Proceedings of the ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis

ESDA2014
June 25-27, 2014, Copenhagen, Denmark

ESDA2014-20549

HUMAN POWERED VEHICLE DESIGN:

A CHALLENGE FOR ENGINEERING EDUCATION

Paolo Baldissera Cristiana Delprete

Politecnico di Torino Politecnico di Torino
Corso Duca degli Abruzzi, 24 Corso Duca degli Abruzzi, 24
10129 Torino, Italy 10129 Torino, Italy
Email: paolo.baldissera@polito.it Email: cristiana.delprete@polito.it

ABSTRACT was developed by the authors. In particular, it was evaluated

that by integrating the Student Challenge in the WHPVA World
Student Team Challenges on specific topics are growing
Championship as a special ”Educational” category, many recip-
in popularity as efficient ways to stimulate students’ indepen-
rocal advantages could be obtained: logistic and organizational
dent work, technical and management learning as well as so-
support from the WHPVA and its national representatives, in par-
cialization and internationalization. Many competitions are fo-
ticular for racing and timing, reciprocal technical and cultural ex-
cused on ground vehicles (SAE Formula, Motostudent, Shell Eco
change between students, academics and the hundred of amateur
Marathon, Solar Challenge), with different focuses on perfor-
rider/designer/builder that were attending the event in the last
mance, fuel consumption or other depending on the aim of the
decade, growth and renewal of the European HPVs community
event. An interesting approach is proposed in the United States
by aggregating young people around the subject and by stimulat-
by the ASME HPV Challenge, which is focused on Human Pow-
ing the research of innovative solutions. After an in-depth analy-
ered Vehicles. This class of vehicles allows not only to set-up
sis of the arguments reported above, an overview of the rules for
a classical competition in terms of design, innovation, presen-
the 1st edition of EU HPV Student Challenge will be presented
tation, manufacturing and racing, but also to grow the student
and compared to analogous international competitions from an
awareness about speed-energy relation. An HPV gives to the
educational perspective.
rider a direct feedback on a ”human-scale” about energy quanti-
ties involved in personal mobility. The main returns by the use of
this specific topic for a student challenge are: better understand-
ing of the sustainable mobility problem, awareness about the po-
tential and the limits of human muscular power, development of NOMENCLATURE
technical skills about design and engineering of lightweight and
HPV Human Powered Vehicle
efficient vehicles, stimulation of the HPVs market development
(the students are both potential future designers/manufacturers EU-HPV-SC European HPV Student Challenge
and/or customers), promotion of healthy and engaging physical WHPVA World Human Powered Vehicle Association
activities. In this context, while Europe is rich of HPVs ama-
teurs and manufacturers and is the usual location of the WHPVA IHPVA International Human Powered Vehicle Association
World Championship, there is a lack of an educational frame- ZEV Zero Emission Vehicles
work involving students and teachers. Starting from the end of
ZEV-HPV Erasmus Intensive Program 2011-2013, the proposal UCI Union Cycliste Internationale
of creating a specific HPV challenge for the European students FINA Fédération Internationale de Natation

