Power Electronics For Technology by Ashfaq AhmedPower Electronics For Technology by Ashfaq Ahmed

Power Electronics For Technology

byAshfaq Ahmed

Hardcover | June 29, 1998

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Recognizing the current demands of the workplace, this applications-oriented introduction offers an easy-to-understand explanation of the principles of power electronics, with complete coverage on the switching, control and conversion of electrical power using semiconductor devices. Reflecting the increasing demand for efficient conversion and control of electrical power, it considers the latest power devices, circuits, and control schemes that continue to extend power electronics technology to new applications areas. Presents material methodically - first establishing the background theory before going on to specific applications. Familiarizes readers with the analysis and operation of various power conversions circuits that have applications at high power levels, and formulates equations that govern the behavior of these circuits. Discusses the application of power electronic devices in uncontrolled and controlled single phase rectifiers, inverters, ac voltage controllers, cycloconverters, and dc choppers, and demonstrates voltage and current waveform analysis for the output, starting with a simple resistive load to more practical inductive loads. Includes many worked examples, basic formulas, and an abundance of illustrations and diagrams.

Title:Power Electronics For TechnologyFormat:HardcoverDimensions:448 pages, 9.2 × 7.3 × 1 inPublished:June 29, 1998Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0132310694

ISBN - 13:9780132310697


Read from the Book

Background and Core Beliefs about Literacy Welcome to Literacy Strategies: Resources for Beginning Teachers, Grades 1-6. This book represents our combined thinking about effective techniques for developing student competence in literacy based on our decades of experience as educators in the field of language arts. Underlying our discussion throughout are our core assumptions about best practice in literacy instruction that we have found to work with the variety of children we serve in the Learning Improvement Center at Winthrop University where we teach both preservice and inservice candidates in teacher education. Our Core Assumptions Among our core beliefs that run throughout this book are the following: students actively seek to construct meaning as they grow in literacy; literacy develops over time and includes all of the language arts of reading, writing, listening, speaking, and mediacy, all of which are interrelated and mutually support one another; classroom growth in literacy occurs best where language is not fragmented and is used for authentic purposes; literacy development improves when language is used in functional settings with authentic texts—that is, literacy competencies are best fostered through real literature for real purposes; teachers contribute to student acquisition of literacy through direct instruction and scaffolding of learning which includes activating and building background knowledge, modeling, guided practice, and eventual independent practice, all of which increases students' independence as learners who take ownership for their accomplishments. Organization and Special Features Lesson plans may follow many formats. In this book, we suggest an instructional framework that divides literacy lessons into three basic parts: what happens before students read or are read to; what happens during reading; and what happens after reading. Potential users will find ideas to create direct instruction and scaffolding for learners through building or activating background as preparation for learning, through providing assistance during learning, and through elaboration and application as extensions of learning. Throughout this instructional framework for literacy lessons, students are viewed as active participants in the construction of meaning. As teachers examine ways to incorporate each of the strategies presented in this book, we encourage them to give explicit explanation to students on what strategy is being used as an aid to literacy growth; why it is helpful as a literacy technique; how it works; and when learners can use it in either a classroom or independent setting. Although we could have organized the strategies in a number of ways, we decided to present them by literacy competency areas of word recognition, vocabulary development, comprehension, and writing. Since language arts are interrelated, however, many of the strategies could have fit multiple areas. Hence, we have provided a grid with each strategy to help identify these. Besides the grid, every strategy is demonstrated through application to authentic text, whether from children's literature or from content area books. This feature is allied to our core belief that literacy development occurs best when competencies are taught in a functional context. We hope that teachers will apply the strategies that we have selected to the authentic texts that they use in their classrooms. References for further reading accompany each strategy.

Table of Contents

(NOTE: Each chapter concludes with Problems and Equations.)

 1. Power Electronics.

 2. Power Diodes.

 3. Power Transistors.

 4. Thyristor Devices.

 5. Single-Phase Uncontrolled Rectifiers.

 6. Single-Phase Controlled Rectifiers.

 7. Three-Phase Uncontrolled Rectifiers.

 8. Three-Phase Controlled Rectifiers.

 9. DC Choppers.

10. Inverters.

11. AC Voltage Controller.

12. Static Switches.