Ramirez et al 2021b - Revision history

Rimni at 14:38, 14 December 2021

2021-12-14T14:38:08Z

Rimni at 14:37, 14 December 2021

2021-12-14T14:37:53Z

Rimni at 14:37, 14 December 2021

2021-12-14T14:37:33Z

Rimni: /* References */

2021-10-20T08:27:52Z

‎References

Rimni at 13:56, 19 October 2021

2021-10-19T13:56:14Z

Rimni: /* 2.4.1.1. Functions of the virtual lab */

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‎2.4.1.1. Functions of the virtual lab

Rimni: /* References */

2021-10-19T13:48:35Z

‎References

Rimni at 12:11, 19 October 2021

2021-10-19T12:11:08Z

Rimni: /* =2.4.2. MHRD Indian Government virtual lab */

2021-10-19T12:04:01Z

‎=2.4.2. MHRD Indian Government virtual lab

Rimni at 12:02, 19 October 2021

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@@ Line 135: / Line 135: @@
 ==4. Paid virtual laboratories for electrical machines==
-===4.1. MATLAB/Simulink model===
+===4.1 MATLAB/Simulink model===
 Djeghloud et al. [3] proposed the use of MatLab and its Simulink package for electric machines in coming up with a virtual laboratory for electrical machine testing. MatLab is a software tool that contains packages that can be customized and used in virtual laboratory testing of electrical machines. This tool provides a wide range of engineering packages ranging from electronic, mechanical, and chemical engineering packages. Also, MATLAB provides a package for machine and deep learning. MATLAB is software that one has to buy its license in order to use it. However, Petropol-Serb et al. [8] provided customized simulated models and automated diagrams from MATLAB/Simulink that could be used for the provision of a virtual laboratory for the commonly used electric machines. The machines presented in their research include single-phase transformer, synchronous machine, induction motor, and Direct Current (DC) machines. The model developed in this case is not free as one needs a MATLAB/Simulink enhanced platform, and they can get it set up and used for teaching electric machines virtually. MATLAB is not free software, and one has to source it. This means that this model is a paid virtual lab model other than a free one. Educators using this model are encouraged to use it as an enhancement of physical laboratory work and familiarize students with electric machine laboratory work. This helps enhance their safety in performing electrical laboratory work, which can be classified as high-risk laboratory work, especially with high currents and high speeds of the rotor in both motors and alternators.
@@ Line 141: / Line 141: @@
 Shi  et al. [9] also proposed another Induction Motor virtual lab model based on the graphical user interface (GUI) of MATLAB. Unlike the commonly used Simulink, MATLAB GUI can offer computational modeling of synchronous machines. This information can be tapped into to offer behavioral information on changing parameters, which is all an electrical machine laboratory work will be all about. With this, one ends up getting more information and better understanding of electrical machines [8-9]. However, this model is paid since it is based on MATLAB, which has to be paid for before getting its license and using it. Also, this model is tedious since it involves too many computations, unlike the use of the Simulink model described above. Also, the model is only based on induction/asynchronous motor, yet this is only one of the several types of electrical machines. The model is not the best option out there and has not been adopted widely due to these shortcomings.
-===4.2. Electromechanical Systems Simulation Software (LVSIM-EMS), from FESTO===
+===4.2 Electromechanical Systems Simulation Software (LVSIM-EMS), from FESTO===
 The electromechanical software is a virtual simulation lab in which images of the actual EMS modules replace all the standard EMS laboratory equipment. The main aim of the EMS lab is to ensure that students can manipulate the different electromechanical systems on a computer screen. Additionally, the students have access to equipment that they have no physical access to. In such a computing environment, students using the EMS software can identify different equipment’s for any given exercise that they want to carry out and also make all the necessary connections between the modules that the virtual lab has passed and also verify if the link is good [7-10]. The software contains all the modules that the students may need, including the power supplies, motor generators, transformers, different electrical and mechanical loads, etc. Such modules are all simulated in the LVMIS –EMS software in the same panel in the software. With a friendly and straightforward User interface, the software is easy to use and close to many students.

