Effect of Weight Distribution and Active Safety Systems on Electric Vehicle Performance.

This paper describes control methods to improve electric vehicle performance in terms of handling, stability and cornering by adjusting the weight distribution and implementing control systems (e.g., wheel slip control, and yaw rate control). The vehicle is first simulated using the bicycle model to capture the dynamics. Then, a study on the effect of weight distribution on the driving behavior is conducted. The study is performed for three different weight configurations. Moreover, a yaw rate controller and a wheel slip controller are designed and implemented to improve the vehicle's performance for cornering and longitudinal motion under the different loading conditions. The simulation through the bicycle model is compared to the experiments conducted on a rear-wheel driven radio-controlled (RC) electric vehicle. The paper shows how the wheel slip controller contributes to the stabilization of the vehicle, how the yaw rate controller reduces understeering, and how the location of the center of gravity (CoG) affects steering behavior. Lastly, an analysis of the combination of control systems for each weight transfer is conducted to determine the configuration with the highest performance regarding acceleration time, braking distance, and steering behavior.

Remote labs in higher engineering education: engaging students with active learning pedagogy.

In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students' transfer skills from theory to practice. Our research question, "What impact does an active learning pedagogy have on students' engagement with a remote lab?", was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a 'need-to-know.' Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities.