Guzmanramirez2015

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Original Article
International Journal of Electrical
Engineering Education
An educational tool for 0(0) 117
The Author(s) 2015
designing DC motor Reprints and permissions:
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control systems through DOI: 10.1177/0020720915571237

ije.sagepub.com
FPGA-based
experimentation
E Guzman-Ramrez1, I Garca2,
E Guerrero1 and C Pacheco3
Abstract
The development of improved power semiconductor devices has allowed different
methods of energy conversion to significantly improve their efficiency and be able to
operate with higher power levels. These advances have helped to satisfy the growing
needs of industrial applications, such as motor drives, power supplies for personal
computers, office equipment, spacecraft power systems, laptop computers, and tele-
communications equipment. As a result, power electronics is considered a basic subject
in engineering careers with a focus on electronics, which leads to an imperative need to
count on specialized tools in this area. Furthermore, it is essential to include meth-
odologies to efficiently incorporate these tools into courses. This paper presents an
educational web-based tool focused on teaching design of DC motors control systems,
with emphasis on design of DCDC converters and FPGA-based control, under a
project-based learning approach. A qualitative research method was utilized in a per-
formed experiment to evaluate this proposed tool.
Keywords
Web-based real time experimentation, remote laboratory, engineering education,
DCDC power converters, FPGA-based control, process improvement
1
Electronic Institute, Technological University of the Mixtec Region, Mexico
2
Languages and Information Systems Department, Technical University of Madrid, Spain
3
Postgraduate Division, Technological University of the Mixtec Region, Mexico
Corresponding author:
E Guzman-Ramrez, Instituto de Electronica y Mecatronica, Universidad Tecnologica de la Mixteca, Carretera
a Acatlima Km. 2.5 Huajuapan de Leon Oax. 69000, Mexico.
Email: eguzman@mixteco.utm.mx
Downloaded from ije.sagepub.com at PURDUE UNIV LIBRARY TSS on May 22, 2015
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2 International Journal of Electrical Engineering Education 0(0)
Introduction
Nowadays, one of the most important issues in modern universities related to
engineering and technical education is to improve the quality of undergraduate
courses and students skills and practical knowledge for real industry conditions.
In this sense, industrys need for more and more complex systems demands young
engineers with multidisciplinary skills, such as control systems, electronic systems,
computational systems, and mechanical systems.1 However, according to Popovic
et al., there are dierent opinions regarding the way knowledge can be transmitted
to these engineering students.2 This knowledge is very important for engineers to
achieve easier and faster integration into real manufacturing and non-production
systems. Nevertheless, one of the main limitations in engineering education has
been mainly related to the lack of infrastructure and equipment at the university
level. In this context, research by Sun et al.,3 Chisholm et al.,4 and Jarmon et al.,5
for example, argued that the experimental learning theory presents a dierent way
of learning through experience, in which learning is a process in which knowledge is
gained through practice. On the other hand, remote experiments deal with per-
forming real experiments remotely over the Internet and provide students with a lot
of hands-on practice. In this sense, many researchers (e.g., Cox et al.6 and Litzinger
et al.7) argue that currently one of the most-favored pedagogical models for experi-
mentation learning is the Project-based Learning (PBL) approach. PBL is a pro-
blem/project-centered teaching method with exciting potential in engineering
education for motivating and enhancing student learning, and as we said, its imple-
mentation at undergraduate level has the potential to bridge the gap between
theory and practice. From a technological point of view, experimentation in engin-
eering education requires an adequate exploitation of communication and
electronic devices and infrastructures, especially the Internet. In this sense, web-
based technologies use real experimental setups in remote laboratories, for exam-
ple. Concretely, in a web-based real-time laboratory, all of the instrumentations
used in the experiment are remotely accessed over the web, and the students can
carry out the measurements in his or her own time while continuously rening the
design as the measurements are being made.810
Recently, there are many publications that describe the adoption of remote
laboratories to strengthen the teaching process related to DC motor courses. For
example, research by Ayasun and Karbeyaz11 describes the MATLAB/Simulink
realization of the DC motor speed control methods as a part of a software labora-
tory to support and enhance undergraduate electric machinery courses at Nigde
University, Nigde, Turkey. Rening this approach, research by Colak et al.12
introduces a web-based DC motor laboratory, called NeTRe-LAB, to support
teaching electrical machines. Irmak et al.13 present the development of the
system architecture to perform laboratory experiments over the Internet for elec-
trical engineering education. Design and implementation of a four-quadrant speed
control experiment for a DC motor is given in the article as an example of a remote
experimental study where a MATLAB web server is used to send and receive data
or graphics over the Internet. Bingol and Aydogan14 propose a web-based
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Guzman-Ramrez et al. 3
remote-controlled motor educational tool for electrical, electronic, and computer

