Elektronika Daya

Modul Praktikum
Elektronika Daya II
Semester 6
Penyusun:
Sunu Pradana
Program Studi D3 Teknik Listrik

Jurusan Teknik Elektro
Politeknik Negeri Samarinda
Kementerian Riset, Teknologi dan Pendidikan Tinggi
2015
HALAMAN PENGESAHAN
Modul Praktikum Maka Kuliah

1. Nama / Judul :
Laboratorium Elektronika Daya II
Teknik Elektro/Politeknik Negeri
2. Jurusan / Perguruan Tinggi :
Samarinda
Program Studi / Jenjang
3. : Teknik Listrik / Diploma III
Program
4. Semester : VI (enam)
5. Penyusun : Sunu Pradana
6. Tahun Anggaran : 2015
Samarinda, 4 November 2015

Ketua Jurusan Teknik Elektro, Penyusun,
Dadang Suherman, S.S.T., M.T. Sunu Pradana, S.T., M.Eng.

NIP. 196504101991031002 NIP. 197801082006041002
Mengetahui,
Wakil Direktur Bidang Akademik
Politeknik Negeri Samarinda
Drs. Surahman, M.M., Ph.D.

NIP. 196505061990031005
ii
KATA PENGANTAR
Upaya pendidikan adalah upaya universal umat manusia untuk terus-menerus memuliakan
kemanusiaannya. Dengan formulasi yang terus menerus diperbaharui, pendidikan di berbagai
tempat di dunia menglami kemajuan dan memperkaya peradaban. Tanpa pendidikan yang baik
maka manusia akan kehilangan kemanusiaannya, keunggulannya di antara makhluk hidup yang
lain, lalu peradaban akan mundur lalu musnah.
Dengan semakin majunya peradaban, disadari bahwa pendidikan yang baik lebih dari
sekadar pelatihan keterampilan motorik semata. Hal ini telah disadari juga oleh pemerintah yang
terus menerus memperbaharui panduan upaya pendidikan di Indonesia. Pendidikan tidak lagi hanya
menitikberatkan pada kemampuan kognitif maupun psikomotorik semata, melainkan juga telah
memasukkan komponen afektif sebagai unsur yang sama pentingnya. Hal semacam ini memerlukan
keterbukaan dan perubahan paradigma agar upaya pendidikan dapat berhasil dengan optimal.
Sebagai negara yang masih mengejar ketertinggalan dalam sains, teknologi dan ekonomi,
kemampuan untuk terus menerus belajar dan menyerap pengalaman negara maju adalah
kemampuan yang sangat penting untuk dimiliki. Filosofi tersebut menjadi dasar penyusunan modul
praktikum ini.
Dari sejumlah ilmu teknik (engineering), Electrical & Electronics (EE) sebagai turunan dari
ilmu Fisika telah menjadi pendorong utama kemajuan peradaban. Energi listrik dan kemampuan
mendapatkan, mengolah, serta menyalurkan informasi telah membawa peradaban ke dalam
bentuknya yang sekarang. Sebagai pendorong utama, maka sudah sewajarnya perkembagan EEE
tergolong sangat pesat. Konteks dan cara pengajarannya pun terus menerus berubah sesuai
kemajuan IPTEK. Hal-hal tersebut telah menjadi pertimbangan dalam penyusunan bentuk modul
praktikum ini.
Besar harapan agar modul praktikum ini dapat mendatangkan manfaat yang sebesar-
besarnya kepada pengguna untuk mendapatkan keunggulan sebagai bagian dari umat manusia yang
terus bergerak maju. Untuk menjadi bagian dari organisasi pembelajar, bekerja dengan cara-cara
yang efektif dan efisien (sebagaimana tema utama dari ilmu elektronika daya) menuju kemajuan
peradaban bangsa yang nyata.
Penyusun
iii
DAFTAR ISI
HALAMAN PENGESAHAN..............................................................................................................ii
KATA PENGANTAR..........................................................................................................................iii
DAFTAR ISI.......................................................................................................................................iv
SILABUS.............................................................................................................................................v
GARIS-GARIS BESAR PROGRAM PENGAJARAN (GBPP)......................................................viii
RENCANA PEMBELAJARAN SEMESTER (RPS)..........................................................................x
SATUAN ACARA PENGAJARAN (SAP)......................................................................................xiii
BAGIAN I PENDAHULUAN.............................................................................................................1
1.1. Standar Acuan...........................................................................................................................1
1.2. Peralatan...................................................................................................................................4
1.3. Sumber Panduan Praktikum.....................................................................................................7
BAGIAN II LEMBAR PANDUAN PRAKTIKUM............................................................................8
Tugas 01. Penyearah terkendali setengah gelombang, beban resistor & induktor...........................9
Tugas 02. Penyearah terkendali gelombang penuh (center-tap), beban resistor & induktor.........15
Tugas 03. Penyearah terkendali gelombang penuh sistem jembatan, beban resistor & induktor.. 21
Tugas 04. Penyearah tiga-fase terkendali penuh sistem jembatan, beban
resistor+induktor+kapasitor...........................................................................................................34
Tugas 05. Karakteristik SCR dengan beban resistor+induktor......................................................46
Tugas 06. Karakteristik TRIAC dengan beban resistor+induktor.................................................53
Tugas 07. Pensakelaran PWM pada MOSFET, beban resistor+induktor......................................58
Tugas 08. Pensakelaran PWM pada BJT, beban resistor+induktor...............................................68
Tugas 09. Pensakelaran PWM pada IGBT, beban resistor+induktor.............................................78
Tugas 10. Pensakelaran PWM pada rangkaian MOSFET sebagai pengendali motor DC............92
iv
SILABUS
NAMA MATA KULIAH : Laboratorium Elektronika Daya II

PROGRAM STUDI : D3 Teknik Listrik
Kode Mata Kuliah PTL312
Jumlah Total Jam 4
SKS 2
Tujuan Pengajaran : Memberikan kesempatan kepada mahasiswa untuk; benar-benar

memahami topologi rangkaian & terampil mengoperasikan
peralatan pengalih daya terkendali; AC-ke-DC, AC-ke-AC, DC-ke-
DC, melatih dan meningkatkan kemampuan analisis mahasiswa
melalui pemahaman terhadap korelasi dan kausalitas antara
tegangan listrik, arus listrik, karakteristik komponen, topologi
rangkaian dan unjuk kerja (sub-)sistem.
Silabus Mata Kuliah

Topik 1. Penyearah terkendali setengah gelombang, beban resistor dan induktor.
Topik 2. Penyearah terkendali gelombang penuh (center-tap), beban resistor & induktor.
Topik 3. Penyearah terkendali gelombang penuh sistem jembatan, beban resistor & induktor.
Topik 4. Penyearah tiga-fase terkendali penuh sistem jembatan, beban
resistor+induktor+kapasitor.
Topik 5. Karakteristik SCR dengan beban resistor+induktor.
Topik 6. Karakteristik TRIAC dengan beban resistor+induktor.
Topik 7. Pensakelaran PWM pada MOSFET, beban resistor+induktor.
Topik 8. Pensakelaran PWM pada BJT, beban resistor+induktor.
Topik 9. Pensakelaran PWM pada IGBT, beban resistor+induktor.
Topik 10. Pensakelaran PWM pada rangkaian MOSFET sebagai pengendali motor DC.
v
Prasyarat Mata Kuliah:
- Matematika Terapan.
- Fisika Terapan.
- Instrumentasi.
- Rangkaian Listrik I & Rangkaian Listrik II.
- Elektronika I.
- Bahasa Inggris I & II.
- Elektronika Daya I.
- Laboratorium Elektronika Daya I.
Daftar Pustaka:
[1] D. W. Hart, Power electronics, 1st ed. New York: McGraw-Hill Higher Education, 2010.
[2] Dennis Fewson, Introduction to power electronics, 1st edition. London: New York:
Butterworth-Heinemann, 1998.
[3] W. Shepherd and L. Zhang, Power converter circuits. New York: Marcel Dekker, 2004.
[4] M. H. Rashid, Ed., Power electronics handbook: Devices, circuits, and applications, 3rd ed.
Oxford: Butterworth-Heinemann, 2010.
[5] N. Mohan, T. M. Undeland, and W. P. Robbins, Power electronics: converters, applications, and
design, 3 rd. New York [etc.]: John Wiley & Sons, 2003.
[6] S. L. Herman, Delmars standard textbook of electricity, 5th ed. United States: Delmar Cengage
Learning, 2011.
[7] J. Bird, Electrical circuit theory and technology, 5th ed. London: Routledge, 2013.
[8] B. K. Bose, The past, present, and future of power electronics [Guest Introduction], IEEE
Industrial Electronics Magazine, vol. 3, no. 2, pp. 711, 14, Jun. 2009.
[9] J. D. van Wyk and F. C. Lee, On a Future for Power Electronics, IEEE Journal of Emerging
and Selected Topics in Power Electronics, vol. 1, no. 2, pp. 5972, 2013.
[10] J. D. van Wyk, Power electronics quo vadis?, in Power Electronics and Motion Control
Conference (EPE/PEMC), 2012 15th International, 2012, pp. Session 11Session 19.
[11] B. K. Bose, Global Energy Scenario and Impact of Power Electronics in 21st Century, IEEE
Transactions on Industrial Electronics, vol. 60, no. 7, pp. 26382651, Jul. 2013.
[12] H. Shigekane, T. Fujihira, K. Sasagawa, Y. Seki, Y. Takahashi, and A. Takai, Macro-trend and
a future expectation of innovations in power electronics and power devices, in Power
Electronics and Motion Control Conference, 2009. IPEMC 09. IEEE 6th International, 2009,
pp. 3539.
[13] Criteria for Accrediting Engineering Programs, 2015 2016. ABET.
[14] L. D. Feisel and A. J. Rosa, The Role of the Laboratory in Undergraduate Engineering
Education, Journal of Engineering Education, vol. 94, no. 1, pp. 121130, 2005.
[15] R. R. Riehl, J. A. C. Ulson, A. L. Andreoli, and A. F. Alves, A new approach for teaching
power electronics in electrical engineering courses, in 2014 17th International Conference on
Electrical Machines and Systems (ICEMS), 2014, pp. 35733578.
[16] H. Hess, Power Electronics Instruction: Topics, Curricula, And Trends, presented at the 1997
Annual Conference, 1997, pp. 2.324.12.324.12.
[17] Z. Raud, V. Vodovozov, and T. Lehtla, Concept maps in Power Electronics education, in
2013 8th International Conference on Compatibility and Power Electronics (CPE), 2013, pp.
280285.
vi
Visi Misi:
1. Mengajarkan dan melatih pemahaman, penghormatan dan

penerapan sains dalam praktik kehidupan sehari-hari melalui
kegiatan praktikum.
2. Melatih pemahaman terhadap prinsip korelasi dan kausalitas
dengan contoh-contoh sederhana melalui kegiatan praktik di
laboratorium.
3. Melatih kesadaran bersama akan pentingnya upaya konservasi
energi dan pemanfaatan energi terbarukan.
4. Memperkuat science-based engineering education, sebagai inti
dalam kegiatan proses belajar mengajar untuk menghadapi
tantangan regional dan global.
5. Sebagai ilmu yang interdisiplin, elektronika daya (power
electronics) dipakai untuk lebih memperkuat praktik
keterhubungan antar bagian-bagian ilmu dalam teknik elektro.
6. Melatih keterampilan pencarian informasi sebagai bagian dari
kemampuan belajar seumur hidup mahasiswa agar mampu
menjadi sumber penyebar informasi di lingkungannya mengenai
konversi dan konservasi energi listrik.
7. Memberikan kesempatan praktik agar mahasiswa memiliki
pengalaman untuk mampu melakukan pengendalian penggunaan
energi listrik dengan efektif dan efisien.
8. Melatih kemampuan analisis mahasiswa agar nantinya memiliki
kemampuan yang sesuai untuk masing-masing tingkat lulusan D3
Teknik Listrik program pendidikan politeknik.

Penanggung jawab mata kuliah
Sunu Pradana, S.T., M.Eng.

NIP. 197801082006041002
vii
FM-POLNES-04-01-013/R00
GARIS-GARIS BESAR PROGRAM PENGAJARAN (GBPP)
MATA KULIAH : Laboratorium Elektronika Daya

PROGRAM STUDI : D3 Teknik Listrik
Bakal Materi yang Metode Waktu

No Materi Kompetensi Evaluasi Referensi
dibutuhkan Pembelajaran (Menit)
1 Penyearah terkendali - Mengukur
- Lisan
setengah gelombang, - Mencatat - Praktik Di dalam
180 - Tulisan
beban R & L. - Menganalisis - PBL SAP
- Praktik
- Troubleshooting
2 Penyearah terkendali - Sekering kaca
gelombang penuh - Mengukur (5x20 mm) 3.15 A,
- Lisan
(center-tap), beban - Mencatat 250 VAC - Praktik Di dalam
180 - Tulisan
resistor & induktor. - Menganalisis - Sekering kaca - PBL SAP
- Praktik
- Troubleshooting (5x20 mm) 1 A,
250 VAC
3 Penyearah terkendali - Sekering kaca
gelombang penuh - Mengukur (5x20 mm) 3.15 A,
- Lisan
sistem jembatan, beban - Mencatat 250 VAC - Praktik Di dalam
180 - Tulisan
resistor & induktor. - Menganalisis - Sekering kaca - PBL SAP
- Praktik
250 VAC
4 Penyearah tiga-fase - Sekering kaca
terkendali penuh sistem - Mengukur (5x20 mm) 3.15 A,
- Lisan
jembatan, beban - Mencatat 250 VAC - Praktik Di dalam
180 - Tulisan
resistor+induktor+kapas - Menganalisis - Sekering kaca - PBL SAP
- Praktik
itor. - Troubleshooting (5x20 mm) 1 A,
250 VAC
5 Karakteristik SCR - Sekering kaca
dengan beban - Mengukur (5x20 mm) 3.15 A,
- Lisan
resistor+induktor. - Mencatat 250 VAC - Praktik Di dalam
180 - Tulisan
- Menganalisis - Sekering kaca - PBL SAP
- Praktik
250 VAC
6 Karakteristik TRIAC - Sekering kaca
dengan beban - Mengukur (5x20 mm) 3.15 A,
- Lisan
180 - Tulisan
- Praktik
250 VAC
7 Pensakelaran PWM - Sekering kaca
pada MOSFET, beban (5x20 mm) 3.15 A,
- Mengukur
resistor+induktor. 250 VAC - Lisan
- Mencatat - Praktikum Di dalam
- Sekering kaca 180 - Tulisan
- Menganalisis - PBL SAP
(5x20 mm) 1 A, - Praktik
- Troubleshooting
250 VAC
viii
pada BJT, beban - Mengukur (5x20 mm) 3.15 A,
- Lisan
180 - Tulisan
- Praktik
250 VAC
pada IGBT, beban - Mengukur (5x20 mm) 3.15 A,
- Lisan
180 - Tulisan
- Praktik
250 VAC
pada rangkaian - Mengukur (5x20 mm) 3.15 A,
- Lisan
MOSFET sebagai - Mencatat 250 VAC - Praktik Di dalam
180 - Tulisan
pengendali motor DC. - Menganalisis - Sekering kaca - PBL SAP
- Praktik
250 VAC

