A Virtual Engine Laboratory for Teaching Powertrain

Engineering

Burke, R.D.1, De Jonge, N.2, Avola, C.1, Forte, B.3

1. Powertrain and Vehicle Research Centre, Dept. Mechancial Engineeirng, University of Bath, Bath, UK

2. Dept. Mechancial Engineeirng, University of Bath, Bath, UK

3. bblDept. Electrical Engineeirng, University of Bath, Bath, UK

ta

Abstract

A virtual engine laboratory application for use in automotive engineering education is proposed to allow

the practical teaching of powertrain calibration. The laboratory is built as a flexible Matlab environment

that can easily be transferred across faculties for other applications and is a key enabler to link teaching

and research.

Keywords: Virtual Laboratory, Automotive Engineering, Matlab, Design of Experiments, Diesel Engines

1 IntroductionEngineering education needs to incorporate many practical aspects that are key to the profession [1]. In

early years of engineering education, laboratory sessions can be simple to demonstrate the basic

physical principles to support theoretical learning that in fields such as thermodynamics, mechanics or

fluid mechanics. However, as students advance in their education, the concepts that are being taught

become more complex, and the practical application of these concepts requires larger, more

sophisticated laboratories. A teaching example in automotive engineering is the topic of engine

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controller calibration. This skill requires engineers to optimise the parameters of the control unit based

on experimental data measured on an engine or vehicle test facility. However, the use of a such a test

facility for education purposes is prohibitively expensive and impractical for most universities. The result

is that the education resorts to class based activities which fail to stimulate higher levels of learning and,

in the worst cases, only encourages memory learning without understanding [2].

The aim of this paper is to create a virtual laboratory application for use in automotive engineering

education and demonstrate how it can be used to improve teaching of the subject of engine calibration.

2 Background

2.1 Learning objectives for Master’s Students

The topic of powertrain calibration is an example of engineering practice in the field of automotive

engineering. The task requires the use of Design of Experiments, experimental data capture and

processing, mathematical regression modelling, and optimisation techniques [3-5]. To undertake

learning of this topic, student’s will have already completed a previous course in basic control theory but

for many participants this represents the first time they are exposed to its application to a real system.

This application could be considered a threshold concept that is difficult to teach without practical

experience [6].

The motivation for implementing the virtual engine test laboratory stems from analysis of examination

history and student feedback. This analysis highlighted an emphasis on “remembering” as the major

learning activities. This is located in the knowledge or remembering level of Bloom’s Taxonomy and

crucially misaligned with the intended learning outcomes (ILOs) of a Master’s level course which

requires students to “analyse”. This course format was primarily lecture based which could only provide

students with the definitions worked examples; with this format it is not possible to achieve the higher

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levels of learning without allowing the students put theory into practice [7, 8]. In order to create an

environment where students can do this, the activities and assessments need to be aligned with the

application fo the methods.

Ideally, each student would be able to apply the engineering theory on a real engine test facility,

spending many hours practicing to develop their understanding. However, the cost of such facilities as

well as all the overhead knowledge in running a full powertrain test facility are prohibitive to this option.

A virtual laboratory approach was therefore chosen.

2.2 Virtual laboratories and their pros and cons

Using virtual laboratories has been shown to be effective in all but the youngest of learners [9]. The key

shortfall is that some concepts need to be experienced in order to be fully accepted and understood. A

good example of this is the boiling of water at temperature below 100oC at lower pressures.

Studies of virtual laboratories has shown that if the experience is sufficiently realistic then the benefit is

similar to that of the equivalent real laboratory [7]. This is particularly the case if the virtual laboratory

can provide sufficient levels of realism [8] and avoid deterring students through unfriendly programming

environments [6].

Three categories of virtual laboratories can be found in the literature:

1. Virtual reality laboratories which emulate part or all of the laboratory environment. These tools

can be used alone or in combination with real laboratory sessions and examples include the

Chemistry LabSkills e-learning tools [1] and a geology based laboratory from the University of

Arizona [9].

2. Laboratories where the session is conducted using only part of the experimental equipment

with a computer simulation providing the rest. This approach is still conducted in a laboratory

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setting, but reduces the overall equipment costs. Examples from the literature include an engine

calibration lab at the University of Bradford [10] and a cruise control lab at the University of

Michigan using a haptic feedback device to illustrate control effort [11]. Although virtual

laboratories, these examples still require a dedicated laboratory space and equipment which

restricts student access to the learning environment.

