Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2021-22
Module Leader
Lecturers
Prof D Cebon and Dr D Cole
Lab Leader
Dr D Cole
Timing and Structure
Lent term. 13 lectures + 2 examples classes + coursework
Prerequisites
3C5 and 3C6 useful
Aims
The aims of the course are to:
- introduce the forces generated by rolling wheels;
- show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
- introduce some simple mathematical models and performance criteria for vehicle vibration;
- show how vehicle suspension parameter values can be tuned to optimise vibration performance;
- review vehicle suspension technology;
Objectives
As specific objectives, by the end of the course students should be able to:
- understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
- derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
- derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
- derive the equations of motion of simple vehicle models and calculate the vibration responses;
- understand the trade-offs involved in suspension design;
- explain the influence of vehicle and road parameters on vehicle vibration behaviour.
Content
Introduction (1L) Prof. D Cebon and Dr D J Cole
Vehicle dynamics (6L) (Prof. D Cebon)
- Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
- Steady state and transient response of a simple automobile model to steering and side force inputs.
- Introduction to understeer, oversteer, and handling diagrams.
- Stability and cornering of a single railway wheelset and a two-axle railway bogie.
Vehicle vibration (6L) (Dr D J Cole)
- Introduction to random vibration, description of road surface roughness.
- Performance criteria.
- Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
- Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
- Roll-plane model, lateral tyre behaviour, parallel road profiles.
- Vehicle suspension technology.
Further notes
ASSESSMENT
Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%
Examples papers
Examples paper 1, vehicle dynamics, issued in lecture 1.
Examples paper 2, vehicle vibration, issued in lecture 8.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit. The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. Learning objectives:
|
Individual Report anonymously marked |
Put in the coursework post box outside room BE3-39 before the feedback lecture. [15/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 20/05/2021 07:43
Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2024-25
Module Leader
Lecturers
Prof D J Cole and Dr X Na
Lab Leader
Dr X Na
Timing and Structure
Lent term. 13 lectures + 2 examples classes + 1 coursework feedback
Prerequisites
3C5, 3C6 and 3C8 useful
Aims
The aims of the course are to:
- introduce the forces generated by rolling wheels;
- show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
- introduce some simple mathematical models and performance criteria for vehicle vibration;
- show how vehicle suspension parameter values can be tuned to optimise vibration performance;
- review vehicle suspension technology;
Objectives
As specific objectives, by the end of the course students should be able to:
- understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
- derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
- derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
- derive the equations of motion of simple vehicle models and calculate the vibration responses;
- understand the trade-offs involved in suspension design;
- explain the influence of vehicle and road parameters on vehicle vibration behaviour.
Content
Introduction (1L) Prof D J Cole and Dr X Na
Vehicle dynamics (6L) Dr X Na
- Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
- Steady state and transient response of a simple automobile model to steering and side force inputs.
- Introduction to understeer, oversteer, and handling diagrams.
- Stability and cornering of a single railway wheelset and a two-axle railway bogie.
Vehicle vibration (6L) Prof D J Cole
- Introduction to random vibration, description of road surface roughness.
- Performance criteria.
- Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
- Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
- Roll-plane model, lateral tyre behaviour, parallel road profiles.
- Vehicle suspension technology.
Further notes
ASSESSMENT
Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%
Examples papers
Examples paper 1, vehicle dynamics, issued in lecture 1.
Examples paper 2, vehicle vibration, issued in lecture 8.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit. The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. Learning objectives:
|
Individual Report anonymously marked |
Submit online via Moodle before the feedback lecture. [15/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 31/05/2024 10:02
Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2023-24
Module Leader
Lecturers
Prof D Cebon and Dr R L Roebuck
Lab Leader
Dr X Na
Timing and Structure
Lent term. 13 lectures + 2 examples classes + coursework
Prerequisites
3C5 and 3C6 useful
Aims
The aims of the course are to:
- introduce the forces generated by rolling wheels;
- show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
- introduce some simple mathematical models and performance criteria for vehicle vibration;
- show how vehicle suspension parameter values can be tuned to optimise vibration performance;
- review vehicle suspension technology;
Objectives
As specific objectives, by the end of the course students should be able to:
- understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
- derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
- derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
- derive the equations of motion of simple vehicle models and calculate the vibration responses;
- understand the trade-offs involved in suspension design;
- explain the influence of vehicle and road parameters on vehicle vibration behaviour.
