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Volume 4, Issue No. 1, 2018
www.sdiwc .net
Editor-in-Chief
Prof. Jacek Stando, Lodz University of Technology, Poland
Editorial Board
Amreet Kaur Jageer Singh, Sultan Idris Education University,
Malaysia
Anne Le Calve, University of Applied Sciences and Arts
Antonis Mouhtaropoulos, Metropolitan College, Greece Anuranjan Misra, Bhagwant Institute of Technology, India
Ekaterina Pshehotskaya, Moscow Polytechnic University Russia
Elsa Estevez, United Nations University, Argentina Fadhilah Ahmad, University Sultan Zainal Abidin, Malaysia
Hatem Haddad, Mevlana University, Turkey
Khitam Shraim, University of California, USA Nazih Moubayed, Lebanese University, Lebanon
Ramadan Elaiess, University of Benghazi, Libya Spits Warnars Harco Leslie Hendric,
Bina Nusantara University, Indonesia Suphan Nasir, Istanbul University, Turkey
Zhan Liu, University of Applied Sciences and Arts Western
Yoshiro Imai, Kagawa University, Japan
Zhan Liu, University of Applied Sciences and Arts Western
Switzerland (HES-SO Valais-Wallis), Switzerland
Zhou Yimin, Chinese Academy of Science, China Overview
Overview
The SDIWC International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) is a refereed online journal designed to address the networking
community from both academia and industry, to discuss recent advances in the broad and quickly-evolving fields of computer
and communication networks, technology futures, national policies and standards and to highlight key issues, identify
trends, and develop visions for the digital information domain.
In the field of Wireless communications; the topics include:
Intelligent Tutoring Systems, Security Aspects, Immersive
Learning, Computer-Aided Assessment, Collaborative Learning,
Errors in E-Learning-Community Building, Accessibility to Disabled Users, Context Dependent Learning, E-Learning
Platforms, Portals, Mobile Learning (M-Learning), Learning
Organization, Standards and Interoperability, Virtual Labs and
Virtual Classrooms, Digital Libraries for E -Learning, Joint
Degrees, Web-based Learning, Wikis and Blogs, Authoring
Tools and Content Development, Synchronous and
Asynchronous Learning, Medical Applications, E-Learning Hardware and Software, AV-Communication and Multimedia,
Ontologies and Meta-Data Standards, Simulated Communities.
Publisher
Society of Digital Information and Wireless Communications
20/F, Tower 5, China Hong Kong City, 33 Canton Road,
Tsim Sha Tsui, Kowloon, Hong Kong
Further Information
Website: http://sdiwc.net/ijeetdm/
Email: [email protected] Tel.: (202)-657-4603 - Inside USA 001(202)-657-4603 - Outside USA
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International Journal of E-Learning and Educational
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Copyright © 2018 sdiwc.net, All Rights
Reserved The issue date is March 2018.
http://sdiwc.net/ijeetdm/mailto:[email protected]
Volume 4, No. 1
TABLE OF CONTENTS
CONCEPTUAL FRAMEWORK IN TEACHING AND LEARNING USING MOBILE APPLICATION FOR SPECIAL STUDENTS .....................................................................................................................................................1Author/s: Mat Redhuan samsudin , Tan Tse Guan, Anuar Mohd Yusof, Nur Nazihah Rahim, and Salini Aina Mamat CASE STUDY: DATABASE ANALYSIS TO STUDY STUDENT TRAFFIC ACROSS OPEN SOURCE LEARNING MANAGEMENT SYSTEM - MOODLE ..............................................................................................11Author/s: Sheetal Uplenchwar, Manimala Puri
TWO DIMENSIONAL ANALYTICAL MODELING OF PERMANENT MAGNET INDUCTION GENERATOR (PMIG) .............................................................................................................................................................................19Author/s: Andre Mrad, Abbas Allam, Ghinwa Harb, and Mohamad Arnaout TRANSIENT STABILITY ANALYSIS OF SINGLE MACHINE INFINITE BUS WITH DIFFERENT POWER SYSTEM STABILIZERS .................................................................................................................................................25Author/s: Michella M. Fahim, Mohamad R. Khaldi, Salim Y. Frangieh, and Charbel G. Chouaifaty VOLTAGE STABILITY INDICES AND MAXIMUM MVAR LOADABILITY ................................................................................................................................................................29Author/s: Nadim Semaan, Mohamad R. Khaldi
EFFICIENCY ANALYSIS OF HEALTH CARE CENTERS USING DATA ENVELOPMENT ANALYSIS......34Author/s: Hassan Najadat, Qutaibah Althebyan, Abedallah Khamaiseh, Mohammad Al-Saad and Ahmad Al Rawashdeh
Conceptual Framework in Teaching and Learning Using Mobile Application
for Special Students
Mat Redhuan samsudin 1,Tan Tse Guan 2, Anuar Mohd Yusof 3, Nur Nazihah Rahim 4, and Salini Aina Mamat 5
1,2,3,4,5 Faculty of Creative Technology and Heritage,
Universiti Malaysia Kelantan, Locked Bag 01,
16300 Bachok, Kelantan, Malaysia
[email protected] 1, [email protected] 2, [email protected] 3, [email protected] 4,
ABSTRACT
Mobile apps is a teaching and learning tool that
ables to become the latest trend in education
nowadays. However, the exposure of mobile
apps is more focused on the normal students.
Even though special students are hearing
problem and have difficulties in conversation,
they are still practicing the conventional learning
methods. This study is aimed at identifying the
framework of learning methods using mobile
applications with effectively towards special
education students' that have difficulties in
hearing and conversation. This study was used
survey methods to create a conceptual
framework of learning that will be used as a
guideline in conducting mobile application on
special education students. This is the basic
components in teaching and learning using
mobile apps such as strategies pedagogies,
mobile device, learning module, apps design,
communication method giving the impact to
achievement, communication level, and students
motivation. In the conclusion, conceptual
framework can help the teachers and students in
teaching and learning
Keywords : Mobile applications, teaching tool,
special education, conceptual framework, special
students
1 INTRODUCTION
Technology in education is not a new things
that can be applied in every school. It can be
contributed in improving the education level
to the country. In pursuing the education
sector in Malaysia, it has a great impact on
the students and teachers. Thus, Information
Technology not just contributes to
management and administration but to the
education sectors also such as courseware,
e-learning, and virtual learning. These
technology advancements comprise the
teaching tools that have can be used
according to the current situation. Mobile
apps is also among the latest technologies
used in education. In the context of special
education needs, the approach to using
mobile applications is more appropriate.
