ES2265229B2 - SOFT BRAKING DEVICE (D.F.S.). - Google Patents

Abstract

Soft braking device (D.F.S.); avoid the abrupt braking in a driving teaching vehicle and Get this smooth and progressive.

It consists of two different cylinders sections joined together by an elastic pipe.

The larger section cylinder overcomes the force that the student exercises when he presses the brake pedal abruptly, thus avoiding the risk of accident by scope.

With the correct application of the D.F.S. we will get:

1. That the teacher has control of the vehicle forever.

2. Thus improve SAFETY and comfort in the teaching.

The D.F.S. is complemented by a triangle red that will illuminate when the brake pedal is operated.

Description

Soft braking device (D.F.S.).

Technical sector

Within the vast world of the automobile, We could include the device in the technical sector of the "Teaching motor vehicle driving".

Prior art

If we remember when we were students to get our driving license, in the practical part we drive a motor vehicle adapted for teaching. This adaptation it consists of the placement of a "double command" of the THREE pedals on the right side of the vehicle, running these of identical form to the main ones.

When the student acts on the pedal of the clutch or accelerator pedal the teacher can control the reaction of the vehicle with the "double command" but the problem comes when the student acts on the brake pedal so abrupt and blunt, which is the most normal, especially at the beginning of the teaching process.

Brake pedal of "double control" of Professor, also reacts abruptly without it do nothing to avoid such a strong and unnecessary braking with the consequent danger that this entails if the actual class in circulation, as is 99% of cases.

Currently teaching vehicles in the driving, continue with the consequent danger that this has to guarantee the safety in the circulation, but with the "Soft Braking Device" (D.F.S.) applied so correct we would get the teacher to have total control of the vehicle in any situation.

Explanation of the invention.

1) Technical problem:

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Sudden braking, arrest of dry vehicle, by the student.

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Strong braking, being the brake pedal more sensitive than the clutch and the accelerator and not having the touch of this, do the driving Unpleasant and uncomfortable.

2) Solution:

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Brake pedal control, by part of the teacher, in the opposite direction to the braking force through the D.F.S.

3) Advantages in relation to the state of the art previous:

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Main advantage, we avoid the dry detention of a teaching vehicle by the student.

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Secondary advantage, we avoid strong braking that makes driving unpleasant and uncomfortable, thus decreasing the degree of tension and stress that accumulates the teacher during the development of his day labor.

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Also as a complement to D.F.S. we would carry in the back of the teaching vehicle and in visible place, a DANGER PRESET SIGNALING TRIANGLE, which it would light up every time the brake pedal was operated, thus reinforcing the function of the vehicle's stop lights and therefore further avoiding the possibility of the risk of accident by scope of the vehicle that we precede.

With the application of this invention, would we be able to reduce the number of accidents in teaching vehicles to driving ?. If we take a look at the statistics, we will see the low degree of accident that vehicles have teaching, and if we go deeper we will see that accidents in which these vehicles are involved, 90% are reach, are NOT to blame that the rest of vehicles do not keep the minimum safety distance.

However they are involved in one of the worst accidents with fatal consequences for cervical the occupants of these vehicles such as the REACH.

4) Explanation:

The operation of "The system of hydraulic drive "is based on two principles fundamental:

one.

The liquids or fluids are incompressible, that is, their volume is not It decreases even if it is subjected to very high pressures.

2.

When to a liquid or fluid completely enclosed in a container, a pressure is applied at one point, that pressure is transmitted equally in all directions of the liquid, this is Pascal's principle.

Remembering this we will also see that Main characteristics of liquids or fluids are two:

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Density may vary with temperature and pressure.

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Viscosity is the resistance that opposes that liquid or fluid to the force that forces it to flow.

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High viscosity 100 flows with difficulty

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Low viscosity 100 flows easily

And finally I will also define the concept of pressure. It is the relationship between the force that acts in a surface and the area that it presents.

Once all this is remembered, we will see that "The hydraulic drive system "allows to increase a force which is transmitted on a piston according to the existing relationship between the section of the piston that transmits it and the piston that the receives.

Seen this here we would have the key to operation of the D.F.S.

It will be built by a set of two cylinders of different sections, joined the tanks by a elastic tubing

The teacher will carry a cylinder in his hand right and its piston will be the one that will act if braking occurs Very strong by the student.

The other cylinder will be located just below the teacher brake pedal. It is placed there for saving reasons in the length of the pipe that joins the deposits of both cylinders and for simplicity in the installation of the system.

If that sudden braking will occur and the Professor carries the cylinder in his right hand, this will begin to press on the plunger to counteract it, and you will notice how The cylinder begins to increase its volume. Will counter this force by squeezing the plunger with a smaller force, than thanks to the relationship between the different sections of the set of pistons will become a force majeure, and will give pressure necessary so that a sudden braking does not occur.

