No abstract

Cubic Motion curve has been introduced to integrate the information of path and motion. Since this is a new approach, a feasibility study has been carried out to analyse the practicality of Cubic Motion curves used as the input for the study of vehicle dynamic response. This study requires the development of three modules, namely, the Cubic Motion module, the vehicle dynamic model, the driver model (VDM-DM) module, and, lastly, the integrated module. The Cubic Motion module will generate Cubic Motion curve. The VDM-DM module applies the 2 DOF bicycle model and links it with Reński's driver model. Finally, an integrated module will merge both previous modules as a complete system for trajectory and vehicle response as the output. The double lane change and the Slalom test were the case studies used to develop an understanding of the applicability of the three types of Cubic Motion input, namely, natural, adjusted tangent, and additional vertex cubic motion. The finding of this study is that Cubic Motion is in fact a compact representation of curve with motion attributes and can be directly associated with a vehicle dynamic response study.

Cubic motion is a curve that is generated by the integration of Cubic Spline and dynamic of motion. Cubic spline will draw the curve, whilst the dynamic of motion will position the vertices. This embedded motion attribute to the curve will have an advantage to study related to motion of vehicle. The objective of the paper is to demonstrate the advantage of motion attribute in the curve. It is demonstrated by two case studies. The case studies are simulation of traffic flow system and study of vehicle dynamic response.

Ministry of Education (MOE) has imposed the final year project as a design-based project and the requirement to graduate with vocational diploma. Guideline for final year project becomes the basis to conduct the project executed based on Final Year Project I and II course. To have an effective and standardized teaching and learning (T&L) environment, design process should be implemented in technical and vocational education and training (TVET). Therefore, this paper proposes the strategies to integrate the design process in supervising, report writing, and assessing the final year project complying with the MOE guideline. The design process becomes the backbone due to its capability to sequence the design activities, integrate the various knowledge, and enhance the creativity towards the selection of the final design from a range of designs with their respective conflicting issues. The strategies include integration of the design process into the supervision, report writing, and assessing the course. These strategies will be implemented through workshop, feedback and student activities. Kolej Vokasional Kota Tinggi (KVKT) is selected to be the case study.

High-fidelity (HF) model always provides better performance in assessing vehicle suspension system design compared to low-fidelity (LF) model. However, HF model is computationally expensive. On the contrary, LF model, which depends on a few parameters allow the simulation of ’what-if’ problem run faster and the results potentially comparable with HF model. This research attempts to conduct feasibility study on LF model using the surrogate model for the application of vehicle suspension study. The surrogate models are classified into three types which are Response-Based (RB) model, Variable-Based (VB) model, and Parameter-Based (PB) model. Through three statistical metrics and graphical interpretation, the results show that VB model gave the most superior performance compared to RB model and PB model.