According to Jeng, Wu [1] mobile app is
also serves as a practical teaching tool that is
with the needs of students. Additionally
mobile apps in secondary school level are
more suitable for students who need
something unique compared to ordinary
learning [2]. However, the implementation
of mobile applications in education not only
focused on the certain group of students but
it should be focus on all levels student as
knowledge is available for all.
Consequently, to ensure that effectiveness, it
needs to be thoroughly reviewed from the
various aspects.
There are variety number of mobile
applications that have been developed for
educational purpose. It is a great effort that
can be done in improveing student
achievement in their learning. This method
is also become a flexible source of
references in anytime and every where. This
medium can supports the conventional
learning methods. Therefore, mobile
applications need to be integrated in
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The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 1-10The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]
education improving the quality of
education in particularly. This advantages
should be one of the online reference
sources or as an alternative method that can
give impact towards students.
2 PROBLEM STATEMENT
Online learning is a new learning culture
where various mobile applications are
created. However it mainly focused on the
normal students, but for the special
education students are less attention in the
development of mobile applications. The
existence of a small number of mobile
applications for special education students
developed without looking at the overall
implementation and the needs of students.
Hence, for the minority group of special
education students in Malaysia, it should be
given special attention in implementing
learning using mobile applications. The
focus should be given to the disability
students because they are deserve to learn
something batter as a normal students.
3 OBJECTIVES
This study aims to examine the needs of
special education students in hearing
problem and conversation issues in the
integration of mobile application learning
methods by creating a conceptual
framework as a guide for teachers and
students in the teaching and learning of
special education needs.
The objectives of this study are
i. To identify basic components of learning using mobile applications
ii. To build a conceptual framework of learning methods using mobile apps
iii. To examine the components of mobile app in teaching and learning
4 LITERATURE REVIEW
Constructivism derived from the English
word which means the arrangement or
structure [3]. The concept of constructivist
learning is a process of restructuring or
organizing. While the term constructivist is
the philosophy of knowledge, psychology,
teaching and learning theory that
emphasizes existing knowledge. The process
of learning is the interaction between new
information and previous information [4]. In
the context of learning using mobile
applications, learning materials are
organized in a systematic learning style and
they went through a structured process. In
addition, the learning style is more flexible,
dynamic and attractive. Learning can be
linked to previous experiences and
constructivist learning theories can be
implemented in a technology based learning
environment. However, multimedia
application oriented learning methods need
to be explored based on the key aspects of
mobile applications that give impact to the
students. These five components are
essential for learning to work perfectly
because the concept of learning using
mobile applications is material-centered and
student centered learning [5].
Student centered or student-oriented
learning encourages students to analyze their
experiences and produce more responsible
students [6]. The learning process takes
place in an environment where students are
actively involved [4-6]. Where new
knowledge and existing knowledge are
combined to solve problems in order to
understand the concept of learning.
Knowledge was formed not only based on
the reading but also from the experience.
Based on the learning concepts using mobile
apps, [7] student’s ability in building the
learning concepts depends on the design
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aspect. It is to ensure the learning process is
becoming more easier. Learning does not
consist in consistently, meaning that the
knowledge delivered by the teacher does not
directly passing towards the students.
However, learning using the mobile
applications focuses on strengthening
aspects of unclear knowledge and training as
a method of measurement of knowledge
learned.
There are five basic components of learning
in mobile application methods.
Constructivist learning theory [8] outlines
five key components of learning such as
pedagogy strategies, device, module, design
and communication skill. These components
are is the basic of learning using mobile
apps.
Mobile Application
Teaching and
learning aid
Component
Device
Strategies pedagogies
Module
Design
Communication method
Achievement
Communication
skill
Motivation
Figure 2. Apps teaching and learning component
4.1 Pedagogy strategies
Learning strategy is an important aspect of
education. It is aims to determine the
strategies to the teachers in achieve the
learning objectives. It is supported by Kemp
(1995) which is learning activity used by
teachers in teaching and learning to achieve
learning objectives. The learning strategy
also refers to the appropriate activity or
training chosen by educators to help students
achieve the learning goals that they want to
achieve (Kozma 2007; Cropper,1998).
While Sunhaji [9] stated that the learning
strategy is a way of how the learning method
used by the teacher to plan the learning
method to be used. Therefore, the learning
strategy should depend on the approach used
in education.
In the context of learning using multimedia
applications, there are two approaches used
in learning such as student centered and
material centered learning. These two
approaches need to be integrated because
learning takes place based on the creativity
of students using the application in their
learning.
However, learning by using mobile devices
is also influenced by other aspects.
According to Jeng, Wu [1], there are four
dimensions that influence learning strategies
using mobile devices, such as learning
environment, strategies, students and
teachers. Mobile devices and mobile apps
are can make the learning process more
organized and systematic [10].
Zainuddin Ibrahim, Ngu Kee Shing [11]
point out that high school students showed
student communication is easier to use
multimedia applications and they
recommends multimedia applications need
to be implemented at higher learning
centers. Therefore, researchers will
implement in this research that multimedia
based application that capable to help
students in their teaching and learning.
4.1.1 Student centered learning
Various of learning approaches commonly
use by the teacher to the students and it
gives an added values in teaching and
learning. Student-centered learning or also
known as the global Student Centered
Learning (SCL) is an approach has been
implemented in developed countries.
Popular approach that has resulted in
developing creative learners in their
learning. The SCL learning approach is able
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to build student skills for them to deal with
the world in the future.
The basic concepts of SCL learning are,
students play an important role in learning
[6]. It is closely related to past experience,
exploration of new knowledge, and actively
encouraging student to participate. It also
stimulates students to think with the high
levels and promote lifelong learning even
learning happens based on the extent of the
ability of the student to master it. The SCL
learning approach is a learning process
controlled by a student whose learning
procedures are based on the student. In
terms of learning time, it is based on the
suitability of the time and the learning or
assessment results performed by the
student. Assessment of learning is assessed
by students because they are more knowing
of their level of control.
Moreover, SCL learning also creates a more
engaging learning experience with their
friends who willingly can share their
knowledge. SCL also produce creative and
critical learners and can improve problem
solving. Student engagement is also active
in the group, using appropriate methods and
techniques such as discovery inquiry,
discussion, role play and contribution that
will makes student engagement more active.
and this will lead and contributes to the
development and sharing of knowledge
among peers.
4.1.2 Material learning based
Teaching and learning using multimedia
applications as a teaching and learning tools
facilitates teachers to deliver a good
learning. This is because learning has taken
place by teachers become a source of
reference for students to reinforce
knowledge acquired based on learning
materials multimedia applications provide
multiple access to body of knowledge as it is
more convenient and students can make
referrals more quickly. The material
provided in this method have been through a
process conducted by experts in their field.
