Development of NHTSA’s Side Impact Test Procedure for Child Restraint Systems Using a Deceleration Sled : Part 2

This report presents the results of the continued research and development of child seat side impact tests using the deceleration sled at Kettering University’s Crash Safety Center. The objective of this test series was to gain further insight into the sensitivity of the side impact test fixture response. Test variations included speed of impact, weight of the fixture, and impact characteristics. Additionally, 20 child restraint system (CRS) specific tests were conducted using a fixed set of test parameters

A Study of Muscle Activation in a Mathematical Model of the Human Head and Neck

A model of the human head and neck that incorporates active and passive muscles is utilized in the analysis of non-impact loading in high “g” environments. The active muscles have the capability to be activated partially and in different combinations.The model is implemented in MADYMO using lumped parameters and Hill muscles. A comparison of simulation results with experimental data, generated by the Naval Biodynamics Laboratory (NBDL) for neck flexion and rebound, shows excellent agreement for a 15g impulsive load

A Study of Muscle Activation in a Mathematical Model of the Human Head and Neck

A model of the human head and neck that incorporates active and passive muscles is utilized in the analysis of non-impact loading in high “g” environments. The active muscles have the capability to be activated partially and in different combinations.The model is implemented in MADYMO using lumped parameters and Hill muscles. A comparison of simulation results with experimental data, generated by the Naval Biodynamics Laboratory (NBDL) for neck flexion and rebound, shows excellent agreement for a 15g impulsive load

Development of NHTSA’s Side Impact Test Procedure for Child Restraint Systems Using a Deceleration Sled : Part 2

This report presents the results of the continued research and development of child seat side impact tests using the deceleration sled at Kettering University’s Crash Safety Center. The objective of this test series was to gain further insight into the sensitivity of the side impact test fixture response. Test variations included speed of impact, weight of the fixture, and impact characteristics. Additionally, 20 child restraint system (CRS) specific tests were conducted using a fixed set of test parameters

Development of NHTSA’s Side Impact Test Procedure for Child Restraint Systems Using a Deceleration Sled : Part 1

This report presents the results of the research and development of the child seat side impact tests performed at Kettering University’s Crash Safety Center for NHTSA. The tests were conducted using a deceleration sled. The objective of this testing was to obtain data for the development of a side impact test procedure for child restraint systems

Empirical Analysis of Hydropower Scheduling

A reservoir manager at a hydropower plant has to decide whether or not to release water in order to produce electricity, and the level at which to produce. These production levels have different related efficiencies as well as other related technical aspects. Often, the plant will produce at the most efficient, i.e. release water at a rate that produces the highest amount of electricity per unit of water. In this thesis, a structural estimation model was applied to an undisclosed hydropower plant in the Norwegian electricity price zone NO5, in order to discover the managers' preferences related to the different production levels. This model is based on time series models in order to replicate the managers' expectations of future conditions. The results show a greater willingness of the manager to produce at levels below than above the best efficiency point, which we argue is mainly due to the increased level of cavitation. They also imply that the reservoir managers' preferences have changed over time, showing an increased willingness to produce at production levels both above and below the most efficient level

