Using Matlab's Simscape Modeling Environment as a
Simulation Tool in Power Electronics and Electrical
Machines Courses
Trever J. Hassell, Wayne W. Weaver, and Aurenice M. Oliveira
Michigan Technological University - tjhassel@mtu.edu, wwweaver@mtu.edu, and oliveira@mtu.edu,
Abstract— In this paper the use of MATLAB, and in
particular Simscape, will be discussed as a simulation tool to
model multi-domain physical systems in power electronics and
electrical machines courses. The overall system response (both
static and dynamic) of power electronics and electrical machine
circuits are demonstrated and emphasized using Simscape
language. Including Simscape in the curriculum reinforces
conceptual ideas presented in lectures, as it increases students’
focus on conceptual material, and their familiarity to modeling
systems using MATLAB/Simulink.
Keywords—power electronics; motor drive systems; engineering
education; MATLAB/Simulink/Simscape environment.
I.
INTRODUCTION
Electrical energy conversion has become ubiquitous in modern
electronic devices, and in turn, creates a need to educate
electrical engineering students in the fields of power
electronics and motor drives. These fields are complex and
involve other electrical engineering areas such as basic
electronics, power systems, signal processing, and control
systems. In addition to this wide breath of knowledge, students
must also grasp the concepts of static versus dynamic nature of
these systems. In the traditional lecture format, concepts are
presented for both power electronics and electrical machines in
a static nature, where the dynamics of the mathematical
relations are ignored to reduce the complexity of the problems.
This traditional approach works for student to learn the basic
concepts. However, with the current computation and
technological progress, simulation of these systems has
become easily obtainable in a classroom environment with
minimal computation requirements. The use of simulation in a
classroom environment greatly improves the understanding
behavior of more complex systems that cannot be simplified.
Formulating control algorithms for these systems is also
desired, in addition to observing their impact in the system
behavior, which can be very difficult for undergraduate
students to understand in a mathematical state space modeling
approach. The use of simulation packages, such as
MATLAB/Simulink/Simscape, reduces the complexity of the
control algorithm implementation and observation of the
system behavior.
In addition to help students to better understand complex
systems, scientific computing and simulation are valuable
skills for engineering students entering the workforce[1]. Both
skills have several benefits to students. The first major benefit
is the visualization and reinforcement of basic concepts and
978-1-4673-5261-1/13/$31.00 ©2013 IEEE
system behavior. The second major benefit is the exposure to a
modeling and simulation environment that may be useful in
future engineering tasks. The use of simulation in complex
systems, such as power electronics classes have proven as a
beneficial educating tool as discussed in [2] and [3]. By
incorporating an easily understandable simulation environment
into the traditional lecture material, students can visualize the
dynamics and static response without the need to understand
the complicated underlying mathematical relationships.
The assessment methodologies for this course uses indirect
and direct measurements to assess the applicable ABET a-k
criteria [4]. The assessment results indicate that the use of the
Simscape simulation package increased students’ focus on
conceptual material and their familiarity to modeling systems
using MATLAB/Simulink. The results also indicate
improvements in the student comprehension of key concepts,
and increased students’ confidence to start their careers in the
industry.
II.
MATLAB AND SIMSCAPE BACKGROUND
MATLAB has long been a tool both engineers and scientist
used for numerical computations. Its native environment is
based on the C programming language, however, it has a
graphic editor, Simulink, which allows for multi-domain
simulation environments. An additional toolbox for Simulink
known as Simscape provides the fundamental building blocks
to create simulation in common physical domains such as
electrical hydraulic, pneumatic, among others. In addition to
providing base building blocks, Simscape allows users to
create their own custom defined blocks. These custom defined
blocks are programmed similarly to MATLAB language.
Simscape is a physical modeling language that is designed
to emulate physical systems appearance. It is similar in form to
electrical circuits simulation in SPICE simulation package. Its
main advantage is the integration of a common engineering
tool, MATLAB/Simulink. It also has the ability to be used in
conjunction with multi-domain environments. The ability to
model various domains (electrical, mechanical, thermal, etc.) is
an incredible power for teaching material involving several
different domains. One example is a course taught in the
Electrical Engineering department in the area of Electrical
Machinery and Drives. The topics covered in the course
combines both electrical and mechanical domains in one
simulation environment, Simulink, as demonstrated in Fig. 1.