Through this Learning method, it is based on
the ability of students to learn, test, and
assessment of their self-esteem level.
There are several student centered learning
methods used in education today. According
to [12] there are six methods used such as
make brief notes, exercises, self-learning,
group discussions, presentations and
exercises. These method is effective for use
in learning.
It is different with the teacher based learning
approach where students are given notes,
exercises and answers to the material-based
learning of each lesson that contains
information, questions, training and
answers. This gives an opportunity to the
students with their ability. These learning
materials were characterized as teachers
who can guide, communicate information,
motivate and provide self assessment [13].
This Learning material has a more
systematic structure and contain clear
objective.
4.2 Mobile Device
Mobile devices or known as electronic
devices such as smart phones. This device
commonly used as a tool to communicate
between people. it is not just used as a
communication tool but can be used as a
learning tool since various mobile
applications have been developed according
to the latest design of the devices. There are
various advantages of using this mobile
device in sign language learning.
Various studies have been done regarding
learning using mobile devices. Researchers
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The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 1-10The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
have been discussing various issues on how
mobile devices can be used in education by
providing a variety of content.
Unfortunately, it is less attention to the
content adaptability in an app by using such
mobile technology [14-17]. According to
[18] the theory is appropriate to the use of
mobile devices learning. Claimed that
learning with mobile devices give students
tendency to learn and facilitates their
revision process.
mobile devices basically can make a contact
with the people by making calls, sending
emails, messages and so on. This
development of mobile device is based on
the needs and importance of the individual
in relation to facilitating of the
communication [19]. In the context of
learning, it does not rely on the frequency of
someone exploring other individuals but
what information they can access using this
mobile device. In this context, the
development of the system depends on the
system design that can provide information
or content in an application. Moreover it can
provide information about a new content and
provide space for learning purpose.
In addition, the mobile device also has
various types of components such as GPS,
microphone, accelerometer and so on. These
components can be used to provide users
with information. There are now a variety of
apps that provide these features and it's is no
longer common place because apps is the
mobile technology exist since 2005 [20].
However in Malaysia education sector it is
still new approach. According to Lokman
Mohd Tahir, Nurul Qistin Mustafa [21] an
infrastructure is a factor that affects the
success of typical education students.
Current trends of mobile devices have been
affecting in everyday life [20]. If we look at
the usage of mobile device is not only
dominated by adults but to the teenagers
and children as well. It makes these mobile
devices as a trend in their daily lives.
Previously, personal computer was
dominated by adults and teenagers and cost
factor was so expensive to have a gadget or
device, but this scenario was changed today.
Mobile device was affects the pattern of use
where it differs from sharing and for
research purpose. This proving that the
changing of usage pattern as an individual
device or just a sharing tools.
4.3 Module
Module is defined as a teaching package
developed for learning and the topic of
learning which is organized consistently.
Teaching packages have been introduced
and used in teaching and learning. Teaching
packages or modules are also known as the
Learning Activity Package (LAP) or
Individualized Learning Package (ILP).
There are several disciplines in developing
modules. First, the modules need to be self-
taught package and second, it needs to meet
the needs of the students for having a
specific and clear teaching objectives.
Module preparation should be based on the
level of learning thus students can get
benefit from it. Moreover, modules also
need to actively apply in learning. This will
makes strengthening of self-learning and
also self-assessment of learning.
The development of learning methods using
learning applications is considered in line
with the constructivist learning approach
because multimedia based learning materials
can be linked to the existing student
knowledge that can be explicitly developed
to produce meaningful learning [22].
Constructivist learning approach emphasizes
multimedia presentation learning that helps
students think with actively. According to
Mayer and Moreno [23] The development of
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The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 1-10The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
multimedia learning modules using
cognitive theory is more effective. This is
because, modules that integrate of the visual
and verbal elements with knowledge can
generate students who can build knowledge
with a broader perspective.
Previous study by Siti Hajar Halili and
Hamidah Sulaiman [24] showed that the
learning modules have positive implications
for students in improving understanding of
learning. This demonstrates that multimedia
learning modules are effective and
appropriate to implement in today’s
education. Hence it is clear that mobile
device technology is able to provide a more
engaging learning experience and help in
improveing student achievement.
Text Eye Hand Sign Verbal model
Audio Ear Animation Visual model
Prior knowledge
Figure 3. Cognitive Model [24]
4.3.1 Module Development Model
Based on the framework of the cognitive
model in multimedia learning by Mayer
[24], shows that text and audio are important
elements used in learning applications. The
elements are need to be translated and
presented to students where inputs should be
place and it needs to be processed based on
the input. Then it produces output such as an
image and animation. The input elements
are integrated with output elements and
generate a new knowledge. Then, it will be
integrated with existing knowledge and they
are stored in long-term memory.
Referring to the basic concepts of sign
language learning, learning occurs based on
observations of what is perceived as the
hearing problems and conversational of
students are only able to learn based on
observations and behaviors. However, in the
context of a special education teacher’s for
sign language, the researchers in this study
interacted with several elements, which are
text, audio, and animation as an essential
element that could be used for more
effective learning. Learning modules will
assist to the students for them able to
visualize the movement of hand signals
interactively.
4.4 Design
The design of learning applications is an
important aspect in developing teaching
tools. Application of designs are divided
into two types, which are static design and
dynamic design [25]. This study was use
dynamic designs where dynamic designs can
influence students because it is interactive
with contain five multimedia elements.
Based on the constructivist theory which
explains how student learning method based
on application design elements that apply
five design elements have been impact on
learning using mobile applications.
Teaching that implements constructivist
approaches in the design of technology-
based teaching materials such as mobile
devices is more impactful than existing
approaches [4].
The development of auxiliary materials
depends on some aspects of the design.
According to [26] stressed that the
evaluation of auxiliary materials is based on
two aspects such as the design of the screen
and the interface design. Screen design
includes five multimedia elements whiach
are text, graphics, audio, video, and
animation [27]. Interface design is based on
consumerism, interactivity, reinforcement,
and navigation aspects. According to [28]
the design of an application should be based
on the user’s needs and amongst the things
considered such as content design, interface
design and usability.
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The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 1-10The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
4.5 Communication Method
Communication is the process of delivering
information through messages of various
meanings that conveyed through symbols
[29-31]. According to Griffin, McClish [32],
communication is the process of linking,
creating and interpreting messages to get the
response. According to Mohamad Yusoff
(1985), communication is also a dynamic
process involving the production of shared
meanings and the meaning that born through
the process of conveying and receiving
messages through co-understood codes.
