3,271 research outputs found
Advancing simulation-based driver training
No full textBioMechanical EngineeringMechanical, Maritime and Materials Engineerin
Exploiting the possibilities of simulators for driver training
No full textTraining in a simulator offers potential advantages compared to training in a non-simulated environment. Generally it is cheaper, safer, there is more control over the environment, and data collection is less complicated. These potential advantages give simulators the possibility to offer effective training. This thesis is divided into three parts, aimed at realizing cost-effective driver training and driver assessment using simulators. The first part focuses on driver performance in fixed-base simulators, the second part focuses on learning to drive in a simulator and the third part evaluates a newly developed simulator for the training and assessment of racecar drivers. Valid and reliable performance measures are required to analyze driver performance. Chapter 1 evaluates a large amount of measures for the task of braking and then stopping at a stop-sign, which is a common task for research into driver performance. A computer simulation was executed and also empirical data was used to study the performance measures. The main conclusions were that reliable and valid measures for the braking task are: speed and distance to the stop-sign at the start of braking, the stopping position with respect to the stop-sign, and a measure which indicates whether or not the deceleration was constant while the vehicle was slowed down. Chapter 2 tests eight low-cost non-vestibular acceleration and speed feedback systems: a tensioning seatbelt, a vibrating steering wheel, a motion seat, screeching tire sound, auditory beeps, a vibrating seat-pan in two configurations, and a pressure seat. For five systems, which provide longitudinal acceleration feedback, the measures of Chapter 1 were used to analyze the effect of the feedback systems on driver performance during the braking task. Chapter 2 concludes that vehicle acceleration cues can be fed back to the driver without a motion platform. The system which made the largest gain in making driver performance more realistic was the tensioning seatbelt system. Chapter 3 investigates the modality with which instructions are presented in the simulator. Generally, instructions in simulators are presented verbally. The auditory modality is a logical choice because car driving can be seen as a predominantly visual task. However, beginner drivers receive a lot of verbal instructions in a limited amount of time, and therefore it is interesting to investigate the effects of presenting the route instructions in a different modality. The experiment in the driving simulator showed that both visual and visual-auditory route-instructions resulted in less turning errors than the auditory route-instructions. The visual-auditory instructions also reduced indicator reaction times. The visual-auditory instructions were preferred by people who drove faster, and people who had low self-reported driving skill. Most people preferred the visual instructions over the auditory instructions. This experiment showed that even though the visual instructions interfere with the predominantly visual driving task according to the ‘multiple research theory’ (Wickens, 1999), they did result in better driving performance. The second part of this thesis focuses on learning to drive in a simulator. First, the didactical properties of four commercially available driving simulators are analyzed. A survey shows that the intelligent tutoring systems of current driver training simulators are mostly imitating the human instructor and that the “first principles of instruction” (Merrill, 2002a) are not implemented to their full potential. Hence, there is ample room for improvement of the didactical properties by fully exploiting the many visualization, demonstration, and performance-assessment opportunities provided by modern driving simulators. Furthermore, objective performance ratings of students can be used to provide accurate and consistent feedback-on-performance, something that is not possible in real cars, but which is often essential for effective skills training. It is recommended to use empirical experimentations to improve the instructional design of simulator-based driver training for specific learning outcomes and validate the use of the first principles of instruction to facilitate learning. The following three experiments investigate whether potential advantages which are offered by simulators can be used to teach driving skills to learner drivers. Some psychological principles concerning augmented feedback are studied and used to create a new learning environment. In the first experiment, seat vibrations which reacted to the lateral position in the lane were used to teach inexperienced drivers to drive in the middle of the right lane. There were four experimental groups: (a) on-target, receiving seat vibrations when the center of the car was within 0.5 m of the lane center; (b) off-target, receiving seat vibrations when the center of the car was more than 0.5 m away from the lane center; (c) control, receiving no vibrations; and (d) realistic, receiving seat vibrations depending on engine speed. During retention, all groups were provided with the realistic vibrations. Every participant drove five 8 minute sessions: three training sessions, one retention test directly after practice, and one retention test the following day. During practice, on-target and off-target groups had better lane-keeping performance than the nonaugmented groups, but this difference diminished in the retention phase. Furthermore, during late practice and