@@ Line 95: / Line 95: @@
 ==3. The National University of Colombia virtual laboratories==
-===3.1. Induction motors and single-phase transformers===
+===3.1 Induction motors and single-phase transformers===
 The National University of Colombia has developed a virtual lab for induction machines testing, the Virtual Induction Machine Laboratory (LVMI). Induction motors are very common in our world, with more than 80% of all motors in the industries being this type of motors. They have varied applications across industrial settings, and it would be important for students to familiarize themselves with these motors before they start their professional careers, whereby they will come across them more often. This virtual laboratory for induction motor was created in 2017. This LVMI was developed on the basis of the Virtual Laboratory of a single-phase transformer (LVTM) [5-7]. Transformers are also electrical machines having LVTM is a way of enhancing the use of the virtual laboratory for electrical machines within the university [5-7].
@@ Line 116: / Line 116: @@
 The virtual laboratory setting using LVMI helps educators reach all students, even those with disabilities, and enhances their understanding of various induction motor testing. However, the students also need to carry out the physical laboratory work to meet the real-life induction motor. This virtual motor offers a controlled environment of testing, which is often different from a real-world testing environment. As such, educators and students teaching electrical machines using this laboratory need to be informed that they should also make an effort to carry out physical laboratory work and only use it as an extension.
-===3.2. Synchronous and Iduction machines laboratories===
+===3.2 Synchronous and Iduction machines laboratories===
 The third type of commonly used electrical machine is the synchronous machines, which is mainly applied in alternators and in some motors, especially those used for power factor correction. The National University of Colombia also provides a virtual laboratory for synchronous machines. According to Ramírez-Romero et al. [7], these labs are important to the learners as they allow them to familiarize themselves with the connection of power from a protection panel. Also, through the laboratory work on these machines, students know how to wire and operate a synchronous machine. Usually, the VLSM has a simulator that provides similar physical characteristics to those of a real synchronous machine, thus familiarizing users with what they are to find in industries and power stations using these machines. With the help of the VLSM, students end up practicing how to get data from a real synchronous machine [7].

@@ Line 29: / Line 29: @@
 Belu [1] proposed a virtual laboratory that could be used for testing different electrical machines like synchronous machines, induction motors, and the transformer. The virtual laboratory proposed would give these machines the characteristics and would offer a wide range of parameters, both from a physical lab setting and an industrial setting. In any virtual laboratory, there must be an interface that allows for the student's communication and the machine holding the virtual laboratory program. Students should be able to easily use the interface to perform their experiments and get results from where they can analyze them and develop a suitable report. The virtual interface proposed in [1] was accessible over the internet or web services. The interface had an embedded laboratory work on LabVIEW. However, unlike the case with both MatLab/Simulink and Labview software, where one has to install these files in their computer systems, this virtual lab environment executes easily on a web browser without the need for installing the software. There are various requirements in developing a virtual laboratory that suits the needs and demand of engineering educators and students, such as modularity, portability across multi-platforms, compatibility with hardware and software, debugging characteristics, standalone application, extendable libraries, graphical user interface, and high performance [1]. In this way, Belu [1] proposed a virtual laboratory that could be applied across all testing needs of electrical machined with all these characteristics.
-===2.2. Modelica-based model===
+===2.2 Modelica-based model===
 According to Shi et al. [9], Modelica can be used as an internet-based electrical engineering laboratory. Though the claims are mainly focused on how this can be used be used in electronic laboratory, it can also be used in electrical machine laboratory, similar to Java. Modelica is suitable for electrical modeling and can therefore be suitable for modeling both complex and simple component circuitry. This means that a virtual laboratory on complex electrical machines connection includes its protection system, and relays can be easily modeled using this high-level object-oriented modeling language for physical systems. Modelica provides networking that can allow many users to access the customized electric machine virtual laboratory. Multiple users can access it through web browsers once the customized model has been developed and stored in a physical or cloud server. Educators can use this customized model to teach students about electrical machine laboratories by providing them with access to the model and guiding them on how to use the model in carrying out virtual testing of various electrical machines. This way, the students will know about the physical laboratory requirement and therefore familiarize themselves with the environment. However, this model has not been fully developed as the existing model developed by Shi et al. [9] was based on electronics. This means more studies have to be done, and developers have to work on developing the model and customizing it for the testing of electrical machines.
-===2.3. Java Ejs model ===
+===2.3 Java Ejs model ===
 Casals-Torrens and Bosch-Tous [2] presented a virtual laboratory model for electrical machines based on Java Ejs (Easy Java Simulations). The Java Ejs is a free software tool that has been designed to favor the development of interactive virtual laboratories. According to Esquembre [4], this software offers high configuration and interactions of various visual elements, thus allowing for the model to be constructed faster and offer better views for the electrical machine laboratory. With the use of Java, the virtual laboratory model developed here would be accessible over the web or available for one to download and run on their personal computers. This enhances the usability of the model by students, and the ease of its adoption by educators as all they need to do is acquire it and allow the students to either install it on their personal computers or use it over the internet. The virtual laboratory developed here was found to have an approval rate of 52% of the users but could be further improved to gain a higher approval rate [2-4]. This virtual laboratory model's key features were its provision of three window graphics showing if the electric machine is on or off, the torque-speed curve, and the current density [2-4]. However, other than specifying the parameters and drawing the connected circuit, this model does not offer a 3D view of the machine, which limits its similarity to the real laboratory environment. This might be the reason it received a low approval rate from its users.
-===2.4. Virtual Labs in India===
+===2.4 Virtual Labs in India===
-====2.4.1. Shakshat Virtual Lab ====
+====2.4.1 Shakshat Virtual Lab ====
 A shakshat virtual lab is a tool for learning and experimentation made to allow people to share knowledge, data, voice, videos, and other resources. The agency provides an environment to extend, integrate, improve, refine and share expertise and experimental process of different subjects, contributing to an increase in the effectiveness of the scientific research and the scarce environment and equipment [5-7]. The virtual lab offers functions and tools that can be used when performing different simulations and experiments while one is controlling the overall environment and actions that he or she is doing.
-====2.4.1.1. Functions of the virtual lab====
+====2.4.1.1 Functions of the virtual lab====
 The main aim of the Shakshat Virtual Lab is to perform different activities such as load testing, speed controlee on the separately excited motor, blocked rotor test on three-phase induction motor, open circuit, short circuit, and load test on a three-phase alternator, No lead test, and open circuit testing.
-====2.4.1.2. Features of the virtual lab====
+====2.4.1.2 Features of the virtual lab====
 :* Magnetic field behaviors in single-coil. This part aims to study the generation of a field produced due to a single-coil using DC and Ac Current. Blocked rotor test rotating magnetic field with three coils- the main of this part of the virtual lab is to study the magnetic field produced due to three coils using an AC.
@@ Line 63: / Line 63: @@
 The virtual lab contains different parts that any students can use to learn the simulator plays as the primary and essential parts of the virtual labs for electrical machines.
-====2.4.2. MHRD Indian Government virtual lab====
+====2.4.2 MHRD Indian Government virtual lab====
 The second virtual lab is from the virtual lab's platform by the MHRD Govt of India initiative. The virtual lab contains a different platform to do experiments in electrical machines that can perform various functions [5-7]. Just like the other virtual platform, the virtual lab contains the following parts:

