Vehicle Ergonomics: How Big Is Big...

Printable ResourcesVehicle Ergonomics: How Big Is Big Enough

1Draft: 5/10/2023

Pre-Test / Post-Test Name: ___________________________________

1. You and a friend wonder which laundry detergent gets stains out better. To find out, you wash three equally stained shirts using a different detergent for each shirt. Your friend also washes three equally stained shirts using each of the same detergents as you. The only difference is you use ketchup stains for your experiment, but your friend uses mud. Give two reasons explaining why you and your friend might get different results.

2. A class was trying to figure out how many cans it would take to wrap around the earth one time during a food drive. To help them estimate, they measured the diameter of some soup cans, which is the widest part of the circular top. Students used the same kind of cans and all measured in centimeters, but found their measurements were slightly different. Give two possible reasons for why this happened.

3. Give two reasons why it is important to redo an experiment at different times or places before accepting the results?

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4. Name two advantages and two disadvantages of building small cars.

5. Give two reasons why scale models are useful when designing new products.

6. Record measurements for each line below in centimeters (to the nearest tenth) and millimeters (to the nearest whole).

A) B)

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7. Mr. Anderson surveyed his class asking different students how many pets they own.

These were the responses:

41013

0125

2101

1237

1050

223

Graph the data in a way that shows the frequency of each response.

* Grid copied from http://incompetech.com/graphpaper/plain/

8. Write one conclusion you can draw from the graph you made in #7.

9. Find the mode, median, mean, and range of for number of pets owned by Mr. Anderson’s students in Team C. Be sure to label each one.

Number of pets owned by students in Team C: 4, 10, 1, 3, 0, 1, 2

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http://incompetech.com/graphpaper/plain/

10.Find the measure of each angle below:

A) B)

11.Going back to Question 10, if you extend the rays that Angle A lies between so that

they are longer, what happens to the measure of the angle? (Circle one)

a) The angle’s measure increases.

b) The angle’s measure stays the same.

c) The angle’s measure decreases.

12.The sides of a triangular ramp are shown below.

If you were going to make a scale drawing using the scale: 2 cm = 3 m, find the length of each side in your scale drawing to the nearest tenth of a centimeter.

Actual Triangle Measurements:*Note: triangle is not drawn to scale Side C = 13 m

Side A = 5 m

Side B = 12 m

Scaled Drawing Measurements: Side A = ____________

Side B = ____________ Side C = ____________

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13.Graph the frequency of the race times for the 6th grade field day using the data below (measured in seconds).

36.6 33.8 37.5 40.8 35.5

36.9 38.1 41.7 36.5 38.1

37.2 37.2 37.7 40.2 34.0

36.8 39.8 36.0 36.3 36.8

37.9 37.5 42.3 35.2 39.2

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* Grid copied from : http://incompetech.com/graphpaper/plain/

http://incompetech.com/graphpaper/plain/

Pre-Test / Post-Test Answer Key

1. You and a friend wonder which laundry detergent gets stains out better. To find out, you wash three equally stained shirts using a different detergent for each shirt. Your friend also washes three equally stained shirts using each of the same detergents as you. The only difference is you use ketchup stains for your experiment, but your friend uses mud. Give two reasons explaining why you and your friend might get different results.

Answer: Different detergents may be better at different kinds of stains. Also, there are probably other uncontrolled variables besides the type of stain such as washing machine brands, length of wash cycle, water temperature, etc. that could also might affect how well the different stains come out or not.

2. A class was trying to figure out how many cans it would take to wrap around the earth one time during a food drive. To help them estimate, they measured the diameter of some soup cans, which is the widest part of the circular top. Students used the same kind of cans and all measured in centimeters, but found their measurements were slightly different. Give two possible reasons for why this happened.

Answers will vary. Sample reasons include: Some students may have measured between the inside of the can ridge while

others measured between the outsides of the can ridge. Students may have rounded their measurements differently. Students may not measure through the exact center of the can/they might

have measured different parts of the can/they measured above or below the diameter

Some could have made a mistake measuring/measured wrong Some students may have started at the end of ruler instead of at 0. Some students may have accidently used the inches side of the ruler instead

of centimeters. Using ruler vs. measuring tape could make a difference Rulers may have slight variation Cans may have slight variation

3. Give two reasons why it is important to redo an experiment at different times or places before accepting the results?

Answers will vary, but should relate to idea that results need to be verified so we know that

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the results didn’t occur due to chance, mistake, or uncontrolled (extraneous) variables.