This figure illustrates the multi-domain capability of Simulink
and Simscape by using basic blocks available in the Simscape
basic library to construct a Class E Chopper drive coupled to a
permanent magnet dc machine (PMDC). The mechanical load
simulated is a fixed torque application. The components shown
in the blue and red box, respectively, denote the defined
electrical and mechanical domains. This multi-domain
simulation is executed in one single environment allowing
undergraduate students to have easy visualization of the system
level response.
version. The foundational library includes basic elements that
cover multi-domain simulation listed in TABLE II. The
foundational library contains all the necessary components for
basic demonstration of the fundamental concepts to
undergraduate students. Simulations can easily be constructed
without the need for additional toolboxes to be purchased and
therefore lowering the additional cost if students choose to
purchase the student version of MATLAB/Simulink. This was
Fig. 1. Multi-Domain Simulation Environment
The simulation shown in Fig. 1 was developed using the
Simscape foundation library set. Simscape consist of several
additional toolboxes, as shown in TABLE I, which can be
purchase with Simulink. The additional block sets are
populated with common components for a specific engineering
field. An example is the SimPower Systems toolbox which
contains component ranging for various ideal electrical
sources, electric machine models, power electronics elements,
and passive elements. The major drawback, and reason for not
incorporating the additional Simscape Library toolbox, was the
additional cost to students. Each one of the additional block
sets can be purchased separately as required by the simulation
application.
TABLE I. ADDITIONAL SIMSCAPE LIBRARY BLOCKSETS
Name
Foundation
SimDriveLine
SimElectroncis
SimHydraulics
SimPowerSystems
Utilities
Modeling Domain
Basic Blockset (multi-domain)
Mechaincal Driveline Simulation
Electrical Circuit Simulation
Hyrdaulic Systems Simulation
Electrical Power Sytems Simulation
--
The foundational library block set was used exclusively in
lecture material, to minimize the cost for students and
institutions, with the purchase price of $39.00 for the student
an important point in our decision to use this simulation
package since both power electronics and motor drives courses
have distant learning students which may not be able to take
advantage of the university site license.
TABLE II. SIMSCAPE FOUNDATIONAL LIBRARY BLOCKSET
Name
Hydraulic
Magnetic
Mechincal
Physical Signals
Pneumatic
Thermal
Modeling Domain Units
Pressure, Flow
Flux, Magneto-Motive Force
Force, Torque
(Linear, Rotational)
Dicrete, Delays, Linear, Non-Linear
Mass/Heat Flow, Pressure and
Temperature
Heat Flow, Temperature
The Simscape foundation library is based on an open model
structure that allows the user to view and edit the model code
behind the block. In other available Simulink block libraries
the model may be described in the documentation, but is not
accessible to the user which often leads to a “black box”
impression for students. With Simscape, an instructor or
student can dig underneath every box to revel the model code.
The Simscape block code is not typical MATLAB code. In
fact, it is a separate language based on a causal differentialalgebraic relationships. For example, the graphical model of a
capacitor is shown in Fig. 2.(a) and the parameters are shown
in Fig. 2.(b). There is a hyperlink in the parameter dialog for
each foundation library model that opens the Simscape
language editor. A simplified version of the code for a
capacitor is shown in Fig. 3. This electrical model block has
single port with a defined voltage across the terminals and the
currents through the device. The model equations in Fig. 3
define the voltage and current relationship. This code can then
be copied, modified and re-compiled to create user defined
models and libraries.
(a)
custom made subsystem that models the physical behavior of
PMDC machine. The subsystem is masked, meaning that only
the parameters of the model are display when opening the
subsystem, as shown in Fig. 4. This is helpful to make the
simulation code modular and easier for students to absorb. The
actual model component can be viewed by “looking under the
mask” via the right-click menu in Simulink, as seen in Fig. 5.
Custom Simscape blocks can also be defined by the user in the
native Simscape language.
