Development and Use

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

Received 17 December 2007; accepted 4 February 2008

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: 467
478, 2009; Published online in
Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20245

Keywords: educational software; vehicle dynamics; mathematical model

INTRODUCTION Due to the complexity of global vehicle behavior

The subject of ‘‘Road Vehicles Theory’’ deals with the
global dynamic behavior of vehicles. The main goal
of the subject is to study the movement of the vehicle
and its dynamic behavior resulting from the driver’s
actions while taking account of how the vehicle
interacts with the road and the environment. Fur-
thermore, students are expected to understand how the
different parameters of the systems influence global
vehicle response.
Correspondence to F. Jiménez (felipe.jimenez@upm.es).
ß 2009 Wiley Periodicals Inc.
equations, individual movements (longitudinal, lateral
and vertical dynamics) are considered [1
5]. Then,
analytical expressions are derived. However, it is quite
difficult to find references about transient response
and combined maneuvers in these kinds of publica-
tions. Table 1 shows the main units of the subject of
‘‘Road Vehicles Theory’’ [5].
Obviously, this approach has the disadvantage that
combined efforts, such as braking maneuver when
driving along a curve, cannot be studied in an easy way
with simple tools. This fact motivated the development
and programming of a three-dimensional vehicle
dynamics software for automobile behavior teaching,
because previous simplifications could be avoided and

467
468 APARICIO, JIMÉNEZ, AND SÁNCHEZ
a more realistic and complete view could be provided
for the students.
SIMULATION PROGRAM OBJECTIVES
Several surveys have shown the usefulness of
computers for teaching in university studies. For
example, some reasons are quoted in Refs. [6,7].
Among them, the following ones can be highlighted:
— Enhanced student motivation when solving real
problems.
— Facilitation of learning.
— Possibility of solving certain problems that cannot
be tackled without the help of a computer.
— More flexibility and adaptation to students
necessities.
— Learning material in a more meaningful way.
Simulation software is a powerful tool for
teaching due to the positive predisposition and
motivation of students towards it and the possibility
of dealing with complex problems with a high degree
of realism [8]. Regarding this subject, in Ref. [9] some
advantages of simulation programs are cited, such as
greater efficiency of the teaching process, better
knowledge assimilation and quicker information
access. However, if some restrictions are not taken
into account, learning may not be improved [10]. One
of the most important requirements before any action
is to set the goals and draw up a detailed schedule for
all the activities.
There are several vehicle simulation programs:
Carsim [11] (www.carsim.com/, accessed November
2007), its truck version called Trucksim (www.
carsim.com/, accessed November 2007), Adams Car
module (www.mscsoftware.com/university/software_
bundles/adams_car.cfm, accessed November 2007),
VDMS simulation model (www.millikenresearch.
com/vdms.html, accessed November 2007), veDYNA
software (www.tesis.de/en/index.php?page¼544, accessed
November 2007), etc. They offer different degrees of
accuracy and it is possible to obtain conclusions that
fit the true behavior of the vehicle quite well if correct
data are known. Some of these programs offer an
educational version [12], but too simple models are
used. So little possibilities are available. Other
software developed for educational purposes only
covers small areas of vehicle dynamics. An example is
shown in Ref. [13], where the software AUTOMATH
is only focused on longitudinal dynamics for perform-
ance analysis.
On the other hand, custom-made software has
some advantages over commercial models. Some of
these reasons are set out below:
— They fit the list of topics in the subject, so
correlations between theory, practice and
simulations can be easily established.
— They can focus on the most important or
difficult aspects of the subject.
— Output variables can be presented in such a
way that students can be forced to analyze the
aspects that the teacher considers more relevant.
Furthermore, general purpose commercial soft-
ware involves having a great number of parameters
that are not easy to obtain, so students would have to
spend too much time on estimating them before
starting with the first simulations [14]. All these
reasons justify custom-made software being more
positive for teaching purposes.
Considering that ‘‘Road Vehicles Theory’’ con-
cepts are closely related to real problems, and in order
to closely adapt it to the subject’s objectives, in 2001,
a vehicle dynamics simulation program was devel-
oped by the University Institute for Automobile
Research, and its use in Madrid Polytechnic Univer-
sity began in 2002. Its main goals were the following
ones:
(1) To reinforce theoretical and practical concepts
of the subject by simulating maneuvers and
learning to interpret results.
— To justify vehicle behavior by using what was
taught in lectures.
— To carry out estimations and approximate
calculations and compare results with the
program output variables.
(2) To introduce other aspects that were not
specifically included in the subject, but were
closely related to vehicle dynamics analysis.
— To acquire general knowledge about dynamic
models and the equations that describe them.
— To familiarize the students with simulation
software.
— To identify model input variables (and the way
to obtain them) and main output variables
when simulating different types of maneuvers.
— To get to know standardized maneuvers that are
used for vehicle dynamics characterization.
— To carry out sensibility analysis of input
parameters and to justify the effects using
theoretical concepts.
 ROAD VEHICLES THEORY TEACHING 469