Anvendelse av Khan Academy i norsk kontekst

Denne studien søker å avklare hvordan og i hvilken grad Khan Academy (KA), en nettside med videoleksjoner innenfor en rekke fag, kan anvendes for å oppfylle kompetansemål fra den norske læreplanen i matematikk. Spørsmålet er viktig å besvare ettersom skolen blir mer digitalisert, digital undervisning ble nødvendig under koronasituasjonen, og digitale ressurser blir brukt mye selv om det mangler forskning på flere digitale ressurser. Dette gjøres først ved å finne ut om det er mulig i det hele tatt, for så å beskrive hvilke faktorer en må være klar over og ta stilling til for å bruke ressursen effektivt i norsk skole. Den norske konteksten blir regnet som viktig å utforske ettersom KA er en av de største læringsportalene i verden med millioner av brukere, men ressursen ble laget med en amerikansk bakgrunn. Undersøkelsen har blitt gjennomført ved å anse KA som et tradisjonelt læreverk, som en lærebok, og undersøke hvordan nettsiden samsvarer med norske kompetansemål i matematikk. Rammeverket for analysen bruker en horisontal analyse; hvor den overordnete strukturen er fokuset, og en vertikal analyse; hvor det undersøkes hva som kommuniseres til elevene og hva som blir krevet av dem. Verdier fra læreplanene, som fokus på underveisvurdering og tilpasset opplæring er også trukket inn for å undersøke om KA samsvarer med læreplanen på disse områdene. Funnene tilsier at KA er en verdifull ressurs i norsk kontekst, hvor matematikken i seg selv er en solid basis for å kunne oppnå kompetansemål. Det finnes noen unntak, som innebærer kompetansemål hvor elever må forklare fremgangsmåten sin eller hvor praktiske situasjoner er et sentralt element. KA viser seg å kun bruke summative vurderingsformer, men lærere har tilgang til prøveresultatene elevene gjør på nettsiden, og kan derfor bruke dette som et grunnlag for formativ vurdering. Nettsiden legger også til rette for tilpasset opplæring, hvor elevene har mulighet til å velge hvor fort undervisningen går og hvor mange forsøk de trenger. Jeg konkluderer med at ressursen er verdifull i norsk kontekst, men at KA må regnes som en supplementær ressurs og ikke en erstatning til ordinær undervisning. Suksess med bruk av KA blir i stor grad knyttet til hvordan ressursen er implementert, hvor lærerens kjennskap til KA er essensiell.This study seeks to clarify how and to what degree Khan Academy, a website with video lessons in several subjects, can be used to achieve competency aims from the Norwegian curriculum in mathematics. The question is important to answer because schools are getting more digitalized, digital lectures was needed during the corona pandemic and digital resources are being used despite the lack of research concerning several of those resources. This is first done by finding out whether this is possible in the first place and then describing which factors one must be aware of in order to use the resource effectively in Norwegian schools. The Norwegian context is considered important to explore, as KA is one of the largest learning portals in the world with millions of users, but it was created with an American background. The study has been conducted by considering KA as a traditional teaching material, like a textbook, and investigate how these correspond to Norwegian competency aims in mathematics. The framework for the analysis uses a horizontal analysis; where overall structure is the focus, and a vertical analysis; where it is examined what is communicated to the students and what is required of them. Values from the curricula, such as a focus on formative assessment and adapted education has also been included to investigate whether KA corresponds in these areas. The findings indicate that KA can be a valuable resource in the Norwegian context, where the mathematics themselves are a solid basis for achieving competency aims. There are some exceptions, which involve competency aims where students must explain their procedure or where practical situations are a central point. KA turns out to only use summative assessment methods, but teachers have access to the students test results from the website and can therefore use this as a basis for formative assessment. The website also facilitates adaptive education, where students can choose how fast the teaching goes and how many attempts they need. I conclude that the resource is valuable in the Norwegian context, but that KA must be regarded as a supplementary resource and not a substitute for ordinary teaching. Success with KA is closely related to how it is implemented, where the teacher’s knowledge of KA is essential

