School and Computing and Engineering
Guidance on Completing Standardised Assignment Specification
| Module details | |
| Module Code | NIA2288 |
| Module Title | Dynamic Systems |
| Course Title/s | MEng/BEng Hons Automotive and Motorsport Engineering MEng/BEng Hons Mechanical Engineering including PT |
| Assessment weighting, type and contact details | ||
| Title | 4 Post Simulator | |
| Weighting | 25% | |
| Mode of working for assessment task. | Individual Note : The assessment task is to be completed on an individual basis there should be no collusion or collaboration whilst working on and subsequently submitting this assignment. | |
| Module Leader | Dr Bo Liang | Contact details: b.liang@hud.ac.uk |
| Module Tutors | Dr Dawei Tang D.Tang@hud.ac.uk | |
| Mr Xiuquan Sun Xiuquan.Sun@hud.ac.uk |
| Submission and feedback details | |
| Hand-out date | Beginning of academic year on Brightspace |
| How to submit your work | Brightspace/NIA2288-2021/Feedback/Assignments/Lab-2 4-Post Simulator |
| Submission date/s and times | Two weeks after your scheduled experiment |
| Expected amount of independent time you should allocate to complete this assessment | 18 hours |
| Submission type and format | Formal lab report (specify word limit – 1500 words), |
| Date by which your grade and feedback will be returned | 3 working weeks after the submission date. Detail the type of feedback to be expected. |
| Additional guidance information | |
| Your responsibility | Standard Statement : It is your responsibility to read and understand the University regulations regarding conduct in assessment. Please pay special attention to the assessment regulations (section 4) on Academic Misconduct In brief: ensure that you; DO NOT use the work of another student – this includes students from previous years and other institutions, as well as current students on the module. DO NOT make your work available or leave insecure, for other students to view or use. Any examples provided by the module tutor should be appropriately referenced, as should examples from external sources. Further guidance can be found in the Academic Skills section of SCEN Learning Development and UoH Academic Integrity Resource module in Brightspace. If you experience difficulties with this assessment or with time management, please speak to the module tutor/s, your Personal Academic Tutor, or the School’s Guidance Team. (sce.guidance@hud.ac.uk). |
| Requesting a Late Submission | Standard Statement: You are reminded to ‘back-up’ your work as late submission requests will not be given for lost work, which includes work lost due to hardware and software failure/s. Late submission requests will only be approved if you can demonstrate genuine, unexpected circumstances along with independent supporting evidence (e.g. medical certificate) that may prevent you submitting an assessment on time. Submit your request for Late Submission via MyHud/MyStudies within 2 working days of the due date. Late submission requests, up to a maximum of 10 working days, but typically 1-5 working days, will be considered provided that there is appropriate evidence which clearly indicates reasons for the request. You will have 5 working days after submitting a request to provide the evidence. Failure to submit evidence will result in the request being rejected and your work being marked as a late submission (see below). If you are unable to submit work within the maximum late submission period of 10 days, contact the School’s Guidance Team. (sce.guidance@hud.ac.uk), as you may need to submit a claim for Extenuating Circumstances (ECs). |
| Extenuating Circumstances (ECs) | Standard Statement : An EC claim is appropriate in exceptional circumstances, when an extension is not sufficient due to the nature of the request, or it concerns an examination or In-Class Test (ICT). You can access the EC claim form on the Registry website; where you can also find out more about the process. You will need to submit independent, verifiable evidence for your claim to be considered. Once your EC claim has been reviewed you will get an EC outcome email from Registry. If you are unsure what it means or what you need to do next, please speak to the Student Support Office – Room SJ1/01 An approved EC will extend the submission date to the next assessment period (e.g July resit period). |
| Late Submission (No ECs approved) | Late submission, up to 5 working days, of the assessment submission deadline, will result in your grade being capped to a maximum of a pass mark. Submission after this period, without an approved extension, will result in a 0% grade for this assessment component. |
| Tutor Referral available | YES/NO (delete as appropriate |
| Resources | Please note: you can access free Office365 software and you have 1 Tb of free storage space available on Microsoft’s OneDrive – Guidance on downloading Office 365. Lab location: T3/07 |
Natural Frequency Measurement and CG Calculation Using 4-Poster Simulator
- Assignment Aims
A 4-poster or four poster automotive test system is specifically designed for the testing of vehicles (cars, trucks). These test systems consist of 4 hydraulic actuators on top of which the wheels of the vehicle are placed. Movements of the actuators simulate the road surface and forces exerted by the road on the wheels. The movements of the system are tightly controlled by a digital test controller. During the research phase of a vehicle a 4-poster system is used to test newly designed suspension systems and their durability. This specific experiment aims to measure the natural frequency of the sport car and its gravity centre (CG) using the 4-poster rig.
- Learning Outcomes:
- Understanding of how to operate 4 post ride simulator
- Gain knowledge of simulating road excitation on a vehicle
- Understand how to find the centre of gravity of the test car
- Understand how to find the natural frequency of the front and rear wheels of the test car
- Understand vibration and its isolation
- Procedure Brief
- Pre-preparation:
- Turn on the lights underground
- Switch on the main power of the simulator
- Power on the PC and start the software by double click ‘4 post simulator’ on desktop.
- Procedure for finding the natural frequency
- Click ‘Pump Start’ to start the pump.
- Click ‘Low Pressure 1’ to provide the low pressure to the system
- Click ‘Ramp’ to lift the car to the zero position
- Click ‘High Pressure 1’ to provide the high pressure to the system
- Click ‘Signal generators Enabled’ to enable the signal generators
- Set the generated signal from ‘FR’ for all the four actuators
- Set the Amp disp. of FR is 10 mm for FR;
- Set the frequency ranges from 5 Hz – 15 Hz,
- Trigger the signal generator.