4. Name two advantages and two disadvantages of building small cars.

Answer: Advantages: easier to fit into spaces, more fuel efficient, (others reasonable

responses) Disadvantages: not as safe in accidents, less storage and sitting space,

(other reasonable responses)5. Give two reasons why scale models are useful when designing new products.

Answers will vary. Sample answers include: Scale models help reduce the amount of waste generated when building

prototypes Since they are proportional to the actual size, they help us visualize, plan,

and fit different pieces together correctly

6. Measure each line below in centimeters (to the nearest tenth) and millimeters (to the nearest whole).

B) B)

Answer: Segment A is 4.3 cm; 43 mm / Segment B is 6.6 or 6.7 cm; 66 or 67 mm

7. Mr. Anderson surveyed his class asking different students how many pets they own. These were the responses: 4, 10, 1, 3, 0, 1, 2, 5, 2, 1, 0, 1, 1, 2, 3, 7, 1, 0, 5, 0, 2, 2, 3

Graph the data in a way that shows the frequency of each response. Sample Answer:

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0 1 2 3 4 5 6 7 8 9 1001234567

Frequency of Number of Pets Owned by Students in Mr. Anderson's Class

Number of Pets

Freq

uenc

y (o

r Num

ber o

f Stu

dent

s)

8. Write one conclusion you can draw from the graph you made in #7.

Answers will vary. Sample answers include: Most students own 3 pets or less. Ten is an outlier. Most of the data are clumped between 0 and 5 pets, there are holes between

5 and 7 and 7 and 10 pets.9. Find the mode, median, mean, and range of for number of pets owned by Mr.

Anderson’s students in Team C only. Be sure to label each one.

Number of pets owned by students in Team C: 4, 10, 1, 3, 0, 1, 2

Answer: Mode = 1 pet; Median = 2 pets; Mean = 3 pets; Range = 10 pets

10.Find the measure of each angle below:

A) B)

Answer: Angle A = 123o Angle B = 72o or 73o

11.Going back to Question 10, if you extend the rays that Angle A lies between so that

they are longer, what happens to the measure of the angle? (Circle one)

a. The angle’s measure increases.b. The angle’s measure stays the same.

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c. The angle’s measure decreases. Answer: b

12.The sides of a triangular ramp are shown below. If you were going to make a scale drawing using the scale: 2 cm = 3 m, find the length of each side in your scale drawing the nearest tenth of a centimeter.

Actual Triangle Measurements:

*Note: triangle is not drawn to scale Side C = 13 m Side A = 5 m

Side B = 12 m

Scaled Drawing Measurements: Side A = 3.3 cm Side B = 8 cm Side C = 8.7 cm

13.Graph the frequency of the race times for the 6th grade field day using the data below

(measured in seconds).

36.6 33.8 37.5 40.8 35.5

36.9 38.1 41.7 36.5 38.1

37.2 37.2 37.7 40.2 34.0

36.8 39.8 36.0 36.3 36.8

37.9 37.5 42.3 35.2 39.2

Sample Answers:

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Pre-Test / Post-Test Rubric

Question/Category 3 2 1

1. Why might there be different results in the laundry detergent experiment?

Answer provides two reasons: Different detergents may be better at getting out different stains, and other uncontrolled variables such as washing machine, cycle length, temperature, may have affected the stains too.

Answer provides one reason: Different detergents may be better at getting out different stains, or, other uncontrolled variables such as washing machine, cycle length, temperature, may have affected the stains too.

Answer references at least one specific of the experiment but fails to explain how that detail may lead to different results. (e.g. “The stains were different,” or, “The machines were probably different.”)

2. Differences in measurements for the same object.

Answer provides 2 complete and correct reasons.

Answer provides 1 complete and correct reason and 1 partially correct reason.

Answer provides only 1 complete, correct reason; or, provides 2 partially correct reasons.

3. Explaining the need to repeat experiments

Provides two reasons why one should verify results.

Reasons may include: chance, error, uncontrolled variables.

Provides one reason as to why one should verify results.

Reason may include: chance, error, uncontrolled variables.

Student affirms that one should repeat an experiment multiple times but does not provide a sound reason.

4. Advantages/ disadvantages of small cars

Provides 2 logical advantages and 2 logical disadvantages.

These 4 points may include, but are not limited to: gas mileage, cost of vehicle, cargo room, passenger room, or crash ratings.

Provides only 3 or the 4 elicited reasons.


Provides only 2 or the 4 elicited reasons.


5. Usefulness of scale models and drawings

Answer includes two correctly identified reasons.

Answer includes one correctly identified reason.

There is an unclear or partially correct reference to one reason, answer does not refer to a second reason.

6.A. cm measurement (for each line segment)

The measurement is accurate and includes the unit.

Measurement is 1 tenth of a centimeter off, or it is correct but is missing the unit.

Measurement is 2 tenths of a centimeter off and there is no unit.

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6.B. mm measurements (for each line segment)

The measurement is accurate and includes the unit.

Measurement is 1 millimeter off, or it is accurate but is missing the unit.

Measurement is 2 millimeters off and there is no unit

7. Graph (# pets) discrete data

Created a bar graph to display the data that includes all of the following:

- appropriate axis titles- an appropriate title- a proper scale that starts at zero and remains consistent- accurate bar heights- appropriate labels under each bar- equally wide bars- consistent spaces between bars

Created a bar graph to display the data that only misses one or two of the following:


Created a bar graph to display the data that misses three or more of the following:


8. Conclusion drawn from graph in #7

Provides a logical conclusion that is entirely correct and understandable.

Provides a conclusion that is only partially correct or partially understandable.

Attempts a conclusion, yet not understandable.

9. Range and Mode Identifies 10 pets as the range and 1 pet as the mode.

Identifies 10 pets as the range, but mode is incorrect; or, identifies 1 pet as the mode, but range is incorrect.

Shows 0-10 or 10-0 as the range (without identifying 10 pets as the final answer) and the mode is incorrect.

9. Median Identifies 2 pets as the median with work shown correctly.

Shows the numbers crossed off in pairs, but forgets to line up the numbers from least to greatest, so identifies 3 as the median.

Numbers not crossed off in pairs. Does not have least to greatest lined up.

9. Mean Adds and divides correctly to identify 3 pets as the mean.

Finds the sum the divides, but makes an error in either the addition or division.

Adds all the numbers correctly, but forgets to divide, so gets 21 as the mean.

10. Angle measurements (for each angle)

Angle measurement is within 1 degree of the actual measurement and degrees unit is included

Angle measurement is 2-3 degrees off and degrees unit is included; or, angle measurement

Angle measurement is 4-5 degrees off and degrees unit is included; or, angle

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is 0-1 degrees off but degrees unit is missing

measurement is 2-3 degrees off but degrees unit is missing

11. Results of extending an angle’s rays

Identifies b as the correct answer.

12. Scaled ramp sides

(for each side)

Solves and finds the correct side length number and labels as cm.

Solves and finds the correct side length number but is forgets to label as cm; or sets up the proportion or equation correctly but miscalculates. The miscalculated number shows cm as the unit.

Sets up the proportion or equation correctly but miscalculates and there is no label provided.

13.Graph (race times) continuous data

Created a histogram to display the data that includes all of the following:

- appropriate axis titles- an appropriate title- a proper y-axis scale that starts at zero and remains consistent- accurate bar heights- appropriate labels under each bar- equally wide bars- shows time measured in seconds- appropriate and consistent interval for x-axis

Created a histogram to display the data that only misses one or two of the following:

- appropriate axis titles- an appropriate title- a proper y-axis scale That starts at zero and remains consistent- accurate bar heights- appropriate bin range- equally wide bars- shows time measured in seconds- appropriate and consistent interval for x-axis

Created a histogram to display the data that misses three or more of the following:

- appropriate axis titles- an appropriate title- a proper y-axis scale that starts at zero and remains consistent- accurate bar heights- appropriate bin range- equally wide bars- shows time measured in seconds- appropriate and consistent interval for x-axis

/48 points

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Pre-Activity DiscussionCar manufacturers, like Nissan, Ford, and Tesla, currently have electric cars on the market but some can only go 40 miles before they need recharging. These cars often appear small and consumers can often think the cars are uncomfortable due to their small size. Car manufacturers are continuously looking for ways to improve their designs and be innovative by introducing new features. One of these features is a new seat that could be placed in an extended range electric car. This new feature has the potential to increase interest and potentially increase sales once these cars are unveiled in 4-5 years. Videos and information from the links below can be shared with students.