Penanggung jawab mata kuliah

NIP. 197801082006041002
ix
RENCANA PEMBELAJARAN SEMESTER (RPS)
Mata Kuliah : Laboratorium Elektronika Daya II Kode Mata Kuliah : PTL312

Semester : 6 SKS : 2
Matematika Terapan, Fisika Terapan, Instrumentasi,
Pendukung : Rangkaian Listrik I, Rangkaian Listrik II, Elektronika I,
Bahasa Inggris I & II, Elektronika Daya I, Lab Elektronika Daya I.
Capaian
:
Pembelajaran
Bentuk Kriteria
Rotasi Bahan Kajian
Kemampuan Akhir yang Diharapkan Pembelajaran Penilaian Bobot
ke (materi ajar)
(Kegiatan) (Indikator)
I [A5] Mahasiswa mampu hadir pada Single-phase Praktikum Ketepatan 40 %

waktu yang telah ditetapkan untuk half-wave (serentak 5 tugas waktu
kegiatan praktikum. Tingkat kehadiran converter with praktik berbeda) kehadiran.
per-siswa lebih tinggi dari 70%. resistive load.
Sikap selama
[C2, P3, A4] Mahasiswa mampu Single-phase full- kegiatan
menjaga keselamatan, ketertiban dan wave converter praktikum.
kesopanan saat melaksanakan rangkaian with R-L load.
kegiatan percobaan. Kejadian kerusakan Nilai tegangan
komponen dan peralatan lebih rendah Single phase fully masukan pada
dari 30% pertemuan. controlled bridge sistem sebagai
B2C with R-L-C hasil
[C1, P2, A2] Mahasiswa mampu loads and load pengaturan oleh
melakukan pengaturan yang sesuai pada consisting of a praktikan.
sumber catu daya. Di bawah ambang DC motor.
batas, dengan tingkat keberhasilan 100%. Kebenaran data
Three-phase tegangan dan
[C2, P3, A2] Mahasiswa mampu fully-controlled arus hasil
melakukan pengukuran nilai numeris bridge B6C with pengukuran.
tegangan dan arus, menggunakan DMM R-L-C load in
& oscilloscope dengan benar. parallel, and Kebenaran hasil
motor load. perhitungan.
[C3, P2, A2] Mahasiswa mampu
menentukan parameter karakteristik dari Study of SCR Keakuratan
penyearah dengan benar. with R-L load. hasil analisis.
[C4, P2, A3] Mahasiswa mampu Ketepatan dan

mengulas perbandingan parameter kelengkapan
karakteristik penyearah, antara hasil kesimpulan.
perhitungan dengan hasil pengukuran.

melakukan pemilihan mode yang sesuai
untuk pengamatan gelombang yang baik
pada oscilloscope.
x
untuk penyimpanan gambar gelombang
pada oscilloscope untuk kepentingan
sebagai bagian dari laporan praktik yang
tercetak.

menganalisis gelombang tegangan dan
arus dengan menghubungkannya dengan
teori & hukum tentang karakteristik
elemen/komponen dan rangkaian, yang
dituangkan dalam bentuk laporan tertulis.
[C4, P2, A3] Mahasiswa mampu menarik

kesimpulan yang dituangkan dalam
bentuk laporan tertulis, berdasarkan
dasar teori dan data hasil kegiatan
praktik.

mengenali anomali pada sistem
berdasarkan dasar teori yang dimilki.

melakukan troubleshooting pada sistem
jika terjadi kesalahan/kegagalan fungsi.
I Evaluasi kegiatan praktik rotasi I 10 %
II [A5] Mahasiswa mampu hadir pada Study of TRIAC Praktikum Ketepatan 40 %
waktu yang telah ditetapkan untuk with R-L load. (serentak 5 tugas waktu
kegiatan praktikum. Tingkat kehadiran praktik berbeda) kehadiran.
per-siswa lebih tinggi dari 70%. Study of PWM-
MOSFET with R- Sikap selama
[C2, P3, A4] Mahasiswa mampu L load. kegiatan
menjaga keselamatan, ketertiban dan praktikum.
kesopanan saat melaksanakan rangkaian Study of PWM
kegiatan percobaan. Kejadian kerusakan BJT with R-L Nilai tegangan
komponen dan peralatan lebih rendah load. masukan pada
dari 30% pertemuan. sistem sebagai
Study of PWM hasil
[C1, P2, A2] Mahasiswa mampu IGBT with R-L pengaturan oleh
melakukan pengaturan yang sesuai pada load. praktikan.
sumber catu daya. Di bawah ambang
batas, dengan tingkat keberhasilan 100%. PWM-MOSFET Kebenaran data
circuit for the tegangan dan
[C2, P3, A2] Mahasiswa mampu control of a DC arus hasil
melakukan pengukuran nilai numeris motor. pengukuran.
tegangan dan arus, menggunakan DMM
& oscilloscope dengan benar. Kebenaran hasil
perhitungan.
menentukan parameter karakteristik dari Keakuratan
sistem pengendali daya dengan benar. hasil analisis.
[C4, P2, A3] Mahasiswa mampu Ketepatan dan

mengulas perbandingan parameter kelengkapan
karakteristik konverter, antara hasil kesimpulan.
perhitungan dengan hasil pengukuran.
xi
melaporkan secara tertulis perbandingan
parameter karakteristik penyearah antara
hasil perhitungan, dan simulasi dengan
hasil pengukuran.

untuk pengamatan gelombang yang baik
pada oscilloscope.

untuk penyimpanan gambar gelombang
pada oscilloscope untuk kepentingan
sebagai bagian dari laporan praktik yang
tercetak.

menganalisis gelombang tegangan dan
arus dengan menghubungkannya dengan
teori & hukum tentang karakteristik
elemen/komponen dan rangkaian, yang
[C4, P2, A3] Mahasiswa mampu menarik

kesimpulan yang dituangkan dalam
bentuk laporan tertulis, berdasarkan
dasar teori dan data hasil kegiatan
praktik.

mengenali anomali pada sistem
berdasarkan dasar teori yang dimiliki.

melakukan troubleshooting pada sistem
II Evaluasi kegiatan praktik rotasi II 10 %
xii
FM-POLNES-04-01-014/R00
SATUAN ACARA PENGAJARAN (SAP)
Program Studi : D3 Teknik Listrik

Mata Kuliah : Laboratorium Elektronika Daya II
Kode mata kuliah : PTL312
SKS : 2
Waktu pertemuan : 4 jam perkuliahan
Pertemuan ke : 1&2
A. Tujuan
1. Kompetensi Utama : Mahasiswa mampu menjelaskan cara penggunaan
alat ukur DMM dan oscilloscope yang benar sesuai
keperluan praktikum yang akan dilakukan
berdasarkan petunjuk penggunaan peralatan (user's
guide).
Mahasiswa dapat mengenali dan menyebutkan
potensi bahaya (risiko) keselamatan terhadap jiwa
dan peralatan dalam rangkaian kegiatan praktikum.
Mampu menunjukkan kepatuhan terhadap
pengaturan kerja praktik yang berdasarkan sains dan
pemahaman terhadap teknologi.
Mahasiswa dapat memberi contoh-contoh sederhana
penerapan prinsip korelasi dan kausalitas yang
berkaitan dengan tugas praktik sebagaimana
tercantum di dalam buku panduan.
2. Kompetensi Khusus : Mahasiswa mampu menjelaskan peran dan fungsi
laboratorium elektronika daya sebagai laboratorium
pendidikan teknik.
Mahasiswa mampu menyebutkan ulang tata tertib
dan pengaturan kegiatan praktikum.
Mahasiswa mampu menunjukkan perilaku yang
mewujudkan ketaatan terhadap prinsip-prinsip sains.
Mahasiswa mampu menjelaskan dengan baik
pemahaman terhadap unsur-unsur utama penilaian
kegiatan praktik: kognitif, psikomotorik dan afektif.
Mahasiswa mampu menjalankan simulasi pada
perangkat lunak sebagai sarana bantu belajar
kegiatan praktik dengan perangkat keras.
xiii
B. Pokok Bahasan : Pengenalan laboratorium elektronika daya dan praktikum rotasi
satu.
C. Sub Pokok Bahasan : Penerapan prinsip-prinsip sains dan teknologi dalam
rangkaian kegiatan praktikum Laboratorium Elektronika Daya
II.
Prinsip-prinsip dasar masing-masing tugas praktik (job)
dalam kegiatan praktikum Laboratorium Elektronika Daya II.
Tata tertib laboratorium dan tata tertib kegiatan praktikum.
D. Kegiatan Belajar Mengajar
Tahap Kegiatan
Kegiatan Pengajar Media dan Alat Pengajaran
Kegiatan Mahasiswa
Menunjukkan
Memeriksa kehadiran
Pendahuluan kehadirannya Alat tulis.
mahasiswa.
dengan baik.
Menjelaskan secara
singkat penerapan
prinsip dasar sains.
Menjelaskan tata
tertib laboratorium
dan tata tertib
kegiatan praktikum. Modul tugas praktikum
Menjelaskan Laptop
Mendengarkan
pelaksanaan kegiatan LCD projector
Mengamati
praktikum rotasi I. Projector screen
Menyimak
Memfasilitasi / White board
Penyajian Mencatat
menetapkan Boardmarker
Bertanya
pembagian kelompok Perangkat keras (hardware
praktik. Menjawab
module) praktikum
Menjelaskan jadwal pertanyaan
Dokumen tata-tertib
pelaksanaan dan laboratorium dan paktikum
pengaturan rotasi.
Menjelaskan tentang
tugas yang akan
dikumpulkan untuk
kegiatan praktikum
berikutnya.
Memberikan
rangkuman bahasan. Modul tugas praktikum
Mendengarkan
Memberikan evaluasi Laptop
Menyimak
terhadap kegiatan LCD projector
Penutup Mencatat
perkuliahan yang Projector screen
Menjawab
baru saja White board
dilaksanakan. pertanyaan
Boardmarker
Memberikan tugas.
xiv
E. Evaluasi : Bertanya kepada mahasiswa untuk memantau penyerapan dan
pemahaman.
F. Lain-lain bila perlu :
G. Referensi : D. W. Hart, Power electronics, 1st ed. New York: McGraw-
Hill Higher Education, 2010.
Dennis Fewson, Introduction to power electronics, 1st
edition. London : New York: Butterworth-Heinemann,
1998.
N. Mohan, T. M. Undeland, and W. P. Robbins, Power
electronics: converters, applications, and design, 3 rd.
New York [etc.]: John Wiley & Sons, 2003.
B. K. Bose, The past, present, and future of power
electronics [Guest Introduction], IEEE Industrial
Electronics Magazine, vol. 3, no. 2, pp. 711, 14, Jun.
2009.
J. D. van Wyk and F. C. Lee, On a Future for Power
Electronics, IEEE Journal of Emerging and Selected
Topics in Power Electronics, vol. 1, no. 2, pp. 5972,
2013.
Criteria for Accrediting Engineering Programs, 2015
2016. ABET.
L. D. Feisel and A. J. Rosa, The Role of the Laboratory in
Undergraduate Engineering Education, Journal of
Engineering Education, vol. 94, no. 1, pp. 121130,
2005.
R. R. Riehl, J. A. C. Ulson, A. L. Andreoli, and A. F. Alves,
A new approach for teaching power electronics in
electrical engineering courses, in 2014 17th
International Conference on Electrical Machines and
Systems (ICEMS), 2014, pp. 35733578.
xv
SKS : 2
Pertemuan ke : 3 sampai 7 (Rotasi I)
A. Tujuan
1. Kompetensi Utama : Mahasiswa mampu melakukan pengaturan pada sumber catu
daya sesuai kebutuhan sistem.
Mahasiswa mampu melakukan pengukuran nilai numeris
tegangan dan arus, menggunakan DMM & oscilloscope
dengan benar.
Mahasiswa mampu menentukan parameter karakteristik dari
penyearah.
Mahasiswa mampu mengulas perbandingan parameter
karakteristik penyearah, antara hasil perhitungan dengan hasil
pengukuran.
Mahasiswa mampu melaporkan secara tertulis perbandingan
parameter karakteristik penyearah antara hasil perhitungan,
dan simulasi dengan hasil pengukuran.
Mahasiswa mampu menganalisis gelombang tegangan dan
arus dengan menghubungkannya dengan teori & hukum
tentang karakteristik elemen/komponen dan rangkaian, yang
Mahasiswa mampu menarik kesimpulan yang dituangkan
dalam bentuk laporan tertulis, berdasarkan dasar teori dan
data hasil kegiatan praktik.
2. Kompetensi Khusus : Mahasiswa mampu hadir pada waktu yang telah ditetapkan
untuk kegiatan praktikum.
Mahasiswa mampu menjaga keselamatan, ketertiban dan
kesopanan saat melaksanakan rangkaian kegiatan percobaan.
Mahasiswa praktikan mampu menjaga keselamatan sistem
peralatan dan komponen.
Mahasiswa mampu melakukan pemilihan mode yang sesuai
untuk pengamatan gelombang yang baik pada oscilloscope.
Mahasiswa mampu mengenali anomali pada sistem
Mahasiswa mampu melakukan troubleshooting pada sistem
xvi
B. Pokok Bahasan : Penyearah terkendali setengah gelombang.
Penyearah terkendali gelombang penuh (center-tap).
Penyearah terkendali gelombang penuh sistem jembatan.
Penyearah tiga-fase terkendali penuh sistem jembatan
Karakteristik SCR
C. Sub Pokok Bahasan : Penyearah terkendali setengah gelombang, beban R + L.
Penyearah terkendali gelombang penuh (center-tap), beban
resistor & induktor.
Penyearah terkendali gelombang penuh sistem jembatan,
beban resistor & induktor.
Penyearah tiga-fase terkendali penuh sistem jembatan, beban
Karakteristik SCR dengan beban resistor+induktor.
Tahap Kegiatan
Kegiatan Mahasiswa
Memeriksa kehadiran
mahasiswa.
Memeriksa hasil
pekerjaan mahasiswa
berupa laporan tugas
pendahuluan.
Meminta mahasiswa Menunjukkan
membaca kembali kehadirannya
sasaran kompetensi dengan baik
yang dicapai selama Menyerahkan
dan setelah kegiatan tugas/laporan
praktik. Mendengarkan
Pendahuluan Memberikan umpan Mengamati Alat tulis.
balik berupa evaluasi Menyimak
terhadap laporan
Mencatat
pendahuluan
Bertanya
mahasiswa.
Menjelaskan kembali Menjawab
pentingnya membaca pertanyaan
panduan praktikum
dengan baik agar
dapat melaksanakan
praktik secara
mandiri dengan
benar.
Penyajian Mengawasi Mendengarkan Modul tugas praktikum
pelaksanaan kegiatan Mencatat White board
praktikum tugas (job) Bertanya Boardmarker
1, tugas 2, tugas 3, Menjawab
tugas 4 dan tugas 5.
xvii
Memberikan umpan pertanyaan
balik/instruksi secara Melaksanakan
proporsional sesuai praktik dengan
filososi dan prosedur mengoperasikan
kegiatan praktik. peralatan
Memberikan evaluasi Mendengarkan
terhadap kegiatan Mengamati
praktik yang baru Menyimak Modul tugas praktikum
dilaksanakan.
Penutup Mencatat White board
Mengingatkan
Bertanya Boardmarker
kembali tentang
penulisan laporan Menjawab
yang baik. pertanyaan
E. Evaluasi : Bertanya kepada mahasiswa tentang kesulitan yang dihadapi