education where students can interact with the educational tool by using any PC
connected to the Internet, and can conduct the experiments in a real-time manner.
This educational tool involves three dierent motor experiments, which are DC
motor, stepper motor, and servo motor. Similarly, Tekin et al.15 presents an
Internet-based remote laboratory for digital signal processor (DSP)-controlled
induction motor drive. The remote experimental rig uses MATLAB/Simulink com-
patible dSPACE DS1104 signal processor to realize the control algorithm, current
control, and PWM modulation.
In this sense, our approach is more related to research by Rangel-Magdaleno
et al.,16 providing an opportunity for students to use a web-based environment to
perform experiments on real-time control of DC motors. In line with this research
study, the contribution of our work is the development of a remote experimenta-
tion lab focused to teaching design of DC motor control systems, with emphasis on
design of DCDC converters and FPGA-based control, and its application in the
Electronic Engineering and Mechatronics programs of the Universidad
Tecnologica de la Mixteca (UTM), Mexico. Moreover, our proposal establishes
a PBL approach to cover all the basic DCDC power converter topologies, classic
controllers, and the option that student creates his/her own controller.
Adoption of PBL in engineering courses

According to Mioduser and Betzer research, the PBL perspective promotes learn-
ing construction in engineering classrooms through the development and active
use of tools and artifacts, motivating undergraduate students in the development
process of their cognitive skills through practical problems, and fortifying know-
ledge obtained by reading classical methods.17 In this context, Figure 1 shows in
an UML sequence diagram the role of our PBL process in the design of DC
motors control systems for courses such as Power electronics, Electric machines,
Control systems, Digital control, and Control theory. This gure shows that the
incorporation of the PBL approach into these undergraduate courses is supported
by four main components: the Web Interface component to send the congur-
ation parameters for DC motor and visualize the real-time calculation results, the
FPGA-based control to generate the signal for controlling the DCDC converter
behavior, the DCDC converter to provide the voltage required by the DC
motor, and the DC motor to apply changes on velocity and test the solution
for a problem.
Finally, the gure shows that this approach consists of six timelines (vertical
dashed lines): two timelines stand for teaching/learning process actors (teacher and
student), while the other four are for approach components (FPGA-based control-
ler, Web Interface, DCDC converter, and DC-motor). The role of the teacher is to
support and guide the students decisions during the development of a solution,
and this process is accomplished through a constant communication between both
actors via web-based tool; thus, the student can use this tool to submit to the
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Figure 1. Sequence diagram for application of PBL approach and FPGA-based

experimentation.
teacher the results obtained in each section, ask him any doubts about the topic,
and establish a discussion with the teacher and other students.
Furthermore, the diagram is divided by horizontal dashed lines into four sec-
tions that determine the sequence of an experiment from problem denition to
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implementation of the solution. In the rst section, which is related to denition

