اندرياس

Electronics Technology
Power Electronics
Mohammed 249 Naif 252
Muhannad253 Abdullah245

EL-7VP-9Power Electronic Devices
2
Contents:
Curriculum analysis:-......................................................................................................... 3
Content analysis:-............................................................................................................. 4
Diac: ............................................................................................................................ 4
Circuit symbol :......................................................................................................... 4
Operation :............................................................................................................... 4
Structure .................................................................................................................. 4
Triac :........................................................................................................................... 5
Triac symbol :............................................................................................................ 5
Triac operation :........................................................................................................ 5
Advantages and disadvantages :................................................................................. 6
Thyristor :..................................................................................................................... 6
Thyristor basics :....................................................................................................... 6
Thyristor symbol :...................................................................................................... 7
Description of the learning objectives:-.............................................................................. 8
General Objectives:....................................................................................................... 8
The Trainees:............................................................................................................ 8
Didactic analysis:-............................................................................................................. 9
Lesson plan 1: Thyrestor:- ............................................................................................... 10
Specific Learning Objectives: ....................................................................................... 10
The Trainees:.......................................................................................................... 10
Lesson plan 2: Diac and Triac:-......................................................................................... 14
The Trainees:.......................................................................................................... 14
Lesson plan 3: Diac and Triac (Practical):-......................................................................... 19
The Trainees:.......................................................................................................... 19
Lesson plan 4: Thyrestor (Practical):-................................................................................ 22
Specific Learning Objectives:....................................................................................... 22
The Trainees:.......................................................................................................... 22

3
Curriculum analysis:-
The name of course is Power Electronics assembly which has
course code 261ELC. Also, the contact hours are four hours which
three hours for lecture, one hours for practical and 0 hour for
tutorial. This course introduces the Study of solid state devices
used in power electronics devices and their usage in different
circuits such as - Converters -Choppers - AC voltage regulators -
Inverters – Motor Control. The general goals of this course are
Description of basic conditions for successful firing and
commutation of power electronic devices for the purpose of using
them in different power electronics circuits as controlled rectifier,
DC and AC chopper, inverter circuits and motor control. The unit
which I will choses is Power Electronic Devices which is present
Diac, thyristor, and Triac characteristic also Behavior of diac and
triac with AC currint. This course is important to students in their
specialization because that is enabling the students to deal with
component and its parts and gains the skills for repairing and
building the computer. Also this course is to promote
understanding of different logic gate operations, combinational
logic circuits, simple sequential circuits and number systems to
enable trainees to deal with different complicated digital systems.
The Behavioral goals is how to convert from system to another,
Operate and testing the logic gates, Recognize types of flip-fops
and determine the difference between each one. Solution of simple
electrical circuits using AC circuit theorems and analysis
techniques solving AC electrical circuits using appropriate
techniques, and determining the AC parameters and variables in
electrical circuits experimentally. The three specific objectives are
simplify electrical circuits, apply practically, electrical circuit
analysis theories in various circuits, use measuring instruments to
measure electrical quantities in desired procedures . Our unit of
lesson is AC current devise it has a relate with simplify electrical
circuits. In this course depends on what the students learned in
(161ELC ElectricalEngineering-2), because of the students did not
have an idea about how to use and deal with measurements of
electrical circuits then they will not understand this course.

4
Content analysis:-
Diac:
the DIAC, Diode AC bi-directional switch is widely used with
TRIACs to improve operation of alternating current power
switching systems.The DIAC is a full-wave or bi-directional
semiconductor switch that can be turned on in both forward and
reverse polarities.The DIAC is widely used to assist even triggering
of a Triac when used in AC switches. Diacs are mainly used in
dimmer applications and also in starter circuits for florescent
lamps.
Circuit symbol:
The Diac circuit symbol is generated from the two triangles
held between two lines as shown below. In some way this
demonstrates the structure of the device which can be
considered also as two junctions.
Operation :
The Diac is essentially a diode that conducts after a 'break-over'
voltage, designated VBO, is exceeded.When the device exceeds
this break-over voltage, it enters the region of negative dynamic
resistance. This results in a decrease in the voltage drop across
the diode with increasing voltage. Accordingly there is a sharp
increase in the level of current that is conducted by the device.The
diode remains in its conduction state until the current through it
drops below what is termed the holding current, which is normally
designated by the letters IH. Below the holding current, the Diac
reverts to its high-resistance (non-conducting) state. Its behaviour
is bi-directional and therefore its operation occurs on both halves
of an alternating cycle.
Structure
The DIAC can be fabricated as either a two layer or a five layer
structure. In the three layer structure the switching occurs when
the junction that is reverse biased experiences reverse breakdown.
The three layer version of the device is the more common and can
have a break-over voltage of around 30 V. Operation is almost
symmetrical owing to the symmetry of the device.A five layer DIAC