saat praktikum.
Bertanya kepada mahasiswa untuk mengetahui tingkat
kemantapan pemahaman sebagai hasil dari pelaksanaan
kegiatan praktikum.
Evaluasi terhadap hasil laporan lengkap kegiatan tugas
praktik.
F. Lain-lain bila perlu : Laporan pendahuluan dikumpulkan per kelompok satu
eksemplar pada awal jam pelajaran praktikum kepada
instruktur.
Laporan lengkap kegiatan tugas praktik dikumpulkan pada
pelaksanaan praktik berikutnya.
1998.
M. H. Rashid, Ed., Power electronics handbook: Devices,
circuits, and applications, 3rd ed. Oxford: Butterworth-
Heinemann, 2010.
S. L. Herman, Delmars Standard Textbook of Electricity, 5th
Edition, 5th edition. Clifton Park, NY: Delmar Cengage
Learning, 2010.
J. Bird, Electrical and electronic principles and technology,
5th ed. United Kingdom: Routledge, 2013.
2009.
xviii
2013.
2016. ABET.
2005.
R. R. Riehl, J. A. C. Ulson, A. L. Andreoli, and A. F. Alves,
A new approach for teaching power electronics in
electrical engineering courses, in 2014 17th
International Conference on Electrical Machines and
Systems (ICEMS), 2014, pp. 35733578.
xix
SKS : 2
Pertemuan ke : 8 (Rotasi I)
A. Tujuan
1. Kompetensi Utama : Mahasiswa mampu mendemonstrasikan pengaturan pada
sumber catu daya yang sesuai kebutuhan sistem berdasarkan
panduan spesifik tugas (job).
Mahasiswa mampu mendemonstrasikan cara pengukuran nilai
numeris tegangan dan arus, menggunakan DMM &
oscilloscope dengan benar.
Mahasiswa mampu mendemonstrasikan perhitungan untuk
menentukan parameter karakteristik dari penyearah.
dikemukakan secara lisan kepada instruktur.
dalam bentuk penjelasan lisan, berdasarkan dasar teori dan
2. Kompetensi Khusus : Mahasiswa mampu menjelaskan hal-hal yang berisiko
membahayakan keselamatan saat melaksanakan rangkaian
kegiatan percobaan.
Mahasiswa praktikan mampu mengidentifikasi bagian sistem
atau komponen yang paling berisiko untuk rusak dalam
kegiatan.
Mahasiswa mampu menunjukkan cara pemilihan mode yang
sesuai untuk pengamatan gelombang yang baik pada
oscilloscope.
Mahasiswa mampu menjelaskan bagian dari upaya
troubleshooting pada sistem jika terjadi kesalahan/kegagalan
fungsi.
B. Pokok Bahasan : Penyearah terkendali setengah gelombang.

Penyearah terkendali gelombang penuh (center-tap).
Penyearah terkendali gelombang penuh sistem jembatan.
Penyearah tiga-fase terkendali penuh sistem jembatan
Karakteristik SCR
xx
C. Sub Pokok Bahasan : Penyearah terkendali setengah gelombang, beban R + L.
Penyearah terkendali gelombang penuh (center-tap), beban
resistor & induktor.
Penyearah terkendali gelombang penuh sistem jembatan,
beban resistor & induktor.
Penyearah tiga-fase terkendali penuh sistem jembatan, beban
Karakteristik SCR dengan beban resistor+induktor.
Tahap Kegiatan
Kegiatan Mahasiswa
Memeriksa kehadiran
mahasiswa.
Mengingatkan
kembali agar
mahasiswa selalu
membaca sasaran Menunjukkan
kompetensi yang kehadirannya
dicapai selama dan dengan baik
setelah kegiatan Menyerahkan
praktik. tugas/laporan
Menjelaskan kembali Mendengarkan
Pendahuluan Mengamati Alat tulis.
pentingnya membaca
panduan praktikum Menyimak
dengan baik agar Mencatat
dapat melaksanakan Bertanya
praktik secara Menjawab
mandiri dengan pertanyaan
benar.
Menjelaskan
prosedur dan tata-
tertib ujian praktik
rotasi I.
Mendengarkan
Mencatat
Mengawasi Bertanya
pelaksanaan kegiatan Menjawab Modul tugas praktikum
ujian praktikum tugas pertanyaan White board
Penyajian
(job) 1, tugas 2, tugas Melaksanakan uji Boardmarker
3, tugas 4 dan tugas praktik dengan
5. mengoperasikan
peralatan
Penutup Memberikan evaluasi Mendengarkan Modul tugas praktikum

terhadap kegiatan Mengamati White board
ujian praktik yang Menyimak Boardmarker
xxi
Mencatat
Bertanya
baru dilaksanakan.
Menjawab
pertanyaan

saat ujian praktikum rotasi I.
kegiatan ujian praktikum rotasi I.
praktik.
F. Lain-lain bila perlu : Pertemuan ke-8 (minggu ke-8) dijadwalkan sebagai ujian
praktikum rotasi I.
1998.
Heinemann, 2010.
Learning, 2010.
2009.
2013.
2016. ABET.
2005.
xxii
SKS : 2
Pertemuan ke : 9 & 10
A. Tujuan
1. Kompetensi Utama : Mahasiswa mampu menjelaskan cara penggunaan alat ukur
DMM dan oscilloscope yang benar sesuai keperluan
praktikum yang akan dilakukan berdasarkan petunjuk
penggunaan peralatan (user's guide).
Mahasiswa dapat mengenali dan menyebutkan potensi bahaya
(risiko) keselamatan terhadap jiwa dan peralatan dalam
rangkaian kegiatan praktikum.
Mampu menunjukkan kepatuhan terhadap pengaturan kerja
praktik yang berdasarkan sains dan pemahaman terhadap
teknologi.
Mahasiswa dapat memberi contoh-contoh sederhana
penerapan prinsip korelasi dan kausalitas yang berkaitan
dengan tugas praktik sebagaimana tercantum di dalam buku
panduan.
Mampu menyelesaikan tiap kegiatan praktik dengan waktu
lebih cepat minimal 5 menit dari waktu rata-rata rotasi satu
tanpa penurunan mutu kegiatan dan laporan praktikum.
2. Kompetensi Khusus : Mahasiswa mampu menyebutkan ulang tata tertib dan
pengaturan kegiatan praktikum.
Mahasiswa mampu menunjukkan perilaku yang mewujudkan
ketaatan terhadap prinsip-prinsip sains.
Mahasiswa mampu menjelaskan dengan baik pemahaman
terhadap unsur-unsur utama penilaian kegiatan praktik:
kognitif, psikomotorik dan afektif.
Mahasiswa mampu menjalankan simulasi pada perangkat
lunak sebagai sarana bantu belajar kegiatan praktik dengan
perangkat keras.
B. Pokok Bahasan : Pengenalan laboratorium elektronika daya dan praktikum rotasi

dua.
C. Sub Pokok Bahasan : Prinsip-prinsip dasar masing-masing tugas praktik (job)
dalam kegiatan praktikum Laboratorium Elektronika Daya II.
Perbandingan antara dasar teori dengan hasil simulasi untuk
tugas praktik (job) rotasi dua.
xxiii
Tata tertib laboratorium dan tata tertib kegiatan praktikum.
Tahap Kegiatan
Kegiatan Mahasiswa
Menunjukkan
Memeriksa kehadiran
Pendahuluan kehadirannya Alat tulis.
mahasiswa.
dengan baik.
Menjelaskan secara
singkat penerapan
prinsip dasar sains
untuk tugas praktik
rotasi dua.
Menjelaskan ulang
tata tertib
laboratorium dan tata
tertib kegiatan
praktikum beserta Modul tugas praktikum
evaluasi untuk Laptop
Mendengarkan
pelaksanaanya pada LCD projector
Mengamati
rotasi I. Projector screen
Menyimak
Menjelaskan White board
Penyajian Mencatat
pelaksanaan kegiatan Boardmarker
praktikum rotasi II. Bertanya
Perangkat keras (hardware
Memfasilitasi / Menjawab
module) praktikum
menetapkan pertanyaan
Dokumen tata-tertib
pembagian kelompok laboratorium dan paktikum
praktik.
Menjelaskan jadwal
pelaksanaan dan
pengaturan rotasi.
Menjelaskan tentang
tugas yang akan
dikumpulkan untuk
kegiatan praktikum
berikutnya.
Modul tugas praktikum
Mendengarkan
Laptop
Memberikan Menyimak
LCD projector
Penutup rangkuman bahasan. Mencatat
Projector screen
Memberikan tugas. Menjawab
White board
pertanyaan
Boardmarker
E. Evaluasi : Bertanya kepada mahasiswa untuk memantau penyerapan dan

pemahaman.
F. Lain-lain bila perlu :
xxiv
1998.
W. Shepherd and L. Zhang, Power converter circuits. New
York: Marcel Dekker, 2004.
N. Mohan, T. M. Undeland, and W. P. Robbins, Power
electronics: converters, applications, and design, 3 rd.
New York [etc.]: John Wiley & Sons, 2003.
2009.
2013.
2016. ABET.
2005.
xxv
SKS : 2
Pertemuan ke : 11 sampai 15 (Rotasi II)
A. Tujuan
1. Kompetensi Utama : Mahasiswa mampu melakukan pengaturan pada sumber catu
daya sesuai kebutuhan sistem.
Mahasiswa mampu melakukan pengukuran nilai numeris
tegangan dan arus, menggunakan DMM & oscilloscope
dengan benar.
Mahasiswa mampu menentukan parameter karakteristik dari
penyearah.
Mahasiswa mampu mengulas perbandingan parameter
karakteristik penyearah, antara hasil perhitungan dengan hasil
pengukuran.
Mahasiswa mampu melaporkan secara tertulis perbandingan
parameter karakteristik penyearah antara hasil perhitungan,
dan simulasi dengan hasil pengukuran.
dalam bentuk laporan tertulis, berdasarkan dasar teori dan
data
hasil kegiatan praktik.
2. Kompetensi Khusus : Mahasiswa mampu hadir pada waktu yang telah ditetapkan
untuk kegiatan praktikum.
Mahasiswa mampu menjaga keselamatan, ketertiban dan
kesopanan saat melaksanakan rangkaian kegiatan percobaan.
Mahasiswa praktikan mampu menjaga keselamatan sistem
peralatan dan komponen.
Mahasiswa mampu melakukan pemilihan mode yang sesuai
untuk pengamatan gelombang yang baik pada oscilloscope.
Mahasiswa mampu mengenali anomali pada sistem
Mahasiswa mampu melakukan troubleshooting pada sistem
xxvi
B. Pokok Bahasan : Karakteristik TRIAC.
Pensakelaran PWM transistor.
C. Sub Pokok Bahasan : Karakteristik TRIAC dengan beban resistor+induktor.
Pensakelaran PWM pada MOSFET, beban resistor+induktor.
Pensakelaran PWM pada BJT, beban resistor+induktor.
Pensakelaran PWM pada IGBT, beban resistor+induktor.
Pensakelaran PWM pada rangkaian MOSFET sebagai
pengendali motor DC.
Tahap Kegiatan
Kegiatan Mahasiswa
Memeriksa kehadiran
mahasiswa.
Mengingatkan
kembali agar Menunjukkan
mahasiswa selalu kehadirannya
membaca sasaran dengan baik
kompetensi yang Menyerahkan
dicapai selama dan tugas/laporan
setelah kegiatan Mendengarkan
praktik.
Menjelaskan kembali Menyimak
pentingnya membaca Mencatat
panduan praktikum Bertanya
dengan baik agar Menjawab
dapat melaksanakan pertanyaan
praktik secara
mandiri dengan
benar.
Mengawasi Mendengarkan
pelaksanaan kegiatan Mencatat
praktikum tugas (job)
Bertanya
6, tugas 7, tugas 8, Modul tugas praktikum
Menjawab
tugas 9 dan tugas 10.
Penyajian pertanyaan White board
Memberikan umpan
Melaksanakan Boardmarker
balik/instruksi secara
proporsional sesuai praktik dengan
filososi dan prosedur mengoperasikan
kegiatan praktik. peralatan
Penutup Memberikan evaluasi Mendengarkan Modul tugas praktikum
terhadap kegiatan Mengamati White board
praktik yang baru Menyimak Boardmarker
dilaksanakan. Mencatat
Bertanya
xxvii
Mengingatkan
kembali tentang Menjawab
penulisan laporan pertanyaan
yang baik.

saat praktikum rotasi II.
kegiatan praktikum rotasi II.
praktik.
F. Lain-lain bila perlu : Pertemuan ke-11 sampai ke-15 adalah praktikum rotasi dua.
1998.
Heinemann, 2010.
Learning, 2010.
2016. ABET.
2005.
xxviii
SKS : 2
Pertemuan ke : 16 (Rotasi II)
A. Tujuan
1. Kompetensi Utama : Mahasiswa mampu mendemonstrasikan pengaturan pada
sumber catu daya yang sesuai kebutuhan sistem berdasarkan
panduan spesifik tugas (job).
Mahasiswa mampu mendemonstrasikan cara pengukuran nilai
numeris tegangan dan arus, menggunakan DMM &
oscilloscope dengan benar.
Mahasiswa mampu mendemonstrasikan perhitungan untuk
menentukan parameter karakteristik dari penyearah.
dikemukakan secara lisan kepada instruktur.
dalam bentuk penjelasan lisan, berdasarkan dasar teori dan
2. Kompetensi Khusus : Mahasiswa mampu menjelaskan hal-hal yang berisiko
membahayakan keselamatan saat melaksanakan rangkaian
kegiatan percobaan.
Mahasiswa praktikan mampu mengidentifikasi bagian sistem
atau komponen yang paling berisiko untuk rusak dalam
kegiatan.
Mahasiswa mampu menunjukkan cara pemilihan mode yang
sesuai untuk pengamatan gelombang yang baik pada
oscilloscope.
Mahasiswa mampu menjelaskan bagian dari upaya
troubleshooting pada sistem jika terjadi kesalahan/kegagalan
fungsi.
B. Pokok Bahasan : Karakteristik TRIAC.

