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Development and Use of Vehicle Dynamics Simulation Software As Support For Road Vehicles Theory Teaching
Development and Use of Vehicle Dynamics Simulation Software As Support For Road Vehicles Theory Teaching
Development and Use of Vehicle Dynamics Simulation Software As Support For Road Vehicles Theory Teaching
of Vehicle Dynamics
Simulation Software as
Support for Road Vehicles
Theory Teaching
FRANCISCO APARICIO, FELIPE JIMÉNEZ, JAVIER SÁNCHEZ
University Institute for Automobile Research, Polytechnic University of Madrid, Madrid, Spain
ABSTRACT: This article describes the use of a custom-made vehicle dynamics simulation
program throughout 5 years as a support for teaching the subject of ‘‘Road Vehicles Theory.’’ A
complete three-dimensional model was developed. A deeper understanding of vehicle
dynamics concepts has been achieved and valuable help has been provided to solve complex
problems. ß 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 17: 467478, 2009; Published online in
Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20245
467
468 APARICIO, JIMÉNEZ, AND SÁNCHEZ
a more realistic and complete view could be provided On the other hand, custom-made software has
for the students. some advantages over commercial models. Some of
these reasons are set out below:
dr dp
MZ ¼ IZ ðIX IY Þpq þ IZX qr
dt dt
ð6Þ
dq
IXY ðp2 q2 Þ IYZ rp þ
dt
where FX, FY, and FZ are the external forces, MX, MY,
and MZ are external momentums, u, v, and w are linear
velocities, p, q, and r are angular velocities around the
three axes of the reference system, m the vehicle mass,
IX, IY, and IZ are moments of inertia of the vehicle
around the three axes of the reference system, and IZX,
IXY, and IYZ are moments of inertia of the vehicle.
Figure 1 Sketch of the 14 degree of freedom vehicle
model. Engine, Transmission, Steering and Braking
Systems. Engine, transmission, steering and braking
Linear and angular movement equations are systems are modeled following expressions contained
found. It should be noted that a non-inertial in Ref. [5], which is the reference book of the subject
coordinates system is used, so inertial forces appear. of ‘‘Road Vehicles Theory’’ at Madrid Polytechnic
External forces include aerodynamic, tire and sus- University. More complex models are not necessary
pension forces. because an appropriate accuracy is obtained with
Linear movements: these simple ones.
du Tire Model. Finally, several studies tackle different
FX ¼ m þ qw rv ð1Þ
dt tires models. Some examples are the models
developed by Dugoff et al. [19] and Bayle et al.
dv [20]. When combined forces appear, one of the most
FX ¼ m þ ru pw ð2Þ commonly used models is the ‘‘magic formula’’ of
dt
Pacejka and coworkers [21]. This formula has
changed throughout the years and is based on the
dw
FX ¼ m þ pv qu ð3Þ curve fitting of experimental results. If Y denotes a
dt
force (longitudinal or lateral) or a momentum and X
Angular movements denotes the longitudinal slip coefficient or the sideslip
angle, then
dp dq
MX ¼ IX ðIY IZ Þqr þ IXY rp Y ¼ DsenðCa tanðBFÞÞ ð7Þ
dt dt
ð4Þ
dr where
IYZ ðq2 r 2 Þ IZX pq þ
dt
E
F ¼ ð1 EÞX þ a tanðBðXÞÞ ð8Þ
dq dr B
MY ¼ IY ðIZ IX Þrp þ IYZ pq
dt dt
ð5Þ D ¼ a1 Fz2 þ a2 Fz ð9Þ
dp
IZX ðr 2 p2 Þ IXY qr þ
dt lateral force expression (Fy):
a3 senða4 a tanða5 Fz ÞÞ
B¼ ð10Þ
CD
longitudinal force and self-aligning momentum
expressions (Fx and Mz):
a3 Fz2 þ a4 Fz
B¼ ð11Þ
CDea5 Fz
The greatest problem of this model is that it is vehicle is almost completely stationary, due to the
necessary to know a set of parameters which instability of the differential equations solution when
characterize each tire and can only be obtained by rotation speed is near zero. Finally, it is worth
means of quite expensive tests. Finally, considering remarking that model accuracy is significantly better
the advantages and drawbacks of these tire models, in smooth and moderate maneuvers, and results are
the developed vehicle model allows the user to choose more than satisfactory in normal driving.
between the following ones: Dugoff’s (due to its
simplicity) or Pacejka’s (due to its widespread use in
automobile engineering). SIMULATION PROGRAM DESCRIPTION
Table 3 Vehicle Parameters That the Model Takes Into edge, common sense and simple physics relationships,
Account many students encounter various problems in success-
Vehicle fully completing the task.
Mass
General dimensions (wheelbase, track)
Center of gravity position (l1, l2, h) Input Signals and Closed-Loop Maneuvers
Roll axis height Control Modules
Moments and products of inertia (IX, IY, IZ, IXY, IXZ, IYZ)
Suspension (different configurations are available at each Driver and road inputs can be taken into account. The
wheel) program distinguishes between open-loop maneuvers
Spring stiffness (Km) (steering and pedal inputs are defined vs. time) and
Damper characteristic curve closed-loop maneuvers (trajectory and speed profile
Position of longitudinal bar (hlb, xb) are defined and the automatic control module
Position of transversal bar (htb, yt) calculates which steering angle and which accelerator
Anti-roll bar parameters (lb, Lb, G, I0) and brake pedal positions are appropriate to fulfill
Tire (different configurations are available at each wheel) these requirements). Furthermore, a set of standard
Adherence (m) maneuvers are defined based on Refs. [2528], so the
Nominal and charged radii (r, rc)
user need only introduce their characteristic values.
Vertical stiffness (Kz)
Longitudinal and lateral stiffness (Ki, Ka)
Wheel mass and inertial moment (mr, Ir) Output Variables Module
Steering
Steering demultiplication Model outputs include more than 40 variables, whose
Steering geometry (dedi curve) evolution along the simulation time is presented on a
Engine graph and numerical values are stored. The program
Maximum momentum curve (M m n m curve and 4th also provides other results such as the performance
order polynomial fit) diagram, braking forces distribution or final trajectory.
Minimum momentum curve (Mmnm curve and lineal fit)
Transmission
Gearbox parameters (x1, x2, x3, x4, x5) Software Interface
Conic group (xc)
Transmission efficiency (Z1, Z2, Z3, Z4, Z5) Finally, in order to achieve high learning efficiency,
Traction type (front, rear, total) the software interface should be user friendly
Brakes [9,29,30]. Figure 3 shows an example of a data input
Brakes distribution curve (FftFfd) window. The program was tested by students and
ABS actuation neither technical nor practical problems were found.
Resistances Furthermore, the program includes a help module
Aerodynamic resistance (r, Af, CX) and a complete user manual was written and given out
Rolling resistance (f0, fv) [31]. This manual explains every command and
presents solved and commented real examples.
TEACHING EXPERIENCE
Vehicle Data Module
The complete characterization of the vehicle includes Since the 20022003 academic course, the program
more than 100 parameters. Some of them are defined has been used by Mechanical Engineering students
by nonlinear curves. Table 3 contains a detailed and students on an automotive postgraduate course at
account of them. Madrid Polytechnic University. It has been distributed
Every parameter has been studied in the subject, and tutorial examples have been explained. After the
so students should be able to make rough estimations introductory sessions, a long calculation and simu-
of those variables that are not included in usual lation exercise that tackles every important concept of
characteristics tables. However, experience has shown the subject (see Table 1) is proposed. This exercise
that these estimations are usually difficult for students, includes:
because they are used to having every piece of data to
solve a problem. This idea is supported by Shakerin — Numerical problems to be solved without the
[24] who points out that, although preliminary simulation program (including comparison
estimations can be obtained using previous knowl- with simulation results when possible).
ROAD VEHICLES THEORY TEACHING 473
— Maneuvers simulation and main output variables conventional methods are insufficient. Some exam-
justification (including comparison with analytical ples are shown below, in which the technical data of a
results when possible). real passenger car are used.
— Sensibility analysis of vehicle parameters on
general vehicle behavior. Comparison Between Analytical and Simulation
Results
These tasks are divided into three main units and Example 1: Estimate the time that a vehicle requires
the results of each of these parts have to be submitted to decelerate from 90 to 70 km/h when driving along a
to the teacher by a deadline using a b-learning horizontal surface and brakes are not applied.
platform [32,33]. Comments are sent back to the
students, who should then upload a revised version of
(a) Analytical Solution
their work, which is finally assessed.
In this simple one-dimensional problem, the
longitudinal movement equation establishes that the
Some Proposed Exercises vehicle deceleration is due to aerodynamic Fa and
rolling Fr resistances, so the following expression can
As stated in previous sections, analytical equations are
be stated:
only possible for simple situations and combined
movements are not tackled in depth in the subject due dv 1 2 2
m ¼ ðFa þ Fr Þ ¼ rCX Af v þ ðf0 þ fv v Þmg
to their complexity. However, students should be dt 2
prepared to interpret the results of complex maneu- ð14Þ
vers. This fact increases the potential of the developed
software, because it can be used both to check where m is the vehicle mass, r the air density, CX the
analytical results and to provide results where aerodynamic drag coefficient, Af the vehicle frontal
474 APARICIO, JIMÉNEZ, AND SÁNCHEZ
A 3948.0 N 1779.9 N
B 14789.5 N 2497.8 N
Figure 6 Effect of the suspension vertical stiffness on roll angle (steady-state circular
trajectory).