VEHICLE DYNAMICS MODEL Vehicle Model Description

The selected model is based on a 14-degree of
Several vehicle dynamics models can be found in the
freedom model that reproduces the general geometry
technical literature (e.g., [15
17]). When developing
of the vehicle and contains all the main subsystems of
a teaching-oriented vehicle dynamics simulation
the vehicle: sprung mass, unsprung mass, suspension,
program, the complexity of the model that is included
tires, engine, transmission, brakes and steering
should be carefully discussed. Very simple models get
systems. The degrees of freedom are three linear
around certain important effects, so the results are not
displacements and three rotations of the sprung mass,
completely realistic. On the other hand, very complex
vertical displacements of the four unsprung masses
models consider a lot of parameters, which are not
and the four wheel rotations. In order to obtain more
sometimes easily obtainable.
accurate results, the classical suspension system
Taking into account previous considerations and
model is replaced by a modified one. In this, a spring
the fact that every topic of Table 1 should be observed
and a damper transmit vertical movement and forces
by the software, the following set of basic specifica-
between sprung and unsprung masses. Furthermore,
tions is fixed:
longitudinal and transversal bars connect both masses
in order to achieve a better control of roll and pitch
— The model should reproduce the three-dimensional
movements. Finally, according to Ref. [18], the
movement of the vehicle and take into account
consideration of the anti-roll bar provides significant
the particular behavior of each tire.
improvement to the model results and the computa-
— It should be a modular and parametric model.
tional cost of this additional operation is quite low.
— The amount of unknown parameters should be
This bar transmits forces to the sprung and unsprung
small, so the majority of input variables could
masses. These forces are proportional to the roll angle
be obtained from manufacturers’ information,
and have the opposite direction, so the final effect is
simple components tests or rough estimations.
an additional rolling stiffness.
— Simulations should be carried out in a short
Figure 1 shows a schematic view of the vehicle
time.
model.
— A driver model should be included, so trajectory
and speed can be controlled in closed-loop
Vehicle Model Equations
maneuvers.
— The model should be able to ‘‘travel’’ along an Dynamic Equations of Sprung Mass Move-
electronic road map that contains Cartesian ments. Model equations have been written
coordinates and superelevation and slope considering the Cartesian coordinates system fixed
angles. to the sprung mass that Figure 2 shows.