Pensakelaran PWM transistor.
C. Sub Pokok Bahasan : Karakteristik TRIAC dengan beban resistor+induktor.
Pensakelaran PWM pada MOSFET, beban resistor+induktor.
Pensakelaran PWM pada BJT, beban resistor+induktor.
xxix
Pensakelaran PWM pada IGBT, beban resistor+induktor.
Pensakelaran PWM pada rangkaian MOSFET sebagai
pengendali motor DC.
Tahap Kegiatan
Kegiatan Mahasiswa
Memeriksa kehadiran
mahasiswa.
Mengingatkan
kembali agar
mahasiswa selalu
membaca sasaran Menunjukkan
kompetensi yang kehadirannya
dicapai selama dan dengan baik
setelah kegiatan Menyerahkan
praktik. tugas/laporan
Menjelaskan kembali Mendengarkan
pentingnya membaca
panduan praktikum Menyimak
dengan baik agar Mencatat
dapat melaksanakan Bertanya
praktik secara Menjawab
mandiri dengan pertanyaan
benar.
Menjelaskan
prosedur dan tata-
tertib ujian praktik
rotasi II.
Mendengarkan
Mencatat
Mengawasi
Bertanya
pelaksanaan kegiatan Modul tugas praktikum
Menjawab
ujian praktikum tugas White board
Penyajian pertanyaan
(job) 6, tugas 7, tugas
Melaksanakan uji Boardmarker
8, tugas 9 dan tugas
10. praktik dengan
mengoperasikan
peralatan
Memberikan evaluasi Mendengarkan

Modul tugas praktikum
terhadap kegiatan Mengamati
Penutup White board
ujian praktik yang Menyimak
Boardmarker
baru dilaksanakan. Mencatat
xxx
saat ujian praktikum rotasi II.
kegiatan ujian praktikum rotasi II.
praktik.
F. Lain-lain bila perlu : Pertemuan ke-16 (minggu ke-16) dijadwalkan sebagai ujian
praktikum rotasi II.
1998.
Heinemann, 2010.
Learning, 2010.
2009.
2013.
2016. ABET.
2005.
xxxi
BAGIAN I PENDAHULUAN
1.1. Standar Acuan

Seluruh kegiatan praktikum elektronika daya (Lab ELDA I dan Lab Elda II) merupakan
bagian utuh dan tidak terpisahkan dari mata kuliah teori Elektronika Daya I dan Elektronika Daya
II. Keempat kegiatan perkuliahan tersebut mengacu pada pokok-pokok acuan; acuan keilmuan,
acuan peraturan nasional dan sasaran capaian lembaga.
Salah satu acuan keilmuan yang umum dipergunakan untuk bidang engineering education
(pendidikan teknik) secara internasional (termasuk beberapa perguruan tinggi terkemuka di
Indonesia) adalah apa yang ditetapkan dalam standar oleh ABET (Accreditation Board for
Engineering and Technology). Dalam standar yang dikeluarkan ABET (Criteria For Accrediting
Engineering Programs), salah satu dari tiga kriteria adalah kriteria capaian oleh pelajar (student
outcomes). Hal ini dimaksudkan agar pelajar (mahasiswa) setelah mengikuti rangkaian kegiatan
belajar akan mampu mencapai hal-hal yang telah ditetapkan dalam standar. Adapun standar student
outcomes adalah sebagai berikut:
(a) an ability to apply knowledge of mathematics, science, and engineering (kemampuan
menerapkan matematika, sains dan teknik)
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(kemampuan merancang dan melaksanakan percobaan, kemudian mampu menganalisis dan
menginterpretasikan data)
(c) an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability (kemampuan merancang sistem, komponen atau proses
dengan mematuhi batasan-batasan realistis seperti faktor ekonomi, lingkungan, sosial
politik, etika, kesehatan, keselamatan, manufakturaturabilitas (dapat diproduksi), dan
keberlanjutan)
(d) an ability to function on multidisciplinary teams (kemampuan untuk berfungsi dalam tim
yang terdiri dari multi-disiplin)
(e) an ability to identify, formulate, and solve engineering problems (kemampuan untuk
mengidentifikasi, memformulasikan, dan memecahkan permasalahan teknik)
(f) an understanding of professional and ethical responsibility (pemahaman tentang tanggung
jawab dan etika profesi)
(g) an ability to communicate effectively (kemampuan untuk berkomunikasi secara efektif)
(h) the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context (memiliki cakupan pendidikan yang
cukup luas yang diperlukan untuk memiliki wawasan sehingga mampu mengerti tentang
pengaruh solusi teknik dalam kaitan dengan konteks global, ekonomi, lingkungan dan
sosial)
1
(i) a recognition of the need for, and an ability to engage in life-long learning (dapat mengenali
(memahami) perlunya terus menerus belajar sepanjang hidup dan memiliki kemampuan
untuk melakukannya)
(j) a knowledge of contemporary issues (memiliki pengetahuan tentang isu-isu terbaru)
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice (kemampuan menggunakan sejumlah teknik, keterampilan dan alat-alat
bantu terbaru yang diperlukan dalam praktik kegiatan teknik)
Beberapa telaah mengenai aspek-aspek kependidikan teknik yang diformulasikan dalam

bentuk tulisan telah sejak lama bersesuaian dengan sasaran capaian dalam standar ABET tersebut.
Misalnya mengenai fungsi/peran laboratorium yang dikhususkan untuk pendidikan, Feisel & Rosa
(2005) mengemukakan:
In my examination of the undergraduate engineering laboratory, I have identified three
roles or objectives as major ones.
First, the student should learn how to be an experimenter.
Second, the laboratory can be a place for the student to learn new and developing subject
matter.
Third, laboratory courses help the student to gain insight and understanding of the real
world.
Lebih lanjut dalam makalahnya, Feisel & Rosa (2005) menyampaikan hasil colloquy
(konferensi) yang dilakukan oleh para ahli pendidikan teknik (engineering educators) dan para ahli
berbagai disiplin ilmu lainnya pada Januari 2002. Sebagai hasil dari pertemuan itu didapatlah 13
sasaran capaian (objective) yang diberi nama The Fundamental Objectives of Engineering
Instructional Laboratories dengan isi sebagai berikut:
1. Objective 1: Instrumentation.
Apply appropriate sensors, instrumentation, and/or software tools to make measurements of
physical quantities.
2. Objective 2: Models.
Identify the strengths and limitations of theoretical models as predictors of real-world
behaviors. This may include evaluating whether a theory adequately describes a physical
event and establishing or validating a relationship between measured data and underlying
physical principles.
3. Objective 3: Experiment.
Devise an experimental approach, specify appropriate equipment and procedures,
implement these procedures, and interpret the resulting data to characterize an engineering
material, component, or system.
2
4. Objective 4: Data Analysis.
Demonstrate the ability to collect, analyze, and interpret data, and to form and support
conclusions. Make order of magnitude judgments and use measurement unit systems and
conversions.
5. Objective 5: Design.
6. Objective 6: Learn from Failure.
Identify unsuccessful outcomes due to faulty equipment, parts, code, construction, process,
or design, and then re-engineer effective solutions.
7. Objective 7: Creativity.
Demonstrate appropriate levels of independent thought, creativity, and capability in real-
world problem solving.
8. Objective 8: Psychomotor.
Demonstrate competence in selection, modification, and operation of appropriate
engineering tools and resources.
9. Objective 9: Safety.
Identify health, safety, and environmental issues related to technological processes and
activities, and deal with them responsibly.
10. Objective 10: Communication.
Communicate effectively about laboratory work with a specific audience, both orally and in
writing, at levels ranging from executive summaries to comprehensive technical reports.
11. Objective 11: Teamwork.
Work effectively in teams, including structure individual and joint accountability; assign
roles, responsibilities, and tasks; monitor progress; meet deadlines; and integrate individual
contributions into a final deliverable.
12. Objective 12: Ethics in the Laboratory.
Behave with highest ethical standards, including reporting information objectively and
interacting with integrity.
13. Objective 13: Sensory Awareness.
Use the human senses to gather information and to make sound engineering judgments in
formulating conclusions about real-world problems.
Selain mengacu pada standar ABET untuk bidang engineering secara umum, kuliah
elektronika daya mengacu pada; standar, definisi, makalah dan terbitan lainnya yang dikeluarkan
oleh IEEE (Institute of Electrical and Electronics Engineers) untuk kekhususan dalam bidang ilmu
interdisiplin elektronika daya (power electronics). Adapun kelompok kerja spesialis ilmu
elektronika daya dalam organisasi IEEE dinamakan PELS (IEEE-Power Electronics Society).
3
Acuan keilmuan lainnya yang memberikan peta yang komprehensif mengenai pohon ilmu
(body of knowledge) adalah buku-buku yang telah dipergunakan sebagai buku ajar di berbagai
perguruan tinggi yang memiliki reputasi yang baik secara internasional. Buku-buku tersebut
dicantumkan di dalam Satuan Acara Pembelajaran (SAP).
Acuan nasional berupa peraturan yang menjadi dasar pelaksanaan kegiatan maupun sebagai
pemberi informasi mengenai filosofi usaha pendidikan di Indonesia antara lain; Perpres no 8/2012
(KKNI), UUPT (UU DIKTI, no 12/2012), SNPT (SN DIKTI, Permen no 49/2014).
1.2. Peralatan
Pada kuliah praktikum Laboratorium Elektronika Daya I dan Laboratorium Elektronika
Daya II, kegiatan praktik meliputi konversi daya, tegangan dan arus dari AC-ke-DC dan dari AC-
ke-AC. Sedangkan untuk konversi DC-ke-DC (linear dan SMPS) dan DC-ke-AC (inverter)
direncanakan akan dilaksanakan pada kegiatan mini lab pada kuliah Elektronika Daya I dan
Elektronika Daya II. Hal ini dapat dilakukan karena kedua kuliah teori tersebut dilaksanakan
dengan paradigma baru yaitu penerapan SCL (student centered learning), PBL (problem based
learning) dan LBE (laboratory based education).
Seluruh praktikum pada Laboratorium Elektronika Daya II mempergunakan perangkat keras
yang diproduksi oleh ElecttronicaVeneta. Untuk Laboratorium Elektronika Daya, cara pengaturan
penggunaan keseluruhan peralatan dilakukan untuk terutama melatih kemampuan praktikan untuk
melakukan pengambilan data, melakukan analisis, menarik kesimpulan dan menuangkannya ke
dalam bentuk laporan yang sesuai. Hal ini mengacu pada pengaturan kompetensi lulusan untuk
tingkat D3.
Gambar 1.1. Contoh modul perangkat keras praktikum
4
Gambar 1.2. Modul kendali utama [M1R]
Gambar 1.3.a. Modul dasar [diode, M3R]
Gambar 1.3.a. Modul dasar [diode, M4R]
5
Gambar 1.4. Mask, pelapis pada modul dasar
Gambar 1.5. Modul beban R, L, C [MB1]
Gambar 1.6. Modul akuisisi data [MDAQ]
6
1.3. Sumber Panduan Praktikum
Dikarenakan seluruh peralatan praktikum yang dipergunakan adalah produksi dari
perusahaan ElecttronicaVeneta. Oleh karena itu panduan pelaksanaannya pun menggunakan
panduan dari produsen yang sama sebagai dasar utama.
Panduan dari ElecttronicaVeneta menggunakan bahasa pengantar bahasa Inggris. Untuk
laboratorium Elektronika Daya, bahasa pengantar pada sumber asli tidak diterjemahkan ke dalam
bahasa Indonesia dalam buku panduan praktikum ini. Adapun dasar-dasar pertimbangan telah
dikemukakan pada buku panduan Laboratorium Elektronika Daya I dan karenanya tidak diulangi
lagi di sini untuk alasan efisiensi.
REFERENSI:
[1] Amar, K. (2014). The adoption of a laboratory-based education model as the foundation of a
research university: Relevance to a university in Indonesia. Education Journal, 3(4), 229.
http://doi.org/10.11648/j.edu.20140304.14
[2] Balog, R. S., Kimball, J. W., Sorchini, Z., Krein, P. T., & Chapman, P. L. (2003). "Blue Box"
Power Electronics Control Modules for Laboratory-based Education. University of Illinois,
Department of Electrical and Computer Engineering.
[3] Balog, R. S., Sorchini, Z., Kimball, J. W., Chapman, P. L., Krein, P. T., & Sauer, P. W. (2005).
Blue-box approach to power electronics and machines educational laboratories. In IEEE Power
Engineering Society General Meeting, 2005.. Institute of Electrical and Electronics Engineers
IEEE.
[4] Criteria for Accrediting Engineering Programs, 2015 2016. (2014). ABET. Retrieved from
http://www.abet.org/wp-content/uploads/2015/05/E001-15-16-EAC-Criteria-03-10-15.pdf
[5] Feisel, L. D., & Rosa, A. J. (2005). The Role of the Laboratory in Undergraduate Engineering
Education. Journal of Engineering Education, 94(1), 121130.
[6] Semuel Mige, G. E. (2014). Upaya Peningkatan Kompetensi Lulusan Pendidikan Teknik Elektro
Lewat Laboratory Based Education. In A. G. Abdullah (Ed.), Prosiding Konvensi Nasional
APTEKINDO VII dan Temu Karya XVIII FPTK/FT-JPTK Se-Indonesia (pp. 403407).
Bandung: Fakultas Pendidikan Teknologi dan Kejuruan Universitas Pendidikan Indonesia.
7
BAGIAN II LEMBAR PANDUAN PRAKTIKUM
Tim Kelompok Bidang Keahlian (KBK) Dosen

