| 1. |
- Duracz, A., et al.
(author)
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Advanced Hazard Analysis and Risk Assessment in the ISO 26262 Functional Safety Standard Using Rigorous Simulation
- 2020
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In: Cyber Physical Systems. Model-Based Design. - Berlin : Springer. - 9783030411305 ; 11971, s. 108-126
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Conference paper (peer-reviewed)abstract
- With the increasing level of automation in road vehicles, the traditional workhorse of safety assessment, namely, physical testing, is no longer adequate as the sole means of ensuring safety. A standard safety assessment benchmark is to evaluate the behavior of a new design in the context of a risk-exposing test scenario. Manual or computerized analysis of the behavior of such systems is challenging because of the presence of non-linear physical dynamics, computational components, and impacts. In this paper, we study the utility of a new technology called rigorous simulation for addressing this problem. Rigorous simulation aims to combine some of the benefits of traditional simulation methods with those of traditional analytical methods such as symbolic algebra. We develop and analyze in detail a case study involving an Intersection Collision Avoidance (ICA) test scenario using the hazard analysis techniques prescribed in the ISO 26262 functional safety standard. We show that it is possible to formally model and rigorously simulate the test scenario to produce informative results about the severity of collisions. The work presented in this paper demonstrates that rigorous simulation can handle models of non-trivial complexity. The work also highlights the practical challenges encountered in using it. © 2020, Springer Nature Switzerland AG.
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| 2. |
- Duracz, Adam, 1981-, et al.
(author)
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Using Rigorous Simulation to Support ISO 26262 Hazard Analysis and Risk Assessment
- 2015
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In: 2015 IEEE 12th International Conference on Embedded Software and Systems (ICESS). - Piscataway, N.J. : IEEE Press. ; , s. 1093-1096
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Conference paper (peer-reviewed)abstract
- Rigorous simulation is a new technology that can play a key role in managing uncertainty in the design of safety-critical cyber-physical systems. One of its important applications is the analysis and evaluation of functional safety for road vehicles according to international standards such as ISO 26262. Previous work presented preliminary evidence to support the feasibility of using rigorous simulation for this purpose. Here we report on advances in our implementation of rigorous simulation and show how they enable the rigorous simulation of more refined and more complete models. A larger case study highlights the benefits of these advances and helps us identify new challenges that should be addressed by future work. © 2015 IEEE.
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| 3. |
- Taha, Walid, 1972-, et al.
(author)
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Acumen : An Open-source Testbed for Cyber-Physical Systems Research
- 2016
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In: Internet of Things. IoT Infrastructures. - Heidelberg : Springer. - 9783319470627 - 9783319470634 ; , s. 118-130
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Conference paper (peer-reviewed)abstract
- Developing Cyber-Physical Systems requires methods and tools to support simulation and verification of hybrid (both continuous and discrete) models. The Acumen modeling and simulation language is an open source testbed for exploring the design space of what rigorous-but-practical next-generation tools can deliver to developers of Cyber-Physical Systems. Like verification tools, a design goal for Acumen is to provide rigorous results. Like simulation tools, it aims to be intuitive, practical, and scalable. However, it is far from evident whether these two goals can be achieved simultaneously.This paper explains the primary design goals for Acumen, the core challenges that must be addressed in order to achieve these goals, the "agile research method" taken by the project, the steps taken to realize these goals, the key lessons learned, and the emerging language design. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2016.
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| 4. |
- Taha, Walid, 1971-, et al.
(author)
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Developing a first course on cyber-physical systems
- 2016
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In: ACM SIGBED Review. - New York, NY : Association for Computing Machinery (ACM). - 1551-3688. ; 14:1, s. 44-52
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Journal article (peer-reviewed)abstract
- Effective and creative Cyber-Physical Systems (CPS) development requires expertise in disparate fields that have traditionally been taught in several distinct disciplines. At the same time, students seeking a CPS education generally come from diverse educational backgrounds. In this paper, we report on our recent experience of developing and teaching a course on CPS. The course addresses the following three questions: What are the core elements of CPS? How should these core concepts be integrated in the CPS design process? What types of modeling tools can assist in the design of Cyber-Physical Systems? Our experience with the first four offerings of the course has been positive overall. We also discuss the lessons we learned from some issues that were not handled well. All material including lecture notes and software used for the course are openly available online.
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| 5. |
- Taha, Walid, 1972-, et al.
(author)
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Flipping a First Course on Cyber-Physical Systems – An Experience Report
- 2016
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In: Proceedings Of The 2016 Workshop On Embedded And Cyber-Physical Systems Education (Wese). - New York : ACM Press. - 9781450346573
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Conference paper (peer-reviewed)abstract
- The flipped classroom format involves swapping activities traditionally performed inside and outside the classroom. The expected effects from this swap include increased student engagement and peer-to-peer interaction in the classroom, as well as more flexible access to learning materials. Key criteria for successful outcomes from these effects include improved test scores and enhanced student satisfaction. Unfortunately, while many researchers have reported positive outcomes from the approach, some instructors can still encounter difficulties in reproducing this success.In this paper we report our experiences with flipping a first course on Cyber-Physical Systems at Halmstad University. The course is required for a Masters level program and is available as an elective for undergraduates. The focus of this report is on three separate editions of the course taught over three years. In the first year, lectures were recorded. In the second, the same instructor taught the course using the flipped format. In the third, new instructors taught it using the flipped classroom format.Our experience suggests that flipping a classroom can lead to improved student performance and satisfaction from the first edition. It can also enable new instructors to take over the course and perform at a level comparable to an experienced instructor. On the other hand, it also suggests that the format may require more effort to prepare for, and to teach, than the traditional format, and that a higher level of attention to detail is needed to execute it with positive outcomes. Thus, the format can be demanding for instructors. It is also the case that not all students preferred this format.
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