Nissan Leaf – Informative Nissan Leaf – Road Test & Review Tesla Roadster – Comparison between Porsche BoxsterTesla Roadster – Information about electric carFord Focus – 2012 Ford Focus Electric

The teacher should lead a discussion with students that covers these concepts: Is there a certain kind of seat that you have noticed is more comfortable than others? After a long car ride, what parts of your body feel discomfort? What would be important details to consider to make the seat lightweight? Why are car seats designed to fit a majority of the driver population?

These questions could be verbally discussed, printed for students to respond to, or even answered using the Think-Pair-Share method in a notebook. Semantic mapping could be used to answer questions as well.

Discuss the three parts of a vehicle seat – the seat back (squab), the seat base (cushion) and the headrest. The squab can be moved forward or backward for access to the back seat and to make the driver more comfortable (Bryan 2008). The cushion must be soft, comfortable and absorb the vibrations that come from driving on rough surfaces. The cushion also must be able to move forward and backward to help the driver comfortably reach the steering wheel. The headrest is usually adjustable as well.

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http://www.youtube.com/watch?v=xUhfg0HXaqg

http://www.teslamotors.com/goelectric

http://www.youtube.com/watch?v=p0mU6DIZWlQ&feature=fvst

http://www.youtube.com/watch?v=tvVWsDlhJzQ

http://www.youtube.com/watch?v=f48x9baSuF0

Sample Journal Questions

The following questions could be answered in students’ journals as a means of formative assessment.

1. What needs and wants do smaller cars fulfill for people compared to large ones?

Answer: Smaller cars are more fuel efficient (they can travel farther per gallon of fuel) so people can save money on gas and the car is better for the environment. Also, smaller cars are easier to maneuver when space limited.

2. Allie and Matt tested four different brands of paper towels to see which one is more absorbent. They measured how many teaspoons of water one paper towel from brand would hold before dripping. Create a graph of their results that clearly shows what Allie and Matt were trying to find out and what their results were for someone who doesn’t know anything about their experiment.

Brand A = 10 mL.Brand B = 7.5 mLBrand C = 13 mLBrand D = 11 mL

Answer:

Brand A Brand B Brand C Brand D02468

101214

Amount of Water Different Brands of Paper Towels Hold

Before Dripping

Brand of Paper Towel

Amou

nt o

f Wat

er A

bsor

bed

(mL)

3. On a map Jeff is using, every 5 kilometers of actual distance is represented as 2 centimeters on the map. Jeff measures the distance on the map from his town to

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the city where his grandparents live. If the map distance is 6 centimeters, how far away do Jeff’s grandparents actually live?

Answer: Jeff’s grandparents live 15 kilometers away.

4. Round each number to the specified place value: a) 3.4 (ones) ________ b) 9.86 (tenths) _________ c) 4.95 (tenths) ________

Answers: a) 3; b) 9.9; c) 5.0

5. Explain why the measure of an angle between two rays doesn’t change when you extend the length of each ray.

Answer: When we measure an angle, we are measuring the degree of rotation of one ray from the other ray. By extending each ray, I would not be causing either one to rotate forward or backward; each ray would stay in place but would be longer.

6. A symbol represents a sunny day, and a symbol represents a cloudy day. Answer questions a through d about the representation below:

a) What is the ratio of cloudy days to sunny days?b) What is the ratio of sunny days to total days?c) If there are 21 sunny days in the next stretch of weather, how many cloudy

days will there be (assuming the ratio of cloudy to sunny days remains the same)?

d) What percentage of the days are sunny?