@@ Line 206: / Line 206: @@
 [7] Ramírez-Romero J., Rodriguez D., Rivera S. Teaching using a synchronous machine virtual laboratory. Global Journal of Engineering Education, 22(2):123-130, 2020.
-[8] Petropol-Serb G.D., Petropol-Serb I., Campeanu A., Petrisor A.  Using GUI of Matlab to create a virtual laboratory to study an induction machine. In EUROCON 2007, The International Conference on" Computer as a Tool", pp. 2355-2360, IEEE, 2007.
+[8] Petropol-Serb G.D., Petropol-Serb I., Campeanu A., Petrisor A.  Using GUI of Matlab to create a virtual laboratory to study an induction machine. In EUROCON 2007, The International Conference on Computer as a Tool, pp. 2355-2360, IEEE, 2007.
 [9] Shi Z., Zhao S., Zhu S.A. An Internet-based electrical engineering virtual lab: using Modelica for unified modeling. In 2011 IEEE 3rd International Conference on Communication Software and Networks, pp. 555-559, IEEE, 2011.
 [10] Téllez-Gutiérrez S., Rosero-García J. Implementación de metodología CDIO en el Laboratorio de Máquinas Eléctricas. Revista Educación en Ingeniería, 8(16):53-61, 2013.

@@ Line 43: / Line 43: @@
 A shakshat virtual lab is a tool for learning and experimentation made to allow people to share knowledge, data, voice, videos, and other resources. The agency provides an environment to extend, integrate, improve, refine and share expertise and experimental process of different subjects, contributing to an increase in the effectiveness of the scientific research and the scarce environment and equipment [5-7]. The virtual lab offers functions and tools that can be used when performing different simulations and experiments while one is controlling the overall environment and actions that he or she is doing.
-=====2.4.1.1. Functions of the virtual lab=====
+====2.4.1.1. Functions of the virtual lab====
 The main aim of the Shakshat Virtual Lab is to perform different activities such as load testing, speed controlee on the separately excited motor, blocked rotor test on three-phase induction motor, open circuit, short circuit, and load test on a three-phase alternator, No lead test, and open circuit testing.