5
structure is also available. This does not act in quite the same
manner, although it produces an I-V curve that is very similar to
the three layer version.
Triac :
The Triac is a three terminal semiconductor device for controlling
current. It gains its name from the term TRIode for Alternating
Current. It is effectively a development of the SCR or thyristor, but
unlike the thyristor which is only able to conduct in one direction,
the Triac is a bidirectional device.
Triac symbol :
The circuit symbol recognizes the way in which the Triac operates.
Seen from the outside it may be viewed as two back to back
thyristors and this is what the circuit symbolindicates.
Triac operation :
It can be imagined from the circuit symbol that the TRIAC consists
of two thyristors back to back but with a common gate terminal,
and the cathode of one thyristor connected to the anode of the
other, and vice versa. This configuration is more correctly termed
antiparallel. On a basic level, the operation of the TRIAC can be
looked on in the format of the antiparallel thyristors, although the
actual operation at the semiconductorlevel is rather complicated.
When the voltage on the MT1 is positive with regard to MT2 and a
positive gate voltage is applied, one of the SCRs conducts. When
the voltage is reversed and a negative voltage is applied to the

6
gate, the other SCR conducts. This is provided that there is
sufficient voltage across the device to enable a minimum holding
current to flow. In terms of the structure of the device, and its more
detailed operation, the main terminals MT1 and MT2 are both
connected to p and n regions within the device. The current path
depends upon the polarity of the voltage across the main
terminals. As there is considerable scope for confusion, the device
polarity is normally described with reference to MT1. In terms of its
operation, the ON characteristics for a TRIAC in any direction are
similar to that of a thyristor. However as a result of the physical
structure of the Triac, the latching current, holding current, and
gate trigger current vary according to the different halves of the
cycle and which "thyristor" within the TRIAC is being used.
Advantagesand disadvantages:
ADVANTAGES DISADVANTAGES
 Can switch both halves of
an AC waveform.
 Single component can be
used for full AC switching
 A TRIAC does not fire symmetrically on
both sides of the waveform
 Switching gives rise to high level of
harmonics due to non-symmetrical
switching
 More susceptible to EMI problems as a
result of the non-symmetrical switching
 Care must be taken to ensure the
TRIAC turns off fully when used with
inductive loads
Thyristor :
Thyristoris a device that is widely used for controlling or switching
power and often high voltage AC or DC circuits.
Thyristor basics :
The thyristor or silicon controlled rectifier, SCR is a device that has
a number of unusual characteristics. It has three terminals: Anode,
cathode and gate, reflecting thermionic valve / vacuum tube
technology. As might be expected the gate is the control terminal
while the main current flows between the anode and cathode.As

7
can be imagined from its circuit symbol shown below, the device is
a "one way device" giving rise to the GE name for it the silicon
controlled rectifier. Therefore when the device is used with AC, it
will only conductfor a maximum of half the cycle.
In operation, the thyristor or SCR will not conduct initially. It
requires a certain level of current to flow in the gate to "fire" it.
Once fired, the thyristor will remain in conduction until the voltage
across the anode and cathode is removed - this obviously happens
at the end of the half cycle over which the thyristor conducts. The
next half cycle will be blocked as a result of the rectifier action. It
will then require current in the gate circuit to fire the SCR again.
Thyristor symbol:
thyristor symbol used for circuit diagrams or circuit seeks to
emphasis its rectifier characteristics while also showing the control
gate. As a result the thyristor symbol shows the traditional diode
symbolwith a control gate entering near the junction.
The thyristor consists of a four layer p-n-p-n structure with the
outer layers are referred to as the anode (p-type) and cathode (n-
type). The control terminal of the thyristor is named the gate and it
is connected to the p-type layer located next to the cathode.
`

8
Description of the learning objectives:-
General Objectives:
The Trainees:
 follow rules of good communication.
 write notes about the lesson.
 distribute the work load in a group equally.
 listen to others with respect.
 improve their English language skills.
 follow the Code of Conduct.
 summarize the lessonat the end.
 ask questions about the topic .
 organize the classroom at the end of a lesson.
 Improve the way of thinking by work with himself or with his
friend.
 Develop new forms of collaboration by meeting after the
lessonin specialplace.
 Discuss with each other.
 Integrate the skills of trainees in the group work.
 Write some notes.
 Solve some task.
 Use a calculator.
 Ask questions about the topic.