Laboratorium Elektronika Daya II:
Hari Subagyo, S.S.T., M.T.
Asep Megah T.H., S.T., M.T.
Erry Yadie, S.T., M.T.
8
BUKU PEDOMAN TANGGAL REVISI : 01 / 21/ 2016
PRAKTIKUM LABORATORIUM ELEKTRO TANGGAL BERLAKU : 10 / 02/ 2016
POLITEKNIK NEGERI SAMARINDA KODE DOKUMEN : LEDII-POLNES-04-LEL
POLITEKNIKNEGERISAMARINDA
JURUSAN TEKNIK ELEKTRO
L ABOR ATORIUM Elektronika Daya II
Semester : VI
Tugas 01. Penyearah terkendali
setengah gelombang, beban resistor & induktor. Waktu : 4 jam
9
EXERCISE No. 13
TITLE: Single-phase half-wave converter with resistive load

E1CK-D.
1 Microprocessor module M1R

1 Base module of SCR & diodes M3R + Mask 1
1 module of R, L and C loads MB1
NECESSARY COMPONENTS: 1 signal acquisition module MDAQ
1 true RMS multimeter (2 instruments are preferable)
1 dual-trace oscilloscope
Power supply unit: mod. AEP-1/EV
TARGETS:
1. Measuring voltages and currents.
2. Analysis of voltage and current waveforms.
STARTING PROCEDURE:
1. Arrange the corresponding modules in the vertical support to assemble the circuit shown on the
diagram of Exercise 13 Fig. 1.
2. Insert MASK 1 on module M3R. Insert the mask identification jumper.
3. Connect the corresponding modules as indicated in the diagram of Exercise 13 Fig. 2.
4. Connect the jumpers with the power supply unit to attain 50 Vac at mask input.
5. The resistive load consists of a resistor of 100 + 2 coils of 50 mH connected in series.
6. Turn the power supply unit on and adjust the variac until a voltage of 50 Vac is attained across the
secondary winding between phase and neutral.
TARGETS 1 AND 2: MEASUREMENT OF VOLTAGES AND CURRENTS AND ANALYSIS OF
WAVEFORMS.
Assemble the circuit shown in Exercise 13 - Fig. 1.
Power the circuit from the source AEP-1/EV. Turn the unit M1R on and push the ON button (on the right
side of the display) to enable the control circuit; the message "SCR: ON" appears on the display. Carry
out the following measurements:
1. Root mean square value of supply voltage (2U2) (Tester in V1). Write down the value on Table
1.
2. With tester in position V2, varying the firing angle (see Table 2) with the potentiometer of
module M1R, measure the average value UdAV (VDC of the tester) and observe the waveforms of
the voltage across the load. Write down the values on Table 2.
3. Use the tester as ammeter A (open the circuit and connect the tester), vary the firing angle
(see table 2) with the potentiometer of module M1R, measure the average value IdAV and
observe the waveforms of the current crossing the load.
Write down the values on Table 2.
4. Measure the waveforms of the voltages across the SCR (CH1) and across the load (CH2) for a
firing angle =135. Connect probe CH1 with jack 3B (2V/div) and probe CH2 with jack 1B
(1V/div) of module MDAQ. See Photo 7.
5. Display the waveforms of voltage A-K with the probe (CH1) and G-K with the other prbe
(CH2) for different firing angles. Connect probe CH1 with jack 3B (2V/div) and probe CH2
with jack 9A (1V/div) of module MDAQ. See Photos 8 (0), 9 (90) and 10 (150).
At the end of the exercise push the OFF button (on the right side of the display) to turn the control circuit
off; the message "SCR:OFF" appears on the display.
10
TABLE 1: SUPPLY VOLTAGE (Vac)
Root-mean-square value (2U2) of supply voltage (Tester in position V1).
TABLE 2: VALUES AND PHOTOS ON LOAD
UdAV CH1 IdAV CH2 See photo

() (VDC of the MDAQ (IDC of the MDAQ
tester) Jack tester) Jack
(V) (A)
0 1B (1V/div) 1A (1V/div) 1
60 1B (1V/div) 1A (1V/div) 2
120 1B (1V/div) 1A (0.5V/div) 3
150 1B (1V/div) 1A (0.5V/div) 4
170 1B 1A (0.2V/div) 5
(0.5V/div)
180 1B 1A (0.2V/div) 6
(0.5V/div)
EXERCISE 13 - FIGURES
Exercise 13 Fig. 1
Half-wave converter with R-L load E1CK and connected instruments
11
Exercise 13 Fig. 2
Connection diagram of modules
12
EXERCISE 13 - PHOTOS
Exercise 13 Photo 1: Firing angle of 0 Exercise 13 Photo 2: Firing angle of 60
13
Exercise 13 Photo 7: Voltage on SCR (CH1) and on load (CH2)
VOLTAGES ACROSS THE SCR AND TRIGGERING SIGNALS
Exercise 13 Photo 8 (0) Exercise 13 Photo 9 (90)
Exercise 13 Photo 10(150)
14
Semester : VI
Tugas 02. Penyearah terkendali gelombang penuh
(center-tap), beban resistor & induktor. Waktu : 4 jam
15
EXERCISE No. 15
Single-phase full-wave converter with R-L load

TITLE: M2CK (Forward bias)

1 true RMS multimeter (2 instruments are preferable)
TARGETS:
1. Measuring voltages and currents
STARTING PROCEDURE:
1. Arrange the corresponding modules on the vertical support to assemble the circuit shown in the
5. Insert MASK 3 on the module M3R. Connect the mask identification jumper.
3. The resistive load consists of a resistor of 100 + 2 coils of 50 mH connected in series.
4. Turn the power supply unit on and adjust the variac until a voltage of 50 Vca is attained across
the secondary winding between phase and neutral.
TARGETS 1 and 2: MEASUREMENT OF VOLTAGES AND CURRENTS AND ANALYSIS OF

WAVEFORMS.
Power the circuit from the source AEP-1/EV. Turn unit M1R on and push the ON button (on the right
1. Root mean square value of supply voltage (2U1) (Tester in V1).
Write down the value in Table 1.
the voltage across the load. Write down the values in Table 2.
3. Use the tester as ammeter A (open the circuit and insert the tester), vary the firing angle (see
Table 2) with the potentiometer of module M1R, measure the average value IdAV and observe the
waveforms of the current crossing the load. Write down the values in Table 2.
4. Observe the waveforms of the voltages across the SCR (V1) with probe CH1 and across the load
with probe CH2 for a firing angle =135. Connect probe CH1 with jack 3B (2V/div) and probe
CH2 with jack 1B (1V/div) of module MDAQ. See Photo 7.
5. Display the waveforms of voltages A-K with (CH1) and G-K (CH2) of SCR (V1) for different
firing angles. Connect probe CH1 with jack 3B (2V/div) and probe CH2 with jack 9A (2V/div) of
module MDAQ. See Photos 8 (0), 9 (90) and 10 (150).
At the end of this exercise push the OFF button (on the right side of the display) to turn the control
circuit off; the message "SCR:OFF" appears on the display.
16

(V) (A)
0 1B (1V/div) 1A (0.5V/div) 1
60 1B (1V/div) 1A (0.5V/div) 2
120 1B (1V/div) 1A (0.5V/div) 3
150 1B (1V/div) 1A (0.5V/div) 4
170 1B 1A (0.1V/div) 5
(0.2V/div)
180 1B 1A (0.1V/div) 6
(0.2V/div)
17
Exercise 15 Fig. 1
Full-wave converter with R-L load M2CK and connected instruments.
Exercise 15 Fig. 2
18
Exercise 15 Photo 1: Firing angle of 0 Exercise 15 Photo 2: Firing angle of 60.
Exercise 15 Photo 5: Firing angle of 175
19
Exercise 15 Photo 7: Voltage across SCR (CH1) and across the load (CH2)
VOLTAGES ACROSS SCR (V1) AND TRIGGERING SIGNALS
Exercise 15 Photo 8-(0) Exercise 15 Photo 9 (90)
Exercise 15 Photo 10 (150)
20
Semester : VI
Tugas 03. Penyearah terkendali gelombang penuh
sistem jembatan, beban resistor & induktor. Waktu : 4 jam
21
EXERCISE No. 18
Single phase fully controlled bridge B2C with

R-L-C loads and load consisting of a DC
TITLE:
motor

1 signal acquisition module MDAQ
NECESSARY COMPONENTS: 1 true RMS multimeter (2 instruments are
preferable)
TARGETS:
STARTING PROCEDURE:
1. Arrange the corresponding modules in the vertical support to assemble the circuit shown in the
2. Insert MASK 8 on module M3R. Connect the mask identification jumper.
4. FIRST LOAD: this load consists of a resistor of 100 + 2 coils (each one of 50 mH)
connected in series. SECOND LOAD: this load consists of a resistor of 100 + 2 coils (each
one of 50 mH) connected in series, and of a capacitor of 8 F/ 400 V connected in parallel.
5. THIRD LOAD: the bridge load is a DC motor with separate excitation.
6. Turn the power supply unit on and adjust the variac until a voltage of 50 Vac is attained across

WAVEFORMS.
FIRST LOAD:
Connect the corresponding modules as indicated in the diagram of Exercise 18 Fig. 2.
1. Root mean square value of supply voltage (2U1) (Tester in V1).
Write down the value in Table 1.
the voltage across the load. Write down the values in Table 2.
(see Table 2) with the potentiometer of module M1R, measure the average value IdAV and
observe the waveforms of the current crossing load.
Write down the values in Table 2.
4. Display the waveforms of voltage across SCR (V1) with probe CH1, and across the load with
22
probe CH2 for a firing angle =135. Connect probe CH1 with jack 4B (2V/div) and probe
CH2 with jack 1B (2V/div) of module MDAQ. See Photo 7.
5. Observe the waveforms of voltage across the two SCRs of the circuit. For SCR (V1) connect
probe CH1 (2V/div) with jack 4B of module MDAQ. For SCR (V4) connect probe CH2
(2V/div) with jack 8B of module MDAQ. Choose a firing angle = 135. The turning-on and
turning-off periods of each SCR can be observed very clearly.
See Photo 8.
SECOND LOAD:
Assemble the circuit shown in Exercise 18 - Fig. 3. Connect the components as indicated in Exercise
18 Fig. 4. Power the circuit from the source AEP-1/EV. Turn unit M1R on and push the ON button
(on the right side of the display) to enable the control circuit; the message "SCR: ON" appears on the
display. Carry out the following measurements:
the voltage acrosss the load. Write down the values in Table 3.
observe the waveforms of the current. Write down the values in Table 3.
THIRD LOAD:
1. If available, connect a DC motor (e.g.: motor M-1/EV by Elettronica Veneta). Connect the
motor excitation with the DC output of power supply unit AEP-1/EV (set the rotary selector to
160 Vdc). Connect the motor armature with the bridge output. See Exercise 18 Fig. 5. SET
THE FIRING ANGLE AT 180 SO THAT MOTOR CAN START WITHOUT VOLTAGE,
THUS AVOIDING CURRENT BREAK-AWAY. Measure the values and the curves of
armature voltage and current for the firing angles indicated in Table 4.
23
EXERCISE 18
Single-phase fully controlled bridge B2C
FIRST LOAD: R-L
TABLE 2: VALUES AND PHOTOSS ON LOAD

(V) (A)
0 1B (1V/div) 1A (1V/div) 1
60 1B (1V/div) 1A (1V/div 2
120 1B (1V/div) 1A (1V/div 3
150 1B (1V/div) 1A (1V/div 4
170 1B 1A (1V/div 5
(0.2V/div)
180 1B 1A (0.2V/div) ------
(0.2V/div)
24
EXERCISE 18 FIGURES CORRESPONDING TO THE FIRST LOAD (R-L)
Exercise 18 Fig. 1
Single-phase fully-controlled bridge B2C with R-L load and connected instruments
Exercise 18 Fig. 2
25
SECOND LOAD: R-L-C
TABLE 3: VALUES AND PHOTOSS ON LOAD

() (VDC in the MDAQ (IDC in the MDAQ
tester) Terminal tester) Terminal
(V) (A)
0 1B (1V/div) 1A (0.5V/div) 9
60 1B (1V/div) 1A (0.5V/div) 10
120 1B (1V/div) 1A (0.5V/div) 11
150 1B (1V/div) 1A (0.5V/div) 12
170 1B 1A (0.5V/div) 13
(0.2V/div)
180 1B 1A (0.5V/div) ------
(0.2V/div)
26
EXERCISE 18 FIGURES OF THE SECOND LOAD (R-L-C)
Exercise 18 Fig. 3
Single-phase fully-controlled bridge B2C with R-L-C load and connected instruments
Exercise 18 Fig. 4
27
EXERCISE 18 FIGURES OF THE THIRD LOAD (DC MOTOR WITH SEPARATE
EXCITATION)
Exercise 18 Fig. 5
Single-phase fully-controlled bridge B2C with DC motor load.
TABLE 4: VALUES AND PHOTOS WITH DC MOTOR LOAD

(M-1/EV, SEPARATE FIXED EXCITATION = 160 Vdc)
SET THE FIRING ANGLE = 180 SO THAT THE MOTOR CAN START WITHOUT
VOLTAGE, THUS AVOIDING ANY CURRENT BREAK-AWAY.
ARMATURE VOLTAGE AND CURRENT

UdAV CH1 IdAV CH2 See RPM
() (VDC of the MDAQ (IDC of the MDAQ photo
tester) (V) Jack tester) Jack
(A)
180 -------- 1B ------------ 1A ---------- 0
(0.2V/div) (0.2V/div)
170 1B 1A (0.2/div) ---------- 0
(0.2V/div)
150 1B (1V/div) 1A 14 0
(0.5V/div)
120 1B (1V/div) 1A 15
(0.5V/div)
60 1B (1V/div) 1A 16
(0.5V/div)
0 1B (1V/div) 1A 17
(0.5V/div)
REMARKS:
1- Motor speed depends linearly on the armature voltage (separate fixed excitation).
2- The current maintains values similar to the various values of . This is due to the fact that the test has
been performed with no load connected. (no torque is required).
3- When = 150 the current value is higher because the motor is not running (there is no Counter-
Electromotive Force). For values lower than () there is some CEMF.
28
EXERCISE 18 MOTOR LOAD
MEASURED VALUES
()
Udc RPM
(V across the load)
0
60
120
150
170
180
29
EXERCISE 18 PHOTOS OF R-L LOADS
30
Exercise 18 Photo 7: Voltages across SCR (CH1) and across the load (CH2)
Firing angle: 135
Exercise 18 Photo 8: Voltages across SCRs V1 (CH1) and V3 (CH2)

