developing and applying collaborative tools for … · developing and applying collaborative tools...

DEVELOPING AND APPLYING COLLABORATIVE TOOLS FOR IMPROVING “UNDERSTANDING” IN THE INTRODUCTORY TRANSPORTATION ENGINEERING

COURSE

Final Report

KLK713

N10-04

National Institute for Advanced Transportation Technology

University of Idaho

Howard Cooley, Guillermo Madrigal, Adam Miles, Dr. Michael Kyte, and Dr.

Michael Dixon

February 2010

DISCLAIMER

The contents of this report reflect the views of the authors,

who are responsible for the facts and the accuracy of the

information presented herein. This document is disseminated

under the sponsorship of the Department of Transportation,

University Transportation Centers Program, in the interest of

information exchange. The U.S. Government assumes no

liability for the contents or use thereof.

1. Report No. 2. Government Accession

No.

3. Recipient‘s Catalog No.

4. Title and Subtitle

Developing and Applying Collaborative Tools for Improving

―Understanding‖ in the Introductory Transportation Engineering

Course

5. Report Date

February 2010

6. Performing Organization

Code

KLK713

7. Author(s)

Cooley, Howard; Madrigal, Guillermo; Miles, Adam; Kyte, Dr. Michael;

Dixon, Dr. Michael

8. Performing Organization

Report No.

N10-04

9. Performing Organization Name and Address 10. Work Unit No. (TRAIS)

National Institute for Advanced Transportation Technology

University of Idaho

PO Box 440901; 115 Engineering Physics Building

Moscow, ID 83844-0901

11. Contract or Grant No.

DTRT07-G-0056

12. Sponsoring Agency Name and Address

US Department of Transportation

Research and Special Programs Administration

400 7th Street SW

Washington, DC 20509-0001

13. Type of Report and Period

Covered Final Report:

January 2008 – December

2008

14. Sponsoring Agency Code

USDOT/RSPA/DIR-1

15. Supplementary Notes:

16. Abstract:

Previous work surveyed transportation engineering educators to determine current instruction practice and insight regarding

efforts these educators should make. Educators need technological support for a learning community. An effective

community should spawn innovation through shared ideas, mutual respect, testing, and adoption of demonstrably good

approaches. This community needs infrastructure and technology to overcome communication and trust barriers. An

effective transportation engineering educator learning community needs both face-to-face interaction and easy

communication between meetings. Research in this project found that an online venue supporting this community must

possess qualities that no single electronic tool (e.g., html website, wiki site, e-mail, forums, blogs, online database) provides

and qualities were then put forth that such a venue should possess. An existing course management system is described that

possess these qualities. The survey data were analyzed to determine how educators would benefit from a common online

venue and the most commonly taught course topics. Then a powerful technique for developing course materials was

reviewed and summarized into a development template that takes the course developer through three stages of development,

terminating with a learning plan. Finally, this template was applied to four of the most commonly taught topics to develop

respective learning plans.

17. Security Classif. (of

this report)

Unclassified

18. Security Classif. (of

this page)

Unclassified

19. No. of

Pages

33

20. Price

…

Form DOT F 1700.7 (8-72) Reproduction of completed page authorized

Developing and Applying Collaborative Tools for Improving “Understanding” in the i Introductory Transportation Engineering Course

TABLE OF CONTENTS

List of Figures ................................................................................................................................. ii

List of Tables .................................................................................................................................. ii

Introduction ..................................................................................................................................... 1

Technological support for a learning community ........................................................................... 1

Moodle as the venue .................................................................................................................... 4

Accessing the Moodle venue ................................................................................................... 4

Navigating Moodle .................................................................................................................. 4

Assessment of Moodle............................................................................................................. 6

Survey ............................................................................................................................................. 7

Which six topics should be included in a semester course? ........................................................ 7

Does a need exist for non-textbook materials? ........................................................................... 8

What indicates that educators would benefit and desire a common technology-based venue for

sharing insight and materials? ................................................................................................... 10

Develop learning module template ............................................................................................... 11

Created Modules ........................................................................................................................... 14

Analyzing and Improving Freeways and Highways ................................................................. 14

Intersection operations .............................................................................................................. 23

Traffic streams and queuing theory ........................................................................................... 30

Transportation planning ............................................................................................................ 32

Conclusions and Recommendations ............................................................................................. 32

Developing and Applying Collaborative Tools for Improving “Understanding” in the ii Introductory Transportation Engineering Course

LIST OF FIGURES

Figure 1: Moodle Web Page (student view). .................................................................................. 5

Figure 2: Moodle Web Page (instructor view). .............................................................................. 6

Figure 3 Topics included in course. ................................................................................................ 8

