New laboratories in High Voltage Institute of University of Tehran for teaching power engineering courses
- authored by
- Hossein Mohseni, Mohammad Hamed Samimi, Sahand Seifi, Milad Mohammadhossein, Amir Abbas Shayegani Akmal, Salman Mohseni, Morvarid Jebeli Javan, Iman Ahmadi Joneidi, Jouya Jadidian
- Abstract
Nowadays, the engineering concepts can be taught using various software platforms, but the importance of experiments and practical learning should not be discounted. The main aim of this study is to emphasise the vital role of laboratories in the engineering education. For this purpose, different laboratories in the High Voltage Institute of the University of Tehran are explained. The industrial laboratories are described briefly, but the power system model which is used for training the engineering students in different skills needed in the field is explained in details. This model has been constructed in the university with the help of students themselves. Different sections of this model are explained, and some of its applications are mentioned. This study also contains a brief explanation of a selfconstructed laboratory for teaching the electrical machinery. Questionnaires filled by students in four semesters show the positive effects of these laboratories on the student education and their enthusiasms. The introduction of such selfconstructed laboratories can motivate students and universities to build their own laboratory to improve the quality of the engineering education.
- Organisation(s)
-
High Voltage Engineering and Asset Management Section (Schering Institute)
- External Organisation(s)
-
University of Tehran
- Type
- Article
- Journal
- IET Generation, Transmission Distribution
- Volume
- 10
- Pages
- 2810-2816
- No. of pages
- 7
- Publication date
- 04.08.2016
- Publication status
- Published
- Peer reviewed
- Yes
- ASJC Scopus subject areas
- Energy Engineering and Power Technology, Electrical and Electronic Engineering, Control and Systems Engineering
- Electronic version(s)
-
https://doi.org/10.1049/iet-gtd.2016.0011 (Access:
Closed)
