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IFAC PapersOnLine 55-17 (2022) 25–30
Project-Based
Project-Based Learning for Control of Hybrid Powertrains
Project-Based Learning
Learning
using a
for
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Control
Simulation
of
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of Hybrid Powertrains
using a Simulation
Thomas using
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Thomas Steffen*
Steffen* Simulation
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Fly** Richard
Fly** Richard Stobart***
Stobart***
Thomas
Thomas Steffen* Ashley Fly** Richard Stobart***
Thomas Steffen* Steffen* AshleyAshley Fly**
Fly** Richard
Richard Stobart*** Stobart***
*
*
* Department
Department
Department of
of
of Aeronautical
Aeronautical
AeronauticalThomas and
and
and Automotive
Steffen*
Automotive
Automotive Ashleyengineering,
Fly** Richard
engineering,
engineering, Loughborough
Loughborough
Loughborough Stobart*** University,
University,
University, Loughborough,
Loughborough,
Loughborough,
*
* Department
LE11
Department
LE11 3RW,
3RW,
of
of UK
UK
Aeronautical
(Tel:
Aeronautical
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+44
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and
1509
and
1509 Steffen*
Automotive
227 224;
Automotive
227 224;Ashley Fly** Richard
engineering, Loughborough
e-mail:t.steffen@lboro.ac.uk,
engineering, Loughborough
e-mail:t.steffen@lboro.ac.uk, Stobart*** University,
correspondence
University,
correspondence
Loughborough,
author)
Loughborough,
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LE11
LE11 3RW,
3RW, UK
UK (Tel:
(Tel: +44
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1509 227
227 224;
224; e-mail:t.steffen@lboro.ac.uk,
e-mail:t.steffen@lboro.ac.uk, correspondence
correspondence author)
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* Department
LE11 3RW, of UKAeronautical
(Tel: +44 and
1509 Automotive
227 224; engineering, Loughborough
e-mail:t.steffen@lboro.ac.uk, University,
correspondence Loughborough,
author)
* Department of Aeronautical **
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(Tel:
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LE11 3RW, UK (Tel: ** +44 (Tel:
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LE11 3RW, UK (Tel: +44 (Tel:
** ditto 1509 +44 227 224;
1509 e-mail:t.steffen@lboro.ac.uk,
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Abstract: This *** ditto (Tel: e-mail:r.k.stobart@lboro.ac.uk)
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Keywords: hybrid electric vehicle (HEV), model-based
hybrid powertrain systems engineering
control, (MBSE)
project-based learning, automated
assessment, multi-objective optimisation, model-based systems engineering (MBSE)
assessment, multi-objective optimisation, model-based systems engineering (MBSE)
1.
1.
1. INTRODUCTION
INTRODUCTION
INTRODUCTION because
because
because it
it
it contains
contains
contains typically
typically
typically two
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or
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1.
1. INTRODUCTION
INTRODUCTION because
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INTRODUCTION
especially plug-in
plug-in hybrid
hybrid electric
electric (related
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Hybrid
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are and especially
INTRODUCTION
going to be plug-in
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bridge (related
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Hybrid
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in an engineering
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split
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10.1016/j.ifacol.2022.09.220
26 Thomas Steffen et al. / IFAC PapersOnLine 55-17 (2022) 25–30
educational resource is “Hybrid Vehicles” on edx (Andersson
& Grauers, 2002), which is part a MicroMasters® Program by
Chalmers University of Technology.
2.2 Simulations for Project-Based Learning
Simulations are naturally suitable for project-based learning.
They allow students to explore a model, to examine
construction and behaviour, repeatedly with minimal risk. The
Model Based Systems Engineering (MBSE) approach is
related, and it is common both in the automotive and in the
aeronautical industry. The use of models can reduce
development time significantly, improve quality and reduce
the reliance on prototypes (Halow et al., 2021).
In a learning environment, simulations can also provide
immediate feedback, up to the final assessment as in
Immediate Feedback Assessment Tests (IFAT), although that
is not the aim of this exercise. This approach is intricately
connected to the flipped classroom (Azemi, 2013).