Content
Introduction (1L) Prof. D Cebon and Dr D J Cole
Vehicle dynamics (6L) (Prof. D Cebon)
- Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
- Steady state and transient response of a simple automobile model to steering and side force inputs.
- Introduction to understeer, oversteer, and handling diagrams.
- Stability and cornering of a single railway wheelset and a two-axle railway bogie.
Vehicle vibration (6L) (Dr D J Cole)
- Introduction to random vibration, description of road surface roughness.
- Performance criteria.
- Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
- Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
- Roll-plane model, lateral tyre behaviour, parallel road profiles.
- Vehicle suspension technology.
Further notes
ASSESSMENT
Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%
Examples papers
Examples paper 1, vehicle dynamics, issued in lecture 1.
Examples paper 2, vehicle vibration, issued in lecture 8.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit. The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. Learning objectives:
|
Individual Report anonymously marked |
Submit online via Moodle before the feedback lecture. [15/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 30/05/2023 15:28
Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2019-20
Module Leader
Lecturers
Lab Leader
Timing and Structure
Lent term. 13 lectures + 2 examples classes + coursework
Prerequisites
3C5 and 3C6 useful
Aims
The aims of the course are to:
- introduce the forces generated by rolling wheels;
- show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
- introduce some simple mathematical models and performance criteria for vehicle vibration;
- show how vehicle suspension parameter values can be tuned to optimise vibration performance;
- review vehicle suspension technology;
Objectives
As specific objectives, by the end of the course students should be able to:
- understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
- derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
- derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
- derive the equations of motion of simple vehicle models and calculate the vibration responses;
- understand the trade-offs involved in suspension design;
- explain the influence of vehicle and road parameters on vehicle vibration behaviour.
Content
Introduction (1L) Prof. D Cebon and Dr D J Cole
Vehicle dynamics (6L) (Prof. D Cebon)
- Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
- Steady state and transient response of a simple automobile model to steering and side force inputs.
- Introduction to understeer, oversteer, and handling diagrams.
- Stability and cornering of a single railway wheelset and a two-axle railway bogie.
Vehicle vibration (6L) (Dr D J Cole)
- Introduction to random vibration, description of road surface roughness.
- Performance criteria.
- Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
- Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
- Roll-plane model, lateral tyre behaviour, parallel road profiles.
- Vehicle suspension technology.
Further notes
ASSESSMENT
Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%
Examples papers
Examples paper 1, vehicle dynamics, issued in lecture 1.
Examples paper 2, vehicle vibration, issued in lecture 8.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit. The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. Learning objectives:
|
Individual Report anonymously marked |
Put in the coursework post box outside room BE3-39 before the feedback lecture. [15/60] |
Booklists
Please see the Booklist for Group C Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 24/05/2019 14:17
Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2018-19
Module Leader
Lecturers
Lab Leader
Timing and Structure
Lent term. 13 lectures + 2 examples classes + coursework
Prerequisites
3C5 and 3C6 useful
Aims
The aims of the course are to:
- introduce the forces generated by rolling wheels;
- show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
- introduce some simple mathematical models and performance criteria for vehicle vibration;
- show how vehicle suspension parameter values can be tuned to optimise vibration performance;
- review vehicle suspension technology;
Objectives
As specific objectives, by the end of the course students should be able to:
- understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
- derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
- derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
- derive the equations of motion of simple vehicle models and calculate the vibration responses;
- understand the trade-offs involved in suspension design;
- explain the influence of vehicle and road parameters on vehicle vibration behaviour.