retention, the off-target group outperformed the on-target group. The conclusion of this experiment is that off-target feedback is superior to on-target feedback for learning the lane-keeping task. During the following two experiments, the difficulty of the training was varied by changing the friction coefficient of the tire on the road. The first experiment deals with a normal road-car, while the second experiment deals with a racing car. Previous research in motor learning has shown that degrading the task conditions during practice can enhance long-term retention performance. Just like in the previous experiment, the driving task was keeping the car in the center of the right lane. The inexperienced drivers were divided into three groups: low grip (LG), normal grip (NG), and high grip (HG). All groups drove six sessions: four practice sessions, an immediate retention session, and a delayed retention session the following day. The two retention sessions were driven with normal-grip tires. The results show that LG drove with lower speed than NG during practice and retention. Transferring from the last practice session to the immediate retention session, LG’s workload decreased, as measured with a secondary task, whereas HG’s workload increased. This experiment also showed that it is possible to influence self-reported confidence level, which may have potential implications for the way drivers are trained. In the second experiment in which the tire-road friction coefficient is varied during training, we are not investigating normal car driving, but racecar driving. Now the goal is not to make people drive slower, but faster instead. Three groups of inexperienced racecar drivers were trained and tested on the same simple racetrack: low grip (LG), normal grip (NG), and high grip (HG). Just like in the previous experiment, LG drove slower than the other groups during training and the first retention session. The second retention session was driven in a different car than the training and the first retention session (Formula 1 car instead of a Formula 3 car), and in this session no differences in lap time were found between the groups. LG reported a higher confidence and lower frustration than NG and HG after each of the two retention sessions. In conclusion, practicing with low grip, as compared to practicing with normal or high grip, resulted in increased confidence but slower lap times. The third part of this thesis investigates the validity and controllability of a racing simulator. A modest validation study was performed by comparing the fastest lap times of 13 racing drivers during training sessions in the simulator to the fastest lap times these same drivers did on the same track in the real world. A correlation between the lap times was found, which indicates that the simulator has some degree of predictive value for performance in the real world. A (racing) simulator can be used for controlled experiments which are difficult to perform in reality. In different racecars, we have found large differences in gain and stiffness of the brake pedal. We assume that there exists an optimal stiffness and gain of the brake pedal for racecar drivers, but this is hard to investigate in reality. The expected performance differences are small, the time it takes to adapt the brake system is lengthy, and the environmental factors, such as grip of the tires and track, vary all the time. In two independent experiments the effect of the brake pedal stiffness on lap times is investigated. The expectations were that a softer brake pedal would be better in long brake zones, and that a stiff pedal would result in faster control inputs by the driver. The conclusions of the two experiments are that racing car drivers can deal with a large range of brake pedal stiffness, that a stiff pedal results in faster control inputs, and that the simulator is a useful tool for experiments concerning the human-machine interface which are difficult to perform in reality. To get a more detailed idea about which properties of the brake pedal are important for brake force control of racecar drivers, the gain of the brake pedal is investigated further in Chapter 9. During the last experiment participants did not drive on a virtual track, but performed a one dimensional control task. The test setup was a formula racing car cockpit fitted with an isometric brake pedal, which means that the pedal does not deflect under load and the pedal force determines the output. Four control-display gains, varying from very low to very high, were compared with two target functions; a step function and a multisine function. The control-display gain had only minor effects on root mean-squared error between output value and target value but it had large effects on build-up speed, overshoot, within-participants variability, and self-reported physical load. The results confirm the hypothesis that choosing an optimum gain involves balancing stability against physical effort.BioMechanical EngineeringMechanical, Maritime and Materials Engineerin
Isotope evidence for Archean accordion-tectonics in the Superior Province