Table 1 Main Units of the Subject of ‘‘Road Vehicles Theory’’

1. Tires Rolling resistance
Longitudinal forces
Lateral forces
2. Aerodynamics
3. Longitudinal performance Performance diagram
Engine and transmission characteristics
Performance calculation (maximum speed, maximum slope,
acceleration)
4. Braking process General vehicle behavior
Ideal braking conditions curve and braking forces distribution
Tires lock effect
ABS effect
5. Lateral dynamics Skid and turn over limits
Directional vehicle behavior
Effects of parameters modifications
6. Vertical dynamics Simplified models
Ergonomics
Predesign of the suspension system
470 APARICIO, JIMÉNEZ, AND SÁNCHEZ


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

Figure 2 Non-inertial coordinates system. Degrees of

E ¼ a6 Fz2 þ a7 Fz þ a8 ð12Þ
freedom of the sprung mass (u, v, and w are linear
velocities; p, q, and r are angular velocities). Fz is the vertical load on the tire
 ROAD VEHICLES THEORY TEACHING 471

The greatest problem of this model is that it is
necessary to know a set of parameters which
characterize each tire and can only be obtained by
means of quite expensive tests. Finally, considering
the advantages and drawbacks of these tire models,
the developed vehicle model allows the user to choose
between the following ones: Dugoff’s (due to its
simplicity) or Pacejka’s (due to its widespread use in
automobile engineering).
vehicle is almost completely stationary, due to the
instability of the differential equations solution when
rotation speed is near zero. Finally, it is worth
remarking that model accuracy is significantly better
in smooth and moderate maneuvers, and results are
more than satisfactory in normal driving.
SIMULATION PROGRAM DESCRIPTION

Driver Model Equations The educational software was programmed in MAT-

LAB, mainly because students are typically familiar
The trajectory following model is based on a
with it [23]. It should be noted that the final purpose is
predictive function model [22]. This model considers
not to learn new software, but to analyze vehicle
the distance between the position the vehicle will behavior under different conditions, using the theo-
reach in the future and the desired position on the
retical knowledge that students have received pre-
trajectory at that moment. The following expression
viously. The simulation program is divided into five
controls the steering wheel actions:
modules and Table 2 shows this structure.