9
Didactic analysis:-
First, I will make introduction about the power electronic device
and till the students the importance the Diac, Triac and Thyristor in
our life and I till about the history of the theDiac, Triac and
Thyristor (I sued inductive approach when I begging the lesson by
give the students idea and ask them about power electronic
devices to find the topic of the lesson.
These question, in line with the principle of motivation, will show
the important of the topic .After that, we will use the Vertical
reduction by focus on one topic of our unit topics(Power electronic
device).It has ( Diac, Triac and Thyristor )units.We make
interesting lesson by body language, and write clearly answer on
the whiteboard, make group work to share information and
knowledge and help each other.
Also using individual work to motivate the trainees to work, put
them under the pressure, and thinking and solving alone. In
addition, we will using partner work to motivate the trainees to
work, sharing their ideas in solving and help each other. We use
the whiteboard with good drawing to student understand the
lesson easily , Power Point Presentation to show the steps of the
lesson clearly, It is same as a reference to me during the teaching
process, and help me to organize the steps and control the time as
possible. And we will give trainees handouts, these handout
include the most important information of the topic, but they are not
completed. So, the trainees will need to completed these
information by filling the gaps during the explanation. We will make
Using practical part tosecuring result of learning process, prove the
theoretical part.
As a result, this method will keep trainees busy during the lesson
in line with the principle of self- activity. Finally, the trainees will
make a summary by answering some questions that cover all parts
of the lesson. In this way, the trainers can get the feedback from
trainees and make sure that objectives of the lesson are achieved.

10
Lesson plan 1: Thyrestor:-
Specific Learning Objectives:
The Trainees:
1. define how the thyrestor.work.
 (Cognitive / Reorganization )
2. explain how design the thyrestor.
 (Cognitive / Reorganization)
3. identify how connect the thyrestor .
 ( Cognitive / Reorganization)
4. draw the circuit.
 ( Psychomotor / Transfer)
Opening / Entrance / Motivation
Methodology Media
Time
Expected Trainer-
action
Expected Trainee-action Minutes
The trainer ask the
students about the
gates like review for
last lesson .
The trainer ask the
trainees what is
thyrestor.
The trainer gives the
trainee overview of
lesson.
The trainees answer the
questions.
The trainees give the
meaning for thyrestor if
they knew it
The trainees listen to
teacher and try to find
out main ideas of the
lesson.
Inductive-
Approach
Motivation
Projector
Slides/
1-3
2
8
2

11
The trainer givesthem
example about
thethyrestorin our live.
The trainer ask the
trainees to give him
many example like
what he give them
before.
The trainees give
examples about
thyrestor
The trainees take notes
Classroom-
Conversation
4
Body (Information / Elaboration)
Methodology Media
Time
Expected Trainer-action Expected Trainee-action Minutes
Thetrainer shows
picture about how
thyrestor shapes come.
Thetrainer discusses
about the picture .
The trainees look at the
picture.
The trainees discuses
together and with
trainer.
Classroom-
Conversation
Projector
Slide/
4-5
3
6
3
The trainer explain
thyrestor.
Thetrainer draws circuit
and explains it
The trainer make
trainees help him to get
the equations.
The trainer give
trainer.
The trainees take notes.
The trainees help the
trainer in the equations.
The trainees ask
questions if they don’t
understand .
Lecture
Classroom-
Conversation
(Handout)
Individual
work
Projector
Slides/
6-7
White
board
3
10
3
4

12
Trainees handout
Thetrainer shows
picture about thyrestor.
The trainer explain
thyrestor.
The trainer ask trainees
to complete concludes
the equations.
Thetrainer chose
trainee to draw the
circuit .
The trainer explain the
circuit.
Thetrainer show picture
and ask some questions
picture .
The trainees listen to the
trainer.
The trainee draw the
circuit.
The trainees ask
understand .
questions about picture
Lecture/
Classroom-
Conversation
Projector
Slides:
8-9
Whitebo
ard
2
10
2
3
3
The trainer help the
trainees if they don't
understand the
questions.
The trainer discusses
the solution with them.
The trainees ask the
trainer if they want help
The trainees discusses
answers with the trainer
Individual
work
Projector
: Slides:
10
2
8
3
3