and analysis of the problem, the students must obtain the mathematical model of a
DC motor from the specications dened by the teacher. Based on results of pre-
vious section and specication of the problem, in the second section the DCDC
converter must be designed; at the end of this phase and after a brief discussion
where students explain their preliminary results, they must present to teacher an
open-loop simulation and a preliminary report. In the third section, the teacher
indicates to students which control law must be modeled on the FPGA-based
controller component. For this purpose, students have to consider the mathemat-
ical model of the integration of the DCDC Buck converter and the DC motor;
then a new discussion of these results should be conducted by students, and the
simulation results and the corresponding report are sent to the teacher via the web
tool. Finally, the DC motor control system integration is carried out in the fourth
section. Since the DCDC converter is already implemented, students must only
congure the FPGA-based controller component via the web-based tool. This tool
is also used to modify system parameters and view motor behavior via the webcam.
In this nal section, the students have to write and deliver their nal report for
approval.
This PBL approach is supported by a web-based tool for remote experimen-
tation to enable the testing on the designed DCDC converters. The main goal
of this tool is to improve the teaching/learning process in the design, modeling
and evaluation of DCDC converters, and FPGA-based controllers applied to
control of DC motors and thus visualize the obtained results of their implemen-
tation. In this way, the concept of a remote laboratory under a PBL environment
can support the idea of learning improvement for small groups (up to ve mem-
bers) of students that actively collaborate to solve problems.18 This hardware/
software tool oers the students a series of systems composed of two sub-
systems: the DCDC power converters and the FPGA-based digital control. In
order to optimize resources, these systems are managed by a server and can be
accessed by students via the Internet (see Figure 2). Through a web interface,
students can select the system that will be used in their practice, they can con-
gure the FPGA with the implementation of the control law given by the tea-
cher, and they can view parameters that will enable them to evaluate the system
performance.
Demonstrative example
Considering that the proposed web-based tool has a xed structure the combin-
ation of DCDC power converter with the DC Motor with the FPGA-based digital
control system connected in a closed loop an incremental hardware/software co-
design19 was adapted for carrying out the process that allows the student to design
a new DC motor control system using our approach (see Figure 3). Following the
PBL approach depicted in Figure 1 and tailored in Figure 3, a practical experiment
is developed in four phases, described below.
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Figure 2. Web-based experimentation block diagram for DCDC converters design.
Phase 1. Problem definition

A practical experiment begins with the project assignation through the web-based
tool (see Figure 4a). All the projects are loaded by the teacher into an Experiments
section. In addition, an electronic library is available to share documents among
teammates and the teacher, which also includes a chat room that is used as a
permanent communication tool to discuss and share points of view about the
teamwork. In this phase, students receive the DC motor specications and they
must obtain its mathematical model.
To illustrate this phase, Tables 1 and 2 summarize the nominal specications
and parameter design for the used DC motor of the Lab-Volt 0.2 kW
Electromechanical Training System.
Thus, based on the parameters of Tables 1 and 2, the mathematical model for
this DC motor is obtained by the students as follows
dia
La v Ra ia Km w
dt
dw
J Km ia Bw 1
dt
diF
LF E2 IF RF
dt
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Figure 3. Adaptation of incremental hardware/software co-design to the proposed

web-based tool.
where ia is the armature current, v is the armature voltage, w is the motor speed, IF
is the eld current, and E2 is the eld voltage.
Phase 2. DCDC converter design

The DCDC converter design can begin once the teacher has reviewed the DC
motor mathematical model obtained by students. As an example, the teacher asks
students to design a DCDC buck converter based on the DC motor specications.
For this purpose, students must obtain the relation between input and output
voltages, dened as
Vo D Vs 2
where Vo is the output voltage, Vs is the input voltage, and D is the duty cycle.
The minimal inductance for permanent current is dened as:
1 DR
Lmin 3
2fs
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Figure 4. (a) Initial interface of the web-based remote experimentation. (b) Open-loop simu-
lation in the web-based environment. (c) Students discussion on obtained simulations. (d)
Closed-loop simulation in the web-based environment. (e) Results for hardware/software co-
simulation. (f) The electronic library to support the collaborative experimentation.
where R is the load resistance of converter and fs is the switching frequency of

converter.
The capacitor calculus is denes as
1 D
C 4
8Lf2s Vo =Vo
where L is the inductance of converter, and Vo is the output voltage rise.
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Table 1. Nominal specifications for a DC motor.
Separate excitation DC motor

Nominal data
Nominal power 175 W

Voltage 120 V
Armature current 3.0 A
Field series current 3.0 A
Field derivation current 0.4 A
Nominal speed 1800 RPM
Table 2. DC motor parameters.
Parameters design
Parameter Symbol Value Units
Armature resistance Ra 11.58 V