ddðtÞ yðtÞ
t þ dðtÞ ¼
Kd cðtÞ
c1 ðtÞ þ ð13Þ
dt L
where d(t) is the steering wheel angle, t the response Table 2 Simulation Program Modules
delay, Kd a gain factor, C(t) the yaw angle, y(t) the Input vehicle data
lateral deviation, and L the prediction distance. General data
The speed control is based on the idea proposed Suspension
in Ref. [22]. At each moment, necessary tire forces are Tire
estimated in order to achieve the desired acceleration Steering
Engine
or deceleration levels and reach the objective velocity.
Transmission
This estimation considers movement resistances Brakes
(rolling resistance, aerodynamic resistance, etc.) and Resistances
inertial forces. The gear box is also controlled. Input signals
Driver (open-loop maneuvers)
Steering wheel angle
Model Validation Accelerator pedal
It is essential for students to find model results Brake pedal
reasonable. Should the program provide unrealistic Road surface profile
Closed-loop maneuvers controla
results, no learning can be achieved because output
Trajectory
variables cannot be justified. For this reason, exper- Speed
imental validation of the model and comparisons with Gearbox
other software results were carried out. Sprung mass Controllers characteristics
movements, accelerations, tire forces and suspension Execution data
deformations were analyzed. Initial speed
This validation process showed that there is a Initial gear
good correspondence in roll and pitch angles between Simulation time
tests and simulation, even when aggressive maneuvers Integration step
are carried out. Peaks are correctly estimated by the Output variables
model, but certain experimental oscillations some- Vehicle movement
Suspension
times cannot be explained completely. There is also a
Tire
high accuracy in the estimation of longitudinal Engine-transmission-brakes
acceleration, but worse results are found when Steering
analyzing lateral acceleration in aggressive maneu- Unsprung mass
vers. Furthermore, the tire model provides good
a
results of longitudinal and lateral forces, but some The closed-loop maneuvers control module was
differences can be found in the first case when the included in the second version of the software in 2003.
472 APARICIO, JIMÉNEZ, AND SÁNCHEZ
Table 3 Vehicle Parameters That the Model Takes Into
Account
Vehicle
Mass
General dimensions (wheelbase, track)
Center of gravity position (l1, l2, h)
Roll axis height
Moments and products of inertia (IX, IY, IZ, IXY, IXZ, IYZ)
Suspension (different configurations are available at each
wheel)
Spring stiffness (Km)
Damper characteristic curve
Position of longitudinal bar (hlb, xb)
Position of transversal bar (htb, yt)
Anti-roll bar parameters (lb, Lb, G, I0)
Tire (different configurations are available at each wheel)
Adherence (m)
Nominal and charged radii (r, rc)
Vertical stiffness (Kz)
Longitudinal and lateral stiffness (Ki, Ka)
Wheel mass and inertial moment (mr, Ir)
Steering
Steering demultiplication
Steering geometry (de
di curve)
Engine
Maximum momentum curve (M m
n m curve and 4th
order polynomial fit)
Minimum momentum curve (Mm
nm curve and lineal fit)
Transmission
Gearbox parameters (x1, x2, x3, x4, x5)
Conic group (xc)
Transmission efficiency (Z1, Z2, Z3, Z4, Z5)
Traction type (front, rear, total)
Brakes
Brakes distribution curve (Fft
Ffd)
ABS actuation
Resistances
Aerodynamic resistance (r, Af, CX)
Rolling resistance (f0, fv)
Vehicle Data Module
The complete characterization of the vehicle includes
more than 100 parameters. Some of them are defined
by nonlinear curves. Table 3 contains a detailed
account of them.
Every parameter has been studied in the subject,
so students should be able to make rough estimations
of those variables that are not included in usual
characteristics tables. However, experience has shown
that these estimations are usually difficult for students,
because they are used to having every piece of data to
solve a problem. This idea is supported by Shakerin
[24] who points out that, although preliminary
estimations can be obtained using previous knowl-
edge, common sense and simple physics relationships,
many students encounter various problems in success-
fully completing the task.
Input Signals and Closed-Loop Maneuvers
Control Modules
Driver and road inputs can be taken into account. The
program distinguishes between open-loop maneuvers
(steering and pedal inputs are defined vs. time) and
closed-loop maneuvers (trajectory and speed profile
are defined and the automatic control module
calculates which steering angle and which accelerator
and brake pedal positions are appropriate to fulfill
these requirements). Furthermore, a set of standard
maneuvers are defined based on Refs. [25
28], so the
user need only introduce their characteristic values.
Output Variables Module
Model outputs include more than 40 variables, whose
evolution along the simulation time is presented on a
graph and numerical values are stored. The program
also provides other results such as the performance
diagram, braking forces distribution or final trajectory.
Software Interface
Finally, in order to achieve high learning efficiency,
the software interface should be user friendly
[9,29,30]. Figure 3 shows an example of a data input
window. The program was tested by students and
neither technical nor practical problems were found.
Furthermore, the program includes a help module
and a complete user manual was written and given out
[31]. This manual explains every command and
presents solved and commented real examples.
TEACHING EXPERIENCE
Since the 2002
2003 academic course, the program
has been used by Mechanical Engineering students
and students on an automotive postgraduate course at
Madrid Polytechnic University. It has been distributed
and tutorial examples have been explained. After the
introductory sessions, a long calculation and simu-
lation exercise that tackles every important concept of
the subject (see Table 1) is proposed. This exercise
includes:
— Numerical problems to be solved without the
simulation program (including comparison
with simulation results when possible).