When you stop acting on the plunger you carry in the hand, the whole set will return to the rest position thanks to the springs that carry the pistons, which will be tared of so that they are not exerting pressure while the assembly is in position resting and will act when pressure is exerted on the plunger that He carries in his hand.

This would be the overall scheme of operation General of the D.F.S.

Description of drawings

In all the figures the marked dimensions are expressed in millimeters.

Fig. one.

In it we represent:

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Pascal principle

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Definition of the concept of Pressure

 Pressure = \ frac {Strength} {Area}

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Resolution with figures for Calculate: A Force, B Race

Plunger A has an area of 100 mm2, it will be apply an ION force during a 5 mm stroke.

V = C x S 5 X 100 = 500 mm3 P = FA 10/100 = 0.1N / mm2

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And in piston B that has an area of 500 mm 2, a pressure of 0.1 N / mm 2 is applied, a resulting force of 50 N in a 1 mm stroke.

F = P x A 0.1 x 500 = 50N C = V / 5 500/500 = 1 mm

This problem has been done with round numbers and unreal to see a graphical representation of the increase in forces according to the relationship between surfaces. Further on, Fig. 5, what We will do with real measurements.

Fig. 2.

In it we see a graphic representation of the different forces that will act at the time of braking abrupt

TO

Force braking exerted by the student

B

Force that the teacher exercises with his hand on the plunger A.

C

Force opposite to the braking that is achieved in piston B thanks to the relationship between the different sections of both plungers

The different forces are represented by indicative shape according to the thickness of the arrow stroke.

Fig. 3.

Here we observe the difference there is when the brake pedal is at rest, continuous stroke, when it is thoroughly trodden, dashed line, which would correspond to the maximum braking moment

We have taken the measure of the route in two different points of the pedal between which we will place the axis of the piston B, see Fig. 2.

Fig. Four.

Here we observe the normal distance that usually be between the brake pedal in the rest position at the bodywork. We have also taken the measure at two different points of the pedal.

Fig. 5.

Here we observe how the height can be varied of the double control pedal with respect to the body.

If we loosen screw 1 we can vary the height by rotating the pedal on its axis.

Fig. 6.

Here we represent the D.F.S. in position of repose. Cylinder A is the one the teacher carries in his hand right and cylinder B is the one that is anchored by three screws to The body of the vehicle.

We will calculate with real figures: A Force, B Career.

Plunger A has an area of 314 mm 2 and a diameter of 20 mm and a force is exerted with the hand of 10 N when you want to avoid a sudden braking during a 60 race mm, in case the maximum expansion is reached.

V = C x S 60 x 314 = 18,840 mm3 P = FA 10/314 = 0.031 N / mm2

Fig. 7.

And in the piston B which has an area of 961.6 mm2 and a diameter of 35 mm, a pressure of 0.031 is applied
N / mm2, a resulting force of 29.8 N will be obtained in a stroke of this 19.5 mm.

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F = P x A 0.031 x 961.6 = 29.8 N C = V / S 18,840 / 961.6 = 19.5 mm

Here we would be representing the D.F.S. in maximum expansion position.

Fig. 8.

Here we would see how to fill it with liquid.

Fig. 9.

Here we observe the procedure to purge it. Also in this figure we can see the details:

Detail 1.- Piston stop screw A

Detail 2.- Bleeder in piston B

Detail 3.- Maximum piston expansion mark A or resting position of cylinder A.

Fig. 10.

Here we observe:

one)

How the height of the piston shaft B can be adjusted by means of the rod Internal thread (Detail 4).

2)

Nut (Detail 5), to fix the shank at the desired height.

3)

Teflon hat (Detail 6), which It is threaded at the end of the stem.

Fig. eleven.

Here we observe:

one)

Union between cylinders by means of elastic pipe.

2)

Pressure switch (detail 8).

3)

Adjustable clamps to maintain the joints are tight (detail 7).

Fig. 12

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Parallel connection of triangle to the braking lights of the vehicle.

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Placing this in the part right of the vehicle, so that the teacher has better visibility.

Fig. 13

Preset retroreflective triangle of danger with red diodes for its complete illumination at brake.

Fig. 14.

Exploded view of cylinder A at full scale.

Fig. 14 TO Embolish Fig. 14 B Cylinder Fig. 14 C Dock Fig. 14 D Catch

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Fig. fifteen.

Exploded view of cylinder B in real scale.

Fig. 15 A Spring washer retention Fig. 15 B Dock Fig. 15 C Cylinder

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Fig. 16.

Exploded view of piston B at full scale.

Fig. 16 A Purger Fig. 16 B Locknut Fig. 16 C Bonnet Fig. 16 D Thread shank inside Fig. 16 AND Plunger Fig. 16 F Catch

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Embodiment of the invention

We will define the dimensions that must have the cylinders and the different details, so that the whole work perfectly in the different vehicles of teaching.