Communication takes place by involving
two parties such as between individuals or
individuals with the technologies such as
television, radio, newspapers and so on.
Communication is a one way to convey or
exchange information, opinions, thoughts
through conversations, writing, and signals.
There are two types of communication such
as one way communication which is
communication that only involves presenter
and receiver. While two-way
communication involves communicators,
recipients, as well as feedback and
interaction between senders and recipients.
In the context of today’s special education, it
still uses non-verbal communication which
is based on signals, body movements, face
ripple, eye contact, and objects such as
usage, symbols, graphics and so on. In fact,
non-verbal communication also occurs
through individual attitudes. However,
technology is now able in influencing
communication in education where there are
various technologies that can connect
between individuals such as phones and
computers that can described as verbal
communication tools. Such technology is
also a complement to human communication
as a whole, it is also a complement to the
process of human communication itself.
5 METHODOLOGY
This study was conducted at several special
education schools which is focusing on the
use of mobile applications that became a
sign language learning tools for Malay
language. It also conducted to get student
responses of mobile applications to ensure
this tools able to help in improving student
achievement. In this study was discussed the
components of learning using mobile
applications that become a focus on this
study.
In this study, 32 respondents were involved
with (10%) of the population, have hearing
abnormalities and lower secondary level
conversations. Sample selection is randomly
representing as a population of studies that
has been using mobile applications. Students
were involve as a participant to answer the
question using developed mobile
application. Some of the components were
identified as a guideline for teachers and
students in implementing learning using
mobile applications to improve student
achievement in learning.
The instrument used in this study is a
questionnaire and the method of collecting
data is done through online using the Google
form as a platform for students to answer the
questionnaire. The questionnaires consist of
two sections. Part A is a question related to
respondent’s demographic while part B is a
question based on five components of a
mobile learning application. An Analysis
part was used the Statistical Package for the
Social Sciences (SPSS) version 21.
6 RESULTS
this study was conducted a pilot test to see
the validity and reliability of the instrument.
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The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 1-10The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
According to Piaw [33] validity refers to the
capability of a measurement performed to
measure the real value of the concept in the
hypothesis. Validity depends on the
instrument developed, if the instrument is
good then its validity is high. In other words,
the extent to which the constructor’s was
developed contains all the new features or
ideas that represent the construct [34]. This
process is known as a pilot test or pilot study
tested to see Cronbach’s Alpha value.
Table 1. Reliability statistics
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on
Standardized Items
N of Items
0.932 0.935 75
Based on the above table, it is shows the test
done by 75 items that measure to 32
respondents. The results show that the
Cronbach’s Alpha value for the item is
0.935, thus it indicates that the built-in
questionnaire has a validity that can be
categorized as good and acceptable to
continue the study of the actual population.
While reliability is a concept that refers to
the consistency and stability of the
instrument used in this study for the
questionnaire. The reliability test of the
questionnaire was conducted to find out
whether the results of the test showed the
best answer
Table 2. Correlation
Inter-Item Correlation Matrix
Pedagogies
strategies
Device Module Communication Design
Pedagogies
strategies
1.000 0.766 0.548 0.628 0.741
Device 0.766 1.000 0.597 0.750 0.804 Module 0.548 0.597 1.000 0.644 0.768
Communication
skill
0.628 0.750 0.644 1.000 0.747
Design 0.741 0.804 0.668 0.747 1.000
The table above shows all constructs which
have been categorized according to the
relevance of the question based on the needs
of the study. The result of the data analysis
shows that the value of all the constructs
meets the set value which is > 0.7 and all
items in the construct are received.
7 CONCLUSION
The findings show some of the components
that are based on the use of mobile
applications in teaching and learning. It is
one of the important components need to be
seen in the implementation of the method in
education. By having this framework, it will
provide benefits to the teachers and students
as a guideline in teaching and learning for
the special education in sign language. This
is because no specific guidline teaching and
learning using mobile application [35].
Moreover, mobile apps also showed
significantly impact to teaching and learning
sign language, it is easier to use and the
information can be access by students easily
it is supported by Hamidi & Chavoshi,
Hammami, Saeed, Mathkour, & Arafah [36,
37].
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& Yang, S. J. H. (2010). The Add-on Impact of
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Case Study: Database Analysis to Study Student Traffic across Open Source
Learning Management System - Moodle
Author 1 (Sheetal Uplenchwar)
Allana Institute of Management Sciences, Pune, India
Author 2 (Dr. Manimala Puri)
Jayawant Shikshan Prasarak Mandal, Group of Institutes, Pune, India
[email protected] Abstract The increasing amount of internet users,
websites and retail sales requires web development
should be carried out in a competent, professional
manner to increase business so as to increase profit. Therefore, before developing any web site, it is
important to analyze information which is to be
provided on the web site. This is necessary for
maximization of profit and to increase number of
visitors to the site. Web analytics tool is used for the
measuring and analyzing web data to optimize web
usage. Similarly in education also it is necessary to
analyze traffic of educational website. Here the traffic
is said with reference to stakeholders of education. The
important stakeholders of education are students and
teachers. Analyzing educational web site will help the
head of the institute to know whether students are
really accessing the web site, whether they are aware
with the latest content uploaded, pages viewed per
day/hour/month, resources accessed. To assess the
educational traffic log files are used.
This study discusses case study of one of the
management Institute affiliated to Savitribai Phule
Pune University(SPPU) to know the student traffic
across Open Source Learning Management System
(OSLMS) – Moodle. Result of the study shows that
students are frequent visitors of Moodle accessing
different pages and resources of the Moodle – OSLMS.
Keywords
Internet, Learning Management System (LMS),
Open Source software, Learning Management System
(LMS), page views per day /month / hour, number of
users, number of hits, resources and activity accessed.
1. INTRODUCTION In the last decade the usage of Internet has been
increased exponentially. Due to these thousands
of new technologies and businesses are emerging
day by day. Most of the companies are making use
of internet to carry out businesses in innovative
ways. These websites became an integral part of
business. Different types of tools are used to know
the frequent visitors, pages that accessed by
customer, time spent on pages.For e.g. - Web
Analytics is one of the tool used for analysis
purpose. [1, 2]
Education is also not exception for this.
Advent of internet technologies brings lot of
changes in the Indian education system. Delivery
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of education is possible with the help of Learning
Management System (LMS). Halls defines LMS
as, “Software that automates administration of
training events” [3]
LMS enables learners to connect their
computer to the internet for performing
educational activities like downloading of study
material, submitting assignments etc. [4]
LMS facilitates learning with the help of
Information and Communications Technology
(ICT) by making use of learning resources and
delivery methods. [5]
LMS is available in the form of
proprietary software or open source software. .
