversation of energy [4].

The Maxwell stress tensor is the most familiar method to determine the torque, in the numerical analysis for electrical machines. The total electromagnetic torque given by (16):



=∮ ∧ ∙ = ∮ ∧ 0( ∙ ) − =∙ ∙ = 0 ∙ ∙ ∙ ∙ ∙Eq. (17)

Where, Br and Bα are the radial and angular components of flux density respectively in [Tesla].

ii. Arkkio's Method.In order to study the electromagnetic torque along the air

gap, thus Arkkio developed a dependable method on that of Maxwell, by integrating the above formula along the radial direction over the difference in radii between stator and rotor, that's it: ( − ) = ∙ =

= ( ) Eq. (18) Where, is the electromagnetic torque in [N.m], and

are the stator, and rotor radii respectively.

G. Electromechanical Equations. In order to perform the analysis for the PMIG

electromagnetic torque, thus consider the first order differential equation by: − = ∙ ( ) Eq. (19)

Where, is the load torque [N.m], and the expression of the angular speed in [radian/sec] is:

( ) = ∙ − Eq. (20) Now, the mechanical displacement ∅ ( ) in [radian] can

be deduced by integrating the angular speed with time, therefore: ∅ ( ) = ( ) ∙ = + ∙ Eq. (21)

Where T0 is the generator torque [N.m], b is the viscous friction coefficient in [N.m.sec.] and, J is the shaft inertia in [Kg.m], and is the time constant, expressed by = .H. Fourier series for air gap flux density.

In order to determine the magnetic flux density in the air gap of the PMIG, we apply the Fourier series expansion [5], assuming that there is no magnetic field effects occurred by the stator teeth.

We define a ratio between the width of the magnet, and the pole – pitch of the rotor core by ''αp-p''; such that: αp-p = ( )( ), and 0 ≤αp-p≤ 1.

Hence, the Fourier expansion at an electrical angle θe for the flux density is expressed by: ( ) = . ∑ ( ) ∙ [ ∙ ( ) ∗

] ( ∙ ) Eq. (22)

Where, _ is the peak value of the air gap flux density in [Tesla], and is the K-th harmonic of flux density.

Furthermore, we should spotlight on the saturation of the flux density in the generator core, such that when the saturation case takes place, the well-defined formula: =∙ , can't be more applied, since the main parameters in this formula will vary independently, however will tend to the general approximated formula for the B-H curve by: ( ) = ∞ ∗ ( ∙ ) [Tesla] Eq. (23)

Where, ℎ∞ is a constant represents the type of the permanent magnet material.

I. Fundamental MMF of air gap. The rectangular air – gap MMF of the PMIG, can be

resolved into a Fourier series comprising a fundamental component and a series of odd harmonics, thus it can be expressed as: Fag = ( ∙ ) ∙ ∙ cos( ∙ ) Eq. (24)

Therefore, once the air gap MMF is known, then the air gap flux intensity can be determined by dividing the fundamental component of the gap MMF by the gap length. = ( ∙∙ ) ∙ ∙ cos( ∙ ) Eq. (25) J. Generated Voltage:

As the rotor turns, the flux linkage varies co-sinusoidal with the angle between the magnetic axes of the stator coil and rotor, thus the flux linkage in one phase of the PMIG winding is: = ∅ cos(( ) = ∅ cos( ∙ )

Eq. (26) Thus, by depending on Faraday's law, the induced voltage

can be deduced by: = = - ∙ ∙ ∙ ∅ sin( ) Eq. (27) K. Cogging in the Presence of a Permanent Magnet.

The cogging torque, represents the interference between the permanent magnets, and the stator teeth, that is when a magnet rotates and reaches the slot opening, the magnet reluctance will vary due to its long path in the slot, hence results in producing cogging torque; which is the interest of designers to minimize its value, by varying the sizes of the slot opening, or by its horse shoe [6].

Mathematically, this torque will represent a given value from the total torque of the machine, regarding to the mutual torque, and the excitation torque. The cogging torque for PMIG machines can be expressed by depending on Fourier expansion as: =∑ ∙ sin( ∙ ∙ ). . ∙∙∙ Eq. (28)

Where is the summation for each cogging torque element produced by the equivalent slot opening, that is deduced from Carter's factor; where is the least common multiple of the pole number, and the equivalent slot openings number , during one mechanical revolution. is the amplitude of its harmonic; in other words they shall be determined by Fourier transformation, and is



the mechanical displacement between the rotor and armature regions.