the suspension vertical stiffness on the roll angle when curve. Students are asked for these qualitative
the vehicle describes a circular trajectory at constant comments that justify simulation results using
speed. Considering that the nominal stiffness is Km, theoretical concepts.
simulations are carried out changing that parameter,
which adopts the following values: 0.5 Km, 0.75 Km,
Students’ Evaluation of the Software
1.25 Km, and 1.5 Km. The input variable is the steering
wheel angle and the output variable is the steady state After using the simulation program and completing
roll angle. The tendency to diminish roll angle when the exercises, students were asked to write down their
increasing suspension stiffness, shown by Figure 6, opinions about the software. The questionnaires were
can be explained using theoretical concepts. However, anonymous and items such as software usefulness,
quantification using analytical tools is much more positive and negative aspects and aspects that should
complicated and involves certain simplifications that be changed in the future were tackled.
limit the validity of results because other factors such The main conclusions of the students’ answers
as suspension geometry and anti-roll bar effect, are listed below:
among others, have a relevant influence on the output
variable. — Students have not used any simulation software
before so, considering that it is a very important
Analysis of Combined Maneuvers tool for different purposes, this first approximation
Finally, the three-dimensional model is able to to it is appreciated as positive. It should be
simulate combined maneuvers, whose mathematical noted that, when teaching future professionals,
formulation is quite complex and hence they are not it is necessary to revise what is taught and how
explicitly tackled in the subject of ‘‘Road Vehicles it is taught, taking into account new methods
Theory.’’ However, their importance in traffic safety with the introduction of computers [29].
cannot be forgotten and the concept of friction ellipse — Students find positive the fact that many vehicle
should be understood. The most classical combined parameters can be modified and effects on
maneuver is the one where the driver brakes when output variables easily studied.
cornering. Then, tire forces should be analyzed, paying — They also find the large set of output variables
attention to the transient response. Figure 7 shows input interesting as well as the information that the
and output variables (tire forces). As can be seen, first of program provides.
all, a constant steering wheel angle is introduced. After — They find very useful the possibility of comparing
that, without changing their position, the brakes are theoretical and practical results of the subject
pressed. Output variables show how load transference with the program calculations.
between tires occurs and tires with less dynamic vertical — As mentioned above, students do not find it
force quite soon lose their capacity for transmitting easy to estimate input variables (see Ref. [24]).
combined forces. In that case, longitudinal forces In order to solve this problem, they asked for a
prevail and the vehicle is not able to manage the vehicle data library. Many commercial programs
476 APARICIO, JIMÉNEZ, AND SÁNCHEZ
Figure 7 Input variables (steering wheel and brake pedal positions) and output variables
(tire forces) in a combined maneuver.
ROAD VEHICLES THEORY TEACHING 477
include these useful libraries for research However, although the results concerning learning
activities, but whether they should be adapted and satisfaction have been positive, it would be an
for teaching purposes is not clear because unforgivable mistake to attribute all this success to the
students may rely on these data without any software, because the final effects are due to the whole
critical judgment. learning environment [10]. For this reason, teachers should
— The first students in using the program (2002 carefully schedule simulations to support other classroom
2003 academic year) asked for the possibility activities in order to achieve previously stated goals.
of considering closed-loop maneuvers. This
possibility was included in the second software
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BIOGRAPHIES
Francisco Aparicio obtained his Industrial Master’s Degree in Physical Science from the National University
Engineering PhD degree in 1978 at the of Distance Education of Spain and his PhD in Mechanical
Polytechnic University of Madrid. Since Engineering from the UPM in 2001, 2005, and 2006, respectively.
1981 he is Professor of Vehicle Engineering Currently, he is associate professor at the UPM. He has been
and Transports at that University. Since 1993, involved in several research projects and innovative education
he is the Director of the University Institute programs and has developed engineering studies for relevant
for Automobile Research. He is the Spanish national firms. His fields of interest are the automotive industry,
representative in Working Groups on General vehicle safety, mechanical design, educational software and the
Safety of the European Commission and he application of new educational approaches in university studies.
is involved in the European Enhanced Vehicle-Safety Steering
Committee. He is Chairman of the Spanish Association of Javier Sánchez graduated in Mechanical
Automotive Professionals, and Vice-chairman of the Spanish- Engineering in 1997 and obtained his PhD
American Federation of Mechanical Engineering. He has been main degree in 2005 at the Polytechnic University
researcher of several research projects and author of technical books of Madrid. Since 1997 he is a partial time
and papers in the field of the automobile, traffic safety, trans- Associate Professor of Projects engineering
portation and education. at that University, as well as he has held
different positions in some automotive com-
Felipe Jiménez obtained his Master’s panies. Since 2003 he is head of the
Degree in Industrial Engineering from the Education Division at the University Institute
Polytechnic University of Madrid (UPM), his for Automotive Research. He has specialized in vehicle design.