Armature inductance La 76.30 mH
Field resistance RF 259 V
Field inductance LF 37.00 mH
Constant Fmm Km 0.36 N.m/A
Friction viscous coefficient B 5.45E-3 N.m.s
Motor inertia J 2.02E-3 kg.m2
Table 3. Result of the converter design.
Parameter Symbol Value Units
Inductance L 300 mF
Capacitance C 470 mF
Resistance R 11.58 V
Switching frequency fs 100 kHz
The rst results of this phase, obtained by students, are shown in Table 3.
As another result of this phase, students must develop an open-loop simulation
using the Matlab/Simulink/Sim-Power-System tool. Figure 4(b) shows that stu-
dents have to obtain the open-loop simulation for the integration of the DCDC
Buck converter and the DC motor. To nalize this phase, students have to collab-
oratively work to obtain a proper explanation about their preliminary results and
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send it to the teacher via the web-based environment. Figure 4(c) shows that a brief
discussion is established by a team to obtain the agreement of all teammates to
create a preliminary report and send it to the teacher.
Phase 3. Control law design

Once students receive a positive response from the teacher, they can continue with
the Control law design phase. This phase initiates considering the mathematical
model of the integration of the DCDC Buck converter and the DC-motor,
dened as
di
L Eu v
dt
dv v
C i ia
dt R 5
dia
La v R a ia K m w
dt
dw
J Km ia Bw L
dt
where E is the input voltage of the Buck converter, i is the inductor current, L is
the load torque and u is the control input and its values are f0, 1g. Now, applying
the Laplace transform
EKm
!S LC
6
uS l4 S4 l3 S3 l2 S2 l1 S l0

L Ra BRa K2m B
l0
! LC LC

L Ra La 1 BRa K2m B JRa BLa J
l1
! RC LC C RC LC

L La JRa BLa J JLa
l2 Ra BRa K2m B
!RC RC LC
L La JLa
l3 JRa BLa J
! RC
l4 JLa
Now, considering a proportional controller, the closed-loop transfer function is

obtained
EKm Kp
LC
HS EKm Kp
7
l4 S4 l3 S3 l2 S2 l 1S l0 LC
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where Kp is the proportional controller gain. Hence, the closed-loop characteristic

polynomial is equivalent to
EKm Kp
PS l4 S4 l3 S3 l2 S2 l1 S l0 8
LC
Of this expression, we obtain

1 EKm Kp
l0 !4n 9
l4 LC

JLa LC 4 1 L Ra 2
Kp !n BRa Km B 10
EKm JLa LC !
Finally, the control law is dened by:
ut Kp et 11
Once the mathematical modeling of the control law specied by the teacher has
been completed, students must develop a closed-loop modeling and a simulation
using the Matlab/Simulink/Sim-Power-System tool and a Hardware/Software Co-
simulation, where the dynamic behavior of the DC Motor and the DCDC Buck
Converter is modeled using the Matlab/Simulink/Sim-Power-System tool and the
control law is modeled using the Xilinx System Generator tool.
A new discussion of these results should be conducted by students. Then, the
results of both simulations and the corresponding report are sent to the teacher via
the web tool (see Figures 4(d) and (e)). With this material, the teacher determines a
corresponding evaluation at this stage.
Phase 4. Implementation
This nal phase involves the implementation of both DCDC converter and the
FPGA-based control law. The DCDC converter is already implemented and stu-
dents must only implement the FPGA-based control law. The control law modeling
with Xilinx System Generator tool can be used to congure the FPGA. Then,
students can download their bitstream le into FPGA-based digital control sub-
system via the web-based tool (see Figure 5a). Finally, through a web interface,
students can modify parameters, such as set point speed, and view motor behavior
via the webcam and the Lab-Volt 0.2 kW Electromechanical Training System (see
Figure 5b). As a nal step, students deliver a nal report and receive advice from
the teacher to improve their work and performance in future problems. Under the
concept of electronic library (see Figure 4f), engineering students conceptualize
the idea of sharing knowledge with other students who may possess a dierent level
of knowledge.20
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Figure 5. (a) Experimental setup for web-based real-time exercises. (b) Students obtaining
feedback from the web-cam.
Results on student evaluation