Made a study of the various vehicles more usual, Megane, Clio, etc ..., we get this data on brake pedal travels (see Fig. 4).

We can find more pronounced routes, as is the case of Ibiza lately very common also in teaching, but we will build the DFS so that its dimensions and the cylinder path that exerts the force on the brake pedal can adapt to all vehicles that There are in the market.

If this were not so because it was a unusual vehicle, large displacement cars, trucks, buses, etc., when the double command is installed in the vehicle, it goes constructed in such a way that the height of the pedal can be adjusted to the body rotating on its axis of rotation and leaving it fixed, using screw 1, at the desired height, Fig. 5.

Having seen this, we will build the D.F.S. with the measures that we have in Fig. 14, Fig. 15 and Fig. 16, and when let's get going let's get some strength measures and Career that have to do with the relationship between the section of the piston that transmits the force and that of the plunger that the receives.

We get the following results explained in Fig. 6 and Fig. 7.

To the piston A we apply a force of 10 N during a 60 mm stroke. This displaces a volume of fluid from 18,840 mm 3 with a pressure of 0.031 N / mm 2 towards the cylinder B. This moves its piston with a force of 29.8 N and during a 19.5 mm stroke, in the case that it expanded to maximum (reaching a maximum height of 74 mm without counting the threaded rod).

When you stop acting the joint will return to the resting position thanks to the springs that carry the plungers

Built the set in these dimensions:

TO.

We will obtain a resultant force in the cylinder B almost three times larger than what we exercise with our hand on piston A, enough to counteract the force initial that the student exerts on the brake pedal.

B.

We will get a few tours of both pistons, plunger A path of closing the fingers in our hand and B-stroke plunger applicable to the dimensions we have in the different vehicles, correct for the useful operation of the D.F.S.

Finally we will see three small details Essential for proper operation:

1. How to fill it with liquid and purge it:

Having the whole set assembled we take out the cylinder piston A, having previously loosened the stop screw (detail 1 of Fig. 8) and having also loosened the trap in the piston B (detail 2 of Fig. 8), we begin to pour liquid by cylinder A until the entire circuit is filled.

When liquid comes out of the trap, We close this and fill the cylinder and assemble the piston A. We place the assembly so that cylinder A is lower than cylinder B. We open the trap again and carry the piston A to its exact position (detail 3 of Fig. 9) where it would stay in "maximum expansion" position.

Then the cylinder B that is expanded, what we take the position of minimum expansion, and there we close the purger. In doing so we guarantee that there is no air left within the circuit We clean the liquid that has overflowed in the cylinder B and we adjust the safety screw again (detail 1 of Fig. 9) to ensure that piston A can never get out of the cylinder for improper handling of this (see enlargement of Fig. 9).

As for the density and viscosity of the liquid or fluid we will use a normal brake fluid (Dot 1) because working conditions and temperature are going to be a bit tiring for the system, hand pressure and room temperature.

2. Piston Height Adjustment B:

After mounting cylinder B on site precise, the height of this will be regulated by means of a stem of internal thread (detail 4 of Fig. 10), which will thread on the shaft of the piston B and will remain fixed at the desired height by means of a locknut (detail 5 of Fig. 10).

The rod at its other end will be threaded a Teflon cap or similar material to produce a better contact with the brake pedal without knocking (detail 6 of Fig. 10).

3. The connection between the cylinders will be carried out by elastic pipe medium with walls of sufficient thickness, for that this union is completely waterproof, will be placed at its ends adjustable clamps (detail 7 of Fig. 11). In between there will be intercalated a switch (detail 8 of Fig. 11) that will be set in such a way that it will be activated when the increase in pressure in cylinder A, thus connecting the acoustic warning compulsory in exam test (detail 9 of Fig. 11).

Industrial application

Once you have seen the exact dimensions and details, I am able to state that with the construction of the D.F.S. and proper application of this, could greatly improve driving conditions. But what is more important is to be able to affirm that at all times The teacher has 100% control and command of the vehicle.

The accident may occur by scope, Why not ?, but not in the old conditions, the student will scares before an unusual stimulus and his first reaction is to stop thoroughly compromising traffic safety and The teacher cannot do anything to avoid it.

Therefore, as a final reflection, I think the D.F.S. it is the command that the teacher lacked to always have the vehicle control, and its correct application, will improve enormously the teaching conditions and most importantly avoid most accidents by scope.

Claims (2)

1. Soft braking device; avoid the abrupt braking of a driving school vehicle making it a progressive braking It is constituted because it has two cylinders of different sections joined together by an elastic pipe with pistons A and B, characterized in that when one of them is driven by the hand, it allows the fluid to pass from one cylinder to another, thus operating the device. 2. Soft braking device according to claim 1, it is also characterized in that it is complemented by a red retroreflective triangle that is preferably installed in the rear window, with red diodes for complete illumination.