Content
Introduction (1L) Prof. D Cebon and Dr D J Cole
Vehicle dynamics (6L) (Prof. D Cebon)
- Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
- Steady state and transient response of a simple automobile model to steering and side force inputs.
- Introduction to understeer, oversteer, and handling diagrams.
- Stability and cornering of a single railway wheelset and a two-axle railway bogie.
Vehicle vibration (6L) (Dr D J Cole)
- Introduction to random vibration, description of road surface roughness.
- Performance criteria.
- Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
- Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
- Roll-plane model, lateral tyre behaviour, parallel road profiles.
- Vehicle suspension technology.
Further notes
ASSESSMENT
Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%
Examples papers
Examples paper 1, vehicle dynamics, issued in lecture 1.
Examples paper 2, vehicle vibration, issued in lecture 8.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit. The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. Learning objectives:
|
Individual Report anonymously marked |
Put in the coursework post box outside room BE3-39 before the feedback lecture. [15/60] |
Booklists
Please see the Booklist for Group C Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 17/05/2018 14:01
Engineering Tripos Part IIB, 4C8: Vehicle Dynamics, 2017-18
Module Leader
Lecturers
Lab Leader
Timing and Structure
Lent term. 13 lectures + 2 examples classes + coursework. Assessment: 75% exam/25% coursework
Prerequisites
3C5 and 3C6 useful
Aims
The aims of the course are to:
- introduce the forces generated by rolling wheels;
- show how these forces affect the lateral stability and steady cornering behaviour of road and railway vehicles;
- introduce some simple mathematical models and performance criteria for vehicle vibration;
- show how vehicle suspension parameter values can be tuned to optimise vibration performance;
- review vehicle suspension technology;
Objectives
As specific objectives, by the end of the course students should be able to:
- understand steady state creep forces and moments in rolling contact and be able to calculate them using the 'brush' model for a variety of simple cases;
- derive the equations of motion of a simple automobile and understand the basic concepts of automobile handling and lateral stability;
- derive the equations of motion of a two-axle rigid railway bogie and to understand the implications for the steady cornering and stability of railway vehicles;
- derive the equations of motion of simple vehicle models and calculate the vibration responses;
- understand the trade-offs involved in suspension design;
- explain the influence of vehicle and road parameters on vehicle vibration behaviour.
Content
Introduction (1L) Prof. D Cebon and Dr D J Cole
Vehicle dynamics (6L) (Prof. D Cebon)
- Introduction to the creep forces and moments generated by rolling wheels, using the 'brush' model.
- Steady state and transient response of a simple automobile model to steering and side force inputs.
- Introduction to understeer, oversteer, and handling diagrams.
- Stability and cornering of a single railway wheelset and a two-axle railway bogie.
Vehicle vibration (6L) (Dr D J Cole)
- Introduction to random vibration, description of road surface roughness.
- Performance criteria.
- Quarter-car model of vehicle vibration, natural modes, conflict diagrams.
- Pitch-plane model, natural modes, wheelbase filtering, suspension tuning.
- Roll-plane model, lateral tyre behaviour, parallel road profiles.
- Vehicle suspension technology.
Further notes
ASSESSMENT
Lecture Syllabus/Written exam (1.5 hours) - Start of Easter Term/75%
Coursework/Laboratory Report - End of Lent Term/25%
Examples papers
Examples paper 1, vehicle dynamics, issued in lecture 1.
Examples paper 2, vehicle vibration, issued in lecture 8.
Coursework
| Coursework | Format |
Due date & marks |
|---|---|---|
|
One laboratory experiment on behaviour of vehicle tyres, to be performed in pairs, essentially unsupervised. An online booking sheet will offer a wide range of possible times at which the experiment may be performed. A normal laboratory write-up is to be prepared, which will be assessed for the coursework credit. The aim of this experiment is to investigate, qualitatively and quantitatively, the characteristics of a model tyre under a variety of operating conditions. Although the model tyre is not dimensionally similar to a real tyre and is made of solid silicone rubber, it displays many of the important characteristics of road and railway wheels. Learning objectives:
|
Individual Report anonymously marked |
Put in the coursework post box outside room BE3-39 before the feedback lecture. [15/60] |
Booklists
Please see the Booklist for Group C Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 22/01/2019 10:46
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2024-25
Module Leader
Lecturers
Prof. J Clarkson and Prof. N Crilly
Lab Leader
Prof. N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework. Lectures and discussions will be recorded.