(b)
Fig. 2. Simscape Block Parameter Example
component capacitor < foundation.electrical.branch
% Capacitor
parameters
c = { 1e-6, 'F' };
v0 = { 0, 'V' };
r = { 1e-6, 'Ohm' };
g = { 0, '1/Ohm' };
end
%
%
%
%
Fig. 4. PMDC Blocked Parameters
Capacitance
Initial voltage
Series resistance
Parallel conductance
variables
vc = { 0, 'V' }; % Internal variable for
voltage across capacitor term
end
equations
v == i*r + vc;
i == c*vc.der + g*vc;
end
end
Fig. 3. Simscape Programming Language
It is important to note that only blocks from the Simscape
Blockset library can be connected to Simcape blocks. Special
converter utility blocks are required to convert Simcape
variables and states from Simscape sensor blocks to what are
called “Physical Signal” data types with associated units. To
convert from this physical signal to a normal unit less Simulink
data type, a second conversion block is required.
Some of the benefits of MATLAB, in addition to the multidomain capability, are the strong engineering industry
presence, and extensive help and example files available to
students on-line. Simscape also has the flexibility of user
component and subsystem development and customization. An
example of this is demonstrated in Fig. 1. The PMDC is a
Fig. 5. PMDC Simscape Component Model
III.
SIMULATION INTERGRATED INTO LECTURE
The approach used in both Power Electronics and Electric
Machines lecture courses, with optional lab, was to create
dynamic simulation examples using the Simscape basic
building blocks. The examples compliment the previously
developed material, which generally were static, steady state,
response. The same static, steady state, relationship were
presented and discussed; in addition, we use simulation to
demonstrate both the static steady-state response and dynamic
response.
A. Simulation Implemenation
A typically lecture would contain one or two simulation
examples. These examples would first be discussed in a static
sense with the general mathematical relationship presented.
One of the early examples presented in the power electronics
lecture was a boost converter. The boost converter is a DC-DC
converter where the output is greater than or equal to the input
as shown in Fig. 6. The static steady-steady average value
mathematical relationship is shown in (1). This relationship is
ideal, meaning no losses are modeled, and predicts the output
voltage based on the input voltage and duty cycle, D1; where
the duty cycle has a value rang of 0 to 1 and is typically
represented in the percent form. The relationship in (1) predicts
that the output voltage will be that input voltage, given a duty
cycle value of zero. With a duty cycle of 1 the output voltage is
predicted to be infinite, however, this response is not practical.
In a real circuit, each circuit component (inductor, capacitance,
switching devices, and wires) has parasitic components that
limit the range of predictable output to approximately 80 %.
Above 80 %, the model is significantly different than the actual
response and is no longer valid. Fig. 7 demonstrates the
normalized steady state response. Both the ideal and non-ideal
behavior are discussed in the lecture with emphasis placed on
students’ understanding the appropriate application of each.
The slight difference in the simulated output voltage is due the
component models having very low, but not zero, parasitic
values. The dynamic response shown in Fig. 9 demonstrates a
startup condition where the initial value of the inductor current
and capacitor voltage is zero. These initial conditions can be
easily changed through the Simscape block parameters dialog
box.
Fig. 8. Boost Converter Simulation Circuit
Plot Current of Inductor
15
IL (A)
10
5
0
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0.12
0.14
0.16
Plot Voltage Output of System
30
Fig. 6. Boost Converter Circuit Diagram
Vout =
20
1
Vin
1 − D1
10
(1)
Vout (V)
0
0
0.02
0.04
0.06
0.08
0.1
0.16
10
Fig. 9. Boost Converter Response with 10 V Input and 50 % DC
V out êVin
8
6
4
2
0
20
40
60
D 1 H %L
80
Fig. 7. Boost Converter Normalized Output
After understanding this basic relationship and behavior,
the students are then presented with a functional simulation
comprised of both the dynamic systems response from the
initial conditions and steady-state (static) response. The first
connection presented in lecture is the “hand worked” steady
state solution and the steady state simulation response
comparing similarities and differences. For a brief example
consider(1) with
of 50 %. The normalized output is twice
the input. The circuit is then simulated using Simscape as
shown in Fig. 8, and confirmed by the state-state solution,
shown in Fig. 9. This response shows the approximate steadystate solution to be 20 V, or twice the input voltage of 10 V.
