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Designing a Multi-Disciplinary Hybrid Vehicle Systems Course Curriculum Suitable for Multiple Departments

Designing a Multi-Disciplinary Hybrid Vehicle Systems Course Curriculum Suitable for Multiple Departments. Dr. Vincent Winstead Assistant Professor Minnesota State University, Mankato Department of Electrical & Computer Engineering and Technology 14-April-2007. Outline.

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Designing a Multi-Disciplinary Hybrid Vehicle Systems Course Curriculum Suitable for Multiple Departments

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  1. Designing a Multi-Disciplinary Hybrid Vehicle Systems Course Curriculum Suitable for Multiple Departments Dr. Vincent Winstead Assistant Professor Minnesota State University, Mankato Department of Electrical & Computer Engineering and Technology 14-April-2007

  2. Outline • Why multi-disciplinary? • Department curriculums and structure • Hybrid vehicle course outline • Integrating course content to fit student needs • Course development and plans • Final remarks

  3. Why multi-disciplinary • ECET department within College of Science, Engineering and Technology (CSET) • Auto & Manufacturing Technology • Biology • Chemistry & Geology • Engineering (EE, ME, Civil E) • Interior Design & Construction Management • Physics & Astronomy • Mathematics & Statistics • Computer and Information Sciences • Practical vs. Idealistic reasons

  4. Dept. Curriculums in Engineering & Technology • Stronger focus on Mathematics and systems modeling concepts in • traditional engineering disciplines versus technology programs.

  5. Dept. Curriculums in Engineering & Technology Academic Year 1 2 3 4 • Traditional Disciplines • General Education • (Fundamental sciences, mathematics • and introductions to the discipline courses) • Theoretical engineering focus to content. • More mathematically rigorous. • More comprehensive senior design projects. • Signals and Systems • Electromechanics • Digital Signal Processing • Technology Disciplines • General Education • (Fundamental sciences, mathematics • and introductions to the discipline courses) •  IntegratedApplied/Laboratory focus • Applied engineering focus to content. • Less mathematically rigorous. • Understanding Computers • Electronic shop practices • Advanced Instrumentation • C++ Programming • Divergence of emphasis around Spring semester of the second academic year

  6. Hybrid Vehicle Systems Course Outline • How do the backgrounds of students stack up against the content?

  7. Hybrid Vehicle Systems Course Outline

  8. Hybrid Vehicle Systems Course Outline • Course enablers are sufficient for upper level undergraduate or graduate level hybrid vehicle systems course

  9. Integrating Course Content • Hybrid vehicle systems are about combining multiple power sources to provide torque to the wheels and combining multiple energy storage mechanisms in one platform • Pick quantities to start which are understood by all students in multiple disciplines • Power • Electrical • Mechanical • Automotive (HP scaled by torque)

  10. Integrating Course Content • Consider the optimization flow and systems design aspects of iterating model parameters • Power components can be described as simple parameterized functions of conceptually known quantities

  11. Integrating Course Content • Describe function components using discretized forms • Vehicle dynamics example

  12. Integrating Course Content • Combine models through a mechanical connection  the planetary gearset (Prius, Escape Hybrid) or through the driveline (Honda ISA, others) • Prius Power Split gearset example Linear relationship between component velocities. *From www.HowStuffWorks.com

  13. Course Development and Plans • 2 credit course in the Fall 2007 semester (with abbreviated topics coverage) • Joint teaching between ECET and AET • Lecture and Laboratory content • Introduction to analysis tools • ADVISOR or alternate • Battery system dynamic model simulations • Automotive performance and emissions • Communications network software (CAN protocol)

  14. Course Development and Plans • 1 three credit course and 1 two (or three) credit course planned for future years • First course • Lecture with some lab content on complete course topics • Second course • Vehicle design project course similar in scope to a senior design project where student groups complete applied hybrid vehicle project • Joint teaching between ECET and AET

  15. Questions?

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