Measuring friction between the tyres of a vehicle and the road, often and on as many locations on the road network as possible, can be a valuable tool for ensuring traffic safety. Rather than by using specialised equipment for sequential measurements, this can be achieved by using several low-cost measuring devices on vehicles that travel on the road network as part of their daily assignments. The presented work proves the hypothesis that a low cost measuring device can be built and can provide measurement results comparable to those obtained from expensive specialised measuring devices. As a proof of concept, two copies of a prototype device, based on the Raspberry Pi single-board computer, have been developed, built and tested. They use accelerometers to measure vehicle braking deceleration and include a global positioning receiver for obtaining the geolocation of each test. They run custom-developed data acquisition software on the Linux operating system and provide automatic measurement data transfer to a server. The operation is controlled by an intuitive user interface consisting of two illuminated physical pushbuttons. The results show that for braking tests and friction coefficient measurements the developed prototypes compare favourably to a widely used professional vehicle performance computer.

Relocating the electric motor to a position inside the wheel offers a variety of benefits, such as reduced overall vehicle weight, more efficient production of vehicles, more flexible design and better road handling because of the accurate torque control on each wheel. However, the motor also increases the unsprung mass, which can impair the ride comfort of the vehicle. In this paper, we propose and investigate a control strategy using the vertical component of the driving force provided by an in-wheel motor for better ride comfort and handling dynamics. In the next stage, a mathematical model of the vehicle with coupled longitudinal, lateral, and vertical dynamics was introduced. The parameters of the vehicle were measured and collected from an actual car equipped with in-wheel motors. To analyze the performance of the controller, a model of the vehicle was tested in a series of simulations. The straight-line acceleration test indicated an improvement to the ride comfort of 31.8% in terms of the RMS vertical vibrations of the sprung mass. The control is achieved without any deterioration of the tire load and the vehicle’s longitudinal dynamics. The stable lateral dynamics of the controlled vehicle was confirmed using a sine-sweep steering excitation, conducted on a perfectly smooth road surface with a constant longitudinal acceleration.

i3Drive, a wheeled-vehicle simulator, can accurately simulate vehicles of various configurations with up to eight wheels in real time on a desktop PC. It presents the vehicle dynamics as an interactive animation in a virtual 3D environment. The application is fully GUI-controlled, giving users an easy overview of the simulation parameters and letting them adjust those parameters interactively. It models all relevant vehicle systems, including the mechanical models of the suspension, power train, and braking and steering systems. The simulation results generally correspond well with actual measurements, making the system useful for studying vehicle performance in various driving scenarios. i3Drive is thus a worthy complement to other, more complex tools for vehicle-dynamics simulation and analysis.

We describe a master’s level chemistry education course that was designed to support STEM education by strengthening the E component with an engineering approach. Engineering approach is a method of conducting projects systematically similar to professional engineers. In the course, the future chemistry teachers were given the task of building a measurement instrument using a single-board computer (SBC). In addition to course description, we present a pilot study, the aim of which was to explore the opportunities and challenges the engineering approach initiates with pre-service chemistry teachers trying to accomplish a SBC-based open engineering project. The study employed a qualitative research approach, using the course as the data collection platform. The collected data was analyzed using an inductive content analysis. The data analysis shows that an open SBC project is a good platform for learning and teaching future chemistry teachers about chemistry-driven STEM education, but it is very challenging to conduct. The main conclusion is that the engineering approach is a practical solution for strengthening the engineering in STEM education. To generalize these findings to a wider context, we suggest further research to improve the course using this study’s results and re-evaluate the approach in a new instance of the course.