2.3 Learning Context
The original module was created with the design of the MSc
programme “Automotive Systems Engineering” in 1998 as a
module on “Powertrains” (as opposed to engines). In 2010,
during a significant overhaul of the MSc programme, it turned
into “Sustainable Vehicle Powertrains”, and both low carbon
technologies and hybrid powertrain content became a lot more
prominent. The current element on hybrid powertrains was
added in 2014, partially based on equivalent undergraduate
material. The initial task was already project-based work and
automated assessment, supported with an extended version of
the well-known QSS toolbox (Rizzoni et al., 1999). In 2016,
the ELVIO library (Thomas Steffen, 2018) was introduced
from the TC48 project (TC48 Consortium, 2013) as a case of
research-led teaching, and it has been used since with
incremental improvements. The module is about to be renamed
“Hybrid and Electric Vehicles,” to denote the clear focus on
powertrain technologies relevant in the coming decade.
Depending on how industry and demand develops, we will
increasingly phase out the internal combustion engine and
hybrid content as we approach the ban of engines in passenger
vehicles in 2035 (Wappelhorst, 2021), although applications
in heavy duty, off road and rail applications will of course
remain for longer (UK Government, 2021).
The current module has been taught over 15 times to a wide
range of participants. We have both full time and part time
students on the programme “Automotive Engineering MSc.”
Full time students tend to be predominantly from India,
Pakistan, China, and Nigeria, with a few students from the UK
and from EU countries. Part time students are often working
in industry, for example for OEMs and system integrators such
as Ford, Jaguar Land-Rover (JLR) or Tata. JLR participates in
both the Technical Accreditation Scheme (TAS) programme
(Thethi et al., 2013) and the cross-university programme
“Powertrain and Vehicle MSc”. Ford participated in the
Postgraduate Certificate in “Vehicle Electrification,” which
also includes this module. The module was a key part of the
Joint Master’s Degree in Sustainable Automotive Engineering
(JMDSAE) awarded by the Greendrive Consortium
(Greendrive Consortium, 2016).
The module has a credit weight of 20 (equivalent to 10 ECTS
or 200 hours of nominal effort), contributing to the MSc with
a total credit weight of 180 and the PGCert that has a credit
weight of 60. The programmes are accredited by the Institute
of Mechanical Engineers (IMechE) and the Royal
Aeronautical Society (RAeS), which means they satisfy the
educational requirements of Chartered Engineer status. There
are no explicit prerequisites, but the module assumes an
engineering background, familiarity with automotive
powertrains, and with computing in MATLAB/Simulink.
3. AIMS AND OBJECTIVES
The aims of this coursework exercise are twofold. The main
aim is to get student to engage with low carbon technology and
specifically the opportunities, mechanisms, and control of
hybrid powertrains to reduce emissions. The second aim is an
underlying theme of the programme, which is to familiarise
students with structure engineering approaches such as Model
Based Systems Engineering and general simulation-based
approaches to solve typical multi-objective engineering
problems. This second aim especially lends itself to a project-
based learning approach, using simulation tools and models
comparable to those used in industry.
3.1 Learning Outcomes
The current learning outcomes are listed below. The codes
refer to the generic engineering learning outcomes as defined
in Accreditation of Higher Education Programmes (AHEP),
fourth edition, published by the UK Engineering Council
(Engineering Council, 2020). The outcomes most relevant for
this exercise are set in italics.
1. Knowledge and Understanding:
On successful completion of this module, students should be able to
demonstrate knowledge and understanding in the following areas:
A01: … batteries and electric motor (K1)
A02: the impact of emission regulation on vehicle design (K2)
A03: typical types of hybrid powertrains, including key components
and their interaction (K4)
2. Skills and Attributes
On successful completion of this module, students should be able to:
a) Subject-specific cognitive skills
B01: design and analyse hybrid and electric automotive powertrain
solutions for their respective benefits and downsides (C1)
B02: analyse and interpret powertrain data gained from a
purposefully designed experiment (C3)
b) Subject-specific practical skills
C01: appraise the use of simulation tools for the design and analysis
of hybrid powertrains (P1)
C02: perform laboratory experiments safely … (P2)
c) Transferable skills
D01: communicate effectively, structure and critically evaluate
arguments in written form. (T2)
D02: identify and critically analyse information from a range of
sources (T4)
D03: apply an engineering approach to solve problems (T4)
D04: manage self-learning, time, and resources (T1)
 Thomas Steffen et al. / IFAC PapersOnLine 55-17 (2022) 25–30 27

Figure 1: A full hybrid model with powersplit architecture vehicle_psd.slx (Thomas Steffen, 2018)

4. BATTERY LABORATORY to follow a forward-facing methodology, which relies on

integration of Newton’s second law. This approach generates
The hybrid powertrain control assessment accounts for 50% of speed, torque and power profiles based on the driver input. The
the module assessment. The remaining 50% assessment is disadvantage of this approach is that a driver model is required.