@@ Line 190: / Line 190: @@
 ==References==
-:1. Belu, R. (2010). AC 2010-402: Virtual laboratory for study of the electric machines parameters and characteristics.
+[1] Belu R.  AC 2010-402: Virtual laboratory for study of the electric machines parameters and characteristics. Drexel University, 2010.
-:2. Casals-Torrens, P., & Bosch-Tous, R. (2010, September). Virtual labs for learning electrical machines in marine engineering. In Proceedings of the 3rd International Conference on Maritime and Naval Science and Engineering (pp. 108-112).
+[2] Casals-Torrens P.,  Bosch-Tous R.  Virtual labs for learning electrical machines in marine engineering. In Proceedings of the 3rd International Conference on Maritime and Naval Science and Engineering, pp. 108-112, 2010.
-:3. Djeghloud, H., Larakeb, M., & Bentounsi, A. (2012, November). Virtual labs of conventional electric machines. In Proceedings of 2012 International Conference on Interactive Mobile and Computer Aided Learning (IMCL) (pp. 52-57). IEEE.
+[3] Djeghloud H., Larakeb M., Bentounsi A. (2012, November). Virtual labs of conventional electric machines. In Proceedings of 2012 International Conference on Interactive Mobile and Computer Aided Learning (IMCL), pp. 52-57, IEEE, 2012.
-:4. Esquembre, F. (2005). Easy Java Simulations: The Manual. Universidad de Murcia.
+[4] Esquembre F. Easy Java simulations: The manual. Universidad de Murcia, 2005.
-:5. Ramírez-Romero, J. M., & Rivera-Rodríguez, S. (2018). Characteristics and functions of a virtual laboratory of induction machines in the teaching environment. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 13(4), (pp. 130-135).
+[5] Ramírez-Romero J.M., Rivera-Rodríguez S. Characteristics and functions of a virtual laboratory of induction machines in the teaching environment. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 13(4):130-135, 2018.
-:6. Milton Ramirez-Romero, J., & Rivera-Rodriguez, S. (2017). Application of life cycle and structured analysis in the development of a virtual laboratory single-phase transformers. Revista Educación en Ingeniería, 12(23), (pp. 43-48).
+[6] Milton Ramirez-Romero J., Rivera-Rodriguez S. Application of life cycle and structured analysis in the development of a virtual laboratory single-phase transformers. Revista Educación en Ingeniería, 12(23):43-48, 2017.
-:7. Ramírez-Romero, J., Rodriguez, D., & Rivera, S. (2020). Teaching using a synchronous machine virtual laboratory. Global Journal of Engineering Education.
+[7] Ramírez-Romero J., Rodriguez D., Rivera S. Teaching using a synchronous machine virtual laboratory. Global Journal of Engineering Education, 22(2):123-130, 2020.
-:8. Petropol-Serb, G. D., Petropol-Serb, I., Campeanu, A., & Petrisor, A. (2007, September). Using GUI of Matlab to create a virtual laboratory to study an induction machine. In EUROCON 2007-The International Conference on" Computer as a Tool" (pp. 2355-2360). IEEE.
+[8] Petropol-Serb G.D., Petropol-Serb I., Campeanu A., Petrisor A.  Using GUI of Matlab to create a virtual laboratory to study an induction machine. In EUROCON 2007, The International Conference on" Computer as a Tool", pp. 2355-2360, IEEE, 2007.
-:9. Shi, Z., Zhao, S., & Zhu, S. A. (2011, May). An Internet-based electrical engineering virtual lab: using Modelica for unified modeling. In 2011 IEEE 3rd International Conference on Communication Software and Networks (pp. 555-559). IEEE.
+[9] Shi Z., Zhao S., Zhu S.A. An Internet-based electrical engineering virtual lab: using Modelica for unified modeling. In 2011 IEEE 3rd International Conference on Communication Software and Networks, pp. 555-559, IEEE, 2011.
-:10. Téllez-Gutiérrez, Sandra, Rosero-García, Javier. (2013). Implementación de metodología CDIO en el Laboratorio de Máquinas Eléctricas. Revista Educación en Ingeniería, (2013, Diciembre), (pp. 53-61).
+[10] Téllez-Gutiérrez S., Rosero-García J. Implementación de metodología CDIO en el Laboratorio de Máquinas Eléctricas. Revista Educación en Ingeniería, 8(16):53-61, 2013.