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Firsthand Data Collection: Students Get Behind the Wheel of Vehicle Dynamics

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Roger Lindgren and Jordan Preston, Oregon Institute of Technology

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Firsthand Data Collection: Students Get Behind the Wheel of Vehicle Dynamics

  1. 1. NITC AND EDUCATION NITC offers grants to faculty at partner campuses to attract students to transportation through education opportunities at the K-12 and university level
  2. 2. NITC EDUCATION PROGRAM SCOPE OF THE PROGRAM •Developing and testing new innovative curriculum that can be adopted widely at other universities •Developing a standalone transportation module that can be integrated into a full course and shared with other universities •Efforts aimed to attract and retain new undergraduate students to transportation-related degree programs, with particular focus on increasing the number of women and students of color
  3. 3. VEHICLE DYNAMICS EDUCATION – THE BACKGROUND VS
  4. 4. DEFINING EXCITEMENT! VS
  5. 5. VEHICLE DYNAMICS EDUCATION VS
  6. 6. THE GREEN BOOK
  7. 7. ON THE ROAD “to be outstanding in the field of traffic engineering, you must spend time OUT STANDING IN THE FIELD” Bill Kloos, 1951-2009
  8. 8. SYNERGISTIC ACTIVITIES AT OREGON TECH 0 0.05 0.1 0.15 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 Peak acceleration(g) Location (in)
  9. 9. FROM BENCH TO BRIDGE • Eberlein St. Bridge over the A- Canal • 28.7-meter span • 30-degree skew • Composite steel girders with variable flange thickness
  10. 10. HOW ABOUT USING THE IPOD IN A CAR?
  11. 11. AWARDING WINNING STUDENTS
  12. 12. LATERAL ACCELERATION
  13. 13. LATERAL ACCELERATION
  14. 14. BALL-BANKING WITH ODOT by Eric Leaming, PE, Oregon DOT
  15. 15. BALL-BANKING THRESHOLDS
  16. 16. LATERAL ACCELERATION
  17. 17. SEMI-MANUAL DIRECT READING FROM INCLINOMETER
  18. 18. LATERAL ACCELERATION VIDEO
  19. 19. LOW COST – LOW TECH
  20. 20. LONGITUDINAL DECELERATION
  21. 21. BASIC PHYSICS
  22. 22. LET’S USE SMARTPHONES
  23. 23. RAW DATA FROM SMARTPHONE APP
  24. 24. POST-PROCESSED DATA brakes applied car stopped maximum average
  25. 25. GUIDED LEARNING
  26. 26. LONGITUDINAL DECELERATION VIDEO
  27. 27. AVERAGE DECELERATION VehicleType Comfortable ‘a’ (ft/s2) Emergency ‘a’ (ft/s2) 2006 Ford F150 16.23 13.81 2006 Jeep Commander 23.54 26.02 2002 Ford Focus 15.87 14.81 2012 Honda Civic 14.59 24.02 2005 Toyota 4Runner 14.10 14.36
  28. 28. SOME THOUGHTS • We used commercially available smartphone apps and each app had unique data issues • We explored using smartphone apps for lateral accelerations (to replace ball-banking) but our initial trials results in very “noisy” data sets that had many confounding variables, more work is planned • We plan to work with some computer systems students to design a custom app that handles much of our “post-processing” in real time
  29. 29. LESSONS LEARNED • Students (undergrad and grad) like field work! • Having motivated transportation graduate students in a program can be a big advantage in recruiting more undergrads to transportation • Leveraging knowledge across civil sub-disciplines (i.e. structural- transportation) is very productive
  30. 30. WHAT I LEARNED! > <
  31. 31. THANKS TO: • Dr. CJ Riley, PE – Co PI • Sam Lozano / Jason Millar – Dr. Riley’s sensor “guys”
  32. 32. THANKS TO: CE 551 Students – Spring 2016 Miranda Barrus / Stephen Jones / Justin Millar / Federico PerezMurillo / BrittanyYoung / StacyYoung
  33. 33. QUESTIONS • Roger Lindgren, PE Professor of Civil Engineering OregonTech roger.lindgren@oit.edu • Jordan Preston, EI MSCE Student OregonTech jordan.preston@oit.edu

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