F 1 2014 : Turbocharged and Downsized Ice and Kers Boost
The paper discusses the FIA’s World Motor Sport Council (WMSC) new regulations for F1 power trains. The new regulations will see the 2.4 liter V8s currently used replaced by 1.6 liter V6s engines starting in 2014. The power units will have high pressure gasoline direct injection up to 500 bar. Engine speed limits on the new engines will be reduced from the current 18,000 rpm to a maximum of 15,000 rpm. The more environmentally-friendly units will be supported by augmented power output of the engine via energymanagement and energy-recovery systems. The paper discusses the possible performances the novel F1 cars could achieve with these novel engines and kinetic energy recovery systems, as well as the declared goal of making the F1 racing greener, the relevance of F1 to road cars, and finally the use of resource restrictions in F1. The major issue with new F1 rules is not just the total cost of research and development within the budget, but the ability to make the most out of the investment made for a more sustainable and greener road transport. The proposed high torque 475 kW 1.6 liter V6 turbo engine coupled with the proposed small 0.3 MJ 120 kW mechanical KERS may permit fuel savings of 40% vs. today’s low torque 525 kW 2.4 liters V8 naturally aspirated and even better driving performances on the most part of the race tracks.
Changes of E-KERS Rules to Make F1 More Relevant to Road Cars
Today’s F1 hybrid cars are based on very similar power units made up of about the same internal combustion engine (ICE) and energy recovery system (ERS). Because of restrictive design rules permitting too much fuel per race, the internal combustion engine is not particularly fuel efficient. The methodology is based on lap time simulations and telemetry data for a F1 H car covering one lap of the Monaco Grand Prix. The methodology is based on lap time simulations and telemetry data for a F1 H car covering one lap of the Monaco Grand Prix. The present limit of 100 kg of fuel per race is excessive. The low power energy recovery system is used strategically rather than fuel savings recovering very little braking energy. The 4 MJ of storable energy is used only when it is strategically needed. The 2 MJ of recoverable energy allowed per lap are almost never collected. To return to be technically attractive, F1 should permit much more freedom in the definition of the ICE and the ERS. As the goal of the rules should be lowering the fuel consumption while keeping technical and sporting interest high, the best solution is more freedom to achieve the fastest car within more stringent limits of fuel economy. A real limit to the total fuel consumption for a race track like Monte Carlo should be not more than 80 kg of fuel. This would translate in more energy recovery to the ERS per lap and better fuel efficiency of the ICE and will certainly help more the design of passenger cars.
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.