Figure 4: Most helpful teaching resources. ..................................................................................... 9

Figure 5: Textbook strengths and limitations. .............................................................................. 10

LIST OF TABLES

Table 1: Stage 1, Desired Results ................................................................................................. 11

Table 2: Stage 2, Assessment Evidence ........................................................................................ 12

Table 3: Stage 3, Learning Plan .................................................................................................... 13

Table 4: Stage 1, Desired Results for Improving Freeways and Highways ................................. 14

Table 5: Stage 2, Assessment Evidence for Improving Freeways and Highways ........................ 16

Table 6: Stage 3, Learning Plan for Improving Freeways and Highways .................................... 18

Table 7: Stage 1, Desired Results for Intersection Operations ..................................................... 23

Table 8: Stage 2, Assessment Evidence for Intersection Operations ............................................ 25

Table 9: Stage 3, Learning Plan for Intersection Operations ........................................................ 26

Table 10: Stage 3, Learning Plan for Traffic Streams and Queuing Theory ................................ 31

Table 11: Transportation Planning................................................................................................ 32

Developing and Applying Collaborative Tools for Improving “Understanding” in the 1 Introductory Transportation Engineering Course

INTRODUCTION

Transportation engineering educators primarily rely on textbooks and materials they develop

themselves. Because of this, they frequently do not have time to employ or develop more

innovative instructional strategies and instruments in their course activities. As a result, most

instruction follows the lecture format supported by textbook homework problems. This

instruction format does not maximize student learning. On the contrary, optimal learning takes

place using a variety of teaching approaches that employ active learning and encourage student

interest and motivation. In most cases, transportation engineering educators either do not know

these approaches or do not have resources to develop supporting materials and disseminate them.

One project objective is to enable the transportation engineering educator community to employ

the most effective teaching practices. The other objective is to facilitate this community

developing and sharing materials that are more likely to be adopted. Together, four project

deliverables accomplish these objectives and they are listed and briefly described below.

1. Technological support for a learning community: The project employs appropriate

technology in the form of a Course Management System (CMS) to facilitate exchanging

ideas and materials on a continual and sustainable basis.

2. Survey: Researchers created an on-line survey, requesting information regarding course

content, teaching methods, and learning materials. All transportation engineering

instructors were invited to complete it.

3. Learning module templates: Researchers created templates that clearly and quickly

communicate a systematic implementation of the ―Understanding by Design‖ curriculum

design process.

4. Learning modules: Four completed learning modules illustrate final learning module

products, where the actual instruction materials would be attached. Two of the learning

modules illustrate each of the three steps in the Understanding by Design process, while

the remaining modules only illustrate the third step, the lesson plan.

TECHNOLOGICAL SUPPORT FOR A LEARNING COMMUNITY

A learning community amongst transportation engineering educators will spawn education

innovation through shared ideas, mutual respect, testing, and adoption of demonstrably good


approaches. However, for a community to exist and function in this manner, infrastructure and

technology need to overcome communication and trust barriers. This is especially true in this

instance because educators are frequently geographically isolated, challenging the notion of a

community.

Some professional meetings, such as the annual meeting of the Transportation Research Board

and Institute of Transportation Engineers meetings provide venues where transportation

engineering educators can meet, but these meeting‘s agendas do not emphasize education. As a

result, transportation engineering educators rely on informal meetings either during professional

meetings or in other circumstances. Limited contact creates a fractured community that may

share research ideas and opinions on engineering practice, but largely ignores transportation

engineering education collaboration.

An effective transportation engineering educator learning community needs both face-to-face

interactions provided through professional meetings or less formal venues and easy

communication between meetings. Educators can overcome communication challenges between

meetings through proper technology application. Electronic communication through e-mail,

forums, websites, wiki sites, and online databases of electronic files is common place and have,

in general, improved communications. Therefore, it stands to reason that they would also

improve communication amongst educators. Unfortunately, no common venue that provides

these services exists.

Educators at the University of Idaho decided to share materials between two instructors. One

instructor taught the course at the University of Idaho, posting the materials on a CMS. The

following semester, the second instructor taught the same course at Washington State University,

using the material posted on the CMS. In this case, sharing was limited to presentation files,

homework problems, reading assignments, and exam questions. Both instructors used the same

textbook, so sharing homework problems was a trivial task, limited to problem numbers

associated with lectures and corrections to homework problem answers.