3. Fully software based virtual labs which provide a PC based interaction with a simulation model.

Racing academy [12] is an example of such a lab currently widely used, but is constructed as a

game and therefore does not give students the laboratory feel. A Gas turbine [13] example can

also be found in the literature.

There are few examples of virtual engine laboratories in the literature, most probably because the

creation of the engine models required for these are themselves a topic of research or commercial tools

[14, 15]. However the topic is gaining popularity and universities are needing to respond to a demand

from industry for expertise in this area [16].

The virtual laboratory from Bradford [10] is a semi-virtual lab and still takes place in a laboratory

environment. A real engine controller is used, but linked to a specialist computer which hosts the real-

time engine model. The laboratory in fact represents some real installations at automotive

manufacturers who use Hardware in the loop approaches to develop their control strategies [17]. The

advantage here is that the students are still in a laboratory environment and have to engage with some

degree of real hardware. However the downside is that as a laboratory facility is still required, student

access is necessarily limited.

2.3 The Opportunity for a virtual laboratory

The experimental aspects of powertrain calibration are typically conducted on an engine test facility.

The test facility itself comprises of a test cell which includes the engine linked to a host computer system

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that drives the test cell and records the data (see Figure 1). When the test cell is operational, the

engineer’s role is primarily interacting with the computer screen to set the operating conditions

according to a test plan and record data. On most facilities, there are safety systems in place that will

shut down the facility in the case of dangerous running conditions.

Figure 1: Typical layout of laboratory facilities

In this work it is recognised that there is an opportunity to recreate the engineer’s experience (the host

system interface) without the need for a real engine test facility. The on-demand availability of a virtual

laboratory will encourage both independent and peer-supported learning [10, 13, 18]. Laboratory

sessions will no longer be constrained to set timetabled periods and locations allowing both on- and off-

campus learning. The computer models required for this configuration are readily available within the

research groups providing the teaching and therefore this approach also creates a natural exchange

platform between research and teaching.

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It is further recognised that this configuration of test facility host system is not unique to engine test

facilities and that the user interface could be created in a flexible way to allow it to be applied to other

applications across disciplines.

This work therefore aims to create a generic user interface that can be linked to mathematical models of

engineering and science systems to provide students with the experience of operating sophisticated

experimental equipment on any desktop PC.

3 Virtual Lab description

3.1 Real Engine laboratories

Engine test facilities are common in industry and Universities to evaluate the performance of engine

systems. They are designed to measure the behaviour of the engine without the need for a full vehicle.

This gives more control over the testing but also allows engines to be developed concurrently with the

vehicle.

A typical test facility is shown in Figure 2. The engine is used without the gearbox, drivetrain or vehicle

and its output shaft instead drives and dynamometer (motor/generator). The dynamometer is used to

brake the engine and thus replicate the resistance friction and inertia forces of a vehicle. The

dynamometer can be controlled to maintain a target rotational speed and will absorb or provide power

to maintain that speed. The amount of power the motor needs to absorb depends on how hard the

engine is working which is adjusted by actuating the engine’s accelerator pedal, as would be the case in

a vehicle.

The test rig is linked to a computer system known as the host system which controls the dynamometer

speed and accelerator pedal position, but also:

- Controls all of the cooling fans and cooling water flows

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- Records data from any instrumentation installed on the engine

- Communicates with the engine’s controller to modify set-points such as the timing of

combustion, the opening of exhaust gas recirculation valves and the operating of the

turbocharger.

Figure 2: Engine test cell layout

It is the host system that is of key interest for the virtual laboratory as this is the interface between the

engineer and the test rig. The host system is essentially a human-machine interface comprising the

following elements (an example is shown in Figure 3):

- Buttons to switch test bed systems on/off (dynamometer, fuel supply, cooling fans…)

- A live stream of measured values from the various sensors

- Dials and gauges to monitor key engine operating conditions

- Oscilloscopes for observing time history of selected data channels

- Features for logging data to a data file

- Alarms that alert the user to certain conditions of the test cell (such as engine too hot…)

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Figure 3: Typical user interface for the host system

3.2 Interface construction

The Mathworks Matlab was chosen as the environment to create the user interface. This was selected

because it is a universal tool used across disciplines and widely available within Universities. In addition,

many of the graphical components already exist within Matlab such as buttons, graphs and data storage.

Matlab is also a common environment for computational models of systems used for research which are

another key input to the virtual laboratory. By hosting the user interface in Matlab, this will ease the

linkage to the models. Finally, this will encourage students to engage with this universal tool to develop

their coding abilities and to make contributions to virtual lab.

To facilitate the use of the tool across disciplines, the user interface has been built as a library of

software components that can easily be arranged by an intermediate programmer to create new

interfaces for future virtual laboratory applications. The structure of the virtual laboratory environment

is illustrated in Figure 4 which has been constructed to promote future uses. The base interface

components are stored and documented as programming objects that can easily be personalised for

future applications. The actual application of the virtual engine laboratory is stored as a case study and

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application example to inspire future users. The core user interface and application were created by two

mechanical engineering undergraduate students with a particular interest in computer programming.

Figure 4: Programming Structure of the Virtual Laboratory Environment

Figure 5 shows some example screen from the user interface that have been designed to mimic the

screens from the test cell interface shown in Figure 3.

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Cell Services Page Engine Control input page

Measurements page Oscilloscope page

Figure 5: Screenshots from the virtual laboratory

The user interface interacts with the engine simulation model which has minimal modifications

compared to the research version. In fact, the model will run without the user interface, allowing it to be

updated independently to provide future features. The model and its interaction with the GUI will be

detailed in the following section.

The user interface exists as a script that the students must run in Matlab. Specific guidance for installing

and launching the script and once activated, the student work only with the GUI. In this way, the code is

openly available for students to explore without deterring student who have less interest in computer

programming.

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3.3 Engine Model

The engine model is issued from a number of sub-models whish originate from research activities. The

full engine model is a combination of physics based and empirical models that capture different aspects

of engine operation. For the virtual laboratory application, the final choice of model type for each

component was a compromise between:

- Model availability: it must be available for open distribution to students and not be protected by

commercial restrictions. The model must also be able to run without costly software licenses on

all computers to allow full and unlimited access to the tool.

- Computational effort: the model must be able to run faster than real-time on a standard

desktop computer

- Accuracy: the absolute accuracy is of less importance than the model exhibiting correct trends.

This ensures that the model maintains a good level of realism and allows students to explore

topics taught across the automotive engineering degree, such as combustion effects.

An overview of the engine model is shown in Figure 6. This consists of the following models:

1. A semi physical model of the turbocharger [19]

2. A mean value engine model describing the flow of air, burning of fuel and creation of torque in

the engine cylinders [20]. The mean value model is built as Neural networks fitted to data issued

from a 1D gas dynamics model of the engine

3. Dynamic polynomial or Neural Network models of the emissions formation in the cylinder [21,

22]

4. Physical models off the intake and exhaust manifolds as single control volumes [23]

By combining these different types of models, the students undertaking the lab have the opportunity to

explore these mathematical formulations which, although not the core topic of this laboratory, will be

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useful for them across their degree programme. Students who choose to explore the model are

consequently provided with working examples of these mathematical formulations that can be used as

templates for other work.

Figure 6: Outline of the engine model showing the main parts.

The different models are described in full in the particular references cited above. Some models

required simplification in order to reduce the calculate times such thaty the could be calculated fast

enough on a standard desktop machine. This is a vital requirement for the students to have the

perception of running a real laboratory. The run time was improved by replacing differential equations

describing the engine operation for every degree of engine crank revolution with look-up tables

describing the average behaviour over two full revolutions. These look-up tables were constructed as

neural networks. The neural networks were fitted to data from a higher order mathematical model

which was too slow for this application and required specialist software licensing.

The simplification of the models ultimately resulted in a compromise of the model accuracy. However,

high precision of the outputs is not vital for a teaching environment, and the most important

requirement is that the model behaves in a realistic way. Therefore models from different sources were

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combined to provide a fully functional, realistic but inaccurate model of the engine system. An example

in this application was the fuelling, combustion and emissions models. In this case the following models

from different engines were

- Pilot combustion model from results presented by Tanka et al. [24]

- Soot model from Grahn et al. [22]

- Diesel injector characteristics from Dowell [25]

- NOx model in low speed/torque region [23] and high speed region [24]

One of the major drawbacks of virtual laboratories is the lack of realism which can be off-putting for

students. Some of this realism can be addressed by the way the virtual laboratories are used within the

course and this will be addressed in the following section. However, some of the realism is inherent to

the software model and will be discussed here.

