1. Supporting Undergraduate Courses on Electromagnetism by Field Simulation Exercises IGTE, Graz, September 20th, 2010
Herbert De Gersem, Bart Vandewoestyne, Toon Roggen, Eef Temmerman, Bart Van Damme, Koen Vandenbussche, Hans Pottel
The projects ''Physics experiments as starting point for interactive learning: from demonstration to exploration'' and ''Multidisciplinary learning environments for mechanics in biomedical, engineering and science education using biomechanical examples'' are financially supported by the OI- and OOF-funds for educational innovation of the K.U. Leuven and its association. The authors thank the CST AG for the classroom license of the CST Studio Suite.

2. Problem Statement course on electromagnetism: vectorial field
lectures : show field plots (but passive)
exercises : basically integrals, fields hidden
(analytical field solutions → specialised courses)
lab sessions : only global parameters (voltage, resistance)
? how to teach the electromagnetic-field concept ?
simulation tasks
visualisation possibilities
cooking-book booby trap
perception remains „virtual“, „artificial“

3. Integrated Laboratory Session
simple and relevant example → single-phase transformer
integrated exercise → analytical calculation, field simulation, measurements (exercises) (simulations) (lab experiments)
requirements
1st year bachelor course
heterogeneous student groups (eng,phys,math,chem)
limited time (5 hours)
minimise teaching load (increasing student population)
challenges
topic : electrical engineering is no part of the course
simulation : 3D, nonlinear iron, eddy currents, forces, noise
experiments : lab precautions

4. Preparation introductory text (to be read on beforehand)
working principle (reminder)
technical aspects (no part of the course!)
analytical model (no part of the course!)
AC circuit solving (preceeding exercises)

5. Approach + coil without core coil with core gradually built up δ
no-load
short-circuit +
coil without core
coil with core
gradually built up
coil with core and air gap
transformer, no-load test
transformer, short-circuit test

6. Approach + analytical experimental numerical δ
no-load
short-circuit +
3 tasks in parallel (student team)
→ all result tables have 3 columns
student A
student C
student B
analytical
measured
numerical k R1 Ω

7. Approach + analytical experimental numerical δ
no-load
short-circuit +
compare and discuss results
→ get insight in modelling assumptions
← requires attention of teaching staff
student A
student C
student B

8. Approach + analytical experimental numerical δ student A student C
no-load
short-circuit +
student A
student C
student B
detect (and cure) calculation and measurement errors yourself !

9. Tasks + analytical experimental numerical δ student A student C
no-load
short-circuit +
student A
student C
student B

10. Tasks + analytical experimental numerical δ student A student C
no-load
short-circuit +
student A
student C
student B

11. Tasks + analytical experimental numerical δ student A student C
no-load
short-circuit +
student A
student C
student B
define geometry & mesh

12. Tasks + analytical experimental numerical simulate magnetic field δ
no-load
short-circuit +
student A
student C
student B
are flux lines as expected ?
link field plots to operation modes !
CST EM STUDIO (

13. Tasks + analytical experimental numerical beyond analytical formulae δ
no-load
short-circuit +
e.g. eddy currents → iron loss resistance
student A
student C
student B

14. Results analytical measured numerical k 4.00 3.58 3.72 R1 Ω 11.2 11.6
5.0
4.8
RFe
750
910 Lh mH
35.7
32.2
33.3
Lσ1
1.3
2.4
1.7
Lσ2’
2.1
results achieved at April 23th, 2009 by Ward Snoeck, Pieter Snauwaert and Hanne Deprez.

15. Conclusions for students process of simplification (reality → model)
visualisation and interpretation of field plots
(!) simulation and experiment next to each other
comparison and discussion of results (differences!)
analytical task boring, but necessary for checking
for teaching staff
teaching load: increased in 2008 & 2009, decreased since 2010
introductory text should be of high quality
persuade the students to compare and discuss the results