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 INTRODUCTION habitat: land, water or air. Then, by focusing on land HPVs,
During the last decades, international Student Challenges on other characteristics can be used for classification:
a wide range of topics were created around the world in order to
provide stimulating educational contexts. By mixing and bal- - the kind of power input: pedals, hand-cycling, rowing, etc.;
ancing some competitive elements with technical requirements - the number of riders (or passengers);
and by involving industries as sponsors or technical partners, - the position of the rider(s): upright, recumbent, prone;
many Challenges have grown in popularity and started attracting - the number of wheels, usually ranging from 1 to 4: unicycle,
a consistent number of institutions. In particular, competitions bicycle, tricycle (delta or tadpole), quadricycle;
focused on land mobility such as SAE Formula Student, Shell - the eventual presence of a soft or hard fairing shell: unfaired,
Eco Marathon and World Solar Challenge have developed into partly faired, fully faired;
highly professional and quality driven events from an organiza-
tional perspective.
Through this kind of competitions, students have the oppor-
tunity to be involved in exciting and practical projects with a se-
ries of positive effects on their educational path, including:
1. learning and developing teamwork skills, a fundamental as-
pect for the large majority of human activities in which stu-
dents will be involved during their future careers;
2. facing all aspects of product design such as sketching, draw-
ing, simulating, choosing materials and processes, consider-
ing the whole assembly and the specific role of each part;
3. dealing with problem solving while passing from the design
phase to the production and testing phase, where, in 99% of
cases they will discover some mistakes;
4. acquiring knowledge (and sometime pushing it forward) on
FIGURE 1. A WIDE VARIETY OF HPVs AT THE WHPVA
emerging technologies such as hybrid or solar vehicles;
WORLD CHAMPIONSHIP OF BENTWATERS, UK, 2008.
5. increasing the motivation for self-learning in order to ac-
tively contribute to the project.
Institutions around the world are interpreting and support-
The most popular HPV is the bicycle in its diamond frame
ing student project activities from a different cultural background
form: pedal-powered, one rider in upright position, two wheels
and with a variety of approaches: from the most ”libertarian”
and unfaired referring to the above sub-categories. Additionally,
way to the more ”guided and supported” one. From this point
any HPV can be classified depending on its purpose: daily com-
of view, the student challenges approach represents a worldwide
muting and transportation, racing or even record attempting.
laboratory on educational methodologies. Student project activ-
With some adaptation, HPVs can also work on snow and
ities are being gradually acknowledged with credits into curric-
ice, but usually on this kind of surfaces other equipments than
ula even in those countries with a more ”traditional” approach to
”vehicles” are more popular, such as ski and skates, which are
learning methodologies.
referred to as passive tools for locomotion by physiologists.
In addition, those projects have a great potential in attract-
ing industrial partners and generating positive collaborations be-
tween private companies and educational institutions or even in HPV competitions around the world
promoting the birth of start-up companies. HPVs activities and development are supported in many
These activities push the students also to develop skills in countries by national organizations, most of which are members
successfully presenting their projects, both during the challenges of the World Human Powered Vehicle Association [1] (almost all
and when looking for funds (from the hosting institution or from EU countries plus Ukraine and Australia). Every year, the WH-
private companies) in order to realize their prototypes. PVA organize and manage through a national member the HPV
World Championship and also some world record events at the
Lausitzring German track. Here, the world record of 91.6 km
HUMAN POWERED VEHICLES completed in an hour has been established in 2012 by the Swiss
The HPV category includes all vehicles that are powered athlete Francesco Russo with the Eiviestretto back-driven pro-
only by muscular-strength. They can be classified into sub- totype, developed in collaboration with the Slovenian rider and
categories from many perspectives, first of all by their end use builder Damjan Zabovnik.

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 Unfortunately, for historical reasons the WHPVA does not
include the American association named IHPVA, which is popu-
lar for organizing the yearly Human Powered Speed Challenge
in Battle Mountain, Nevada. Here, the focus is on the max-
imum speed reached by human power after a straight and al-
most flat (−0.7% average slope) run-up of about 8 km. A new
world record of 138.78 km/h was setted by Sebastiaan Bowier
in September 2013 on the Velo-X3 prototype developed by the
Delft & Amsterdam Human Powered Team as a student project.
Despite the pretentious title, the HPV World Championship
is more easy to attend, at least for Europeans at the moment. Any
kind of rider can find its place here, from the most competitive
to the more relaxed ones. There is place for any kind of vehicle
and the competition is usually developed through 3 to 5 different
disciplines including resistance races and maximum speed mea-
surement with 1-2 km of run-up.
A new perspective for personal mobility
In parallel to the fascinating world of HPV racing, a new
class of vehicles is emerging as an effective approach to per-
sonal mobility: the velomobiles. A velomobile (Fig. 2) is a fully
faired recumbent tricycle (usually in tadpole configuration) in-
tended as an alternative to car for personal daily commuting and
often equipped with electric assistance. A small velomobile busi-
ness has developed in north Europe, Australia and United States
during the last decade and shows a good positive trend in pro-
duction, at least looking at the data reported by a manufacturer
website (Fig. 3).

Educational HPV challenges around the world

In fact, any HPV competitions can be seen as a crossover
between classical physiological sports as cycling and hi-tech en-
gineering disciplines as racing with cars or motorbikes. From
this perspective it is a perfect context for a student competition
joining together technical skills, teamwork and sport.
Looking at educational activities around HPVs, there were
two interesting events around the world until now:

1. the ASME HPV Student Challenge, with both East and West
coast events and recently also a South-America edition;
2. the Australian HPV Super Series, a true multi-event cham-
pionship organized by the University of South Australia.