When comparing Fig. 6 and Fig. 8, the actual circuit and
simulation look similar. This approach of using a simulation
environment that emulates the physical system is a crucial
concept that allows the minimal amount of student modeling
ability while retaining the feature of visualized system
response. This shifts the focus away from the simulation topics
and emphasis is placed on obtaining system response. This
approach was widely found in literature, including [5] and [6].
One relevant note is that the refereed authors’ had different
opinions on the MATLAB/Simulink effectiveness as research
tool. For instance, in [5] the authors stated MATLAB to “lack
some the basic modern object oriented and high-level
programming language features”.
Given continuity to the objective of having students
focusing their attention on the -main concepts and not on the
simulation environment, operational Simscape simulations
were presented in the lectures. Basic circuit analysis was
presented, where the static response values where calculated
and confirmed with the simulation results. The dynamic
response was also discussed, specifically with relation to the
initial conditions (assumptions). These initial conditions were
changed to demonstrating the effect on the transient response.
An example can be seen when comparing Fig. 9 and Fig. 10.
The boost converter system response shown in Fig. 9
demonstrated the “start-up response” if the two energy storage
elements (inductor and capacitor) in the converter are
uncharged. Fig. 10 shows the “start-up response” when these
two element have some initial energy stored when the input is
applied. The initial conditions used for this example were 20 V
on the capacitor and 5 A in the inductor. Both Fig. 9 and Fig.
10 show the same type of behavior. The simulation starts at the
initial condition and eventually settle to the approximately the
same steady-state average values of 19.5 V measured across
the output and 4 A through the inductor.
simulation would quickly be executed, and the output
observed. The relatively easy nature of Simscape allows the
focus of the discussion to be placed on the lecture topic and not
on the simulation environment.
Plot Current of Inductor
4.2
IL (A)
<IL> (A)
4
3.8
3.6
0.212
0.213
Plot Current of Inductor
0.214
0.215
0.216
0.217
0.218
Plot Voltage Output of System
6
IL (A)
19.6
5
4
19.4
3
19.2
2
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0.16
Vout (V)
<Vout> (V)
0.212
0.213
0.214
0.215
0.216
0.217
0.218
Plot Voltage Output of System
22
Fig. 11. Boost Converter Steady-State Switching Response
20
18
Vout (V)
16
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0.16
Fig. 10. Boost Converter Response with non-zero Initial Conditions
Some of the key concepts essential for students to
understand power electronic converters are differences and
similarities of the average mode model and the switching mode
model. Many modern power supplies use a switch mode
topology for energy conversion and therefore have a specified
ripple in their output voltage and current. A switch mode
power supply (SMPS) is an electric device that efficiency
converts electrical energy from one form or potential to
another, through switching between different energy storage
elements. This switch action causes an inherent ripple in the
output waveforms however the ripple is a very small
percentage of the average value of the output. The difference
can be seen when viewing Fig. 11, which demonstrates the
steady state average mode model and switching model in the
same graph. Both model responses are presented together in
the same response graph. Typically, students are first presented
with the average mode model where the switching action and
behavior is then super imposed onto the average mode
response. However, with demonstration utilizing Simscape
both model can be discussed and understood together. The
“live” nature of easily integrated simulated models allows
students to make observations and predictions about changing
circuit parameters and how the changes may affect circuit
behavior. This “predict and see approach” is reinforced in
lecture where the students are asked to predict a given changed
to the circuit. An example of this would be to predict how the
output waveform would differ if the capacitor was doubled. A
brief discussion would then take place in lecture, the
After the lecture, students were asked to answer homework
questions comprising of both basic concepts topics (handwork
problems) and a simulation component. The simulation
components were a slight variation of the simulation example
presented in lecture, again, to allow students to focus their
attention on the conceptual ideas and less focus on the
simulation environment.
B. Typical Examples
In each class over 25 examples were presented and
available for students to experiment with. General topic areas
for Power Electronics and Motor Drives are listed in TABLE
III and TABLE IV respectively.