No full textArchean cratons preserve the oldest continental crust, but their tectonic mode of formation and assembly remain key unknowns. The Superior Province is Earth’s largest Archean craton and comprises Eo-Neoarchean plutonic-gneiss terranes separated by Meso-Neoarchean granite-greenstone terranes and metasedimentary belts. Resolving whether the plutonic-gneiss terranes represent dismembered fragments of a once contiguous proto-craton or a series of unrelated accreted crustal fragments is critical to understanding the early evolution of the Superior Province and Archean tectonics. We present zircon U-Pb-Hf isotopic data from the Tannis and Cedar Lake TTG gneisses, which record the early crustal evolution of the Winnipeg River plutonic-gneiss terrane and are some of the oldest rocks in the western Superior Province. The gneisses yield a large range of zircon εHf(t) signatures (−6 to +4) at igneous formation (ca. 3.3–3.25 Ga) indicating coeval crustal growth and reworking of isotopically depleted and evolved sources. Crustal reworking of Eo-Paleoarchean sources is supported by sub-chondritic ca. 3.5–3.4 Ga zircon xenocrysts in the Cedar Lake gneiss. The early crustal evolution of the central Winnipeg River terrane is similar to the Hudson Bay and Minnesota River Valley terranes, on the northern and southern margins of the Superior Province, respectively. Correlation of the early history amongst the three plutonic-gneiss terranes supports a tectonic model in which a once coherent Eo-Paleoarchean proto-craton disaggregated into three fragments during formation of intervening granite-greenstone terranes in the Mesoarchean. These fragments reaggregated in the Neoarchean. The complex history of the Superior Province highlights that Archean cratons are not simple entities that formed in a single event, but may have experienced times of cratonic breakup and reassembly.J.W.D. Strong, J.A. Mulder, P.A. Cawood, A.R. Cruden, O. Nebe
Solutions for the Province of Groningen: Seismic retrofit of historic Amsterdam School houses
No full textEarthquakes, as a result of commercial extraction of natural gas out of deep soil, has become a frequently recurring phenomenon in the Province of Groningen. Historically earthquakes have never been an issue in the Netherlands, and the built environment is not prepared for this phenomenon. The purpose of this research was to find suitable solutions for retrofitting houses in order to protect them against earthquakes. The focus was on Amsterdam School style houses. This pre-war architecture has been very popular in the Groningen region, and there are plenty of these unique heritage houses. The earthquakes, and the strengthening measures, both are a threat for the monumental houses. The aesthetics of the reinforcing measures, for the purpose of preservation of this distinctive architecture, formed the starting point for the research. This study has resulted in innovative designs for reinforcement measures that suit the style of the Amsterdam School architecture. Designs have been made for earthquake resistant chimneys, embellishments and covers for reinforcing anchor plates, stiff floors and reinforcements for masonry parapets. Extra attention has been paid to the social context. Contact with local residents, encounter their experiences and listening to their wishes regarding the earthquake problems has been of great influence. The designs are the result of a human approach within a technical framework. All designs are projected on four existing Amsterdam School style houses in Loppersum. In contact with the residents of the case study houses and stakeholders the designs have been evaluated, and drawn into a wider context. The process towards the design and subsequent analysis, are as important as the design itself, and may provide a basis for wider future application.Master Building TechnologyBuilding TechnologyArchitecture and The Built Environmen
Simple drag prediction strategies for an Autonomous Underwater Vehicle’s hull shape
No full textThe range of an AUV is dictated by its finite energy source and minimising the energy consumption is required to maximise its endurance. One option to extend the endurance is by obtaining the optimum hydrodynamic hull shape with balancing the trade-off between computational cost and fluid dynamic fidelity. An AUV hull form has been optimised to obtain low resistance hull. Hydrodynamic optimisation of hull form has been carried out by employing five parametric geometry models with a streamlined constraint. Three Genetic Algorithm optimisation procedures are applied by three simple drag predictions which are based on the potential flow method. The results highlight the effectiveness of considering the proposed hull shape optimisation procedure for the early stage of AUV hull desig
Fosfaataanwendingstijden bij aardappelen en suikerbieten : verslag van de proeven over 1971 t/m 1974
No full textTHE CORRELATION OF THE MEDIEVAL EUROPEAN STATE AND LAW IN THE DOCTRINE OF P.A. KROPOTKIN
No full textThe actual task of Russian state studies and jurisprudence remains the opposition to the ideological and theoretical constructions of Russian classical anarchism. Purpose: to establish the most significant features and disadvantages of P.A. Kropotkin’s interpretation of the correlation of state and law on the example of Medieval Europe. When writing the article, the author applies interdisciplinary and class approaches. General scientific and specific scientific methods are used: historical, problem-theoretical, formal-logical, textual. Materials: monuments of law, other historical sources, foreign and national historiography. The analysis shows that P.A. Kropotkin’s works are characterised not only by a pronounced anti-exploitation pathos, but also by an equally pronounced tendentiousness. Results: aprioriism, anti-statism and antilegism, radical localism, Eurocentrism, diffusionism, cyclism and catastrophism, clothed in the form of postulates, predetermined P.A. Kropotkin’s one-sided interpretations of the interaction of the medieval European state with positive and customary law. In the first case, it took a purely causative form, and in the second, it was predominantly conflictual. These are the key flaws of P.A. Kropotkin’s correlation concept
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