Sharing the materials was very effective, with only a few clarifications needed and these were

facilitated either by e-mail or face-to-face interaction. Sharing materials from one to many

instructors at separate institutions would require more support. After the above informal sharing


experience, it was surmised that a venue should possess a wide range of qualities that no single

internet tool (e.g., html website, wiki site, e-mail, forums, blogs, online database) efficiently

provides. To share materials and thoughts to effectively fill the gap between face-to-face

interactions, educators need to be able to share electronic media, communicate and maintain

media ownership, express responsibility for material edits, relay student performance, discuss

material effectiveness, and broadcast to a larger educator audience, and allow access tailored to

students. The following list summarizes various features associated with internet

communications that would support these educator needs if contained in a single venue.

1. serve multiple simultaneous users: access to services should be available at all times.

2. user-specific access rights: a user can choose to share materials or ideas with others in

varying degrees, varying from no access, to read access, to modification access.

3. track changes: with each change, the service logs the user ID, time and change location.

4. file administration: users may download, upload, delete files, and manipulate folders.

5. online assessment instruments: users may develop quizzes, surveys, assignments, and

projects and store them with the service.

6. user instantiated communication media: users may create e-mails, web pages, wikis,

forums, and blogs hosted by the service on an as-needed basis.

7. searchable: user may search the entire venue for desired topics.

8. preserves material context: users may create lesson modules, where sequence, notes, and

materials are clear and easily modified.

9. transferable: users may adopt materials to include in a course they teach by either having

students directly access them or downloading the content and having students access at

another site.

10. student performance: users may share, in different aggregation levels, student scores or

learning outcomes.

Course management systems (CMS) possess these qualities in varying degrees. The primary

downfall of a CMS resides in institutional sponsorship and access. Educational institutions and

corporations purchase CMS services and only individuals within the organization can use the

service. However, the Moodle CMS is one exception. Moodle developers made it open source

http://moodle.org/


and free to the public, which is fortunate, because it also rates highest in all of the above listed

qualities.

Moodle as the venue

Moodle is an open source CMS that educational institutions or private parties use to add web

technologies to their courses. The name, Moodle, stands for Modular Object-Oriented Dynamic

Learning Environment. As a CMS, Moodle provides a secure environment for instructor-

instructor, student-student, and instructor-student interaction supported by web tools such as

online quizzes, forums, wiki‘s, web pages, web content upload, and web content download. This

section describes the basic elements as if you were a student or instructor.

Accessing the Moodle venue

To access Moodle you must first obtain an account. To do this, you should send an e-mail to the

Moodle administrator requesting an account with a user name you choose. The administrator will

then create your account with an arbitrary password, which they will promptly mail to you. If

you are a student then this will give you access to the course in which you are enrolled. If you

are an instructor, then you will be able to develop and modify course content.

Once you have the password, you may access the Course Management System at the following

address:

http://moodleu.niatt.uidaho.edu/moodle/

Click the above link, click ―login‖, and enter your password in the ―NIATT Course

Management‖ page.

You will be forced to change this password to something that is more secure, but it is up to you

to determine how secure you want it to be. However, please do not share your password.

Navigating Moodle

The Moodle web page format appears as shown in Figure 1 and Figure 2. Course activities are

categorized, and the web page provides links to each of the categories in the upper left corner.

Clicking on the category link opens a list of the assignments in that category. In the far right

upper corner is the calendar. Clicking on the month‘s link opens an expanded view showing all

http://moodleu.niatt.uidaho.edu/moodle/


activities on the days they are due and links to their individual pages. The instructor view

includes the administration box, displaying some of the associated privileges. There are a wide

variety of features, functions and tools available in Moodle. No formal instruction on using them

is required, but experimentation is strongly encouraged. However, course instructors will provide

you information as the needs arise.

Figure 1: Moodle Web Page (student view).


Figure 2: Moodle Web Page (instructor view).

Assessment of Moodle

As the figures show, transportation engineering educational material now resides on a Moodle

site. For this project, the site is limited to the Fundamentals of Transportation Engineering

course, or the introductory transportation engineering course. Moodle offers many flexible and

promising tools and because it is open source can be readily modified, given expertise in the

PHP language. However, there are challenges associated with the current version of Moodle

service, and they primarily relate to displaying varying user ownership of materials on a given

site, tracking changes, and assessment instruments.

Moodle does record all user actions and through this mechanism preserves file ownership.

However, it does not display the file ownership, unless the user writes their name into the link

connecting to the file or the file name itself. To accommodate file ownership, users would have

to agree to, and practice, a standard for communicating file ownership. Tracking changes or

version control requires a similar approach. Survey assessment instruments do exist in Moodle,

but they are inflexible in the sense that the current questions are fixed, meaning an instructor

cannot tailor them to suit varying instructional needs or add to them. Moodle does provide other


assessment tools through quizzes or wiki-based forms, however instructors would need to take

additional steps to preserve student anonymity. Developing add-ons for Moodle could address

these shortcomings, but would be best to leave to the Moodle development staff.