TABLE III. GENERAL LISTING OF CONVERTER EXAMPLES PROVIDED IN
POWER ELECTRONICS
Topic
Area
Basic
DC/DC
DC/DC
DC/DC
DC/DC
Name
Resistor and Inductor
Load
Buck Converter
Boost Converter
Buck-Boost Converter
Flyback
Topic
Area
Name
DC/DC
Push-Pull
AC/DC
AC/DC
DC/AC
DC/AC
Rectifier (Full & Half)
Charge Pumper
Voltage Source Inverter
PWM Inverter
These examples are provided to the students to experiment
and learn. It is also strongly encourage for students to adapt the
simulation model to a different application. All examples
include an initialization and plotting script. This gives the
students exposure to model parameterization and numerous
post processing functions in MATLAB.
TABLE IV. SIMULATION EXAMPLES PROVIDED IN MOTOR DRIVES
Topic
Area
Basic
Pwr Elec.
Pwr Elec.
Load
Name
Passive Load
Modeling
DC-DC Converter
DC-AC Inverter
Hoist Load Modeling
IV.
Topic
Area
Name
Machines
PMDC Machine
Machines
Machines
Application
PMAC Machine
Induction Machine
HEV Model
BENEFITS
Historically, power electronics and electric machines
undergraduate courses have had laboratory components where
the student had exposure to hardware and dynamic responses
of the systems. However, in recent years there has been a
movement for more on-line courses, including power
electronics and motor drives. To compensate for the lack of a
laboratory experience for distance learning students, the use of
MATLAB/Simulink/Simscape have been added to these
courses. With the modeling and simulation assignments
students are able to visualize the dynamic response of the
system without the need for advanced material in dynamic
modeling that is not appropriate for an undergraduate course.
This simulation approach first reinforces the basic concepts
and give another perspective to allow for great student
retention. It has also been a proven methodology for greater
student learning as discussed [2] and[7].
The use of MATLAB/Simulink/Simscape exposes, or
reinforces undergraduate students with a very common
industry tool, enhancing their skill set and employability as an
engineer. It has the added benefit of relatively low curve for
students, and for instructor development, when compared to
various other methods of simulation incorporated into power
electronics courses such as Java [8]. Simscape allows for user
defined component development, however, the majority of
power electronics and motor drives topics are easily simulated
with the pre-defined components included in the foundational
library.
V.
OUTCOMES AND ASSESSMENT
Assessment of student outcomes is important for any
engineering programs as a feedback element for course
improvement and as a requirement for ABET accreditation of
these programs. The ABET-EAC defines outcomes as “what
students are expected to know and be able to do by the time of
graduation. These relate to the knowledge, skills, and behaviors
that students acquire as they progress through the program.”
The ABET Criteria 3 – Program Outcomes [4] requires that
engineering programs must demonstrate outcomes (a-k), and
includes: (a) an ability to apply knowledge of mathematics,
science and engineering; (e) an ability to identify, formulate,
and solve engineering problems; (k) an ability to use the
techniques, skills, and modern engineering tools necessary for
engineering practice. The new methodologies that we used in
the two courses discussed in this paper successfully satisfy the
applicable ABET a-k criteria 3. The use of MATLAB 's
Simscape modeling environment as a simulation tool in power
electronics and electrical machines courses particularly satisfy
criteria 3-k. The criteria 3-k has been interpreted as an ability
to use and to learn appropriate software programs and
computer simulation tools, as well as capability to collect
engineering data using modern instruments..The assessment
methodologies to document the achievement of this outcome
for the courses discussed in this paper used indirect and direct
measurements. The direct measurements included graded
assignments and class exams. The indirect measurements
included surveys and end of semester instructor evaluation.
The performance indicator that we used here are in line with
performance indicators for criteria 3-k as in [9]. The surveys
results are discussed below. The assessment results indicate
that the use of the Simscape simulation package increased
students’ focus on conceptual material and their familiarity to
modeling systems using MATLAB/Simulink. The results also
indicate improvements in the student comprehension of key
concepts, and increased students’ confidence to start their
careers in the industry.
Surveys were given to the students of the power electronics
and motor drives courses to assess their experience and
perception of the modeling and simulation tools used in the
courses. The results are summarized in TABLE V and TABLE
VI in the percent of the students that responded. The column
headings indicate Strongly Agree, Agree, Disagree, and
Strongly Disagree from left to right respectively.