During the academic year 20112012, a total of 52 students were enrolled in the
DC Motors course in the Electronics Engineering program at the UTM to
evaluate the web-based tool. All students were in the fourth year of the program
and they performed the same practical experiments as follows: 26 students (the
control group) used the classical method in a supervised physical laboratory, and
the other 26 students (the experimental group) used the web-based tool on the PBL
approach. The web-based environment provides the setting for the students who
are able to work cooperatively with their virtual group members, thus this evalu-
ation was focused on the eects of the web-based tool and PBL on learning out-
comes. The main goal of the evaluation was to determine students opinions about
the web-based tool as they progressed through the course. Statements used and
their responses to them are given in Table 4. In this way, the control and experi-
mental groups were asked to rate their agreement to the associated learning state-
ment with one of ve possible answers: Strongly Disagree 1, Disagree 2,
Neutral 3, Agree 4, and Strongly Agree 5. Table 4 shows that each
response is converted to a numerical scale. The total number of each response is
given and the mean (M) for all responses is calculated for both groups of students.
Table 4 shows the mean for control and experimental groups of students. The
means before the use of the web-based tool and after its introduction were M 2.9
and M 4.1, respectively. The results indicated that there was a signicant dier-
ence between the control group and the experimental group scores of students after
participating in the PBL intervention through the web-based tool. Thus, the scores
of Table 4 show that most of the sentences were positively rated; however, the
statement S7 had a low qualication because some students believe that their
doubts were solved expending more time than destined in hands-on experiments
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Table 4. Students opinions about the web-based tool.
Students opinions
Control group Experimental group
Statements SD D N A SA M SD D N A SA M
S1. Performing practical experi- 0 0 0 19 7 4.3 0 0 0 5 21 4.8

ments is quite encouraging for
me
S2. I have learned about the parts 13 7 4 2 0 1.8 0 0 0 2 24 4.9
of electrical motors using
interactive models or images
S3. Real-time experiments have 0 8 5 9 4 3.3 0 0 3 6 17 4.5
facilitated me the learning
about DCDC converters
S4. Teacher explanations during 15 6 5 0 0 1.6 6 4 3 10 3 3.0
the experimentation has
facilitated to learning
S5. Similar practical experiments 0 11 8 7 0 2.8 0 0 0 16 10 4.4
must be created for other
courses
S6. I feel comfortable with the 14 8 4 0 0 1.6 0 0 2 19 5 4.1
way to conduct and monitor
the experiments
S7. All questions that I made 5 7 6 8 0 2.7 0 0 6 17 3 3.9
about the practical experi-
ments have been answered
S8. During practical experiments, 8 6 6 4 2 2.5 0 0 0 19 7 4.3
I have concentrated more on
the operation than the con-
struction of different
converters
S9. The used experimental 4 9 6 7 0 2.6 0 0 4 13 9 4.2
method is more safely and
effective than use only theor-
etical lessons
S10. I felt confident that the 0 0 5 19 2 3.9 2 17 0 5 2 2.5
wiring and connections for
the setup of practical experi-
ments were done by me
S11. It is very important for me 0 0 2 20 4 4.1 0 0 0 24 2 4.1
to see all possible faults during
the practical experiments
(continued)
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Table 4. Continued.
Students opinions
Control group Experimental group
Statements SD D N A SA M SD D N A SA M
S12. My teammates have gained 2 9 7 8 0 2.8 0 2 7 17 0 3.6

self-confidence during the
practical experiments
S13. I believe that the number of 0 0 5 15 6 4.0 0 0 0 3 23 4.9
technology-supported
courses must be increased for
my engineering education
S14. I feel encouraged to volun- 7 13 6 0 0 2.0 0 0 0 26 0 4.0
tarily repeat again and again a
practical experiment
in real labs. The statement S10 was negatively rated because students feel more
condent when they wired their own systems. In contrast, statement S8 shows that
students preferred to focus on operation instead of the physical construction of
converters. In this sense, at the beginning of the paper we established that our
approach is focused on teaching students how to design DC motor control systems
before they implement them. Similarly, most of the students indicated that sup-
porting learning with interactive models or animations makes the web-based tool
attractive for comprehensible learning. The results of this evaluation demonstrated
that doing experiments in real-time web tool is also very important for better and
faster learning and achieving dierent experiences using recent technologies to
obtain more specic knowledge. Students considered that real-time experimenta-
tion is more attractive than the real laboratory one, and in fact most of students
stated that web-based experiments are safer and more relaxing environments than
classical hands-on experiments in real labs. Finally, students indicated that moni-
toring experimental setup and real-time laboratory environments by web cameras
helped them to understand the experimental environment more concisely.
Discussion and conclusion

