EEE8147 : Advanced Power Electronics and Applications
EEE8147 : Advanced Power Electronics and Applications
- Offered for Year: 2026/27
- Module Leader(s): Dr Mohamed Dahidah
- Owning School: Engineering
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
Electrical/Electronic Engineering first degree or other equivalent qualification.
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
The aim of this module is to cover selected areas of power electronics in greater depth. This includes: modelling and control of power converters, advanced dc/dc converters and multilevel and modular power electronic converters. The module aims also to explore the role of power electronic converters in emerging applications such as renewable energy integration and electrical transportation.
Outline Of Syllabus
Review of basic dc/dc power electronics converters.
Basic control and modeling of dc/dc power converters.
Isolated dc/dc converters such as, fly-back and forward, and full-bridge dc/dc converters
Introduction to resonant power converters.
Introduction to multilevel and modular converters.
Application examples of power electronic converters, such as: power supplies, electric vehicle battery chargers, renewable energy integration, etc.
Learning Outcomes
Intended Knowledge Outcomes
The mapping of certain AHEPv4 learning outcomes to each intended knowledge outcome is indicated in each point. By the end of the module a student will be able to:
- describe the basic operating principles of switch-mode dc/dc power converters and differentiate between isolated and non-isolated dc/dc power converters (M1, M3).
- explain the control and modelling of basic power electronic converter (M2, M4).
- recognise the operation of resonant converters and their advantages over hard-switched converters (M1, M3).
- describe the basic structure and operation of multilevel converters and their distinctive features over the conventional converters (M4).
- illustrate the rule of power electronic converters in various industrial applications, such as power supplies, transportation, and renewable energy integration (M5).
Intended Skill Outcomes
The mapping of certain AHEPv4 learning outcomes to each intended knowledge outcome is indicated in each point. On satisfactory completion of the course students should be able to:
- explain the basic operation of switch-mode power electronic converters (M1, M3).
- develop a good insight about the modelling and control of power electronic converters (M1, M3).
- examine the benefits of soft-switching in power electronic converters (M1, M3).
- distinguish between multilevel and modular power electronic converters and their conventional converters counterpart (M4).
- identify and compare power electronic circuit for a given application (M5).
- communicate technical information in a concise and precise fashion via a technical report (M12).
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 10:00 | 10:00 | Revision for online NUMBAS test |
| Guided Independent Study | Assessment preparation and completion | 1 | 2:00 | 2:00 | Formatively assessed online NUMBAS test at the end of the second week. |
| Scheduled Learning And Teaching Activities | Lecture | 12 | 2:00 | 24:00 | 4 x 2hr lectures per week over 3 weeks |
| Guided Independent Study | Assessment preparation and completion | 1 | 30:00 | 30:00 | Revision of final exam. |
| Guided Independent Study | Assessment preparation and completion | 1 | 2:00 | 2:00 | Final exam (closed book), in assessment period. |
| Guided Independent Study | Assessment preparation and completion | 1 | 15:00 | 15:00 | Writing of summatively assessed report on a lab experiment. |
| Guided Independent Study | Directed research and reading | 1 | 72:00 | 72:00 | Review lecture notes; general reading. |
| Scheduled Learning And Teaching Activities | Practical | 1 | 3:00 | 3:00 | 1x3hr Laboratory sessions |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 1:00 | 3:00 | 1x1hr tutorial per week, over 3 weeks, covering tutorial sheets. |
| Guided Independent Study | Independent study | 4 | 3:00 | 12:00 | Reading activity to supplement knowledge of material taught each week. |
| Guided Independent Study | Independent study | 24 | 0:30 | 12:00 | Pre-recorded materials to supplement knowledge of material taught each week. |
| Guided Independent Study | Independent study | 24 | 0:30 | 12:00 | Student study time of pre-recorded material. |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 1:00 | 3:00 | 1x1hr per week (online via Zoom), over 3 weeks |
| Total | 200:00 |
Teaching Rationale And Relationship
In-person lectures provide the core material and give students the opportunity to engage with set questions and query material covered in the lecture. Problem solving and practice are integrated into the lecture structure through weekly in-person tutorial sessions. Weekly online (via Zoom) simulation seminars are arranged to provide students with a context to examine the theoretical knowledge gained during lectures and reflect upon the principles in an applied context.
The laboratory session provides an opportunity to gain practical experience with a variety of instruments and validate the theory introduced in lectures.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 120 | 1 | A | 80 | 2 hour, in person, closed book exam |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | M | 20 | Report on a lab experiment, max 1500 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Computer assessment | 1 | M | Online Test (NUMBAS) to be set at the end of week 2 |
Assessment Rationale And Relationship
The examination allows students to demonstrate their ability to solve engineering problems focused on power electronics converters and their applications, based on the knowledge and methodology presented in the course material (M1, M2, M3). The LAB report assesses technical writing skills and provides the opportunity for the students to apply practical/design skills to validate the theory taught on the course (M12).
The formative computer-based assessment will assess the students’ current level of understanding of the material taught up to the middle of the block and provide useful feedback on strengths and weaknesses.
Weekly online (via Zoom) provide students with theoretical knowledge which allows them to reflect upon the principles in an applied context (M4).
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EEE8147's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- EEE8147's past Exam Papers
General Notes
Original Handbook text:
Welcome to Newcastle University Module Catalogue
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Disclaimer
The information contained within the Module Catalogue relates to the 2026 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, staffing changes, and student feedback. Module information for the 2027/28 entry will be published here in early-April 2027. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.