TABLE V. POWER ELECTRONIC STUDENT SURVEY DATA RESULTS
Question
“Prior simulation abilites are
proficient”
“Believe added simulation skills
will be benefical”
“Enhance employability”
“Simulation significantly helped
understanding of core concepts”
SA
A
D
SD
6
44
13
13
41
48
9
0
55
34
6
0
58
41
0
0
TABLE VI. MOTOR DRIVES STUDENT SURVEY DATA RESULTS
Question
“Prior simulation abilites are
proficient”
“Believe added simulation skills
will be benefical”
“Enhance employability”
SA
A
D
SD
4
35
52
9
39
54
7
2
48
46
4
2
In the motor drives course, 54 students responded to the
survey and 43 students responded to the survey in the power
electronics course. To the question “Prior to entering this class,
would you rate your modeling and simulation abilities
proficient?” the responses from the motor drives course
demonstrated that they students believe they were below the
curve in ability. The responses to this question was also
comparable in the power electronics class. While most students
(92%) have used MATLAB in a previous course, 79% had
never used Simulink or Simscape. However, 96% of the
students
agreed
or
strongly
agreed
that
MATLAB/Simulink/Simscape is an important engineering
tool. In addition, 94% of respondents agreed that their
experience in MATLAB/Simulink/Simscape has enhanced
their employability. Over 90% of the students also mentioned
that Simscape toolbox had a relatively low learning curve, and
all the students agreed that the modeling and simulation portion
of the course helped them to understand the course concepts. In
the surveys the students were also asked to “describe if the use
simulation has helped or hindered their comprehension of the
course material”. The majority of students (57%) indicated that
the simulation has helped them. Some of these students
commented on the learning curve and simulation issues they
experienced but ultimately believed the simulation help with
the course concepts comprehension. Those who explicitly
stated that the simulation content hindered (30%), felt the extra
time and effort to learn this new language was not worth the
benefit to see the system dynamics and behavior.
A common point of contention with the students was when
experiencing issues with the simulation files, which required a
significant amount of time to investigate the issue. This was
unexpected - because of two facts: first, the students were
senior level with “prior” knowledge and experience with
MATLAB in several classes. Second, students were provided
with working simulations during lecture. They only had to
slightly modify the parameters values and re-run. The intent
behind this approach was not to have student focusing their
time on model development. However, this caused the unintended consequence of students’ inability to recognize the
appropriate steps that were needed to understand and modify
the simulation file for proper execution. Increasing student
competency in the basic course concepts with minimal impact
to the students’ time was the main objective. Closing the
assessment loop and finding ways to improve future teaching
offerings of these courses based on prior student feedback is
one easy methodology to achieve our main objective [10].
Based on the students’ feedback, the following actions will be
taken to lower the simulation workload on students in future
course offerings:
1.
Supplemental MATLAB/Simulink lectures will be
prepared. This will help students who do not have
the basic MATLAB language skills when entering
the course.
2.
Require initial basic simulations files to be
developed solely by the students. This will increase
the students understanding of the simulation process
and avoid the basic simulation issues encountered
previously.
3.
Reduce the number of occurrences of simulations in
each homework assignment. Typical homework
examples consist of 2-3 simulation questions. By
reducing to 1-2 questions student continue to get the
exposure of simulation while lower the overall
workload on simulation.
VI.
CONCLUSIONS
A new simulation approach was used to further reinforce
concepts in power electronics and motor drives courses. By
utilizing
a
widely
used
engineering
tool
MATLAB/Simulink/Simscape, students obtained simulation
and modeling exposure that will enhance their employability as
future engineers. Simscape allowed for relatively low learning
and development curves for students and instructor,
respectively.
As an extension of MATLAB Simscape can utilize a large
user examples and help info database making the adaption of
simulation environment to various engineering domains. This
multi-domain capability allows for simulation of the power
electronic and motor drives systems with realistic loads, while
minimizing the difficulty of model multi-domain systems. The
students were provided with simulation examples coupled with
a minimal amount of simulation information to learn, which
allowed them to focus on the core lecture material, rather than
the simulation environment itself. Assessment results indicated
improvements in the students’ comprehension of key concepts,
and increased students’ confidence to start their careers in the
industry.
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