The MMF for the PM is rectangular takes a rectangular wave, that consequently produces a rectangular wave form for its flux density. For the purpose of simplicity, we introduce a correction factor between the ratio of fundamental to total flux of the PMIG. However, for a rectangular flux density waveform having an equivalent width Wm, we have: = sin( ) Eq. (29)

Thus, the correction factor between the total flux per unit length, and the fundamental component is expressed by: = ∅∅ = ( ∙ )( ∙ ) Eq. (30)

III. MATLAB MODELING VALIDATION.

The following graphs show the speed of the PMIG machine, under load conditions, in both start – up, and steady states; so that the steady speed 1500rpm for four poles reached at 102 s.

Fig. 5:Variation of speed, and mechanical displacement versus time.

(a) (b)

Fig. 6: (a) Fundamental magnet current density (p.u) as a function of time, and (b) The fundamental MMF versus PM Slices.

Fig. 7: MMF, and the flux intensity in the air gap versus the electrical angle in degree.

Furthermore, the Fourier series for the gap flux density will be investigated in Fig. 8.

(a) (b) Fig. 8: (a) Fourier expansion for gap flux density, (b) Fundamental

component graphs.

Fig. 9: Fourier series for flux intensity.

Fig. 10: Fourier expansion for the cogging torque waveform as a function of rotor position.

Note that Fig. 10, shows the cogging torque of the PMIG that consists from 16 PM poles, and 9 flux gaps.

Fig. 11: Main parameters of the machine regarding the correction factor.

Fig. 11, shows the variation of the electrical angle as a function of the magnet arc that increases linearly, also the



correction factor between the fundamental and the total flux density per machine length, that provides the user to design the corresponding flux variation to the machine, as well as the fundamental flux component versus the electrical angle.

IV. CONCLUSION. In this paper, we presented the equations needed for PMIG modeling using Maxwell's equations, Fourier expansion for flux density, air gap flux density, geometric design for permanent magnets, and their effect, Carter's coefficient and its interference on air gap length, hence an analytical approach was executed to study the dynamic magnetic fields of the PMIG machine, taking into consideration the PM geometry, in other words its curved shape.

Furthermore, this analytical modeling allows the user to make a convenient analysis of the machine via compromising the correction factor between the fundamental and the total harmonics for PMIG flux density. Such compromise permits machine to be produced with a less cogging torque compared to the conventional class of induction generators.

As a result, it provides a clear estimation for the startup, and steady-state performances, under variety of operating status. In addition, the results of the PMIG qualities lead to a low maintenance, and a convenient solution for offshore wind turbines, as well as, the results show that the studied machine will not need power converters , and complicated control.

V. FUTURE WORK For the next vision, we attempt to mitigate the cogging

torque produced by the PMIG by changing the magnet shape, and size, as a first approach, and by depending on the air gap segmentation as a second approach. Furthermore, we will validate the analytical results obtained in MATLAB, by the Finite Element Analysis (FEA).

REFERENCES

[1] Tadashi fukami, ''Nonlinear Modeling of a Permanent-Magnet Induction Machine'', Electrical Engineering in Japan, Vol. 144, No. 1, 2003. [2] Juha Pyrh¨onen, ''DESIGN OF ROTATING ELECTRICAL MACHINES'',ISBN: 978-0-470-69516-6 (H/B). [3] Nady Boules, ''Two-Dimensional Field Analysis of Cylindrical Machines with Permanent Magnet Excitation'', IEEE TRANSACTIONS ON INDUSTRY APPLICATIONS,VOl. IA- 20, NO. 5,SEPTEMBER/OCTOBER 1984. [4] Antero Arkkio, ''Analysis of induction motor based on numerical solution of magnetic field and circuit equations'', ''Acta Polytechnica Scandanavia'', Helsinki university of technology, Finland 1987. [5] Chun-Yu Hsiao, ''Design of High

Documents

Volume 4, Issue No. , 2018sdiwc.net/ijeetdm/files/IJEETDM_Vol4No1.pdf · Editor-in-Chief Prof. Jacek Stando, Lodz University of Technology, Poland Editorial Board Amreet Kaur Jageer