conducted through a technical report on the specification of a
battery pack for an electric vehicle. In the coursework, students Instead, the ELVIO library used here is based on a backward-
conduct a laboratory based experimental analysis on two facing approach, which uses Newton’s second law in
different lithium-ion battery cells then use the results to create differential form to determine torque and power from the speed
a high-level battery pack specification. The aim of the profile, without reference to a driver. This approach is inspired
coursework is to use simple single cell testing to calculate by the two existing backward-facing libraries QSS (Rizzoni et
which of the two different batteries will give the lightest and al., 1999) and Advisor (Markel et al., 2002).
smallest battery pack to meet a required vehicle range and
power and how many cells will be need in the pack. A typical power split hybrid powertrain as found in a Toyota
Prius (Meisel, 2006), or the Ford Kuga hybrid is shown in
During the experimental lab, a single lithium-ion cylindrical Figure 1. The 3 shaft epicyclic gearbox at the core of this
cell of either 18650 (18 mm diameter, 65 mm length) or 21700 architecture is modelled using two torque and velocity
(21 mm diameter, 70 mm length) form factor is connected to a summing junction blocks (orange). The engine and the two
DC load bank controlled using a LabVIEW interface and motors are found on the right-hand side, powered by the fuel
instrumented with thermocouples. Students are tasked with tank and the battery, modelled using quadratic loss models.
undertaking a maximum power test, using datasheet
specifications, and step change current input to characterise the The given control structure in the “Operating Point” block is
transients of the system for each cell. After the experimental power based, calculated using demand and SoC:
session, students interpret the data to determine the energy,
𝑃𝑃𝐼𝐼𝐼𝐼𝐼𝐼 = 𝑃𝑃𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 + 𝑘𝑘𝑑𝑑𝑑𝑑𝑑𝑑 𝑃𝑃𝑑𝑑𝑑𝑑𝑑𝑑 + 𝑘𝑘𝑏𝑏𝑏𝑏𝑏𝑏 (𝑆𝑆𝑆𝑆𝐶𝐶𝑟𝑟𝑟𝑟𝑟𝑟 − 𝑆𝑆𝑆𝑆𝑆𝑆)
power, and resistance of each cell. These results are then
scaled up to the pack level and the students are asked to where 𝑃𝑃𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 is a power offset, 𝑃𝑃𝑑𝑑𝑑𝑑𝑑𝑑 is the power demand,
recommend whether the vehicle should be built using cells of 𝑆𝑆𝑆𝑆𝐶𝐶𝑟𝑟𝑟𝑟𝑟𝑟 and 𝑆𝑆𝑆𝑆𝑆𝑆 are reference and actual battery state of
the 18650 or 21700 cell formats. These calculations are also charge, 𝑘𝑘𝑑𝑑𝑑𝑑𝑑𝑑 is a feedforward and 𝑘𝑘𝑏𝑏𝑏𝑏𝑏𝑏 a feedback gain. The
accompanied by several open answer questions to assess the
engine is turned off at low power levels, the power is realised
theoretical understanding of battery fundamentals, battery
with the lowest possible engine speed.
pack design and battery management systems. The coursework
is submitted in the form of a seven-page technical report.
The coursework is designed to replicate the initial stages of
designing a fully electric vehicle and provide a link between
fundamental battery knowledge taught in classroom sessions.
The design challenge also replicates a similar optimisation
process seen by Tesla, who transitioned cell production from
the 18650 cell format to the 21700 cell format then
subsequently 4180 “tabless” cell format (Ulrich, 2021).