- Record the natural frequency when the maximum vibration of the car was reached and observed.
After finishing the above procedures, then do the following:
- click ‘Signal generators Enabled’ to disable the generators
- Click ‘High Pressure 1’ to stop the high pressure
- Procedure for finding the position of CG
- Place the car in ‘0’ position.
- Measure the L1, L2 and r illustrated in the handout.
- Let the students take the first reading of loads applied on each wheel.
- Set the Mean disp. of FR and FL ‘-50’ mm and set the Mean disp. of RL and RR ‘50’ mm which means the total height (H) lifted is 100 mm.
- Let the students take the second reading of loads applied on each wheel.
After finishing the above procedures, then do the following:
- Click ‘Park’ to lower down the car;
- Click ‘Low Pressure 1’ to stop the supply of pressure
- Click ‘Pump Start’ to turn off the pump
- Turn off the PC, projector, lights underground and main switch.
- Marking Scheme
Marks will be assigned for the following:
Introduction, theory, test rig description &procedure 30%
Results & discussion 25%
Discussion of natural frequency, resonance, vibration and isolation
and error analysis of the test results 30%
Conclusions 10%
Presentation 5%
To achieve the maximum marks in all the above five marking criteria (see appendix for more details).
5. Submission
Deadline for submission is two weeks after the lab session. Reports submitted after this date will receive a mark of no more than 40%. Reports submitted more than one week late will receive a mark of zero. Assignment feedback date is three weeks after submission.
Completed reports should be posted to Turn-it-in on the brightspeace module page.
Please convert your report to PDF and ensure that it has been converted properly before submitting to Turn-it-in. Please note the report will automatically be checked for plagiarism; therefore, ensure that all of your sources are correctly referenced.
Reports will only be marked for students who have attended the lab session.
Appendix: Guidance for achieving a higher grade
- Make effective use of information from a broad range of appropriate sources, e.g. books, journal papers, published technical reports, and proper internet references.
- Discuss the principles and implications of experimental results and make conclusions.
- Well structured report which shows completely understanding of the experiment and the theory behind it, excellent communication with good English plus correct equations, carefully drawn figures and meaningful tables etc.
| Mark Rubric (FHEQ LEVEL 5) | |
| 90 + | Outstanding demonstration of scholarly application and critical understanding of subject area knowledge well-structured assessment that addresses the learning outcomes and specific criteria for the module critical understanding/application is evident through systematic, relevant and comprehensive coverage of content clearly communicated in a style appropriate to the assessment brief very limited areas for improvement accurate and consistent use of a recognised referencing system wide range of appropriate sources |
| 80 + | Exceptional demonstration of scholarly application and critical understanding of subject area knowledge well-structured assessment that addresses the learning outcomes and specific criteria for the module critical understanding/application is evident through systematic, relevant and comprehensive coverage of content clearly communicated in a style appropriate to the assessment brief accurate and consistent use of a recognised referencing system wide range of appropriate sources |
| 70 + | Excellent demonstration of scholarly application and critical understanding of subject area knowledge well-structured assessment that addresses the learning outcomes and specific criteria for the module critical understanding/application is evident through systematic and relevant coverage of content clearly communicated in a style appropriate to the assessment brief accurate and predominately consistent use of a recognised referencing system wide range of appropriate sources |
| 60 + | Very good demonstration of scholarly application and critical understanding of subject area knowledge well-structured assessment that addresses the learning outcomes and specific criteria for the module critical understanding/application is generally evident in the coverage of content clearly communicated in a style appropriate to the assessment brief predominantly consistent and generally accurate use of a recognised referencing system good range of appropriate sources |
| 50 + | Good demonstration of scholarly application and critical understanding of subject area knowledge fairly well structured assessment that addresses the learning outcomes and specific criteria for the module some critical understanding/application is evident through coverage of content which is also descriptive good communication in a style appropriate to the assessment brief predominantly consistent and generally accurate use of a recognised referencing system a range of appropriate sources |
| 40 + | Adequate demonstration of scholarly application and critical understanding of subject area knowledge adequately structured assessment that addresses the learning outcomes and specific criteria for the module largely descriptive with some critical understanding/application evident through coverage of content communicates in a style appropriate to the assessment brief attempts to use a recognised referencing system but may have occasional systematic errors a limited selection of appropriate sources |
| 30 + | Limited demonstration of scholarly application and critical understanding of subject area knowledge poorly structured assessment that does not completely address the module learning outcomes and specific criteria for the module work is descriptive in its coverage of the content poor communication that does not use a style appropriate to the assessment brief use of recognised referencing system is systematically inaccurate in a number of places an insufficient range of appropriate sources |
| 20 + | Minimal demonstration of scholarly application and critical understanding of subject area knowledge poorly structured assessment that only address a small part of the module learning outcomes and specific criteria for the module work is descriptive in its coverage of the content, and in places may be inadequate poor communication that does not use a style appropriate to the assessment brief use of recognised referencing system is systematically inaccurate throughout the document an insufficient range of appropriate sources |
| 10 + | poorly structured assessment that does not address the module learning outcomes and specific criteria coverage of the content is inadequate or incomplete poor communication that does not use a style appropriate to the assessment brief recognised referencing system is not used sources are very limited or absent, or over reliance on one or two sources |
| 0+ | Poorly structured assessment that does not address at all the learning outcomes and specific criteria for the module |