Open source software is freely available
with source code. No license fee is required for
purchasing software and it is also possible to do
customization of software. [6]
Today large numbers of OSLMS are
emerging with basic as well as advance
functionalities. All these OSLMS can be used
online as well as offline.
Many universities like IIT Bombay, IIT
Madras, Dayalbagh University (Agra) are
conducting education with the help of OSLMS -
Moodle.
Student progress across educational
website using OSLMS – Moodle can be tracked
by number of pages accessed per day/per hour/per
month, resources accessed and activities
performed. This paper is organized is as follows.
Section 1 describes introduction of the paper.
Section 2 describes research gap. Section 3
discusses objectives of the study. Section 4
describes dataset collection and research
methodology. Section 5 discusses Moodle’s log
file and database. Section 6 discusses various
metrics. Section 7 discusses result of the study.
Section 8 discusses findings and
discussion of the study. Section 9 describes
suggestions and section 10 describes conclusion
of the study.
2. RESEARCH GAP
Result of the survey shows that
management institutes affiliated to SPPU are
using OSLMS – Moodle to perform various
educational tasks like online quiz, assignment
submission, assessment, downloading of
gradebook, posting of forums/blogs/notices etc.
The big challenge of theses educational
institutions is to know whether students are really
making use of OSLMS, whether they are aware
with the notices, exam dates, and assignment
submission and whether they are comfortable.
while performing academic tasks. If not, it is
necessary to find out reasons behind it and
difficulties encountered. Solution for this is to
analyze database analysis.
No research has been carried out related to
database tracking of management institutes
affiliated to SPPU. So this case study will help to
know OSLMS – Moodle usage with reference to
students.
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3. OBJECTIVES OF THE STUDY
To study student traffic across educational web
site OSLMS - Moodle.
To analyze Moodle’s Database.
To study pages viewed per day/hour/month,
resourced accessed, number of hits, activities
carried out etc.
4. DATASET COLLECTION AND
RESEARCH METHODOLOGY
The training data set, used for
study in this article constitutes primary data.
4.1 Primary data
Survey method was used to find out the
usage of OSLMS in management institutes
affiliated to SPPU. Further database of the
management institute was collected for analysis
purpose. 4.2 Sample size
Ninety management institutes affiliated to
SPPU were surveyed. It was found that some of
the management institutes affiliated to SPPU is
making use of OSLMS – Moodle to carry out
educational tasks.
Database of one of the management
institute affiliated to SPPU is studied.
[Note: Request letter for survey and database
analysis have been submitted to the head of the
institute provided that institute name will not
be disclosed and result will be shared with
institute.]
4.3 Extraction, Transforming and Loading
(ETL) of primary data collected through
Moodle’s database
Data Extraction
SQL Queries were written to access
data from log file. This SQL queries will help to
extract data in proper format. Simple queries as
well as queries with multiple join were written to
access data from log file.
Data Transformation
Data collected through SQL queries
from log file of ‘Institute A’ need to be processed
for analyzing purpose. As following problems
were present in the collected data.
Data inconsistency
It is observed that data is entered
differently at various places. For e.g. – Advanced
Internet Technology is written as AIT or IT at
some place. So before analyzing data, subject
name IT was changed to AIT.
Data cleaning
For analyzing purpose different
signs such as comma (,) Percent (%) sign was
removed from data.
For e.g. - '
Data Transportation
After data cleaning, data is saved in
comma separated file (.csv) for analysis purpose.
Later on this file is converted into .xls format.
5. MOODLE’S LOG FILE AND
DATBASE
A log file is an important file. It is an auto
generated file. This file records all actions or
tasks, carried out by a user. As log file contains
sensitive data, they are always protected and
accessible to administrator only. [7] In OSLMS - Moodle, log file is generated.
Records of log file and database does not match as
log file contains auxiliary pages whereas Moodle
database contains actual data. Hence Moodle’s
database is used to track various information to
know student’s accessibility pattern like number
of visitors for a particular time period, information
accessed by these visitors etc. This information is
called as metrics. All these metrics are discussed
below,
6. METRICS
Website traffic across OSLMS – Moodle is
judged with the help of metrics. Metrics is different
kinds of information related to user. [1]
To understand the benefits of Website
analysis, it is necessary to understand metrics first.
An Australian Web analytics company,
Panalysis [8] stated four categories of metrics.
They are: site usage, referrers (or how visitors
arrived at your site), site content analysis, and
quality assurance.
This case study focuses on metric
category - site usage only as we are dealing with
educational institute’s OSLMS. The table below
shows different types of metrics related to site
usage.
Table 1: Metric Categories
6.1Metric Type
All metric categories contain different metric
type. The table below shows metric type and its
description related to site usage. [1, 2]
Table 2: Metric type and its Description
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http://www.webopedia.com/TERM/F/file.html
6.1.1 Description of metric types Total number of users
It specifies total number of users visited to
the site those who have accessed OSLMS
- Moodle. [13]
Page view
A page view is counted whenever users loads
one of the webpage. During a single visit, user can
view several web pages, incrementing the page
view each time. [9]
Daily / Monthly / Hourly page views
It is defined as number of page views in a
reporting period divided by number of visits in the
same reporting period. [10, 11, 12]
Total Number of hits
It is defined as total number of hits fired by
all enrolled users. [14]
Resource and activity used
It is defined as total number of resources and
activities used by all enrolled users. [15]
7. RESULT OF THE STUDY Management Institute affiliated to SPPU A is
using Moodle since 2011. MBA and MCA courses
are using Moodle to carry out different
educational tasks like online quiz, assignment
submission, posting forum/blogs/notices etc.
Total number of students enrolled for
various subjects were 4373.
7.1 Daily page views
The table below displays total count of
daily page views visited by students.
Table 3: Day wise page views
From the table it can be seen that, maximum
number of page views are on Saturday due to
online quiz. 7.2 Monthly page views
The table below displays total count of monthly
page views by students.
Table 4: Monthly page views
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From the table it can be observed that, more
number of page views is observed from 9.00 AM
onwards to 5.00 PM.
7.3 Hourly page views
The table below displays, hour and total
number of pages viewed during that hour.
Table 5: Hourly page views by students
7.4 Number of users year and month wise
The table below shows total number of users
those who have accessed OSLMS – Moodle
during month of a particular period.
Table 6 : Total Number of users year and month wise
From the table, it can be observed that,
numbers of users accessing Moodle are growing
day by day. Less number of users have accessed
Moodle during 2011. Number of users goes on
increasing in subsequent years.