5. ELECTRIFIED VEHICLE LIBRARY FOR
SIMULATION AND OPTIMISATION (ELVIO)
Several companies offer tools for vehicle simulation with
comparable capabilities, including Gamma Technology Suite,
Ricardo Wave, AVL Cruise, Siemens PLM, Simulink
Driveline and Dymola. An overview of tools can be found at
(Wiki, 2006). As dynamic simulations, most of these tools tend
Figure 2: Energy waterfall shows the conversion of energy
28 Thomas Steffen et al. / IFAC PapersOnLine 55-17 (2022) 25–30

Several visualisation options are available in the library. The technical difficulties with running the model on the students’
energy waterfall (Figure 2) shows energy forms over time, the PCs and with sharing screens between students and teaching
cumulative histograms (Figure 3) describe the distribution of assistants that did slow down the session, and another question
torque, speed and power at individual signals, and the Pareto & answer session had to be arranged for additional support.
curves (Figure 4) highlights engineering trade-offs.
6.2 Coursework Brief
The coursework brief is a comprehensive engineering
challenge, which is explained on several pages. Key parts of it
are replicated below. The written report was changed to this
format of an executive summary, to give students practice in
concise writing, as expected in an industrial setting. Students
have complete freedom in their approach: they can use
intuition, experimentation, single parameter sensitivity
studies, or full factorial systematic approaches.
Task
The model should be improved by choosing better operating
points for the engine. The goal is to use as little fuel as
possible, but changes in electric energy stored in the battery
also have to be considered. The key freedoms are:
1. Different gear ratios can be used on the power-split
architecture.
2. The hybrid CVT architecture provides a wide range of
freedom for the engine operating point due to the power-
Figure 3: Cumulative histograms for specific signals in the systems
split device. …
10 7 Primary Energy Source Trade-Off in J 3. The engine can also be switched off and declutched to
run the vehicle in electric only mode …
1

Once you are happy with your modifications, submit a 2-page

0.5 executive summary (of no more than 800 words) of your
21 approach and your results. You can add another 2 pages of
Battery Energy in J

20
19
18 appendices for graphs or results. The summary should
document:
0 17
16
15
14
13
Bat

-0.5
12
11 10
9 8
1. How did you change the model?
7 6
5 43
21 2. Why did you make these changes?
-1
3. Can you document that they have the intended result?
-1.5 4. What did you achieve in terms of efficiency?
5. Does your approach affect other qualities of the
-4 -3.5 -3 -2.5 -2 -1.5 -1 -0.5
Fuel Tank Energy in J 10 7
powertrain?
Figure 4: Pareto curve and sensitivity analysis for displacement of … Please also submit your model vehicle_psd with your
fuel with battery electricity changes. This model will be simulated and assessed
automatically, so please make sure that it is easy to run (ideally
6. COURSEWORK TASK it should be self-contained, so that it can be run by just hitting
6.1 Familiarisation Exercise the run button).
The practical work starts with a PC laboratory to familiarise Marking Scheme
the participants with the library, using several models with The submissions are judged on four aspects.
increasing complexity. The exercise also introduces the
simulation capabilities of ELVIO, the visualisation options, Clarity (20%)
and the approach to parameter sensitivity studies. Students also Technical Work (20%)
get a chance to ask questions about the coursework brief.
Stretch Goal (10%)
With typically around 40-50 participants, teaching assistants Results (50%): This part is assessed based on the simulation
are used to make sure that all questions can be answered. results of the submitted Simulink model.
During COVID times, this PC laboratory had to be moved
online using Microsoft Teams as the delivery mode. While the
demonstration part went smoothly, there were plenty of
 Thomas Steffen et al. / IFAC PapersOnLine 55-17 (2022) 25–30
Table 1. Marking Rubric
Category 0 40
The report
The report contains
contains no
Technical some correct
revelant correct
answers.
answers.
The presentation is
The report is not poor, but it is
Presentation clear about what generally possible
has been done. to figure out what is
meant.
The stretch goal An attempt is made
Stretch Goal
is not addressed. at the stretch goal.
7. ASSESSMENT
As instructed, the students submit two files via the Virtual
Learning Environment, which is based on moodle (Moodle,
n.d.). These two files go into separate assessment streams.
