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he was in charge of the development of ejection seats

ired as a safety engineer for AB Volvo in Gothenburg, Sweden.

. Safety belts were in use at the time, but the most prevalent design used a single strap with a buckle over the stomach. This design risked injury to body organs in high-speed crashes.

Bohlin aimed to find an alternative design that would not only protect both the upper and lower body, but would also be comfortable and simple to use.

The design held both the upper and lower body in place, and was simple enough that the driver could buckle up with one hand.

In 1958, Bohlin was h

by 1963 all Volvos came equipped with front seat belts, and the company decided to make the design free for use by all car makers.

In 1959, Volvo became the first auto maker to introduce Bohlin’s three-point safety belt design.

The report claimed that the belt had already saved thousands of lives, reducing the risk of injury or death in car accidents by as much as 75 percent.

It persuaded a number of other national governments to do the same

Since its introduction, the three-point shoulder/lap safety belt has changed very little in its overall design.

As of today, the U.S. National Highway Traffic Safety Administration estimates the belts reduce the risk of deaths in car crashes by at least 45 percent.

Bohlin retired from Volvo in 1985.

In 1974 Bohlin was awarded The Ralph H. Isbrandt Automotive Safety Engineering Award.

honored in 1979 and in 1985 by the National Highway Traffic Safety Administration in Washington, D.C. In 1995, he received a medal from the Royal Swedish Academy of Engineering Sciences. In 2002, he was inducted into the (U.S.) National Inventors Hall of Fame. On the day he was to be honored for this achievement, Bohlin died at age 82.

When Volvo CEO Gunnar Engelau lost a relative in a car crash, he recruited Bohlin to boost safety.

unused except by race car drivers

late 1950s, only two-point lap belts were available

he knew the limitations of lap belts

focused on combating the harsh deceleration forces of crashes.

Within a year

widely-used life-saver

industry's most effective

He died in 2002 at the age of 82.

Members of the Hall of Fame selection committee

Nils Bohlin's seat belt saves lives.

Science has been a part of my life from the time I was four years old... just knowing how things work, having a curiosity. And my curiosity has been limitless and that’s quite a handicap because there are times in your life when you have to specialize. But I literally want to know everything and only in recent years have I finally realized that I’m never going to know everything. In fact, the older I get, and the more stupid I find out that I am. But science, the understanding of how things work, what things are, has been crucially important to me. So, I started out with fantasy; I’ve always loved science fiction. I’ve always known that I was going to be an engineer, so I went to a technical high school so that I could take every kind of shop and learn how to work with my hands, learned about materials, and I always knew that I was going to go to an engineering school and get an engineering degree. 

Science can be interesting. Science can be fun. If, in fact, teachers learn how to present science in that way and learn how to make people curious and make it enjoyable, I think more people will get involved. But it’s not important that everybody become a scientist. Everybody doesn’t have to be a mathematician. Make it interesting enough so the people that have that interest, that have that talent do latch onto the wonderful world that will open up if they dig into science and mathematics. The teaching of science, mathematics, of anything—there really is no difference from a game. If you make a game dull, if you make it uninteresting, if you don’t have something that grabs people... then they won’t get interested and they’ll go do something else. So, I don’t see why teaching should be any different than creating games. Creating a curriculum ought to be the same as creating a game. Make it interesting, make it fun, make it a challenge; all of those things. All of the attributes of playing a game are the things that draw people into learning and I think that’s what we ought to do. We ought to somehow coalesce the concept of teaching with the concept of game playing, and we’re going to find that a lot more of our youngsters are going to get interested in learning and specifically about science, mathematics, technology.