7.5 Total number of hits per day, activities
and resources used.
Activity is a task. In Moodle, the
activity can be assignment, quiz, forums, blog etc.
Resource is defined as a piece of item
which helps instructor / faculty for carrying out
learning process. The resources are file, folder,
link, label, page, URL etc.
The table below shows month wise count
of total hits of user, activity and resource used for
the month of March, April and May of 2015
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.
Table 7: Month wise count of total hits of user,
activities and resources used
From the table it can be observed that,
maximum numbers of resources used were
quizzes and assignments, maximum numbers of
activity used were file, maximum number of user
hits is observed during 2015 – April whereas less
no of hits are fired by user during 2015 – May
due to semester ends. 8. FINDINGS AND DISCUSSIONS
Result of the Moodle’s database analysis
shows that students are accessing Moodle for
performing educational activities like online quiz,
assignment submission, posting forums and files.
It is also found that more numbers of hit are
observed on specific days, specific hour and
during semester start. Number of page views goes
on increasing during subsequent academic year.
9. SUGGESTIONS
It is found that many of the institutes are
not willing to use OSLMS due to unavailability
of third party support. So there is a need to make
policy before OSLMS adoption. This policy will
help the organization to decide functionalities to
be used. Faculties can take initiative to learn the
technology and share the knowledge further by
conducting training sessions.
10. CONCLUSION
From the result of the study we can conclude
that there is adequate usage of OSLMS–Moodle in
management institute affiliated to SPPU. Further
management of the institute is also supporting
their staff for making use of OSLMS
technologies. Many educational institutes are not
financially strong. They are not in a position to
buy commercial software. For them OSLMS is a
best option, as they are freely available without
any licensing cost.
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Abstract — This paper presents the analytical modeling of permanent magnet induction generator (PMIG) used in green energy (i.e. Wind energy). This analysis, is based on analytical modeling in determining the essential parameters for the magnetic field in the PMIG. A 2-D field analysis is presented which takes the permanent magnet leakage, the distribution of the MMF across the magnet height, equivalent width determination, flux density components, and its fundamentals by depending on Helm-Holtz, and Maxwell equations with using the separation of variables technique, and Fourier expansion for gap flux density. Thus, solving a set of PDE equations at boundary conditions at machine regions will provide a set of hyperbolic equations allowing determining the explicit magnetic field coefficients. Then, the expressions of the global quantities (MMF, cogging torque, and electromagnetic torque) are deduced from the expressions of the analytical study for the magnetic field distribution.
The presented analytical modeling helps, as a first aim, to explore rapidly the search space of potentially optimal prototypes.
Keywords— Analytical modeling; Arkkio torque; Cogging torque; Fourier series; Maxwell stress tensor; Permanent magnet induction generator.
I. INTRODUCTION A. History
RECENTLY, wind generation and micro-hydro plants have been introduced as green energy sources, and as competitive forms of clean energies that protect the environment.
Induction generators extensively used due to its main advantages from lacking to frequency control and due to its effective initial and maintenance costs [1]. However, the IG needs a magnetizing current as a feedback from the grid, that cause a decrease in terms of the power factor and efficiency. Hence, the performance of IG needs to have a compensation to the previous terms. Thus, it is possible that the PM excitation would be suppressed to decrease the magnetizing current and improve the power factor and efficiency.
*Corresponding author
In order to understand the performance of the PMIG, it is necessary to perform its analytical model. However, the core, and eddy losses are not considered.
Permanent magnets used widely in the industrial applications, especially for generators where carbon steel permanent magnets used firstly in the PMIG manufacturing. Where it concern a simple structure and an effective cost in terms of its main raw materials. Knowing that the PMIG do not need power electronic converters (i.e. Direct – Drive Generator). In general, modular permanent magnet induction generators are competitive in terms of their performance and maintenance cost compared to other generators [6].
In general, the PMIG have three main advantages a high efficiency generator, loss less generating power in high voltage direct current transmission system (HVDC), improvement in transient and steady state compared with the conventional induction generator due to the permanent magnets usage.
Furthermore, the PMIG is more preferable as offshore wind turbines, due to the constant wind speed.
B. General Overview Analytical models compared to the classical modeling
(Finite Element Analysis) is more preferred due to its less consuming time during simulation, furthermore due to its accuracy in the obtained results.
This paper focuses on solving the Maxwell's equation in the PMIG armature, permanent magnet rotor, and air gap regions for their electromagnetic field variation by solving the corresponding coefficients at boundary conditions. And in our modeling we assume a smooth stator surface with infinite permeability, and anisotropic permanent magnet. Furthermore, this paper sheds light in studying the effective gap length by depending on Carter's factor, and in determining the current sheet density in each region, without forgetting the Fourier expansion for gap flux density, and for the cogging torque production.
This paper attempts to provide analytical model to ease the analysis and design of PMIG on MATLAB software as a simulation tool for the electrical engineers.
II. ANALYTICAL MODEL DESIGNA. 2D Modeling and Assumptions
In this study, we assume that the edge effects are ignored. In order to simplify the three-dimensional assumption, it is reduced into two-dimensional assumption, and supposing the magnetic potential vector only have a z-component, furthermore the PM will be composed into a very thin strips,
Two–Dimensional Analytical Modeling of Permanent Magnet Induction Generator (PMIG)
Andre Mrad, Abbas Allam, Ghinwa Harb, and Mohamad Arnaout* Department of Electrical Engineering, Lebanese International University
Beirut, Lebanon [email protected]
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 19-24 The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
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in order to facilitate the modeling as shown in fig.1.
Fig. 1: (a) Curved magnet, (b) Thin strips decomposition of PM.
The model primarily is formulated in two-dimensional cartesian coordinates (X, Y), and in polar form in some cases.
In this model, some assumptions are taken into consideration, where: - The stator core, and teeth are supposed to have zero reluctivity; on the other hand the flux saturation taken into consideration. - The 2-D model is set to cover only the regions where the air gap and magnet regions fluxes are compared with respect to each other. - Eddy current effects are not taken into consideration.
Fig. 2: 2-D PMIG cross-sectional view.
B. Problem Description In order to perform our modeling, we assume that the
PMIG decomposed into the three regions as mentioned before. By considering the magnetic vector potential has only an axial component.
In order to study the magnetic vector potential ( ), we will introduce the differential form of Maxwell equation by: ∇ ∧ ∙ ∇ ∧ = − ∙ − ∙ ∇ + ∇ ∧ Eq. (1) Where, J is the current density in [A/m²], ℎ reluctivity, and Hc is the coercive force in [A/m].