Answers: a) 6:9; b) 9:15; c)14 cloudy days; d) 60% of the days are sunny

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Project Rubric

1 2 3 4Problem Statement and Materials

Includes the following:1. Problem is incorrectly stated or missing important information2. Several materials are missing from the list

Includes all of the following:1. Problem is restated2. Materials are listed, but some may be missing

Includes all of the following:1. Problem is restated but may not reflect thorough understanding of the challenge2. Materials list is complete

Includes all of the following:1. Restatement of the problem reflects understanding of the challenge2. Materials list is complete

Scale Sketch Well designedwith 1 of thefollowing:1. correctly scaled2. neat3. detailed4. labeled

Well designedwith 2 of thefollowing:1. correctly scaled2. neat3. detailed4. labeled

Well designedwith 3 of thefollowing:1. correctly scaled2. neat3. detailed4. labeled

Well designedwith all of the following:1. correctly scaled2. neat3. detailed4. labeled

Scale Model and Prototype

While the model and prototype are seats, they do not reflect an insightful attempt to address the problem statement.

Includes 1 of the following:1. accurate linear measurements2. fulfills the needs stated in the problem3. accurate angle measurements

Includes 2 of the following:1. accurate linear measurements2. fulfills the needs stated in the problem3. accurate angle measurements

Includes all of the following:1. accurate linear measurements2. fulfills the needs stated in the problem3. accurate angle measurements

Data Tables Data tables are 1 of the following:1. complete2. accurate measurements3.accurate calculations4. neat

Data tables are 2 of the following:1. complete2. accurate measurements3.accurate calculations4. neat

Data tables are 3 of the following:1. complete2. accurate measurements3.accurate calculations4. neat

Data tables are all of the following:1. complete2. accurate measurements3.accurate calculations4. neat

Summary Summary Summary Summary Summary includes

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includes 1 of the following:1. skills learned2. applications to real life situations3. reflection on the engineering design process4. reflection on the strengths and weaknesses of the design



all of the following:1. skills learned2. applications to real life situations3. reflection on the engineering design process4. reflection on the strengths and weaknesses of the design

Construction/functions (care taken)

Great care taken in construction process so that the seat is neat, attractive, functional and follows plans accurately

Construction was careful and accurate for the most part, but 1 or 2 details could have been refined for a more functional/ efficient seat

Construction accurately followed the plans, but 3 to 4 details could have been refined for a more functional/ efficient seat

Construction appears careless, and many details need refinement for a functional/ efficient seat

Team Work Student work seamlessly. Duties are shared and individual partakes in constructive feedback among the individuals of the team

Students work well together. However student is much less involved in construction/ testing

Student work well with team members, however, there has been arguing or negative feedback between members of the team

Student does not work well with team or has needed the intervention of the teacher OR some members of the team have not participated.

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Engineering Design Process

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Question

© Dayton Regional STEM Center

Designed by T.Baudendistel

Problem

Test

Design

Think

Solution(s)

Information Sheet Electrik Car

Engineering Design ChallengeOBJECTIVEThis activity will demonstrate the engineering design process. You will consider different human dimensions while you plan, design, build, test, and redesign a car seat.

THE CHALLENGEBuild a car seat that fits into the cockpit of a small car while still accommodating 90% of students in the class.

DISCUSSIONCars like the Nissan Leaf, Tesla Roadster and Ford Focus are out on the market now, but their mile range is limited. Some electric cars can only go 40 miles before they need recharging. Electrik, a new start-up car company is looking to extend the range of an electric car by making a one-seat lighter car with a more powerful, longer-life battery. But they also want to make a design that has appeal to the “younger” generation. Electrik wants the class to design a new, lightweight car seat that will help attract a new group of young car drivers to buy their new car when it is unveiled in 4-5 years.

MATERIALS• Corrugated Cardboard• Tape (Duct or Masking)• Scissors• Measuring Tape• Protractor

http://www.cars-and-trees.com/wp-content/uploads/2009/04/3wheeler1_uwmbu_691.jpg

BRAINSTORM AND DESIGNBefore your team begins to design a seat prototype, brainstorm answers to the following questions.

• What measurements do you need before you design your car?

• Are different angles of seats more comfortable than others?

• How can you make sure your car seat is light as possible?

BUILD, TEST, AND REDESIGNAs you build your seat prototype be sure to measure carefully and make adjustments as needed. You must redesign your seat as a full-size model and fix any problems you found with your prototype.

http://www.suburbanseats.com/images/products/zoom/Low%20Rider%20450.jpg

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Important Body Measurements

Students will design their seat using five (5) measurements. Make all measures using metric dimensions and round to the nearest centimeter. These definitions were taken from Anthropometry of U.S. Military Personnel (DOD-HDBK-743A) (except Functional Arm Reach).