13
Close (Reflection, Exercises, Homework,
Feedback)
Methodology Media
Time
Expected Trainer-
action
Thetrainer explains
how thyrestor work
like review .
The trainer ask some
questions like review.
The trainer will give
summaries about his
lesson.
Thetrainergive
Trainees quiz
questions
The trainees ask
questions if they have
any questions
Lecture
Classroom-
Conversation
Quiz
Individual
work
Projector
: Slides:
11-12
2
82
4
If still time The trainer
will ask questions.
questions
Classroom-
Conversation
........ ……

14
Lesson plan 2: Diac and Triac:-
The Trainees:
1. define how the diac and triac work.
2. explain how design the diac and triac .
3. identify how connect the diac and triac.
Methodology Media
Time
Expected Trainer-
action
The trainer ask the
students about the
diac and triac .
The trainer ask the
trainees what is diac
and triac.
trainee overview of
lesson.
questions.
The trainees give the
meaning for diac and
triacdiac and triac if they
knew it
teacher and try to find
out main ideas of the
Inductive-
Approach
Motivation
Projector
Slides/
1-2
2
8
2

15
The trainer givesthem
diac and triacin our
live.
The trainer ask the
trainees to give him
many example like
what he give them
before.
lesson.
The trainees give
examples about diac and
triac
and they give the trainer
some example
Classroom-
Conversation
4
Methodology Media
Time
Expected Trainer-
action
Expected Trainee-
action
Minutes
Thetrainer shows
picture about
howdiac and
triacshapes come.
Thetrainer discusses
about the picture .
picture.
together and with
trainer.
Classroom-
Conversation
Project
or
Slide/
3-4
3
6
3
The trainer explain
diac and triac
Thetrainer draws sign
wave and explains it
trainer.
The trainees take
Lecture/
Classroom-
Conversation
Project
or
Slides/
5-6
2

16
The trainer ask them
how can we use it as
switch
Thetrainer draws the
truth table and
explains it.
The trainer make
trainees help him to
get the equations.
Thetrainergive
Trainees handout
Thetrainer show
pictures and ask
some questions
notes.
The trainees answer
the question.
The trainees help the
trainer in the equations.
The trainees answer
the questions about
pictures
Handout
Individual
work
Whiteb
oard
2
10
3
3
The trainer explain
diac and triac
Thetrainer draws the
shape and explains
it.
Thetrainer chose
trainee to draw the
circuit .
The trainer explain
the circuit.
Thetrainer show
picture and ask some
questions
the trainer.
The trainees compare
shapes
traineedraw the circuit .
The trainees ask
understand .
The trainees answer
the questions about
picture
Lecture/
Classroom-
Conversation
Project
or:
Slides:
7-8
Whiteb
oard
3
10
3
4

17
The trainer help the
understand the
questions.
the solution with
them.
The trainees ask the
trainer if they want help
The trainees discusses
answers with the trainer
Individual
work
Project
or:
Slides:
9-10
4
84
Feedback)
Methodology Media
Time
Expected Trainer-
action
Thetrainer explains
how diac and triacwork
together .
The trainer ask some
questions like review.
The trainer will give
summaries about his
lesson.
Thetrainergive
Trainees exam
questions
The trainees ask
questions if they have
any questions
Lecture
Classroom-
Conversation
Exan
Individual
work
Projector
: Slides:
11-13
2
82
4

18
If still timeThe trainer
will ask some
questions about the
lesson.
questions Classroom-
Conversation
Projector
: Slides: ……

19
Lesson plan 3: Diac and Triac (Practical):-
The Trainees:
1. define how the diac and triac work.
2. explain how design the diac and triac .
3. identify how connect the diac and triac.
Methodology Media
Time
Minutes
Expected Trainer-
action
Expected Trainee-action
-The trainer gives the
trainee overview of
electronic devices.
The trainer show the
trainees diac and triac.
trainees overview of
work they are will do.
trainees example of
diac and triac in our
live
- The trainees see the
electronic devices and
ask some question .
-The trainees known the
diac and triac shape
-The trainees listen to
trainer and try to
understand them work.
-The trainees listen to
the trainer and try to
compare between the
example and our live
Motivation
Classroom-
Conversation
Projector
Slides/
1-3
8