Crash Safety in the Introductory Physics Lab

Crash Safety in the Introductory Physics Lab Abstract In the field of vehicle occupant protection and crash safety, the Deceleration Sled offers researchers a controlled, repeatable, and relatively cost-effective means to test interior parts such as safety restraint systems. The sled can accelerate a 2000 lb payload to achieve a speed of 40 mph before a hydraulically controlled deceleration models the deformation of the vehicle structure during a crash. Understanding the dynamics of the sled and interpreting test results incorporates many of the core concepts of a first course in introductory physics. This application of physics principles is the inspiration for development and dissemination of curricular materials,appropriate for an introductory physics laboratory. Commonly available apparatus is put to the task: a low-friction cart on a track, with position and force sensors, accelerometers, and video analysis (using a low-cost webcam).This project will integrate the context of crash safety with current pedagogical techniques developed and proven in physics education research. The curricular materials have two goals: to help college and university students see the relevance of fundamental physics in engineering and practical applications, and to help these students learn concepts in physics more effectively and deeply. Activities address topics of motion, forces, energy, and momentum with pedagogy based in a guided inquiry/discovery model for lab instruction. Common misconceptions established in physics education research will be addressed intentionally, as students are encouraged to predict,test, and reflect on results. A library of video clips will be assembled and disseminated through the project web site, as well as editable curriculum materials. Assessment of the deployed activities in focus-group-type interviews and anonymous surveys has led to better understanding of students’ needs in an inquiry-based laboratory. Also, widely used instruments (the Force Concept Inventory and the Maryland Physics Expectation Survey)are included in the assessment phase of this project

Evaluating Impact Attenuator Performance for a Formula SAE Vehicle

Formula SAE® is one of several student design competitions organized by SAE International. In the Formula SAE events undergraduate and graduate students are required to conceive, design, fabricate and compete with a small, formula-style, race car. Formula SAE safety rules dictate a 7 m/s (or approximately 15.65 mph) frontal crash test for nose mounted impact attenuators. These rules are outlined in section B3.21 of the Formula SAE rule book. Development and testing methods of these energy absorbing devices have varied widely among teams. This paper uses real world crash sled results to research methods for predicting the performance of aluminum honeycomb impact attenuators that will comply with the Formula SAE standards. However, the resulting models used to predict attenuator performance may also have a variety of useful applications outside of Formula SAE. In this paper, various energy absorbers were mounted to a free rolling trolley sitting on top of a crash sled. The sled was launched so that the trolley with the attached attenuator was allowed to strike a rigid barrier. This resulted in a sudden deceleration measured by accelerometers attached to the trolley. The resulting deceleration from each impact attenuator was then correlated to predicted pulses from theoretical calculations. The lessons learned from extensive testing will be discussed including comparisons between size, shapes, and material properties of energy absorption devices. Additionally, a final theory will be presented describing the ideal way to predict impact attenuator performance. Ultimately it will be shown that, given a known geometry, material properties, and safety factor, the behavior of an impact attenuator can be predicted accurately enough that testing will only be needed as verification. This study will ultimately benefit all Formula SAE® teams, as it will help speed up development time and cut costs, while providing a proven method for creating attenuators that will perform to SAE standard

Evaluating Impact Attenuator Performance for a Formula SAE Vehicle

Formula SAE® is one of several student design competitions organized by SAE International. In the Formula SAE events undergraduate and graduate students are required to conceive, design, fabricate and compete with a small, formula-style, race car. Formula SAE safety rules dictate a 7 m/s (or approximately 15.65 mph) frontal crash test for nose mounted impact attenuators. These rules are outlined in section B3.21 of the Formula SAE rule book. Development and testing methods of these energy absorbing devices have varied widely among teams. This paper uses real world crash sled results to research methods for predicting the performance of aluminum honeycomb impact attenuators that will comply with the Formula SAE standards. However, the resulting models used to predict attenuator performance may also have a variety of useful applications outside of Formula SAE. In this paper, various energy absorbers were mounted to a free rolling trolley sitting on top of a crash sled. The sled was launched so that the trolley with the attached attenuator was allowed to strike a rigid barrier. This resulted in a sudden deceleration measured by accelerometers attached to the trolley. The resulting deceleration from each impact attenuator was then correlated to predicted pulses from theoretical calculations. The lessons learned from extensive testing will be discussed including comparisons between size, shapes, and material properties of energy absorption devices. Additionally, a final theory will be presented describing the ideal way to predict impact attenuator performance. Ultimately it will be shown that, given a known geometry, material properties, and safety factor, the behavior of an impact attenuator can be predicted accurately enough that testing will only be needed as verification. This study will ultimately benefit all Formula SAE® teams, as it will help speed up development time and cut costs, while providing a proven method for creating attenuators that will perform to SAE standards