Most Simulation models a deterministic, meaning that for a given set of initial and boundary conditions,

the model will calculate the same outcome every time the model is run. This is the case of the models

used in this application. However, experimental work always includes a degree of randomness due to:

- Random variation and error in the control and instrumentation equipment

- Time based evolution of the test piece that is not typically captured by simulation models.

These variations are a key aspect of engineering education in the early years where much time is spent

teaching students that with experimental work there is no single, precise and specific correct answer.

However, with a virtual laboratory, this exact answer may well exist. To improve the realism, random

variation from the sensors was included into the virtual laboratory. This was included as an addition to

the model rather than in the user interface by mean of a random noise added to the model signal. The

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amplitude of the noise was chosen to be of similar order of magnitude to the uncertainty of the

measurement equipment typically used in the real test cell. Uncertainty in the actuators was not

considered here, but could be introduced in a similar way to the model inputs.

4 Virtual Model Use in student assessmentThe virtual engine laboratory was used as part of a coursework assessment. The students were given 6

weeks to complete the task in their own time, being able to access the virtual laboratory at any time.

The coursework was aimed at teaching them the methodology of engine calibration. This important step

in engine development requires engineers to determine the optimal settings of the engine actuators to

meet fuel consumption, emissions and performance targets. This engineering task is essentially an

optimisation problem of a complex, non-linear system with many input parameters and multiple targets

and constraints. It is typically conducted once engine hardware is available and the industry state-of-

the-art approach makes use of Design of Experiments methodology [2]. The optimisation process is

typically conducted according to the Z-process [2] which combines the following six steps:

1. Problem definition defining the targets and acceptable ranges of actuator settings based on

expert and prior knowledge

2. Design of experimental test plan using specialist engineering software

3. Experimental test campaign to collect data in the engine test facility

4. Regression modelling to generate mathematical functions capturing the measured behaviour of

the engine (in specialist software)

5. Search of optimum controller configuration using optimisation algorythms and functions

generated in step 4.

6. Validation of optimal controller configuration on engine test cell

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The exercise created in this case study aims to allow students to put into practice steps 2-4 of this

process. In doing this they will be:

- Exposed to real engineering software for the experimental design

- Learning the functionality of engine test cells through the virtual laboratories

- Taught the generic skill of design of experiments

The first of these is achieved by requiring the students to used an automotive calibration software tool

to plan their experiment and to build their regression models. It is not the aim of the course to teach any

particular software tool, however it is important to expose students to these tools as most available on

the market are similar in structure. This is akin to teaching engineering drawing through CAD software. A

particular software package must be chosen, but the overall goal is to teach the process.

The second is achieved through use of the virtual laboratory and an accompanying session on engine

test cells delivered by a post-doctoral researcher. In addition to running the laboratory, the students are

also exposed to the post-processing of data and the conversion of measured quantities into physical

parameters. For example, exhaust emissions can only be measured as volumetric concentrations, and a

conversion process must be undertaken, this is an integral part of the exercise and students need to

create their own tools for doing this.

The final step is achieved by requiring students to undertake a “one factor at a time” experiment,

followed by a design of experiments approach. Through the same number of test points, they will learn

that the design of experiments approach gives them a far richer data set and much more information on

the behaviour of their system. Because they are required to collect the data from the virtual laboratory,

they will appreciate the time gain this approach offers.

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Figure 7 illustrates the intended workflow for the student’s assessment and clearly highlights the need

for the virtual engine laboratory. The engineering methods section are the key learning objectives of the

course, however without the virtual engine laboratory, it is not possible to complete the logical steps.

Figure 7: Process of Undergraduate assessment illustrating the use of the Virtual laboratory environment

Any attempt to encourage students to undertake the tasks on the left-hand side without the virtual

engine laboratory require the provision of pre-recorded data which only allow the students to proceed

in a liner manner. The linking top the virtual engine lab allow the students to repeat and re-try different

approach.

5 Reflection on the use of the Virtual Laboratory

5.1 Change of learning scope and styles

In setting the assessment, students were asked to compare the process of design of experiments with

simple experimental methods. The students were prescribed an experimental design and a regression

model structure and suggested they explore one additional design or model. However over 75% of

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students engaged in significant self-learning around the topic of design of experiments and modelling,

with around 50% of student comparing three or more types of experimental designs.