Figure 3 User interface example (vehicle technical data input window).
— Maneuvers simulation and main output variables
justification (including comparison with analytical
results when possible).
— Sensibility analysis of vehicle parameters on
general vehicle behavior.
These tasks are divided into three main units and
the results of each of these parts have to be submitted
to the teacher by a deadline using a b-learning
platform [32,33]. Comments are sent back to the
students, who should then upload a revised version of
their work, which is finally assessed.
Some Proposed Exercises
As stated in previous sections, analytical equations are
only possible for simple situations and combined
movements are not tackled in depth in the subject due
to their complexity. However, students should be
prepared to interpret the results of complex maneu-
vers. This fact increases the potential of the developed
software, because it can be used both to check
analytical results and to provide results where
ROAD VEHICLES THEORY TEACHING 473
conventional methods are insufficient. Some exam-
ples are shown below, in which the technical data of a
real passenger car are used.
Comparison Between Analytical and Simulation
Results
Example 1: Estimate the time that a vehicle requires
to decelerate from 90 to 70 km/h when driving along a
horizontal surface and brakes are not applied.
(a) Analytical Solution
In this simple one-dimensional problem, the
longitudinal movement equation establishes that the
vehicle deceleration is due to aerodynamic Fa and
rolling Fr resistances, so the following expression can
be stated:


dv 1 2 2
m ¼
ðFa þ Fr Þ ¼
rCX Af v þ ðf0 þ fv v Þmg
dt 2
ð14Þ
where m is the vehicle mass, r the air density, CX the
aerodynamic drag coefficient, Af the vehicle frontal
474 APARICIO, JIMÉNEZ, AND SÁNCHEZ

Table 4 Characteristic Points of the Braking Distribution

Curve
Point Front Rear

A 3948.0 N 1779.9 N
B 14789.5 N 2497.8 N

are horizontal distances between the center of gravity

Figure 4 Speed change due to resistance forces.
area, and f0 and fv are parameters that characterize
rolling resistance.
Integrating the previous expression, the required
time is computed:
Zvi
mdv
T¼ 1  ¼ 19:9 s ð15Þ
2 rCX Af v2 þ ðf0 þ fv v2 Þmg
vf
(b) Simulation Program Solution
The simulation run is carried out considering the
initial speed of 90 km/h. Accelerator and brake pedal
are not pressed. The output figure (speed vs. time)
shows that the time the vehicle needs to reach the final
speed of 70 km/h is 19.8 s (Fig. 4).
Example 2: Determine the braking forces dis-
tribution curve, considering that the vehicle includes a
pressure proportioning valve which operates when
deceleration is above 0.4g (point A). Furthermore, it is
known that this actual braking forces distribution
curve intersects the ideal braking conditions curve
when deceleration is 1.2g (point B). Find both
characteristic points.
and front and rear axles, h is the center of gravity
height and a is the acceleration.
Considering the points where the pressure valve
acts and the braking distribution curve intersects
the ideal conditions curve, the braking forces can be
calculated (Table 4).
(b) Simulation Program Solution
The braking systems input data module allows us
to obtain the braking forces distribution. Points A and
B are placed in the diagram and the numerical results
agree with the results obtained by analytical methods
(Fig. 5).
Analysis of the Effect of Vehicle Parameters
Modifications
Simulation programs have the advantage that it is
possible to analyze multiple conditions and obtain
results in a very short time [34]. This is quite
important in sensibility analysis. Although analytical
solutions give us a qualitative idea of what should be
expected when modifying a vehicle parameter,
quantitative and accurate results are sometimes
difficult to obtain.
For example, when dealing with lateral and
vertical dynamics, suspension vertical stiffness is a
key parameter to achieve stability and comfort. Using
the software, it is possible to analyze the influence of

(a) Analytical Solution

The parametric expressions of the ideal braking
conditions curve are:

2
Pl2 a Ph a
Fbf ¼ þ ð16Þ
l1 þ l2 g l1 þ l2 g

2
Pl1 a Ph a
Fbr ¼
ð17Þ
l1 þ l2 g l1 þ l2 g
where Fbf and Fbr are braking forces on front and rear Figure 5 Braking distribution curve calculated by the
wheels, respectively, P is the vehicle weight, l1 and l2 software.