Firing angle: 135
31
EXERCISE 18 PHOTOS OF R-L-C LOADS
32
EXERCISE 18 PHOTOS OF MOTOR LOAD
Exercise 18 Photo 14- Firing angle of 150 Exercise 18 Photo 15: Firing angle of 120
(RPM = 0) (RPM = 290)
Exercise 18 Photo 16- Firing angle of 60 Exercise 17 Photo 15: Firing angle of 0
(RPM = 665). (RPM = 665).
REMARKS:
1- Observe the negative and positive overvoltages due to the inductance of motor armature, in Photos 16
and 17.
2- The revolutions per minute (RPM) of the motor do not change for the firing angles of 60 and of 0
because the armature voltages are almost the same.
33
Tugas 04. Penyearah tiga-fase terkendali penuh Semester : VI

sistem jembatan, beban
resistor+induktor+kapasitor. Waktu : 4 jam
34
EXERCISE No. 23
Three-phase fully-controlled bridge B6C with

R-L-C load in parallel, and motor
TITLE:
load

1 Base module of SCR & diodes M3R +
Mask 10
1 true RMS multimeter (2 instruments are
preferable)
TARGETS:
STARTING PROCEDURE:
1. Arrange the corresponding modules in the vertical support to assemble the circuit shown in the
2. Insert MASK 10 on module M3R. Connect the mask identification jumper.
3. Connect the jumpers with the power supply unit to reach a voltage of 86 Vac between the
phases, at mask input..
4. FIRST LOAD: this load consists of a resistor of 100 + 2 coils (each one of 50 mH, 100 mH
as a whole) connected in series.
5. SECOND LOAD: this load consists of a resistor of 100 + 2 coils (each one of 50 mH, 100
mH as a whole) connected in series, and of a capacitor of 8 F/ 400 V connected in parallel.
6. THIRD LOAD: the bridge load is a DC motor with separate excitation.
9. Turn the power supply unit on and adjust the variac until a voltage of 86 Vac is attained across

WAVEFORMS.
FIRST LOAD:
Connect the corresponding modules as indicated in Exercise 23 Fig. 2.
the following measurements:
1. Measure the root mean square value of supply voltage (2U1) (Tester in V1).
2. Write down the value in Table 1.
module M1R, measure the average value UdAV (VDC of the tester) and observe the waveforms
of the voltage across the load. Write down the values in Table 2.
35
observe the waveforms of the current crossing the load. Write down the values in Table 2.
5. Display the waveforms of voltages across SCR1 (V1) with probe CH1, and across the load
with probe CH2, for a firing angle =60. Connect probe CH1 with jack 3B (2V/div) and
probe CH2 with jack 1B (2V/div) of module MDAQ. See Photo 6.
SECOND LOAD:
Connect the corresponding modules as indicated in Exercise 23 Fig. 4.
1. With tester in position V2, varying the firing angle (see Table 2) with the
potentiometer of module M1R, measure the average value UdAV (VDC of the tester) and
observe the waveforms of the voltage across the load. Write down the values in Table 3.
2. Use the tester as ammeter A (open the circuit and connect the tester), vary the firing
angle (see Table 2) with the potentiometer of module M1R, measure the average value
IdAV and observe and record the waveforms of the current crossing the load. Write down
the values in Table 3.
THIRD LOAD:
1. If available, connect a DC motor (e.g.: motor M-1/EV by Elerttronica Veneta).
Connect the motor excitation with the DC output of power supply unit AEP-1/EV
(turn the rotary selector to 160 Vdc). Connect the motor armature with the three-
phase bridge output. See Exercise 18 Fig. 5. SET THE FIRING ANGLE AT 180
SO THAT MOTOR CAN START WITHOUT VOLTAGE, THUS AVOIDING ANY
CURRENT BREAK-AWAY. Measure the values and the curves of armature voltage
and current for the firing angles indicated in Table 4.
36
EXERCISE 23
Three-phase fully controlled bridge B6C
FIRST LOAD: R-L
TABLE 2: VALUES AND PHOTOs ON R-L LOAD

(V) (A)
0 1B (2V/div) 1A (1V/div) 1
30 1B (2V/div) 1A (1V/div) 2
60 1B (2V/div) 1A (1V/div) 3
90 1B (2V/div) 1A (1V/div) 4
110 1B (1V/div) 1A (1V/div) 5
120 1B (1V/div) 1A (1V/div) ------
37
EXERCISE 23 FIGURES OF THE FIRST LOAD (R-L)
Exercise 23 Fig. 1
Three-phase fully controlled bridge B6C with R-L load and connected instruments.
Exercise 23 Fig. 2
38
SECOND LOAD: R-L-C

(V) (A)
0 1B (2V/div) 1A (1V/div) 7
15 1B (2V/div) 1A (1V/div) 8
30 1B (2V/div) 1A (1V/div) 9
60 1B (2V/div) 1A (1V/div) 10
90 1B (2V/div) 1A (1V/div) 11
110 1B (2V/div) 1A (1V/div) 12
120 1B (2V/div) 1A (0.2V/div) ------
39
EXERCISE 23 FIGURES OF THE SECOND LOAD (R-L-C)
Exercise 23 Fig. 3
Three-phase fully controlled bridge B2C with R-L-C load and connected instruments.
Exercise 23 Fig. 4
40
EXERCISE 23 FIGURES OF THE THIRD LOAD (DC MOTOR WITH SEPARATE
EXCITATION)
Exercise 23 Fig. 5
Three-phase fully-controlled bridge B6C with DC motor load.
TABLE 4: VALUES AND PHOTOS WITH DC MOTOR LOAD

(M-1/EV, FIXED SEPARATE EXCITATION = 160 Vdc)
START WITH THE FIRING ANGLE SET AT 180 SO THAT MOTOR CAN START
WITHOUT VOLTAGE, THUS AVOIDING ANY CURRENT BREAK-AWAY
ARMATURE VOLTAGE AND CURRENT
UdAV CH1 IdAV CH2 See RPM

() (VDC of the MDAQ (IDC of the MDAQ photo
tester) (V) Jack tester) Jack
(A)
180 1B (2V/div) 1A (1V/div) -----
120 1B (2V/div) 1A (1V/div) -----

110 1B (2V/div) 1A (1V/div) 13
90 1B (2V/div) 1A (1V/div) 14
60 1B (2V/div) 1A (1V/div) 15
30 1B (2V/div) 1A (1V/div) 16
15 1B (2V/div) 1A (1V/div) 17
0 1B (2V/div) 1A (1V/div) 18
DO NOT EXCEED THE SUPPLY VOLTAGE OF 83 V ACROSS THE PHASES

TO AVOID ANY DAMAGE OF THE COMPONENTS INSIDE THE CARD.
SEE "EXERCISE 23 FIG. 1" MULTIMETER "V1".
41
EXERCISE 23 MOTOR LOAD
MEASURED VALUES
() Udc RPM
(V across the load)
180
120
110
90
60
30
15
0 MAX. VOLTAGE Udc (0)= ... ... = ... Vdc
42
EXERCISE 23 PHOTOS OF R-L LOADS
Exercise 23 Photo 5: Firing angle of 110 Exercise 23 Photo 6: Voltages across SCR (CH1)
and across the load (CH2) Firing angle: 60
43
EXERCISE 23 PHOTOS OF R-L-C LOADS
Exercise 23 Photo : Firing angle of 0 Exercise 23 Photo 8: Firing angle of 15
44
EXERCISE 23 PHOTOS OF MOTOR LOAD
45
Semester : VI
Tugas 05. Karakteristik SCR dengan beban
resistor+induktor. Waktu : 4 jam
46
EXERCISE No. 25
TITLE: Study of SCR with R-L load

1 module of power devices M4R
1 module of R- L-C loads MB1
1 True RMS multimeter
1 dual-trace oscilloscope.
TARGETS:
Measuring voltages and currents.
Analysis of voltage and current waveforms.
STARTING PROCEDURE:
1. Arrange the modules onthe vertical support.
2. Connect the corresponding modules as indicated in the diagram of Exercise 25 Fig. 2. Connect
the jumpers with the power supply unit to attain a voltage of 80 Vac across L-N input of Module
M4R.
3. Connect the white jumper with the Gate of SCR (module M4R).
4. The resistive-inductive load consists of a resistor of 100 + 2 inductances [100 + 2*(50 mH)]
connected in series. The values of this impedance are: R = 100 ; X = 31.4 ;
Z = 108.81 ; tg = X / R = 0.3114; = 17.41; cos = 0.954.
5. Carry out the following preliminary operations:
- Switch Module M1R on. The display is divided into two parts by a vertical line.
- Pressing the arrow keys ( and ) enables to move between these two (right and left)
sections of the display.
- Pressing the arrow keys ( or ) enables to move from the top to the bottom of display lines.
- Move with the keys ( or ) and select AC, on the left section of the display
- Move with the arrow key () to the right section of the display, then move with the keys (
or )and select SCR.
- Make sure that the corresponding red LED in Module M4R is on.
- Power the power supply unit and adjust the variac until a voltage of 80 Vac is attained across
the L-N terminals of module M4R.
47
TARGETS 1 AND 2: MEASUREMENT OF VOLTAGES AND CURRENTS AND ANALYSIS
OF WAVEFORMS
After the preliminary operations have been carried out correctly, implement the following
measurements:
1. Measure the root mean square value of supply voltage (L1-N). Write down the value on Table
1.
2. Measure the average value UdAV (VDC of the tester) and observe the waveforms of the voltage
across the load for different firing angles (refer to Table 2) varying the potentiometer of module
M1R. Write down the values on Table 2.
3. Using a tester configured as ammeter A (open the circuit and connect the tester), measure the
average value IdAV and observe the waveforms of the current crossing the load for different
firing angles (refer to Table 2) varying the potentiometer of Module M1R. Write down the
values on Table 2.
4. Detect the waveforms of the voltages across the SCR (CH1) and across the load (CH2) for a
firing angle = 120. Connect probe CH1 with jack 5B (2V/div) and probe CH2 with jack 13B
(2V/div) of module MDAQ. See Photo 7.
5. Display the waveforms of voltages A-K. with probe CH1, and G-K with probe CH2, for
different firing angles. Connect probe CH1 with jack 5B (2V/div) and probe CH2 with jack 11A
(5V/div) of module MDAQ. See Photos 8 (0), 9 (90) and 10 (150).
At the end of the exercise push the OFF button of Module M1R (on the right of the display).
Root-mean-square value (L1-N) of supply voltage:

(V) (A)
0 13B (2V/div) 5A (0.2V/div) 1
60 13B (2V/div) 5A (0.2V/div) 2
90 13B (2V/div) 5A (0.2V/div) 3
120 13B (2V/div) 5A (0.2V/div) 4
150 13B (2V/div) 5A (0.2V/div) 5
180 13B (2V/div) 5A (0.2V/div) 6
48
NOTES ON PHOTOS:
? Photos 1 to 5 show the trends of voltage on current across the load; it is possible to observe that the
current crossing the load is not cancelled in the precise moment when voltage crosses zero.
? The negative current peak is always the same and it does not depend on the value of the firing
angle of SCR. This phenomenon is due to the charge storage (refer to the theoretical part).
? Photo 7 clearly shows that the voltages across the SCR and across the load are complementary.
? Photos 8 to 10 show the voltage across the SCR with respect to the firing angle.
It is therefore clear that a SCR turns on in the leading edge of the triggering signal, while the
trailing edge has no effect on the turning off of the SCR.
?
49
Exercise 25 Fig. 1: Study of SCR with R-L load and connected instruments
Exercise 25 Fig. 2: Connection diagram of modules
50
51
Exercise 25 Photo 7: Voltages across SCR (CH1) and across the load (CH2), with =120
VOLTAGES ACROSS THE SCR AND TRIGGERING SIGNALS
Exercise 25 Photo 8 ( = 0) Exercise 25 Photo 9 ( = 90)
52
Semester : VI
Tugas 06. Karakteristik TRIAC dengan beban
53
EXERCISE No. 26
TITLE: Study of TRIAC with R-L load

1 module of R-L-C loads MB1
TARGETS:
STARTING PROCEDURE:
1. Arrange the modules on the vertical support.
2. Connect the corresponding modules as indicated in the diagram of Exercise 26 Fig. 2. Connect
the jumpers with the power supply unit to attain a voltage of 80 Vac across L-N input of Module
M4R.
3. Connect the white jack with the Gate of TRIAC (module M4R).
4. The resistive-inductive load consists of a resistor of 100 + 2 inductances [100 + 2*(50 mH)]
connected in series. The values of this impedance are: R = 100 ; X = 31.4 ;
Z = 108.81 ; tg = X / R = 0.3114; = 17.41; cos = 0.954.
- Switch Module M1R on. The display is divided into two parts by a vertical line.
- Pressing the arrow keys ( and ) enables to move between these two (right and left)
sections of the display.
- Pressing the arrow keys ( or ) enables to move from the top to the bottom of display lines.
- Move with the keys ( or ) and select AC, on the left section of the display
- Move with the arrow key () to the right section of the display, then move with the keys ( or
) and select TRIAC.
- Enable the component pressing the ON key and make sure that the corresponding red LED in
Module M4R is on.
- Power the power supply unit and adjust the variac until a voltage of 80 Vac is attained across
the L-N terminals of Module M4R.
IMPORTANT NOTE:
- Differently from SCRa, TRIACs are bidirectional devices: they turn on in both half periods of the
sine wave of supply viltage.
- The Gate signal is unique for both half periods of the supply sine wave (the firing angle is the same).
- As TRIACs turn on in both half periods of the supply sine wave, measurements must consider the
root mean square values (in AC) and not the average values (not in DC).
54
TARGETS 1 AND 2: MEASUREMENT OF VOLTAGES AND CURRENTS AND ANALYSIS
OF WAVEFORMS
measurements:
1. Measure the root mean square value of supply voltage (L1-N). Write down the value on
Table 1.
2. Measure the root mean square value Ueff with a tester, and observe the waveforms of thw
voltage across the load (refer to Table 2), varying the potentiometer of Module M1R. Write
down the values on Table 2.
13 Measure the root mean square value Ieff, with a tester configured as ammeter A (open the
circuit and connect the tester), observe the waveforms of the current crossing the load for
different firing angles (refer to Table 2) varying the potentiometer of Module M1R. Write
down the values on Table 2.
At the end of the exercise push the OFF button of module M1R (on the right of the display) to
switch the control circuit off.
Root-mean-square value (L1-N) of supply voltage:
Ueff (V) CH1 Ieff, CH2 See photo