In both cases, technical and safety requirements for the vehi-
cles are defined with a strict and very detailed approach. The first
challenge also consists of some technical tests in order to assess
the characteristics of each prototype such as braking and stabil-
ity, while in the Australian competition a vehicle scrutineering
is mandatory before racing. Rollover and crash protections are
mandatory and technically defined with specific standards in the
rules. The HPV Super Series also impose recumbent position,
a minimum of three wheels and some limitations in size, track
width and wheelbase for the vehicles. From a general overview,
also referring to pictures of the participating vehicles, the Pedal-
Prix seems to be more oriented toward standardization of vehi-
cles, giving a strong margin on safety at the expense of innova-
tion, while the ASME competition give relatively more freedom
and has a strong educational focus thanks to the testing chal-
lenges. In both cases, the approach is very different to the one
adopted by the WHPVA, where few technical requirements are
imposed and the maximum freedom is given to the participants.
FIGURE 2. EXTERNAL AND CUTTED VIEW OF TWO COM-
MERCIAL VELOMOBILES.
THE EU-HPV STUDENT CHALLENGE
A first European educational activity in the field of HPVs
was developed between 2011 and 1013 as an Erasmus Intensive
Program called ”Powering the Future with Zero Emission and
Human Powered Vehicles”, involving about ten Institutes from
all over the Europe. Each of the three years an Intensive Program
of a couple of weeks was hosted in a different place (Terrassa, SP
2011 - Bradford, UK 2012 - Antwerp, BE 2013) with students
and teachers from the participant Institutions. Besides lectures,
also practical workshops were organized. For the last edition,
some student groups were in the condition of realizing a proto-

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 180 - road testing such as coast-down for air-drag and rolling re-
160 sistance measurement;
140
- structural assessment of frame and parts;
- noise and vibration detection and reduction;
120
Production

100 Moreover, as in any other challenge, students will be pushed

80 to deal with two other fundamental aspects of a project: commu-
60 nication and budget. First of all they will need to obtain funds
40
(from their Institution or from private companies) in order to re-
alize a prototype and to travel. An HPV project can be adapted
20
to many budget levels, leaving the opportunity to participate to
0
almost any Institution.
00

01

02

03

04

05

06

07

08

09

10

11

12

13
20

20

20

20

20

20

20

20

20

20

20

20

20

20
Year
FIGURE 3. 2000-2013 YEARLY PRODUCTION BY A DUTCH
VELOMOBILE MANUFACTURER [2].
type of electrically assisted HPV. Thus, a small informal compe-
tition was organized while the remaining students proposed and
discussed some vehicle assessment principles. Even if not in-
volved from the beginning, Politecnico di Torino participated in
the last edition of the IP with two students and one of the authors
as teachers. In fact, from 2009, a student team named Policum-
bent was active at the Politecnico di Torino under the guidance
of the authors. Starting from 2010, every year the team has de-
signed and realized a new HPV prototype and participated to the
WHPVA World Championship as the only student team among
many non-educational single participants.
From the positive mood generated during the IP 2013 in
Antwerp, the idea of a European HPV Student Challenge was
born and some of the participants decided to work together in the
creation of the event [3].
A multi-disciplinary challenge
Land HPVs represents an exciting challenge for engineer-
ing students and researchers independently from their passion
for sport: the challenge to design and build a lightweight, aero-
dynamic and efficient vehicle able to go up to 70-80 km/h with
only few hundred Watts of power.
There is enough place for many scientific and technical dis-
ciplines in HPV design: structural mechanics for the frame (al-
loys or composites) or for monocoque fairing [4–7], aerodynam-
ics [8–10], drivetrain optimization as well as ergonomics and
biomechanics [11,12]. Riders training program management can
be learned by students as well as design and testing methodolo-
gies under a variety of point of view:
- CAD design;
- FEM and CFD analysis;
Taking advantage from the context
From the first approach to the organization, it was clear that
the effort required to create a competition from zero was far
bigger than setting-up a new special category inside an existing
event. Then, an analysis of pros and cons of the two approaches
was conducted and a first informal opinion of the WHPVA was
acquired during the World Championship 2013 in Leer (DE). In
fact, the WHPVA framework resulted to be the best option for
many reasons:
- an international expert jury for student project evaluation
can be easily formed within the WHPVA members which
are attending the event;
- design and manufacturing experience developed by individ-
ual participants is a good state of the art to be mixed together
with student innovative inclination;
- racing and event logistic is demanded to the national mem-
ber hosting the World Championship;
- the WHPVA itself could take advantage of new young peo-
ple being involved in his main event.
It was then decided to organize the 1st edition of the EU-
HPV Student Challenge as a special EDU (educational) category
inside the next HPV World Championship that will be held in
Saône (FR) from 8th to 10th of August 2014.
A soft approach to technical requirements
Starting within an existing event, the EU-HPV-SC was based
on the same soft approach to vehicle technical requirements
adopted by the WHPVA. The purpose is to guarantee the max-
imum freedom for innovative solutions by defining only basic
safety requirements. If this can be perceived as a risk, the over
20 years experience coming from the WHPVA (and also IHPVA)
events confirms that accidents and injuries in HPV racing (even
in their most extreme form) are no more dangerous and no more
frequent than in indoor cycling or any other sport.
Teams will have to deal with three documents concerning
vehicle technical requirements: the general one from WHPVA,
the World Championship specific edition requirements from the