MEASUREMENT 1

Sitting Height. The vertical distance from the sitting surface to the top of the head, measured with the subject sitting.

Figure 1. Sitting Height

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Leesa, 12/29/11,

Why was it not important to measure how high the seat would be from the ground?

MEASUREMENT 2

Eye Height – Sitting. The vertical distance from the sitting surface to the eye, measured with the subject sitting.

Figure 2. Eye Height - Sitting.

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MEASUREMENT 3

Buttock-Popliteal Length. The horizontal distance from the back of the buttock to the back of the lower leg just below the knee, measured with the subject sitting.

Figure 3. Buttock-Popliteal Length

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MEASUREMENT 4

Functional Arm Reach. The horizontal distance from the chest to the center of the hands when extended comfortably to perform a steering task.

Figure 4. Functional Arm Reach

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MEASUREMENT 5

Shoulder Breadth. The horizontal distance across the upper arms between the maximum bulges of the deltoid muscles; the arms are hanging relaxed.

Figure 5. Shoulder Breadth – side view

Figure 6. Shoulder Breadth - front view (from DOD-HDBK-743A)

References: U. S. Army Natick RD&E Center. (1991). Anthropometry of U.S. Military Personnel (Metric) (DOD-HDBK-743A). Washington, DC: U. S. Government Printing Office.

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Population Measurements: How big should your seat design be? As a team, measure each member of your team.

Set the Distance of the front edge of the seat from the wall at 6 inches.

Team Member Sitting Height Eye- Height Sitting

Buttock-Popliteal Length

Functional Arm Reach

Shoulder Breadth

Class Calculations:

Class Mean: Class Median:

Class Mode: Which calculation should we use to design our seat and why?

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Report Packet

How Big Is Big Enough?Engineering Design Project Report

Team Members:

____________________________ ______________________________

____________________________ ______________________________

____________________________ ______________________________

STEP 1: Identify Problem

STEP 2: Identify Criteria and Constraints

STEP 3: Measure comfort and angles from an adjustable chair. Record your findings below. Include: angle, sitting height, comfort and functional arm reach. (Hint: Refer to Appendix I.)

As a team, decide the optimum (Hint: Refer to your gathered data AND Appendix I):

Angle of seat: _______________

Sitting Height: _______________

Comfort: _______________________

Functional Arm Reach: ____________

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Why is it important to include the findings from the class in your decision for the optimum design?

STEP 4: Create a diagram for a team chair design.Include: Squab Cushion Seat parts Head rest Distance of seat from dash Size of each part of the seat Measurements for each portion of the design

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Scale Model

STEP 5: Draw a scale model of your team design.

Scale:___________________________________________________________

Teachers Approval ______________________________________

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Seat Test and Evaluation

Team Name: ______________________________Sitting Height

Eye- Height Sitting



Shoulder Breadth

Class Data

Prototype Measurement

Pass (P)/Redesign (R)


Eye- Height Sitting



Shoulder Breadth

Class Data




Eye- Height Sitting



Shoulder Breadth

Class Data



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Redesign

Communicate ResultsWrite a brief summary of design problems with your scaled prototype.

Refine the DesignDescribe how your team will address the design problems from the prototype if you were to construct a redesigned prototype.

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Automobile Color choices: Electrik Car Company has agreed to allow the winning engineering design team the choice of the 5 colors for the automobile manufacturing. As a team, choose the 5 color choices. Be specific.

Exterior Color Interior Color

1. __ __

2. __ __

3. __ __

4. __ __

5. __ __

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Critical Thinking Questions:

1. What was the best thing about this unit and why?

2. What was the most difficult thing about this unit and why?

3. If you were the teacher, what would you do differently the next time you teach this unit and why?

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4. As a team discuss this entire unit including what skills you learned, how it applies to real life, how the Engineering Design Process guided your work, and the strengths and weaknesses of your design.

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Dashboard Design

Teacher should design a basic dashboard for students to use in their mock testing setup for day.

The picture below is a dashboard that measured approximately 2ft x 1.5ft. It was constructed on a cardboard panel using spray paint, recycled lids, and images from the internet. The goal is to have a steering wheel that students can take seat measurements from to determine functional arm reach and eye- height sitting measurements (e.g. driver can see over the dash).

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