Figure 6 Effect of the suspension vertical stiffness on roll angle (steady-state circular
trajectory).
the suspension vertical stiffness on the roll angle when
the vehicle describes a circular trajectory at constant
speed. Considering that the nominal stiffness is Km,
simulations are carried out changing that parameter,
which adopts the following values: 0.5 Km, 0.75 Km,
1.25 Km, and 1.5 Km. The input variable is the steering
wheel angle and the output variable is the steady state
roll angle. The tendency to diminish roll angle when
increasing suspension stiffness, shown by Figure 6,
can be explained using theoretical concepts. However,
quantification using analytical tools is much more
complicated and involves certain simplifications that
limit the validity of results because other factors such
as suspension geometry and anti-roll bar effect,
among others, have a relevant influence on the output
variable.
Analysis of Combined Maneuvers
Finally, the three-dimensional model is able to
simulate combined maneuvers, whose mathematical
formulation is quite complex and hence they are not
explicitly tackled in the subject of ‘‘Road Vehicles
Theory.’’ However, their importance in traffic safety
cannot be forgotten and the concept of friction ellipse
should be understood. The most classical combined
maneuver is the one where the driver brakes when
cornering. Then, tire forces should be analyzed, paying
attention to the transient response. Figure 7 shows input
and output variables (tire forces). As can be seen, first of
all, a constant steering wheel angle is introduced. After
that, without changing their position, the brakes are
pressed. Output variables show how load transference
between tires occurs and tires with less dynamic vertical
force quite soon lose their capacity for transmitting
combined forces. In that case, longitudinal forces
prevail and the vehicle is not able to manage the
ROAD VEHICLES THEORY TEACHING 475
curve. Students are asked for these qualitative
comments that justify simulation results using
theoretical concepts.
Students’ Evaluation of the Software
After using the simulation program and completing
the exercises, students were asked to write down their
opinions about the software. The questionnaires were
anonymous and items such as software usefulness,
positive and negative aspects and aspects that should
be changed in the future were tackled.
The main conclusions of the students’ answers
are listed below:
— Students have not used any simulation software
before so, considering that it is a very important
tool for different purposes, this first approximation
to it is appreciated as positive. It should be
noted that, when teaching future professionals,
it is necessary to revise what is taught and how
it is taught, taking into account new methods
with the introduction of computers [29].
— Students find positive the fact that many vehicle
parameters can be modified and effects on
output variables easily studied.
— They also find the large set of output variables
interesting as well as the information that the
program provides.
— They find very useful the possibility of comparing
theoretical and practical results of the subject
with the program calculations.
— As mentioned above, students do not find it
easy to estimate input variables (see Ref. [24]).
In order to solve this problem, they asked for a
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.

include these useful libraries for research
activities, but whether they should be adapted
for teaching purposes is not clear because
students may rely on these data without any
critical judgment.
— The first students in using the program (2002