() MDAQ (A) MDAQ
Jack Jack
0 12B (2V/div) 4A (2V/div) 1
60 12B (2V/div) 4A (2V/div) 2
90 12B (2V/div) 4A (2V/div) 3
120 12B (2V/div) 4A (2V/div) 4
150 12B (2V/div) 4A (2V/div) 5
180 12B (2V/div) 4A (2V/div) ------
NOTES ON PHOTOS:
? The analysis of waveforms of photos 1 to 5 can be clearer if TRIAC is considered as "two SCRs
operating in phase incerted". Thata means that each half period should be analysed separately as if
it were controlled by a SCR.
55
Exercise 26 Fig. 1: Study of a TRIAC with R-L load and connected instruments
56
57
Semester : VI
Tugas 07. Pensakelaran PWM pada MOSFET,
beban resistor+induktor. Waktu : 4 jam
58
EXERCISE No. 28
TITLE: Study of PWM BJT with R-L load

TARGETS:
STARTING PROCEDURE:
Connect all the jumpers with the power supply unit to reach 100 Vdc max across (+) and (-)
inputs of module M4R.
3. Connect the white jumper with the base of the BJT.
4. The resistive-inductive load consists of a resistor of 100 connected in series with two
inductances [(100 + (2*50 mH)]; the values of this impedance are: R = 100 ; X = 31.4 ;
Z = 108.81 ; tg = X / R = 0.3114; = 17.41; cos = 0.954
- Switch module M1R on. The display is divided into two parts by a vertical line (2 menus).
- Pressing the arrow keys ( and ) enables to move between these two menus of the
display. Pressing the arrow keys ( or ) enables to move from the top to the bottom of
display lines.
- Move with the keys ( or ) and select DC, on the left section of the display.
or ) and select BJT.
- Enable the component pressing the ON key and make sure that the corresponding red LED
in Module M4R is on.
- This exercises analyses two variables that are independent from each other: Frequency and
Duty Cycle of PWM signals. In microprocessor module M1R these variables are identified
by the lighting of the LEDs upon the control potentiometers. The value of each parameter
can be read directly on the display (frequency range: 1 to 50 kHz; duty cycle range: 0 to
100%).
- Power the power supply unit and adjust the variac until a voltage of 100 Vdc is attained
across the (+) and (-) terminals of Module M4R. .
IMPORTANT NOTE:
- Circuits with PWM control enable to obtain a DC output voltage that is linearly variable with the
control of ON time of a semiconductor device. And this semiconductor device operates in ON-OFF
mode, in its turn.
- In this exercise the semiconductor device is a BJT that operates as chopper of direct supply voltage
- terminals (+) and (-) of module M4R.
- Frequency and duty cycle can be varied separately. The analysis will therefore include both
variables.
59
TARGETS 1 and 2: MEASUREMENT OF VOLTAGES and CURRENTS and ANALYSIS OF
WAVEFORMS

measurements:
1. Measure the direct input voltage across terminals (+) and (-) of module M4R. Write down
the value on Table 1.
2. Set the tester to measure the average value Udc of the voltage across the load. Following
the indications of "Table 2", turn the potentiometers of module M1R and observe the
voltage waveforms for different values of frequency and duty cycle of PWM signals.
3. Set the tester as ammeter A (open the circuit and connect the Tester), measure the average
value Idc of the current crossing the load. Following the indications of "Table 2", turn the
potentiometers of module M1R and observe the voltage waveforms for different values of
frequency and duty cycle of PWM signals. Write down the values on Table 2.
4. Plot the curves Udc = f (Duty Cycle) for the different frequencies.
At the end of the exercise push the OFF button of module M1R (on the right of the display) to switch
the control circuit off.
TABLE 1: SUPPLY VOLTAGE (Vdc)
Direct voltage across the input terminals (+) and (-) of Module M4R:
NOTE:
This DC voltage varies according to the applied load: the higher the load is, the lower the voltage is.
60
TABLE 2: VALUES AND PHOTOS ON R-L LOAD
BJT WITH PWM CONTROL
(constant R-L load)
INPUT (NO-LOAD) DC VOLTAGE:
PWM R-L LOAD

FREQ DUTY CYCLE Udc CH1 Idc CH-2 PHOTO
kHz % V A No
1 0 11B (1V/div) 3A (0.5V/div) 1
25 ditto ditto 2
50 ditto ditto 3
75 ditto ditto 4
90 ditto ditto 5
10 0 ditto ditto 6
25 ditto ditto 7
50 ditto ditto 8
75 ditto ditto 9
90 ditto ditto 10
25 0 ditto ditto 11
25 ditto ditto 12
50 ditto ditto 13
75 ditto ditto 14
90 ditto ditto 15
50 0 ditto ditto 16
25 ditto ditto 17
50 ditto ditto 18
75 ditto ditto 19
90 ditto ditto 20
NOTES
Observing the diagram leads to state that:
(compare with MOSFET and IGBT)
- the output voltages depend linearly on the duty cycle in the range of all analysed
frequencies;
- voltages shows various elbows;
- curves diverge as Duty Cycle increases.
Photos show the waveforms across the load. Observe that for f = 1 kHz, voltage Udc is
strongly deformed (that is, a lot of harmonics are generated). That does not happen for
the other frequencies.
61
(with freq. as parameter)
62
Exercise 28 Fig. 1: Study of PWM-BJT with R-L load and connected instruments
63
PWM FREQUENCY: 1 kHz
Exercise 28 Photo 1: Duty Cycle: 0 % Exercise 28 Photo 2: Duty Cycle: 25 %
Exercise 28 Photo 5: Duty Cycle: 100 %
64
65
66
67
Semester : VI
Tugas 08. Pensakelaran PWM pada BJT, beban
68
EXERCISE No. 28
TITLE: Study of PWM BJT with R-L load

TARGETS:
STARTING PROCEDURE:
Connect all the jumpers with the power supply unit to reach 100 Vdc max across (+) and (-)
inputs of module M4R.
3. Connect the white jumper with the base of the BJT.
Z = 108.81 ; tg = X / R = 0.3114; = 17.41; cos = 0.954
display lines.
or ) and select BJT.
100%).
IMPORTANT NOTE:
mode, in its turn.
- In this exercise the semiconductor device is a BJT that operates as chopper of direct supply voltage
- terminals (+) and (-) of module M4R.
variables.
69
WAVEFORMS

measurements:
1. Measure the direct input voltage across terminals (+) and (-) of module M4R. Write down
the value on Table 1.
2. Set the tester to measure the average value Udc of the voltage across the load. Following
the indications of "Table 2", turn the potentiometers of module M1R and observe the
voltage waveforms for different values of frequency and duty cycle of PWM signals.
3. Set the tester as ammeter A (open the circuit and connect the Tester), measure the average
value Idc of the current crossing the load. Following the indications of "Table 2", turn the
frequency and duty cycle of PWM signals. Write down the values on Table 2.
NOTE:
70
BJT WITH PWM CONTROL
(constant R-L load)
INPUT (NO-LOAD) DC VOLTAGE:
PWM R-L LOAD

FREQ DUTY CYCLE Udc CH1 Idc CH-2 PHOTO
kHz % V A No
1 0 11B (1V/div) 3A (0.5V/div) 1
25 ditto ditto 2
50 ditto ditto 3
75 ditto ditto 4
90 ditto ditto 5
10 0 ditto ditto 6
25 ditto ditto 7
50 ditto ditto 8
75 ditto ditto 9
90 ditto ditto 10
25 0 ditto ditto 11
25 ditto ditto 12
50 ditto ditto 13
75 ditto ditto 14
90 ditto ditto 15
50 0 ditto ditto 16
25 ditto ditto 17
50 ditto ditto 18
75 ditto ditto 19
90 ditto ditto 20
NOTES
(compare with MOSFET and IGBT)
frequencies;
- voltages shows various elbows;
- curves diverge as Duty Cycle increases.
71
72
Exercise 28 Fig. 1: Study of PWM-BJT with R-L load and connected instruments
73
74
75
76
77
Semester : VI
Tugas 09. Pensakelaran PWM pada IGBT, beban
78
EXERCISE No. 29
TITLE: Study of PWM IGBT with R-L load

1 module of R-L-C loads MB1
TARGETS:
STARTING PROCEDURE:
1. Arrange the modules on the vertical support.
Connect all the jumpers woth the power supply unit to attain 100 Vdc max across inputs (+)
and (-)of module M4R.
3. Connect the white jumper with the base of the IGBT.
Z = 108.81 ; tg = X / R = 0.3114; = 17.41; cos = 0.954
display lines.
or ) and select IGBT.
100%).
IMPORTANT NOTE:
mode, in its turn.
- In this exercise the semiconductor device is an IGBT that operates as chopper of direct supply
voltage - terminals (+) and (-) of module M4R.
79
variables.

WAVEFORMS

measurements:
1. Measure the direct input voltage across (+) and (-) terminals of module M4R. Write down the
value on Table 1.
2. Set the tester to measure the average value Udc of the voltage across the load. Following the
indications of "Table 2", turn the potentiometers of module M1R and observe the voltage
waveforms for different values of frequency and duty cycle of PWM signals.
3. Set the tester as ammeter A (open the circuit and connect the Tester), measure the average value
Idc of the current crossing the load. Following the indications of "Table 2", turn the
frequency and duty cycle of PWM signals.
4. Measure the voltages across the IGBT (Vce) vs. the control voltage (Vbe). See photos 21 and
22.
At the end of the exercise push the OFF button of module M1R (on the right of the display) to
switch the control circuit off.
NOTE:
80
IGBT WITH PWM CONTROL
(constant R-L load)
INPUT (NO-LOAD) DC VOLTAGE: 98.8
PWM R-L LOAD

DUTY
FREQ CYCLE Udc CH1 Idc CH-2 PHOTO
kHz % V A No
1 0 10B (1V/div) 2A (0.5V/div) 1
25 ditto ditto 2
50 ditto ditto 3
75 ditto ditto 4
90 ditto ditto 5
10 0 ditto ditto 6
25 ditto ditto 7
50 ditto ditto 8
75 ditto ditto 9
90 ditto ditto 10
25 0 ditto ditto 11
25 ditto ditto 12
50 ditto ditto 13
75 ditto ditto 14
90 ditto ditto 15
50 0 ditto ditto 16
25 ditto ditto 17
50 ditto ditto 18
75 ditto ditto 19
90 ditto ditto 20
NOTES
(compare with MOSFET and bjt)
frequencies;
- IGBTs operate well at all frequencies;
- the voltage drop (difference between the DC supply voltage and Udc across the load)
across the IGBT, at 50 kHz, is lower with respect to the other frequencies, thus showing
that this device works better at high PWM frequencies.
81
82
Exercise 29 Fig. 1:Study of PWM-IGBT with R-L load and connected instruments
83
Exercise 29 Photo 1: Duty Cycle: 0 % Exercise 29 Photo 2: Duty Cycle: 25

%
84
85
86
87
88
VOLTAGES ACROSS IGBT VS. PWM SIGNALS IN THE BASE
CH 1: VCE across IGBT (terminal 2B of module MDAQ)
CH 2: VBE control signal in the base (terminal 13A of module MDAQ)
NOTE: when the voltage across the IGBT is high, the device stops the current crossing the load,
therefore there os no voltage across it. The following equation is valid:
Vdc (power supply) = Vload + VIGBT
89
COMPARISON BETWEEN PWM DEVICES
(MOSFET-BJT AND IGBT)
PWM Udc- V
FREQ DUTY CYCLE MOSFET BJT IGBT
kHz %
1 0
25
50
75
90
10 0
25
50
75
90
25 0
25
50
75
90
50 0
25
50
75
90
NOTES ON THE FOLLOWING DIAGRAMS:
- As mentioned above, the output voltage increases linearly with the Duty Cycle for all devices
other than BJTs.
- It is better to use a PWM frequency f 10 kHz
- Therefore, the best devices for this PWM function are IGBTs and MOSFETs.
90
Comparison of PWM - f = 1 kHz
91
Semester : VI
Tugas 10. Pensakelaran PWM pada rangkaian
MOSFET sebagai pengendali motor DC. Waktu : 4 jam
92
EXERCISE No. 31
TITLE: PWM-MOSFET circuit for the control of a DC motor

1 Module of Power Circuits M6R + Mask 4 (MPC)
1 Signal acquisition module MDAQ
1 DC motor M-1/EV
NECESSARY
1 Tachogenerator M-16/EV
COMPONENTS:
2 True RMS multimeters
1 Multimeter (recommended for the measurement of RPM on tachogenerator
mod. M-16/EV, thus avoinding the use of a specific instrument)
1 Dual-trace oscilloscope
TARGETS:
1. Measurement of the voltages and currents crossing the power circuit with a load represented
by a motor in open-loop and closed-loop configuration.
STARTING PROCEDURES :
A specific starting procedure is applied to each experiment and it is available at the beginning of the
description.
EXPERIMENT No. 1: MEASUREMENT OF VOLTAGES AND CURRENTS AND ANALYSIS OF