7.1 Automated Assessment
As explained in the brief, the assessment is split into an
automated and a manual aspect, both contributing equally.
The automated assessment simulated the model as improved
by the student over several typical driving cycles. Fuel
economy, electricity consumption, drivability and the number
of engine starts are quantified and weighted to give a model
performance figure. The simulation also checks that no
inappropriate modifications have been made, such as the
aerodynamics of the vehicle or the efficiency of the engine. A
MATLAB script is used for the automated assessment, which
produces an CSV spreadsheet with the results.
7.2 Manual Assessment
The 2-page executive summary is marked in TurnItIn
Feedback Studio (Turnitin, 2017), using a marking rubric as
shown in Table 1. Annotations are made on the summary, and
a short personal feedback note is written to the student.
Unfortunately, it is impossible to integrate the automated
assessment results in Gradescope or in moodle. Instead, the
Gradescope total is downloaded, combined with the automated
assessment result, and the complete set of marks is then
communicated to the students using a mail merge. In
additional to the individual marks, a generic feedback text is
included highlighting typical mistakes by the cohort, and how
to avoid them. A more sophisticated system for giving
quantitative feedback and for combining the different elements
in one message is current under development.
7.3 Academic Misconduct
Due to the specific nature of this exercise, there is little
opportunity for contract cheating, which can otherwise be a
problem with coursework addressing more theoretical
questions. However, there is of course the potential for
collusion between students, and this is rigorously checked
using similarity detection on both parts of the submission.
29
60 80 100
The report is generally
The report contains more
correct, with only The report is
correct answers than
minimal omissions or technically flawless.
mistakes.
mistakes.
The presentation is
The presentation is very
generally good, with only
good and the report is The presentation of
minor mistakes such as
nicely structured, with the report is perfect.
few missing units or
only minimal flaws.
labels.
The report
A convincing solution is
A credible attempt is successfully goes
found for the stretch
made at the stretch goal. above and beyond
goal.
the stretch goal.
Over the years, several hundred students have gone through
this exercise, and the time spent on setting up the automated
assessment (which took a day or two) has been well
worthwhile. It reduces the marking effort significantly, and it
also has served as a model for other exercises.
8. EVALUATION
The module is subject to evaluation by staff and students. Staff
can judge whether the learning outcomes have been achieved
by most students, and which aspects of the task turned out to
be most challenging. In our extensive experience with diverse
cohorts of students, this exercise has been generally
successful. However, there are occasional failures, especially
from students who do not grasp the concept of “best of both
worlds,” or who may not be able to use the analysis and
visualisation tools successfully. Although not much familiarity
with MATLAB is required, this can also be an obstacle to more
sophisticated approaches. Engagement with the stretch goal is
usually rare, possibly due to time pressure.
The best students show a typical improvement of 5% fuel
economy benefit, no impact on drivability, and a moderate
reduction of engine starts, close to the theoretical optimum.
Evaluations by students and industry are overwhelmingly
positive, with a GPA of 4.5/5 for most aspects. Participants
appreciate that this is a realistic engineering exercise as they
would imagine finding it in industry. There is some criticism
that the module is too complicated and too time intensive, or
that it assumes experience with simulation and analysis tools.
These comments are gradually being addressed via tweaks of
the delivery, a restructuring of the programme and the
timetable. As with any simulation challenge, there is the
danger that students just randomly try different options until
they find a promising result, without engaging on a deeper
level. This is usually quite obvious in executive summary.
9. CONCLUSIONS
The experience of delivering this module to many different
cohorts has highlighted the benefits and the challenges of
project-based learning in higher education. Setting up a
realistic challenge in automotive engineering and control is not
easy and requires significant subject knowledge, time, and
continuous curriculum development. On the positive side, the
30 Thomas Steffen et al. / IFAC PapersOnLine 55-17 (2022) 25–30
exercises give students the ability to apply their knowledge to
a practical problem comparable to design tasks found in
industry. Once the activity is established, the effort of delivery
and marking is no higher than a conventional paper-based
exercise, the marks are more objective, and the learning impact
goes clearly beyond a more theoretical task.
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