20
Methodology Media
Time
Minutes
Expected Trainer-
action
- The trainer shows
picture about how
diac and triac be in
circuit.
about the picture .
- The trainees look at the
picture.
together and with trainer
and the trainees take
notes
Classroom
Conversation
Projector
Slide/
4-5
6
- The trainer explain
how the diac and triac
work in circuit.
how to measure the
daic and traic by
multimetar.
The trainer draws the
circuit of daic .
The trainer draws the
circuit of traic.
trainer and understand
what he explain.
The trainees follow the
instructions from the
trainer.
The trainees try to make
the circuit on board.
Lecture/
Classroom-
Conversation
Handout(1)
Individual
work
Projector
Slides/
6-8
Whiteboard
10
- The trainer give the
trainees circuit of daic
to measure the .
Voltage and current
-The trainer ask
trainees if they not
understand .
- The trainees connect
the circuit and try to find
the measurements
- The trainees ask the
trainer if the miss
something
Classroom
Conversation
Group work
Projector
Slides:9-10
Whiteboard
6
-The trainer give the
trainees circuit of traic
- The trainees connect
the circuit and try to find
Projector 4

21
to measure the .
Voltage and current
the measurements. Classroom
Conversation
Slides:11-
12
Whiteboard
- The trainer ask
understand.
trainer if the miss
something.
Group work Handout 1 2
-The trainer help the
understand the how
to measure.
- The trainer
discusses the solution
with them
- The trainer help the
understand the
questions.
-The trainees discusses
answer with the trainer
Classroom
Conversation Projector
Slides:13-
14
2
Feedback)
Methodology Media
Time
MinutesExpected Trainer-
action
-The trainer ask
some questions like
review.
- The trainees answer the
questions.
.
Classroom
Conversation
Projector
Slides:15
2
- The trainer will give
summaries about his
lesson.
- The trainees ask
questions if they have any
questions
.
4

22
Lesson plan 4: Thyrestor (Practical):-
The Trainees:
1. define how the thyrestor.work.
2. explain how design the thyrestor.
3. identify how connect the thyrestor .
Methodology Media
Time
Minutes
Expected Trainer-
action
-The trainer gives
the trainee overview
of electronic devices.
The trainer show the
trainees thyrestor .
trainees overview of
work they are will do.
trainees example of
thyrestor in our live
- The trainees see the
electronic devices and
ask some question .
The trainees known the
thyrestor shape
trainer and try to
understand them work.
The trainees listen to the
trainer and try to compare
between the example and
our live.
Motivation
Classroom-
Conversation
Projector
Slides/
1-3
8

23
Methodology Media
Time
Minutes
Expected Trainer-
action
- The trainer shows
picture about how
thyrestor be in
circuit.
The trainer
discusses about the
picture .
- The trainees look at the
picture.
together and with trainer
and the trainees take
notes
Classroom
Conversation
Projector
Slide/
4-5
6
- The trainer explain
how the thyrestor
work in circuit.
how to measure the
thyrestor by
multimetar.
The trainer draws
the circuit of
thyrestor.
trainer and understand
what he explain.
The trainees follow the
instructions from the
trainer.
The trainees try to make
the circuit on board.
Lecture/
Classroom-
Conversation
Handout(1)
Individual
work
Projector
Slides/
6-8
Whiteboard
10
- The trainer give the
trainees circuit of
thyrestor to measure
the . Voltage and
current
-The trainer ask
understand .
- The trainees connect the
circuit and try to find the
measurements
trainer if the miss
something
Classroom
Conversation
Group work
Projector
Slides:9-10
Whiteboard
6

24
-The trainer give the
trainees circuit of
thyrestor to measure
the value .
- The trainees connect the
circuit and try to find the
measurements.
Classroom
Conversation
Projector
Slides:11-
12
Whiteboard
4
- The trainer ask
understand.
trainer if the miss
something.
Group work Handout 1 5
-The trainer help the
understand the how
to measure.
- The trainer
discusses the
solution with them
- The trainer help the
understand the questions.
-The trainees discusses
answer with the trainer
Classroom
Conversation
Projector
Slides:13-
14
5
Feedback)
Methodology Media
Time
MinutesExpected Trainer-
action
-The trainer ask
some questions like
review.
- The trainees answer the
questions.
.
Classroom
Conversation
Projector
Slides:15
2
- The trainer will
give summaries
about his lesson.
- The trainees ask
questions if they have any
questions.
4

25

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