THE WAVEFORMS WITH A LOAD CONSISTING OF A DC MOTOR WITH SEPARATE
EXCITATION (OPEN CONTROL LOOP)
In this experiment the load is represented by a motor, consequently, as the open loop configuration is
used, the tachogenerator is not necessary.
STARTING PROCEDURE :
1. Arrange the corresponding modules on the vertical support. Insert Mask 4 (MPC) on module
M6R.
2. Connect the jumpers with the power supply unit to assemble the circuit shown in Exercise 31 -
Fig. 2. Adjust the variac of the power supply unit to attain a max. input voltage of 220 Vdc across
the terminals (+) and (-) of Module M6R (refer to the left side of Mask 4).
CAUTION: do not exceed the voltage of 220 Vdc !!!
3. Connect the white jumper of mask identification.
4. Connect the white jumpers with the Gate of MOSFET.
Switch Module M5R on.
Pressing the arrow key ( ) move to SETUP (buttons of the central area of Module M5R).
Pressing the arrow key ( ) move to FEEDBACK (buttons of the central area of Module
M5R).
Pressing the keys (+ and -), near the display, select OL (open loop).
Confirm OK pressing the central button of Module M5R.
Enable the component by pressing the ON key (near the display).
IMPORTANT WARNING: BEFORE POWERING THE MOTOR ARMATURE,
MAKE SURE TO HAVE POWERED THE FIELD (160 Vdc).
93
After the preliminary operations have been carried out correctly, implement the following measurements:
1. Set the tester to measure the average value Udc of the voltage across the motor. (See Exercise
31- Fig. 1). Observe the waveforms of voltage and following the indications of Table 1, turn
the potentiometers of module M5R to obtain the different values of FREQUENCY, PWM and
DUTY CYCLE. Write down the resulting data on Table 1.
2. Use the tester as an ammeter A (open the circuit and connect the Tester) to measure the
average value Idc of the current crossing the motor. (See Exercise 31- Fig. 1). Observe the
waveforms of voltage and following the indications of Table 1, turn the potentiometers of
module M5R to obtain the different values of FREQUENCY, PWM and DUTY CYCLE.
Write down the resulting data on Table 1.
3. Plot the curve of RPM vs. Duty Cycle for the analysed PWM frequencies.
At the end of the exercise push the OFF button of module M5R (on the right of the display) to switch the
control circuit off. MOREOVER, DISCONNECT THE EXCITATION VOLTAGE OF 160 Vdc
FROM THE MOTOR ARMATURE.
EXPERIMENT No. 2: MEASUREMENT OF VOLTAGES AND CURRENTS AND ANALYSIS OF

THE WAVEFORMS WITH A LOAD CONSISTING OF A DC MOTOR WITH SEPARATE
EXCITATION (CLOSED CONTROL LOOP)
IMPORTANT REMARKS:
- In this experiment the load is represented by a motor, consequently, as the closed loop configuration
is used, the tachogenerator will be necessary.
- This test is carried out at constant PWM frequency (5 kHz). Therefore the available control is the
duty cycle that varies from 0% to 100 %.
- The options appearing on the display of Module M5R are explained here below: %VO corresponds
to the Output Variable of the controller (expressed in percentage); %VP corresponds to the Process
Variable (expressed in percentage). For further explanations, read section 15.10 Concept of
feedback.
STARTING PROCEDURE :
1. Arrange the modules on the vertical support. Insert Mask 4 (MPC) on module M6R.
2. Connect the jumpers with the power supply unit to assemble the circuit shown in Exercise 31 -
Fig. 2. Adjust the variac of the power supply unit to attain a max. input voltage of 220 Vdc across
the terminals (+) and (-) of Module M6R (refer to the left side of Mask 4).
CAUTION: do not exceed the voltage of 220 Vdc !!!
3. Connect the white jumper of mask identification.
4. Connect the white jumpers with the Gate of MOSFET.
Switch Module M5R on.
Pressing the arrow key ( ) move to SETUP (buttons of the central area of Module M5R).
Pressing the arrow key ( ) move to FEEDBACK (buttons of the central area of Module
M5R).
Pressing the keys (+ and -), near the display, select TG (tachogenerator) for the test with
closed-loop speed feedbak.
Confirm OK pressing the central button of Module M5R.
IMPORTANT WARNING: BEFORE POWERING THE MOTOR ARMATURE,
MAKE SURE TO HAVE POWERED THE FIELD (160 Vdc).
After the preliminary operations have been carried out correctly, implement the following measurements:
1. Set the tester to measure the average value Udc of the voltage across the motor. (See Exercise
31 - Fig. 3). Observe the waveforms of voltage and following the indications of Table 2, turn
94
the potentiometer of module M5R to obtain the different values of DUTY CYCLE. Write
down the resulting data on Table 2.
4. Use the tester as an ammeter A (open the circuit and connect the Tester) to measure the
average value Idc of the current crossing the motor. (See Exercise 31- Fig. 3). Observe the
waveforms of voltage and following the indications of Table 1, turn the potentiometers of
module M5R to obtain the different values of DUTY CYCLE. Write down the resulting data
on Table 2.
1. Plot the curve of RPM vs. Duty Cycle. Compare the resulting data with those of the previous
test with open loop control.
MOREOVER, DISCONNECT THE EXCITATION VOLTAGE OF 160 Vdc FROM THE
MOTOR ARMATURE.
MOSFET: ON
95
TABLE 1: VALUES AND PHOTOS WITH LOAD CONSISTING OF A MOTOR IN
OPEN LOOP CONFIGURATION
DC voltage for powering the MOSFET + MOTOR (in no-load condition):
Tchogenerator mod. M-16/EV:

K TG = 2 mV/RPM
MOTOR RPM = U TG / K TG
Connecting a multimeter with the terminals of tachogenerator mod. M-16/EV enables to measure
UTG
EXCITATION VOLTAGE OF MOTOR mod.M-1/EV: 160 Vdc
PWM LOAD: DC MOTOR (CLOSED LOOP) TACHOGEN.

DUTY UTG RPM
FREQ CYCLE Udc CH1 Idc CH-2 V PHOTO
kHz % V A No
11B 1
1 0 (2V/div) 1A (1V/div)
25 ditto ditto 2
50 ditto ditto 3
85 ditto ditto 4
10 0 ditto ditto 5
25 ditto ditto 6
50 ditto ditto 7
85 ditto ditto 8
25 0 ditto ditto 9
25 ditto ditto 10
50 ditto ditto 11
70 ditto ditto 12
85 ditto ditto 13
CONCLUSIONS:
The photos show that:
1- PWM frequency = 1 kHz is not very suitable for the control. In fact, both waveforms of voltage
and current are deformed. In detail, as current waveform is almost triangular, a lot of
harmonics are generated and they do not contribute to get any deflectinmg torque, but they
provoke undesired overheating.
2- On the contrary, the other two PWM frequencies (10 kHz and 25 kHz) highlight the PWM control
(voltage waveform). Moreover, current has an almost continuous trend. That avoids the problems
described above. Comparing these two frequencies, f=10 kHz seems the most suitable one
(compare the current waveforms for the same values of Duty Cycle).
The current value will rise as Duty Cycle increases. This increase is small because no load is coupled
to the motor (losses are partially electric and partially mechanic due to the increase of RPM).
96
Exercise 31 - Fig.1
Study of PWM-MOSFET with load consisting of a motor (open loop, and with connected
instruments
Exercise 31- Fig. 2

Connection diagram of the Modules with load consisting of a motor (open loop)
97
EXERCISE 31 - PHOTOS WITH LOAD CONSISTING OF A MOTOR (OPEN LOOP)
Exercise 31 Photo 1 D.CYCLE =0 % Exercise 31 Photo 2 D. CYCLE =25 %
Exercise 31 Photo 3 D.CYLE =50 % Exercise 31 Photo 4 D. CYLE =85 %
98
PWM FREQUENCY:: 10 kHz
Exercise 31 Photo 5 D.CYLE =0 % Exercise 31 Photo 6 D.CYLE =25 %
Exercise 31 Photo 7 D.CYLE =50 % Exercise 31 Photo 8 D.CYLE = 85 %
99
Exercise 31 Photo 9 D. CYLE = 0 % Exercise 31 Photo 10 D.CYLE = 25 %
Exercise 31 Photo 11 D.CYLE = 50 % Exercise 31 Photo 12 D.CYLE = 70

%
Exercise 31 Photo 12 D.CYLE = 85 %
100
EXERCISE 31- DIAGRAMS OF THE LOAD WITH MOTOR (OPEN LOOP) FOR DIFFERENT
VALUES OF PWM FREQUENCY AND OFDUTY CYCLE
DC VOLTAGE for MOSFET + MOTOR (NO-LOAD):
PWM LOAD MOTOR TACHOGENERATOR

FREQ DUTY CYCLE Udc Idc UTG RPM
kHz % V A V
1 0
25
50
85
10 0
25
50
85
25 0
25
50
70
85
NOTES
1- the diagrams show that the lower PWM frequencies produce an output whose trend is
almost linear with D.Cycle.
2- PWM frequency of 25 kHz already represents anoperating limit for this device
101
TABLE 2: VALUES AND PHOTOS WITH LOAD CONSISTING OF A MOTOR
(CLOSED LOOP)
DC voltage for powering the MOSFET + MOTOR (in no-load condition):
PWM frequency (kHz):
Tachogenerator mod. M-16/EV:

K TG = 2 mV/RPM
MOTOR RPM = UTG / K TG
Connecting a multimeter with the terminals of tachogenerator mod. M-16/EV enables to measure
UTG
EXCITATION VOLTAGE OF MOTOR mod M-1/EV: 160 Vdc
PWM LOAD: DC MOTOR (CLOSED LOOP) TACHOGENERATOR

DUTY UTG RPM
CYCLE Udc CH1 Idc CH-2 V PHOTO
% V A No
11B -------
0 (2V/div) 1A (2V/div)
20 ditto ditto 18
50 ditto ditto 19
70 ditto ditto 20
80 ditto ditto 21
90 ditto ditto 22
100 ditto ditto ------
The photos indicated in the following table show the relationship between the PWM signal on the Gate
of MOSFET and voltage Udc across the load.
Remember that:
Vsupply = Vload + VMOSFET
Moreover, as Vload = Udc, voltage VMOSFET is high when Vload is low, and vice versa.
PWM LOAD: DC MOTOR (CLOSED LOOP)

DUTY
CYCLE CH1 CH2 PHOTOS
% Udc PWM No
50 11B (2V/div) 7B (2V/div) 23 and 24
25 ditto ditto 25
102
Exercise 31 - Fig. 3
Study of PWM-MOSFET with load consisting of a motor (closed loo), and with connected
instruments
Exercise 31 - Fig. 4
Connection diagram of the Modules with load consisting of a motor (closed loop)
103
EXERCISE 31 -PHOTOS WITH LOAD CONSISTING OF A MOTOR (CLOSED LOOP)
Exercise 31 Photo 18 D. CYLE = 20% Exercise 31 Photo 19 D.CYLE = 50 %
Exercise 31 Photo 20 D.CYLE = 70 % Exercise 31 Photo 21 D.CYLE = 80 %
104
EXERCISE 31 -PHOTOS WITH LOAD CONSISTING OF A MOTOR (CLOSED LOOP)
VOLTAGE SIGNALS ACROSS THE MOTOR AND PWM SIGNAL
Exercise 31 Photo 23 D.CYLE = 50 % Exercise 31 Photo 24 D.CYLE = 50 %
105
ECERCISE No. 31 - PWM MOSFET FOR THE CONTROL OF DC MOTOR
CLOSED LOOP
DC VOLTAGE for MOSFET + MOTOR (NO LOAD):

PWM FREQUENCY OF MOSFET (kHz):
PWM LOAD MOTOR TACHOGENERATOR

FREQ DUTY CYCLE Udc Idc UTG RPM
kHz % V A V
5 0
20
50
70
80
90
100
NOTE
- The curve of RPM vs. Duty Cycle (%) PWM freq. = 5 kHz is almost linear.
- That is due to the feedback of the tachogenerator.
106

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Modul Praktikum

Program Studi D3 Teknik Listrik

Modul Praktikum Maka Kuliah

Samarinda, 4 November 2015

Dadang Suherman, S.S.T., M.T. Sunu Pradana, S.T., M.Eng.

Drs. Surahman, M.M., Ph.D.

Samarinda, 2 November 2015

NAMA MATA KULIAH : Laboratorium Elektronika Daya II

Kode Mata Kuliah PTL312

Jumlah Total Jam 4

Tujuan Pengajaran : Memberikan kesempatan kepada mahasiswa untuk; benar-benar

Silabus Mata Kuliah

1. Mengajarkan dan melatih pemahaman, penghormatan dan

Samarinda, 2 November 2015

Sunu Pradana, S.T., M.Eng.

GARIS-GARIS BESAR PROGRAM PENGAJARAN (GBPP)

MATA KULIAH : Laboratorium Elektronika Daya

Bakal Materi yang Metode Waktu

Samarinda, 2 November 2015

Sunu Pradana, S.T., M.Eng.

Mata Kuliah : Laboratorium Elektronika Daya II Kode Mata Kuliah : PTL312

I [A5] Mahasiswa mampu hadir pada Single-phase Praktikum Ketepatan 40 %

[C4, P2, A3] Mahasiswa mampu Ketepatan dan

[C2, P3, A2] Mahasiswa mampu

[C4, P2, A3] Mahasiswa mampu

[C4, P2, A3] Mahasiswa mampu menarik

[C4, P3, A3] Mahasiswa mampu

[C4, P3, A3] Mahasiswa mampu

[C4, P2, A3] Mahasiswa mampu Ketepatan dan

[C2, P3, A2] Mahasiswa mampu

[C2, P3, A2] Mahasiswa mampu

[C4, P2, A3] Mahasiswa mampu

[C4, P2, A3] Mahasiswa mampu menarik

[C4, P3, A3] Mahasiswa mampu

[C4, P3, A3] Mahasiswa mampu

II Evaluasi kegiatan praktik rotasi II 10 %

SATUAN ACARA PENGAJARAN (SAP)

Program Studi : D3 Teknik Listrik

E. Evaluasi : Bertanya kepada mahasiswa tentang kesulitan yang dihadapi

B. Pokok Bahasan : Penyearah terkendali setengah gelombang.

Penutup Memberikan evaluasi Mendengarkan Modul tugas praktikum

E. Evaluasi : Bertanya kepada mahasiswa tentang kesulitan yang dihadapi

B. Pokok Bahasan : Pengenalan laboratorium elektronika daya dan praktikum rotasi

E. Evaluasi : Bertanya kepada mahasiswa untuk memantau penyerapan dan

E. Evaluasi : Bertanya kepada mahasiswa tentang kesulitan yang dihadapi

B. Pokok Bahasan : Karakteristik TRIAC.

Memberikan evaluasi Mendengarkan

1.1. Standar Acuan

Beberapa telaah mengenai aspek-aspek kependidikan teknik yang diformulasikan dalam

Gambar 1.1. Contoh modul perangkat keras praktikum

Gambar 1.3.a. Modul dasar [diode, M3R]

Gambar 1.3.a. Modul dasar [diode, M4R]

Gambar 1.5. Modul beban R, L, C [MB1]

Gambar 1.6. Modul akuisisi data [MDAQ]

Tim Kelompok Bidang Keahlian (KBK) Dosen

Hari Subagyo, S.S.T., M.T.

Asep Megah T.H., S.T., M.T.

Erry Yadie, S.T., M.T.

L ABOR ATORIUM Elektronika Daya II

TITLE: Single-phase half-wave converter with resistive load

1 Microprocessor module M1R

Root-mean-square value (2U2) of supply voltage (Tester in position V1).

TABLE 2: VALUES AND PHOTOS ON LOAD