MODELING AND HARDWARE-IN-THE-LOOP SIMULATION OF POWER-SPLIT HYBRID ELECTRIC VEHICLES

Conventional vehicles are creating pollution problems, global warming and the extinction of high density fuels. To address these problems, automotive companies and universities are researching on hybrid electric vehicles where two different power devices are used to propel a vehicle. This research studies the development and testing of a dynamic model for Prius 2010 Hybrid Synergy Drive (HSD), a power-split device. The device was modeled and integrated with a hybrid vehicle model. To add an electric only mode for vehicle propulsion, the hybrid synergy drive was modified by adding a clutch to carrier 1. The performance of the integrated vehicle model was tested with UDDS drive cycle using rule-based control strategy. The dSPACE Hardware-In-the-Loop (HIL) simulator was used for HIL simulation test. The HIL simulation result shows that the integration of developed HSD dynamic model with a hybrid vehicle model was successful. The HSD model was able to split power and isolate engine speed from vehicle speed in hybrid mode.

Comparison of the effects of inquiry-based cooperative learning and demonstrations in science education

The reported research project involved studying how teaching science using demonstrations, inquiry-based cooperative learning groups, or a combination of the two methods affected sixth grade students’ understanding of air pressure and density. Three different groups of students were each taught the two units using different teaching methods. Group one learned about the topics through both demonstrations and inquirybased cooperative learning, whereas group two only viewed demonstrations, and group three only participated in inquiry-based learning in cooperative learning groups. The study was designed to answer the following two questions: 1. Which teaching strategy works best for supporting student understanding of air pressure and density: demonstrations, inquirybased labs in cooperative learning groups, or a combination of the two? 2. And what effect does the time spent engaging in a particular learning experience (demonstrations or labs) have on student learning? Overall, the data did not provide sufficient evidence that one method of learning was more effective than the others. The results also suggested that spending more time on a unit does not necessarily equate to a better understanding of the concepts by the students. Implications for science instruction are discussed.