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 national organizer and the EDU category rules. In order to ad-
dress priority, the following logic is adopted:
(A) in case of different but not conflicting rules (such as one
document imposing a requirements and the others not men-
tioning it), the most precautionary in terms of safety has the
priority;
(B) in case of conflicting requirements, the WHPVA rules have
the priority over national rules, which have the priority over
EU-HPV-SC rules.
Main requirements can be summarized as follow, with spec-
ification of the involved case from the above list:
1. a mandatory helmet complying with a national standard also
in case of fully faired vehicle - case (A), only required by
the EU-HPV-SC rules;
2. the ability to stop the vehicle within a distance of 6 m with
a starting speed of 25 km/h (as required in EN 14781 for
standard bicycles) and without any loss of control - case (A),
only required by the EU-HPV-SC rules;
3. the vehicle-driver combination must show a good control
and steering behaviour: at any time during a race the racing
committee can stop a vehicle if it is clearly showing unsafe
control - common requirement;
4. in any weather condition, front, lateral and rear visibility
from inside the vehicles must guarantee the safety of the
rider and of all other participants - common requirement;
5. dangerous protrusions, sharp edges or other unsafe design
features are not allowed for racing - common requirement.
In fact, case (B) is not happening with the present version
of all the rules, but it was included as an indication for future
modification of the technical requirements.
Even if some of the requirements are proposed in a generic
way, they proved to be effective over the years in WHPVA racing
and registered teams will be pressed to ask the committee for
clarification of any doubt before attending the event, as they risk
to be excluded from racing. In the end, starting from the imposed
condition of adult only riders (≥ 18 years old) and designating
each participant Institution as responsible for the safety of their
own prototypes, it was easy to find an insurance coverage for the
Student Challenge which is added to the main event one.
Of course, a pre-race vehicle check is mandatory in order to
verify the given basic safety requirements for the admission to
the race track, as it usually happens for the World Championship
individual participants.
Competition rules
Competition rules were inspired to the following principles:
1. leave the maximum freedom for innovation on any kind of
individual land HPV;
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TABLE 1. PROJECT POINTS FOR EACH SECTION RANKING.
Ranking 1st 2nd 3rd 4th 5th 6th Others
Points 10 6 4 3 2 1 0
2. slightly unbalance the competition in favour of technical
work against racing skills;
3. simplify (at least for the 1st edition) logistic and ranking
work by limiting the number of racing sub-categories;
From the 1st principle it follows that no limitations were im-
posed to vehicle size, number of wheels and their configuration,
rider position or drivetrain system (as long as human powered
only). The organizers simply suggest the teams to focus on the
velomobile class, as it is one of the most interesting category for
green mobility development, but complete freedom is left to the
young designers in case they have good innovative ideas for other
vehicle classes.
From the 2nd principle, a ranking score system was defined
with a maximum of 100 points, composed by a maximum of 45
points for racing and 55 points for project evaluation.
The project evaluation was divided into five sections: inno-
vation, safety, style, engineering and presentation. The first four
sections will be evaluated through a jury with a maximum of 10
points each by means of a team ranking (Tab. 1). Each team
will be asked to present the prototype(s) with a short technical
report (for engineering section evaluation) and with an oral pre-
sentation. The ranking of the oral presentation will be defined
through a peer assessment procedure, where each team has to
evaluate all the others. Up to 5 additional points can be added to
each team by a Special Guest, with experience in cycling engi-
neering and/or in racing.
By following the 3rd principle, a single category was de-
fined, so that teams will be pushed to have their prototypes fully
faired in order to compete at high level. In addition, in order to
overcome the rider separation by gender, a multiplication factor
of 1.5 was provided for racing points given to female riders. The
factor was based on the ratio of power output between male and
female professional cyclists reported in [13] for different races
and rounded up to 1.5 for both simplifying the calculation and
incentivize the participation of female riders. The overall racing
points given in case of male and female riders are summarized in
Tab. 2 and they will be equally divided by the number of races