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- explore this multi-disciplinarity through diverse case studies.
Objectives
As specific objectives, by the end of the course students should be able to:
- demonstrate the skills and knowledge listed under each coursework element.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with approximately two in each case study being used for coursework. Notes will be distributed summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report, anonymously marked |
Approximately Week 5 (exact date TBD) [30/60] |
|
Industrial System The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 6 and 8 (exact date TBD) |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 31/05/2024 10:02
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2021-22
Module Leader
Lecturers
Prof J Clarkson and Dr N Crilly
Lab Leader
Dr N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- illustrate the relationship between requirements, functions and solutions
- illustrate the importance of considering risk, error and safety
- illustrate the importance of understanding users and the contexts they operate in
- illustrate how to design for users' needs and preferences
- achieve the above through case studies of industrial systems and consumer products.
Objectives
As specific objectives, by the end of the course students should be able to:
- demonstrate the skills and knowledge listed under each coursework element.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing; design for manufacture and assembly; user research; aesthetics; ergonomics; branding. Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Industrial System The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 2 and 4 (exact date TBD) [30/60] |
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report. Anonymously marked |
Approximately Week 9 (exact date TBD) [30/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 24/05/2021 08:44
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2020-21
Module Leader
Lecturers
Prof J Clarkson and Dr N Crilly
Lab Leader
Dr N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- illustrate the relationship between requirements, functions and solutions
- illustrate the importance of considering risk, error and safety
- illustrate the importance of understanding users and the contexts they operate in
- illustrate how to design for users' needs and preferences
- achieve the above through case studies of industrial systems and consumer products.
Objectives
As specific objectives, by the end of the course students should be able to:
- analyse and develop functional requirements for multi-disciplinary systems
- identify solution principles and components from catalogues, and combine them to fulfil system requirements
- identify and analyse risks associated with the development and delivery of multi-disciplinary systems
- research, analyse and describe the needs of users in specific product usage scenarios
- analyse, develop and justify decisions about product form and function in relation to user requirements and branding constraints
- analyse, develop and justify decisions about product form and function in relation to principles of physical and cognitive ergonomics.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing; design for manufacture and assembly; user research; aesthetics; ergonomics; branding. Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Industrial System The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 2 and 4 (exact date TBD) [30/60] |
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report. Anonymously marked |
Approximately Week 8 (exact date TBD) [30/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 01/09/2020 10:30
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2017-18
Module Leader
Lecturers
Dr P Kristensson and Prof J Clarkson
Lab Leader
Dr P Kristensson
Timing and Structure
Lent term. 14 lectures + coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design.
- demonstrate the importance of considering user needs.
- illustrate the above through case studies of form, component and system design.
Objectives
As specific objectives, by the end of the course students should be able to:
- appreciate the importance of multi-disciplinary systems design.
- select simple components from catalogues.
- understand relations between customer requirements, commercial requirements and product forms.
- appreciate the role of aesthetics and ergonomics in engineering design.
- understand the importance of design for manufacture and assembly.
Content
The course will be based on two case studies.
Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing, aesthetics and ergonomics; and design for manufacture and assembly.
Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Inhaler Test Machine The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives:
|
Two individual reports Anonymously marked |
29th January 2018 and 12th February 2018 [30/60] |
|
Wearable Device The purpose of this case study is to expose students to an open-ended design process that results in a systematic design of a wearable device that fulfils users’ needs and is safe to use. Learning objectives:
|
One individual report Anonymously marked |
12th March 2018 [30/60] |
Booklists
Please see the Booklist for Group C Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 19/01/2018 10:58
Pages
