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


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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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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


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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


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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


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Dept. Curriculums in Engineering & Technology

  • Stronger focus on Mathematics and systems modeling concepts in

  • traditional engineering disciplines versus technology programs.


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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


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Hybrid Vehicle Systems Course Outline

  • How do the backgrounds of students stack up against the content?


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Hybrid Vehicle Systems Course Outline


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Hybrid Vehicle Systems Course Outline

  • Course enablers are sufficient for upper level undergraduate or graduate level hybrid vehicle systems course


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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)


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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


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Integrating Course Content

  • Describe function components using discretized forms

  • Vehicle dynamics example


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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


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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)


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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


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