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EEEN40100

Academic Year 2026/2027

Power Electronics and Drives (EEEN40100)

Subject:
Electronic & Electrical Eng
College:
Engineering & Architecture
School:
Electrical & Electronic Eng
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Assoc Professor Paul Cuffe
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

⚡ This module is about modern electric motors, as found in transport applications like cars, bikes and trains, and also ubiquitously in factory settings. Importantly, the performance of such motors depends on the electronic circuits which are used to supply them: it is no longer common to directly connect a motor to an ᴀᴄ source (such as the national grid) nor a ᴅᴄ source (such as a battery) There is generally an intervening layer of electronics, known as a motor drives, which allow the motor's operation to be controlled and optimised. This module will describe how such drives work, alongside some treatment of power converters more generally.

🔋 The topic of this module is growing in relevance as batteries continue to get cheaper, smaller and more energy dense. More and more transport applications will transition to battery electric traction systems. For instance, electric aircraft are already commercially available, and battery powered ships are beginning to emerge. On our streets, more and more cars will become electric, as will motorbikes, buses & vans, alongside micromobility solutions like electric scooters & unicycles.

👨‍🏫 Broadly, the module will treat:

ᴅᴄ power conversion:
• Three phase uncontrolled and controlled rectification: current and voltage waveforms, power factor, firing angle, overlap angle, generation of firing pulses.
• Switch-mode power supplies,
• Operation of DC motors and generators (Speed control, starting procedures etc.)

ᴀᴄ power conversion:
• Single phase inverters.
• Three phase inverters: line commutated and full wave converters.
• Rotating magnetic field motors fed from inverter supplies.
• Motor torque/speed characteristics and control approaches.
• Speed control and starting of ᴀᴄ motors and generators.
• Device characteristics, diode, thyristor, ғᴇᴛ & ɪɢʙᴛ valves, snubber circuits. Thermal characteristics of devices.
• Field-oriented control of AC machines.
• Space vector control

While not mandatory, some relevant books include:
📙 "Electric Motors and Drives: Fundamentals, Types and Applications" by Austin Hughes
📙 "Fundamental of Power Electronic" by Robert Erickson & Dragan Maksimovic
📙 "Electrical Machines" by JD Edwards

About this Module

Learning Outcomes:

Describe the principles of torque production and commutation in brushed DC machines
Articulate the torque/speed characteristic of DC machines

Understand current and historical approaches to starting and operating DC machines.
Analyse the use of chopper circuits for speed control of DC machines

Describe the operation of 3-phase controlled and uncontrolled rectifier circuits.
Analyse controlled and uncontrolled rectifier circuits connected to electrical networks and electrical motors.

Describe the operating principles of rotating field AC machines
Understand current and historical approaches to starting and controlling AC motors.

Describe and analyse the operation of inverter-fed three phase motors.
Articulate relationship between control of AC motors and resulting torque/speed characteristics.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure access to affordable, reliable, sustainable and modern energy for all 4

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 3

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 3

Take urgent action to combat climate change and its impacts 4
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

24
Autonomous Student Learning

48
Lectures

24
Laboratories

15
Total

111

Approaches to Teaching and Learning:
There will be a good amount of practical work in the machines lab (ENG 024) to complement the material covered in the traditional lecture sessions.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Exam (In-person): Final exam End of trimester
Duration:
2 hr(s)
 Standard conversion grade scale 40% No
60
 No
Report(s): Lab Report: Report 1 on lab experiments Week 3 Alternative linear conversion grade scale 40% No
8
 No
Report(s): Lab Report: Report 2 on lab experiments Week 4 Alternative linear conversion grade scale 40% No
8
 No
Report(s): Lab Report: Report 3 on lab experiments Week 6 Alternative linear conversion grade scale 40% No
8
 No
Report(s): Lab Report: Report 4 on lab experiments Week 8 Alternative linear conversion grade scale 40% No
8
 No
Report(s): Lab Report: Report 5 on lab experiments Week 10 Alternative linear conversion grade scale 40% No
8
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback will be provided to students on their lab report submissions. Rubrics will be used in Brightspace to indicate in a granular way where students gained or lost marks, and to show correct responses to the various questions.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 13:00 - 13:50
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 13:00 - 13:50
Autumn Laboratory Offering 1 Week(s) - 3, 4, 6, 8, 10 Thurs 15:00 - 17:50
Autumn Laboratory Offering 2 Week(s) - 3, 4, 5, 7, 9 Thurs 15:00 - 17:50
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