An additional benefit to of the exercise is that students are encouraged to explore the real behaviour of

the engine. In this case, the students experience and explore the trade-off between the efficiency of the

engine and the creation of NOx emissions. This is a trade-off that must be managed by engine designers

in the automotive industry. Although the physical processes behind this trade-off are not the focus of

this module, they are part of a complementary module within the course and therefore the laboratory

promotes the linking of teaching activities within the degree programme. Over 50% of the participants

undertook specific literature searches to describe the physical processes they were observing.

Both explaining the physical processes and comparing different experimental designs demonstrates that

the activity has stimulated the curiosity of many students to go beyond the core taught content.

It was previous described that previous assessment of the calibration topic had focussed on

remembering definitions and descriptions of the engineering methodologies. This type of assessment

had been seen to disadvantage overseas students whose native language was different to that in which

the course was taught. This was because the assessment required the understanding and remembering

of a significant amount of written material. The virtual laboratory has enabled the assessment to be

based on the student’s application and experiences rather than their ability to remember. This was

shown to reduce the discrepancy between overseas and native students which is indicative that the

teaching has become more inclusive through the use of the learning technology.

5.2 Further skills development

Matlab was used as the platform for the user interface to encourage the development of generic

programming skills. It would have been possible to package the user interface as an independent

software tool for which access to the code and structure remains hidden for the user. Whilst this would

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make the interface user-friendly, it is recognised that in engineering programming is becoming a key

generic skill and students should be encouraged to explore these tools. The open source nature of the

virtual laboratory empowers students to develop the ideas further incorporating new features such as

data analysis interfaces. In the context of the particular automotive engineering course, students would

be able to create small changes to the software to improves its performance.

During the assessment period, most participants used the virtual laboratory as it was intended: ignoring

the open source programming and using the GUI. However, an small number of participants sought to

interact directly with the code. The primary motivation for this was to reduce the time required to spend

in front of the user interface during the data collection phases (Figure 7). Whilst at first glance this may

seem contrary to the objective of recreating the experience of operating a real engine laboratory, in

practice this approach was encouraged as by taking this approach the students would interact directly

with the mathematical model of the engine.

Students that engage with the mathematical model of the engine are in fact engaging with the research

work that has led to the creation of these models. In this way, undergraduate teaching is being directly

linked to the University’s research activities which has the advantages:

- Encouraging the next generation of researchers in this community

- Encouraging teaching to remain at the cutting edge of research

5.3 Transferability of the Virtual Laboratory

The virtual laboratory interface was developed with an advisory board with membership from the

Departments of Chemical engineering, Health, Electrical engineering and Physics. The involvement of

academics from across the University was done to ensure that the interface library would respond to

their needs and remove barriers to the transfer to other disciplines. Over the course of the virtual

laboratory development, three key applications were identified:

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In Chemistry/Chemical Engineering an application would enable students to experience the

control and monitoring of full scale chemical plants. This is important as students often have

difficulties in understanding the thermodynamic issues and the need to control reactions when

laboratories are scaled up to production.

In the department of health, distance learning students could benefit from the experience of

monitoring muscle activity of athletes breathing during exercise. These students have limited

contact time where they can visit the real laboratories: a virtual laboratory would allow them to

experience the data collection aspect from off-campus location.

In Electrical engineering, the analysis of GPS receiver technology is identified to support learning

in Space Science. This application has a similar motivation tot eh virtual engine laboratory to

provide students with practical experiences that cannot easily be delivered in a real laboratory

environment.

The user interface tool is hosted within a University repository, including full documentation and case

studies of the application to a particular problem. The creation of a new application is envisaged through

small teaching projects or through undergraduate of postgraduate student projects.

6 ConclusionsA virtual laboratory for automotive applications is presented. The Virtual laboratory was uilt to recreate

the experience of the engineer when using an engine test cell, by replaceing the real engine and

hardware with a mathematical model issued from research. The exercise has succeeded in improving

the learning experience of students by allowing them to put knowledge into practice. This has been

evidenced by:

- The depth with which students have explored the topic of calibration

- The engagement of student with research and external literature on engine physical processes

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- The improvement of performance of overseas students compared to assessments focussed on

remembering.

The open source nature of the user interface has successfully engaged students with the development

of the programming skills with a number of students exploring and modifying the application to suit

their needs. It is hoped that, along with the exposure to research, that this will encourage new young

researchers in this area in the future.

The virtual laboratory interface tool was built as a library of components that can easily be used to

create new interfaces for different applications. The project was undertaken with the advice from

academics from different disciplines to promote the transfer of the tool into other courses. This has

been a success as a second application is already underway in electrical engineering.

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