organized for each edition.
Moreover, teams are free to decide their racing target: they
can change the rider between races in order to optimize their
strategy to win the EDU category or they can participate with
the same rider to all races in order to compete also for the overall
title of World Champion.
 TABLE 2. OVERALL RACING POINTS BASED ON RANKING.
Ranking 1st 2nd 3rd 4th 5th 6th
Points (M) 30 18 12 9 6 3 0
Points (F) 45 27 18 13.5 9 4.5
(F) points derived from multiplication by a factor of 1.5.
SPORT AND TECHNOLOGY
While common sense and international government bodies
tend to consider sport as a ”physiological” competition among
humans (or animals in some cases), the technical and scientific
development has leaded to a more complex reality. Modern sport
disciplines, in particular at professional level, strongly involve
the use of frontier technologies in many fields, from training and
nutritional programs to hi-etch equipments.
As reported in [14] a sport scientist said:
Unlikely the technology will make you win, but not
having the technology will make you lose for sure.
Technology is often unjustly related to doping: ”unfair ad-
vantage” was the UCI verdict on recumbent bicycles when ban-
ning them from cycling in 1934, ”mechanical doping” is a term
often used for equipment innovation while it is appropriate only
when an electric motor is hidden somewhere. The rise and fall
of low-drag swimwear fabrics is another famous example of con-
flict between technology and sport: 105 swimming world record
were broken in 2008 with low-drag swimwear until the FINA
decided to ban them starting from 2010.
However, there are substantial differences: technology does
not overcome the need of training as doping tends to do, technol-
ogy often will ask more training to the athlete in order to adapt his
technique to equipment innovation and, last but not least, tech-
nology, when proved to satisfy basic safety requirements, does
not directly affect the health of athletes as doping does.
Should each sport federation define two categories, one al-
lowing technologies and the other as pure physiological compe-
tition? It is not a purpose of this paper to answer the question,
but HPV student challenges also represent an opportunity to put
the question to new generations as they will have to find the way
for the evolution of sport disciplines.
CONCLUSION
In the framework of a fermenting European HPV movement
and starting from an Erasmus Intensive Program educational ex-
perience, a new student challenge proposal was formulated and
organized for a 1st edition. The event has a peculiar relationship
with the pre-existing individual World Championship yearly or-
ganized by the WHPVA as it will be included as an EDU category
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with special rules.
The new EU-HPV Student Challenge substantially differs
Others from two analogous events organized in US and Australia, in par-
ticular for a softer approach to vehicle technical requirements in
order to give the maximum freedom to the search for innovative
0 solutions in the respect of basic safety requirements, in agree-
ment with the WHPVA racing philosophy. Being a 1st edition,
the organizers are betting on the success of the event and will be
open to revision and adjustment of the rules as long as they will
stay in the frame of that philosophical approach.
In order to educate future engineers and technicians for a
greener approach to product design and to vehicle mobility, we
need to guarantee that they really understand the meaning and
the order of magnitude of physical quantities. When taught only
from the perspective of classical machine design, physical quan-
tities lose their human-centred reference point and become diffi-
cult to be understood in-depth. It can be clear, in a relative way,
that a truck will require more power than a motorcycle and many
students and engineers are able, if asked, to classify vehicles by
means of the average or peak power and speed. However, most
of them have no idea of the power and speed reachable by only
muscular energy as peak or as regular continuous effort over a
defined time period. It is an absolute reference point that we
are losing and it can put transportation and mobility problems
under a new light. If we will be able to give this reference to
the next generation of engineers and technicians, maybe some-
one will start wondering why we are making (and buying) cars
weighting 1000 kg, with dozens of kW of power, that will be
used most of the time by one driver alone. And it is well know
that innovative solutions will come from wondering instead of
accepting the status quo.
ACKNOWLEDGMENT
Thanks go to Prof. Jochem De Vriendt from Karel De Grote
Hogeschool (Antwerp, Belgium) for actively supporting the cre-
ation and the promotion of the EU-HPV-SC and for the positive
collaboration in discussing and writing the challenge rules.
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