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

3. Why multi-disciplinary l ECET department within College of Science, Engineering and Technology (CSET) n Auto & Manufacturing Technology n Biology n Chemistry & Geology n Engineering (EE, ME, Civil E) n Interior Design & Construction Management n Physics & Astronomy n Mathematics & Statistics n Computer and Information Sciences l 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. l Divergence of emphasis around Spring semester of the second academic year Dept. Curriculums in Engineering & Technology 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)  Integrated Applied/Laboratory focus Applied engineering focus to content. Less mathematically rigorous.  Understanding Computers  Electronic shop practices  Advanced Instrumentation  C++ Programming Academic Year 1 2 3 4

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

7. Hybrid Vehicle Systems Course Outline

8. l Course enablers are sufficient for upper level undergraduate or graduate level hybrid vehicle systems course

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

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

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

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

13. Course Development and Plans l 2 credit course in the Fall 2007 semester (with abbreviated topics coverage) n Joint teaching between ECET and AET n Lecture and Laboratory content n 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 l 1 three credit course and 1 two (or three) credit course planned for future years n First course –Lecture with some lab content on complete course topics n Second course –Vehicle design project course similar in scope to a senior design project where student groups complete applied hybrid vehicle project n Joint teaching between ECET and AET

15. Questions?