2003 academic year) asked for the possibility
of considering closed-loop maneuvers. This
possibility was included in the second software
version available from the beginning of the
2003
2004 academic year.
CONCLUSIONS
In order to complement road vehicle theoretical
concepts, simulation software has been developed at
the University Institute for Automobile Research of
Madrid Polytechnic University. The vehicle model is
based on a modified 14-degree of freedom system.
This model has been validated by tests and by
comparisons with other models.
The use of the vehicle dynamics simulation
software throughout 5 years has shown the usefulness
of this kind of tool in university teaching. A deeper
understanding of vehicle dynamics concepts is
achieved [14] and valuable help is provided to solve
complex problems in a short time [34], so the
simulation program is presented as a checking tool
that can be used for widening and deepening knowl-
edge of the subject.
Although the complexity of general equations
forced us to use simplified models that distinguish
individual movements (longitudinal, lateral, and
vertical) in the theoretical classes, the simulation
program allows us to study combined actions (braking
on a curve is the most representative case from a
safety point of view), apart from checking two-
dimensional model results that are explained in
textbooks [5]. More specifically, due to the fact that
one- and two-dimensional problems are particular
cases of the three-dimensional one that is considered
by the model presented in this article, the results
of other programs that are focused only on a
specific section of vehicle dynamics [13] have been
checked.
Additionally, simulation programs can be used
to develop ‘‘virtual tests’’ without the difficulties,
risks and costs that real tests have. Furthermore,
simulation provides an opportunity to study the
effect of several input parameters that are not easily
modifiable in real tests, and analyze multiple output
variables, whose sensing in real tests implies expen-
sive instrumentation [9].
ROAD VEHICLES THEORY TEACHING 477
However, although the results concerning learning
and satisfaction have been positive, it would be an
unforgivable mistake to attribute all this success to the
software, because the final effects are due to the whole
learning environment [10]. For this reason, teachers should
carefully schedule simulations to support other classroom
activities in order to achieve previously stated goals.
REFERENCES
[1] T. D. Gillespie, Fundamentals of vehicle dynamics,
Society of Automotive Engineers, USA, 1992.
[2] W. F. Milliken and D. L. Milliken, Race car vehicle
dynamics, Society of Automotive Engineers, USA, 1995.
[3] G. Genta, Motor vehicle dynamics. Modeling and
simulation, World Scientific, Singapore, 1999.
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BIOGRAPHIES
Francisco Aparicio obtained his Industrial
Engineering PhD degree in 1978 at the
Polytechnic University of Madrid. Since
1981 he is Professor of Vehicle Engineering
and Transports at that University. Since 1993,
he is the Director of the University Institute
for Automobile Research. He is the Spanish
representative in Working Groups on General
Safety of the European Commission and he
is involved in the European Enhanced Vehicle-Safety Steering
Committee. He is Chairman of the Spanish Association of
Automotive Professionals, and Vice-chairman of the Spanish-
American Federation of Mechanical Engineering. He has been main
researcher of several research projects and author of technical books
and papers in the field of the automobile, traffic safety, trans-
portation and education.
Felipe Jiménez obtained his Master’s
Degree in Industrial Engineering from the
Polytechnic University of Madrid (UPM), his
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methods. ISO 7401, International Organization for
Standardization, 1998.
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ISO 15037-1, International Organization for Stand-
ardization, 1998.
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interface and human-computer interaction instruction,
J Inf Technol Educ 4 (2005), 189
205.
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User manual, Publications Section of the INSIA,
Madrid, 2003.
[32] A. Garcı́a and R. Martı́nez, The role of self-assessment
in Aulaweb e-learning system. Proceedings of the
European Distance Education Network Annual Con-
ference. Granada (Spain), 16
19 June, 2002.
[33] A. López, J. C. Pérez, C. Zoido, P. Avendano, T.
Hernández, E. Villalar, J. A. Martı́n, J. A. Criado, R.
Martı́nez, and A. Garcı́a, User interfaces and features
of Aulaweb e-learning system. Proceedings of the
Second International Conference on Multimedia
and Information & Communication Technologies in
Education. Badajoz (Spain) 3
6 December, 2003.
[34] I. Kaminskyj, J. B. Chapman, and P. K.-L. Tran,
Mechanistic simulation in electronics engineering educa-
tion, Int J Eng Educ 15 (1999), 365
371.
Master’s Degree in Physical Science from the National University
of Distance Education of Spain and his PhD in Mechanical
Engineering from the UPM in 2001, 2005, and 2006, respectively.
Currently, he is associate professor at the UPM. He has been
involved in several research projects and innovative education
programs and has developed engineering studies for relevant
national firms. His fields of interest are the automotive industry,
vehicle safety, mechanical design, educational software and the
application of new educational approaches in university studies.
Javier Sánchez graduated in Mechanical
Engineering in 1997 and obtained his PhD
degree in 2005 at the Polytechnic University
of Madrid. Since 1997 he is a partial time
Associate Professor of Projects engineering
at that University, as well as he has held
different positions in some automotive com-
panies. Since 2003 he is head of the
Education Division at the University Institute
for Automotive Research. He has specialized in vehicle design.