In this study, an alternative web-based tool for DC motor control systems design was
introduced to improve learning abilities of undergraduate students through the
implementation of a PBL approach for remote experimentation at a higher educa-
tion institution in Mexico. The proposed web-based tool also provides facilities to
students who do not have opportunities to learn through experience on DC motor
control experiments in conventional laboratories. In order to evaluate our web-
based tool, a DC motor course was carried out and an experimental setup was
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designed similar to the setup shown in Yeung and Huang.21 Theoretical presenta-
tions for the DC motor were prepared and presented on the web-based environment.
In this sense, interactive chat rooms were also used as theoretical support to ensure
learning as easy and eective as possible. Students can use in their designs basic DC
DC power converter topologies, classic controllers and have the option to create his/
her own controller to test it in remote experiments changing dierent parameters and
dierent control techniques to observe transient and steady-state behaviors of the
motor. This could provide signicant benets allowing students to do their exercises
without any time and place restriction. Finally, in order to show the impact of the
study, a remote accessible DC motor practical experiment was shown and a quali-
tative survey was also presented in this study. The incorporation of the PBL
approach and the support of the incremental hardware/software co-design provide
signicant benets that can summarized as follows. Although both groups were
found to be similar regarding the use of experimental practices in their engineering
education, the resulting mean scores indicated a signicant dierence. This dier-
ence was much greater for the experimental group than the control group; therefore,
the experimental group students exposed to PBL intervention were found to be more
successful. Throughout the semester, students in the experimental group were
exposed to PBL intervention via experimental practices which they were supposed
to conduct and report. The dierence between the groups might have stemmed from
the fact that PBL projects supported by the web-based tool make students more
active, eager to study and learn consciously or unconsciously while working
collaboratively. Findings coincide with the obtained ones by research by Baturay
and Bay which argued that problem-based learning projects improve web-based
education.22
Teachers observed that even when one student did not want to participate in the
practical experiment, other members eagerness or assistance encouraged him/her
to complete his responsibilities for the project group. Moreover, students were
aware that the teacher was observing their correspondence via the chat rooms,
which may have made them more active and alert. This nding is supported by
the Johnson et al., meta-analysis,23 which concluded that cooperation among stu-
dents has a signicant positive impact on their achievement.
Conflict of interest
None declared.
Funding
This research received no specic grant from any funding agency in the public, commercial,
or not-for-prot sectors.
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control systems through DOI: 10.1177/0020720915571237

2 International Journal of Electrical Engineering Education 0(0)

remote-controlled motor educational tool for electrical, electronic, and computer

Adoption of PBL in engineering courses

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Figure 1. Sequence diagram for application of PBL approach and FPGA-based

implementation of the solution. In the rst section, which is related to denition

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Figure 2. Web-based experimentation block diagram for DCDC converters design.

Phase 1. Problem definition

Figure 3. Adaptation of incremental hardware/software co-design to the proposed

Phase 2. DCDC converter design

8 International Journal of Electrical Engineering Education 0(0)

where R is the load resistance of converter and fs is the switching frequency of

Table 1. Nominal specifications for a DC motor.

Separate excitation DC motor

Nominal power 175 W

Table 2. DC motor parameters.

Armature resistance Ra 11.58 V

Table 3. Result of the converter design.

Parameter Symbol Value Units

10 International Journal of Electrical Engineering Education 0(0)

Phase 3. Control law design

Now, considering a proportional controller, the closed-loop transfer function is

where Kp is the proportional controller gain. Hence, the closed-loop characteristic

Of this expression, we obtain

Finally, the control law is dened by:

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Results on student evaluation

Table 4. Students opinions about the web-based tool.

Control group Experimental group

S1. Performing practical experi- 0 0 0 19 7 4.3 0 0 0 5 21 4.8

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Control group Experimental group

S12. My teammates have gained 2 9 7 8 0 2.8 0 2 7 17 0 3.6

Discussion and conclusion

16 International Journal of Electrical Engineering Education 0(0)

21. Yeung K and Huang J. Development of a remote-access laboratory: a DC motor con-

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