For the simplicity in understanding the modeling approach, we suppose that the slots are equidistant, and by decomposing the gap into periodic segmentation considered in this study. Also, the slotted stator has a classical configuration with U - shaped teeth, where the PMs are located on the rotor surface. ( . ) = 00 0 Eq. (2)
- Effective air gap length ′′, and its Carter's coefficient: According to Carter's principle about the air gap length, shows that the effective air gap length of the generator will be greater than the actual length, by considering the distance between magnets, slot pitch, and equivalent slot opening; such that these factors lies in the Carter's factor Kc. In order to introduce Carter's factor, we will assume that the magnetic flux density function is approximated to a rectangular function, so that the density equal to zero at the slot opening, while it is constant at the stator teeth, as shown in fig.3 [2].
Fig. 3: Flux density distribution along a slot pitch.
C. Mathematical approach for flux density. For a two-dimensional problem, the second order P.D.E
of Laplace equation in Cartesian coordinate, will be expressed as:
²² + ²² = 0. Eq. (3) Thus, its implicit solution in the permanent magnet, and
air gap regions is on the following manner; knowing that the solution function will have a sinusoidal signal, due to its relation with current sheets [3]. = { ∙ ℎ( ) + ∙ ℎ( )} ∙ ( ) Eq. (4)
Where, = . . represents the permanent magnets, and air gap regions respectively as shown in Fig. 4; = .
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 19-24 The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
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Now, in order to evaluate the flux density components in each region, so we tend to integrate them at the boundary conditions as shown in fig. 4.
Fig. 4: Region boundaries for magnets and stator fields.
Thus the coefficients . substituted in the following equations, in order to obtain the fundamental y-components of are:
= ∙ ℎ[ (ℎ1 − )] + ℎ[ (ℎ1 − )] ∙ℎ( [ℎ2 − ℎ1] ∙ ℎ( )Eq. (5) = ∙ ℎ[ (ℎ1 − )] + ℎ[ (ℎ1 − )] ∙ℎ( [ℎ2 − ℎ1] ∙ ℎ( )Eq. (6) = ∙ ∙ {cosh( ) ∙ cosh[ (ℎ2 − )]} ∙/ cosh[ (ℎ2 −ℎ1)] Eq. (7)
Where, = ( ) + ( ) ∙ [ ( −)] Eq.(8) Now, we can deduce the x-component of flux density in
each region by:
= ∙ Eq. (9) D. Stator Flux Density Distribution
In order to obtain the armature flux density distribution, we set to zero, to evaluate the flux density from both magnet, and air gap regions.
1) For the magnetic region.( ) = ∙ ∙ { [ ( + − )]/ ( ∙)} Eq. (10)2) For the Air Gap region.( ) = ∙ ∙ cosh[ ( − )] + ∙ sinh[ ( −)] ∙ tanh(ℎ ) Eq. (11)
Furthermore, since the magneto-motive force of the air gap is variable due to the interference of its flux density, we tend to express the average flux density for the armature, and magnets regions in the following manner.
∙= ∙∙ ∙ ( ) + ∙ ( ∙ ) ∙ [ ( ) − ]∙= ∙∙ ∙ ∙ ( ∙ )∙ ∙ ( ∙ ). ( )= ( ) + ∙ ( ) ∙ ( ∙ ) = ( ∙ ) + ∙ ( ∙ ) ∙ ( ∙ )
Eq. (13)
And 1 is the amplitude of the fundamental component of current sheet representing the MMF in three phase windings, (stator) in [A/m²], expressed as: 1 = √ ∙ ∙∙ ∙
; such that is the stator load current in [Ampere], , and are the number of turns per winding, and the winding factor respectively.
E. Magnetomotive Force (MMF). In order to have simplicity during studying the magneto
motive force exerted between the PMs and the gap regions, we tends to decompose the magnet into n strips by differential form, And by Fourier analysis of current sheet pulse, thus we have the fundamental component by: ∆ = { ∙∆ ∙ } ∙ ( ) Eq. (14)
Where, = = °∙ ∙ , m is the number of phases, q is the number of slots per pole, and ∆ is the electric pulse width in [seconds].
Hence, in order to take into consideration, the total MMF for the magnet, the equivalent equation is: M1 = ∑ (∆M1)i = ∑ ∙ sin(θm1 + i ∙ ∆θ) Eq. (15)
And in order to control the MMF variation by changing the widths correspondingly, will tends to determine an expression for the equivalent magnet width by: = ∙ sin Eq. (16) Where, = ∙∙ , 1 = ∙ , ∆ =( )and 2 = ∙F. Electro Magnetic Torque
i. Maxwell Stress Tensor.
In an electrical rotating machine, most of the studies concentrates on the electromechanical parameters between rotor and stator interaction, unless on the electromagnetic torque which plays a primary role in the conversation of energy [4].
The Maxwell stress tensor is the most familiar method to determine the torque, in the numerical analysis for electrical machines. The total electromagnetic torque given by (16):
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 19-24 The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
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=∮ ∧ ∙ = ∮ ∧ 0( ∙ ) − =∙ ∙ = 0 ∙ ∙ ∙ ∙ ∙Eq. (17)
Where, Br and Bα are the radial and angular components of flux density respectively in [Tesla].
ii. Arkkio's Method.In order to study the electromagnetic torque along the air
gap, thus Arkkio developed a dependable method on that of Maxwell, by integrating the above formula along the radial direction over the difference in radii between stator and rotor, that's it: ( − ) = ∙ =
= ( ) Eq. (18) Where, is the electromagnetic torque in [N.m], and
are the stator, and rotor radii respectively.
G. Electromechanical Equations. In order to perform the analysis for the PMIG
electromagnetic torque, thus consider the first order differential equation by: − = ∙ ( ) Eq. (19)
Where, is the load torque [N.m], and the expression of the angular speed in [radian/sec] is:
( ) = ∙ − Eq. (20) Now, the mechanical displacement ∅ ( ) in [radian] can
be deduced by integrating the angular speed with time, therefore: ∅ ( ) = ( ) ∙ = + ∙ Eq. (21)
Where T0 is the generator torque [N.m], b is the viscous friction coefficient in [N.m.sec.] and, J is the shaft inertia in [Kg.m], and is the time constant, expressed by = .H. Fourier series for air gap flux density.
In order to determine the magnetic flux density in the air gap of the PMIG, we apply the Fourier series expansion [5], assuming that there is no magnetic field effects occurred by the stator teeth.
We define a ratio between the width of the magnet, and the pole – pitch of the rotor core by ''αp-p''; such that: αp-p = ( )( ), and 0 ≤αp-p≤ 1.
