ECE 431
Electric Machinery

Displaying course information from Spring 2014.

Section Type Times Days Location Instructor
ABA LAB 0930 - 1220 R   50 Everitt Lab  Matthew Magill
ABB LAB 1200 - 1450 W   50 Everitt Lab  Yue Cao
ABC LAB 1400 - 1650 R   50 Everitt Lab  Srikanthan Sridharan
ABD LAB 1500 - 1750 W   50 Everitt Lab  Andy Yoon
AL1 LEC 0900 - 0950 M W F   218 Mechanical Engineering Bldg  Philip Krein
Kiruba Haran
Web Page
Official Description Theory and laboratory experimentation with three-phase power, power-factor correction, single- and three-phase transformers, induction machines, DC machines, and synchronous machines; project work on energy control systems; digital simulation of machine dynamics. Course Information: Prerequisite: ECE 330.
Subject Area Power and Energy Systems
Course Prerequisites Credit in ECE 330
Course Directors Peter W Sauer
Detailed Description and Outline

Present theory and laboratory experimentation of basic rotating machines and transformers.


  • Power measurement, three-phase power
  • Power factor control
  • Single-phase transformer tests and theory
  • Saturation and harmonic effects in three-phase transformers
  • Induction motor testing and theory
  • Induction motor performance
  • dc machine testing and theory
  • dc machine performance
  • Synchronous machine testing and theory
  • Synchronous machine performance
  • Digital simulation of machine dynamics
  • Energy control projects
Computer Usage
Multiple experiments and homework in simulation of machines.
Lab Projects
See above topics. Class also includes a special project related to machines and power systems. Project includes a trip to industry and oral presentation to class.
Topical Prerequisities
  • Electromechanics
  • dc and ac circuits
A. E. Fitzgerald, C. Kingsley, and S. D. Umans, Electric Machinery, 6th ed., New York: McGraw-Hill, 2003.
ABET Category
Engineering Science: 2 credits
Engineering Design: 2 credits
Course Goals

This course is a senior or beginning-graduate level elective for electrical and computer engineering majors. The goals are to impart an understanding of electromechanics from theoretical and experimental bases. The successful student will be able to explain how a given electromechanical devices works, and justify the explanation mathematically. Further, the student should be able to conceive a device that is capable of meeting performance criteria, though detailed design is not part of the course. The student should also be able to understand and articulate a broad range of application areas, including emerging areas.

Instructional Objectives

A. After the first three weeks, the students should be able to:

  1. Describe the impact of electric machines on modern society, including the breadth of their application and the extent of use. (h)
  2. Inspect an electromechanical system (magnetic or electrostatic) and determine a mathematical model of the electrical system that can be used to calculate current, voltage, flux, or charge, as appropriate to the system. (a, e, k, m)
  3. Plan and perform laboratory measurements on 3-phase power circuits and transformers. (b, k)
  4. Explain, understand, and follow the safety precautions for performing experiments in an electric machinery lab. (f)

B. After the first five weeks, the student should be able to:

  1. Derive the force functions for a given electromechanical device and apply the function to a complete mechanical system. (a, e, k, m)
  2. Have a demonstrated understanding of devices that work on principle of changing inductance or capacitance (reluctance devices). (a, e)
  3. Make measurements and predictions of the performance of stepper motors. (b, k)

C. After the first eight weeks, the student should be able to

  1. Explain suitable application contexts for stepper motors, reluctance machines, and induction machines (h, j)
  2. Develop electrical models for electromechanical devices that work on the principle of induction (charge or current induction). (a, e)
  3. Use the steady-state versions of the electrical models to predict performance of induction machines. (a, e, k, m)
  4. Make measurements on induction motors to determine steady-state model parameters. (b)
  5. Use measured induction motor parameters to predict performance and verify the prediction in the lab. (b, k)

D. After the first eleven weeks, the student should be able to

  1. Develop electrical models for machines that have both reluctance and induction properties, and may include permanent magnets (synchronous machines). (a, e, k, m)
  2. Build a dynamic computer simulation of a synchronous machine. (k, n)
  3. Make laboratory measurements on synchronous machines to determine steady-state characteristics involving voltage, power, current, power factor, and torque. (b)

E. After the first thirteen weeks, the student should be able to

1. Lay out simple control loops for torque, speed, and position control based on constant volts per hertz operation. (a, e)

2. Program an electric drive, through a high-level interface, in a lab setting to track a given torque or speed command. (b, k)

3. Build a dynamic computer simulation of typical electric machines, including models of mechanical loads and interactions within a complete system. (a, e, j, k, m, n)

F. After the full 15 weeks, the student should be able to

1. Write a broad explanation for some advanced topic in electric machinery, such as electric drives, hybrid gas-electric vehicles, or microelectromechanical machines. (g, h, i, j)

2. Write a team report based on a site visit to a plant or lab associated with modern electric machinery or energy conversion. (g, j)

3. Discuss likely future impact of electric machines and suggest some directions in which design and technologies are likely to evolve. (h, i)

Last updated: 5/23/2013