Consciousness, that is know-why over the know-how, of the wideness and interdisciplinarity of the matter, and of the different scientific means available, as requested by: non-linear and time-interval analysis, frequency-range- depending modelling and analysis, well-defined-purpose math models and their accuracy-class evaluation. Knowledge and understanding of commutating (non-linear electrical) circuits analysis and definition of the canonical switching cell. Knowledge of power semiconductor devices, their drivers, dynamics and data-sheet parameters. Knowledge of circuit properties and skills in the comparative analysis of cost and loss of power conversion structures (power reactive semiconductors and bipoles). Understanding of Static Power Conversion circuits Vs power device properties, from past State-of-the-Art CSI and 2L-VSI to future multilevel VSI. Knowledge and understanding of general properties in time-differential analysis and average PWM regulation. Knowledge and design know-how of PWM modulation and control techniques (analog and digital).

Basic and advanced electrotechnics, basic electronic components, concepts of electrical safety and electromagnetic compatibility, basic knowledge of Fourier and Laplace transforms and block-scheme, fundamentals of dynamics and control of electrical systems.

1) Scientific, analytical, methodological and technological fundamentals of the switched power conversion, in particular for the composition of canonical cells with diode and power semiconductors and their pulse-width modulation (PWM); fundamental models for failure, cost and power loss (conduction and switching); 25 2) Comparative analysis of loss dynamics and cost, for fundamental and composed conversion structures, that is semiconductor and reactive power devices; 20 3) Power semiconductors: structure and physical realizazions in terms of electronic, mechanical, thermal and electrical properties; classification; characterization of BJT MOSFET and IGBT; dynamic models and drivers to dominate optimal switchings; homogeneity Vs specialization; 25 4) Analysis and peculiar properties of the closed loop control of PWM converters; 20 5) Conceptual and analytical evaluation of inverter structures, from the past current-supplied thyristor conversion to the present of the two-level inverters, up to the best prospects of multilevel power conversion for Medium Voltage and high power; 10

Course and final examination options have been rearranged for the on-line teaching to mitigate the effects on the didactics of the ongoing emergency, as known at the beginning of the first academic semester. This has been jointly accomplished with the students, in great majority joining the offer freely and by own will. The new organization is conceived as a standing didactic laboratory, for the student-to-students (with the permanent assistance of the teacher) production of written and published didactic documents on the lessons and its discipline, jointly developed by working groups of three or four students, each one focused on a monographic theme having wide technological value and deep scientific meaning: 19 groups have been freely self-offered and proposed, 19 different themes have been assigned to them. The work will be developed as a group while the evaluation will remain individual one, on the basis of a final short oral personal presentation, in the style of the Thesis one. The non participating students will freely benefit the material produced by the 19 groups, being presented and discussed as course drafts/training during the lessons. For these students, the final examination will remain the conventional oral one, as in the past years while on-line. Lessons and training will be offered only on-line strictly following the Dispense del Corso already known and established, adopted also by the groups as the reference fundamental common knowledge. The working Groups will select from the lessons and the books their start off for a progressive development of their Theme, freely spreading on their specific research and simulations to be offered to the didactic community. As a further enforcement, the Lessons are accordingly organized to stimulate the revision and the re-utilization of previous courses knowledge, that is the ability to self-correlate the knowledge already acquired, for the elaboration of interdisciplinary engineering technological concepts of higher complexity level in the real applications. The interdisciplinary complexity of the subject is however presented according to a strict methodological organization of engineering , according to priorities pre-defined at the beginning of the course, of functionality reliability and competitiveness in cost and efficiency of the converters. The first part of the course, gained through the scientific assessment of the properties (ideal and non) of semiconductors and switching structures, is completed by the working Groups research and simulation results adopted also as training material, easing each student in developing his skills in choosing and adopting the fundamental professional tools for evaluation analysis and design purposes. Given the emergency, this interactive organization has been adopted to enforce at best the interpersonal communication, within the common interests in studying and deserving the final didactic examination goal.

For reference: A. Fratta, "Dispense del corso di Conversione Statica dell'Energia Elettrica", Politecnico di Torino, CLUT (in Italian). B. J.G.Kassakian, M.F.Schlecht, G.C.Verghese, "Principles of Power Electronics", MIT, Addison-Wesley, USA. Written presentations and reports of the labs are available on-line. For deeper insight: N.Mohan, T.Undeland, W.P.Robbins, "Elettronica di Potenza, Convertitori e Applicazioni", Ulrico Hoepli Editore S.p.A. 2005. Muhammad H. Rashid, "Power Electronics, Circuits, Devices and Applications", Pearson Education,Inc.

Lecture slides; Lab exercises; Simulation tools;

Exam: Compulsory oral exam;

One-hour long oral final examination. Just for the first session after the course, students can choose to orally present their contributions to written lab reports.

In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.