Hence, the Fourier expansion at an electrical angle θe for the flux density is expressed by: ( ) = . ∑ ( ) ∙ [ ∙ ( ) ∗
] ( ∙ ) Eq. (22)
Where, _ is the peak value of the air gap flux density in [Tesla], and is the K-th harmonic of flux density.
Furthermore, we should spotlight on the saturation of the flux density in the generator core, such that when the saturation case takes place, the well-defined formula: =∙ , can't be more applied, since the main parameters in this formula will vary independently, however will tend to the general approximated formula for the B-H curve by: ( ) = ∞ ∗ ( ∙ ) [Tesla] Eq. (23)
Where, ℎ∞ is a constant represents the type of the permanent magnet material.
I. Fundamental MMF of air gap. The rectangular air – gap MMF of the PMIG, can be
resolved into a Fourier series comprising a fundamental component and a series of odd harmonics, thus it can be expressed as: Fag = ( ∙ ) ∙ ∙ cos( ∙ ) Eq. (24)
Therefore, once the air gap MMF is known, then the air gap flux intensity can be determined by dividing the fundamental component of the gap MMF by the gap length. = ( ∙∙ ) ∙ ∙ cos( ∙ ) Eq. (25) J. Generated Voltage:
As the rotor turns, the flux linkage varies co-sinusoidal with the angle between the magnetic axes of the stator coil and rotor, thus the flux linkage in one phase of the PMIG winding is: = ∅ cos(( ) = ∅ cos( ∙ )
Eq. (26) Thus, by depending on Faraday's law, the induced voltage
can be deduced by: = = - ∙ ∙ ∙ ∅ sin( ) Eq. (27) K. Cogging in the Presence of a Permanent Magnet.
The cogging torque, represents the interference between the permanent magnets, and the stator teeth, that is when a magnet rotates and reaches the slot opening, the magnet reluctance will vary due to its long path in the slot, hence results in producing cogging torque; which is the interest of designers to minimize its value, by varying the sizes of the slot opening, or by its horse shoe [6].
Mathematically, this torque will represent a given value from the total torque of the machine, regarding to the mutual torque, and the excitation torque. The cogging torque for PMIG machines can be expressed by depending on Fourier expansion as: =∑ ∙ sin( ∙ ∙ ). . ∙∙∙ Eq. (28)
Where is the summation for each cogging torque element produced by the equivalent slot opening, that is deduced from Carter's factor; where is the least common multiple of the pole number, and the equivalent slot openings number , during one mechanical revolution. is the amplitude of its harmonic; in other words they shall be determined by Fourier transformation, and is
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 19-24 The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
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the mechanical displacement between the rotor and armature regions.
The MMF for the PM is rectangular takes a rectangular wave, that consequently produces a rectangular wave form for its flux density. For the purpose of simplicity, we introduce a correction factor between the ratio of fundamental to total flux of the PMIG. However, for a rectangular flux density waveform having an equivalent width Wm, we have: = sin( ) Eq. (29)
Thus, the correction factor between the total flux per unit length, and the fundamental component is expressed by: = ∅∅ = ( ∙ )( ∙ ) Eq. (30)
III. MATLAB MODELING VALIDATION.
The following graphs show the speed of the PMIG machine, under load conditions, in both start – up, and steady states; so that the steady speed 1500rpm for four poles reached at 102 s.
Fig. 5:Variation of speed, and mechanical displacement versus time.
(a) (b)
Fig. 6: (a) Fundamental magnet current density (p.u) as a function of time, and (b) The fundamental MMF versus PM Slices.
Fig. 7: MMF, and the flux intensity in the air gap versus the electrical angle in degree.
Furthermore, the Fourier series for the gap flux density will be investigated in Fig. 8.
(a) (b) Fig. 8: (a) Fourier expansion for gap flux density, (b) Fundamental
component graphs.
Fig. 9: Fourier series for flux intensity.
Fig. 10: Fourier expansion for the cogging torque waveform as a function of rotor position.
Note that Fig. 10, shows the cogging torque of the PMIG that consists from 16 PM poles, and 9 flux gaps.
Fig. 11: Main parameters of the machine regarding the correction factor.
Fig. 11, shows the variation of the electrical angle as a function of the magnet arc that increases linearly, also the
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM) 4(1): 19-24 The Society of Digital Information and Wireless Communications (SDIWC), 2018 ISSN: 2410-0439 (Online)
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correction factor between the fundamental and the total flux density per machine length, that provides the user to design the corresponding flux variation to the machine, as well as the fundamental flux component versus the electrical angle.
IV. CONCLUSION. In this paper, we presented the equations needed for PMIG modeling using Maxwell's equations, Fourier expansion for flux density, air gap flux density, geometric design for permanent magnets, and their effect, Carter's coefficient and its interference on air gap length, hence an analytical approach was executed to study the dynamic magnetic fields of the PMIG machine, taking into consideration the PM geometry, in other words its curved shape.
Furthermore, this analytical modeling allows the user to make a convenient analysis of the machine via compromising the correction factor between the fundamental and the total harmonics for PMIG flux density. Such compromise permits machine to be produced with a less cogging torque compared to the conventional class of induction generators.
As a result, it provides a clear estimation for the startup, and steady-state performances, under variety of operating status. In addition, the results of the PMIG qualities lead to a low maintenance, and a convenient solution for offshore wind turbines, as well as, the results show that the studied machine will not need power converters , and complicated control.
V. FUTURE WORK For the next vision, we attempt to mitigate the cogging
torque produced by the PMIG by changing the magnet shape, and size, as a first approach, and by depending on the air gap segmentation as a second approach. Furthermore, we will validate the analytical results obtained in MATLAB, by the Finite Element Analysis (FEA).
REFERENCES
[1] Tadashi fukami, ''Nonlinear Modeling of a Permanent-Magnet Induction Machine'', Electrical Engineering in Japan, Vol. 144, No. 1, 2003. [2] Juha Pyrh¨onen, ''DESIGN OF ROTATING ELECTRICAL MACHINES'',ISBN: 978-0-470-69516-6 (H/B). [3] Nady Boules, ''Two-Dimensional Field Analysis of Cylindrical Machines with Permanent Magnet Excitation'', IEEE TRANSACTIONS ON INDUSTRY APPLICATIONS,VOl. IA- 20, NO. 5,SEPTEMBER/OCTOBER 1984. [4] Antero Arkkio, ''Analysis of induction motor based on numerical solution of magnetic field and circuit equations'', ''Acta Polytechnica Scandanavia'', Helsinki university of technology, Finland 1987. [5] Chun-Yu Hsiao, ''Design of High