Learning outcomes provide a strong means by which to link student performances to established

sets of knowledge, ideas, or skills. Moodle provides a means to implement learning outcomes in

assignments, however project resources did not allow a thorough investigation of this function.

Future efforts should focus on evaluating this feature and method to fully employ its function in

course administration, student assessment, systematic material testing, and communicating

learning material value.

SURVEY

University of Idaho researchers administered a nationwide survey of 25 questions to

transportation engineering educators. View these questions online at

http://www.webs.uidaho.edu/transed_survey/. For this project, the survey data of 101 responses

were analyzed to help answer the following questions:

1. Which six topics should be included in a semester course?

2. Does a need exist for non-textbook materials?

3. What indicates that educators would benefit and desire a common technology-based

venue for sharing insight and materials?

The content of this section focuses on answering these three questions.

Which six topics should be included in a semester course?

At the top of Figure 3, is the survey question whose responses were used to answer this question

and the figure itself displays the percentage of respondents that included a given topic in their

course. These data were used, assuming that instructors include the topic, because it is most

important to them.

The top six most frequently taught topics are as follows:

1. Traffic operations

2. Transportation planning

http://www.webs.uidaho.edu/transed_survey/


3. Geometric design

4. Traffic flow theory

5. Driver behavior

6. Vehicle dynamics

Figure 3 Topics included in course.

In future efforts, support for material development will focus on these topic areas.

Does a need exist for non-textbook materials?

Data from question 10 in the survey (see top of Figure 4) directly relates to this question. While

textbooks are the second most common resource, it is clearly apparent that instructors place great

value in self prepared instructional materials, with lesser but significant importance given to web

resources, sample datasets, outside experts, and design manuals. Clearly, the answer to this

question is ‗yes‘, especially since so many respondents (95%) create their own materials and find

them very useful.

So why can‘t we, the instructors, simply rely on the textbooks we use? Figure 5 shows that the

primary textbook weaknesses rest in the following areas relevant to this follow-up question:

0%

20%

40%

60%

80%

100%

Nu

mb

er o

f res

po

nse

s (n

=101

)

Q7. What topics are covered in the introductory course?


1. Promoting critical thinking

2. Validating student understanding

3. Supports various teaching strategies

4. Accommodates different learning styles

As educators, we should consider these the overarching reasons for instructors seeking non-

textbook materials. Moreover, a technology venue must clearly and effectively address these

areas in order to be an attractive and valuable instruction and/or learning resource.

Figure 4: Most helpful teaching resources.

0%

20%

40%

60%

80%

100%

Textbooks Sample data sets

Professional reports

Outside experts

Design manuals

Engr drawings

ITE web resources

Other web resources

Self developed materials

Nu

mb

er o

f res

po

nse

s (n

=100

)

Q10. Which resources are very helpful or helpful?


Figure 5: Textbook strengths and limitations.

What indicates that educators would benefit and desire a common technology-based venue for sharing insight and materials?

The survey did not include any questions that directly related to this question. However,

integrating the responses to the first two questions does suggest a need for this venue for the

following reasons:

1. Instructors may share assignments and activities that promote more effective teaching for

a given concept.

2. Instructors may test other‘s materials and offer suggestions for improvement.

3. Students may access materials from which they can learn better.

4. Students may validate their understanding.

A common saying, ―reinventing the wheel‖, is usually used to represent occasions where

instructors have created learning materials that already exist. Instructors can minimize this

phenomenon through a collaboration venue that supports and encourages information exchange

and collaboration.

0%

20%

40%

60%

80%

100%

Perc

ent o

f res

po

nse

s (n

=99)

Q11. Which statements do you strongly agree or agree with (with respect to textbook that you use)?


DEVELOP LEARNING MODULE TEMPLATE

McTighe and Wiggins describe three stages toward designing effective instructional materials 1.

This section briefly presents a template that encourages and organizes efforts corresponding to

these stages. Each stage is represented in this section, where brief instructions are given. More

detailed explanations and examples are given in the cited document. The three stages are: desired

results, assessment evidence, and learning plan.

Table 1: Stage 1, Desired Results

Stage 1 - Desired Results

Established Goals (What relevant goals (e.g., content standards, course or program objectives, learning outcomes)

will the design address?)

Understandings (What are the big ideas, what

important understandings about them are desired, what

misunderstandings are predictable?)

1. Engineering design involves the evaluation of

alternatives and making decisions. START WITH

THE BIG IDEA AND THEN ESTABLISHING

ESSENTIAL QUESTIONS, LEARNING

OUTCOMES, AND ASSESSMENT EVIDENCE

THAT SUPPORT IT.

Objectives as Essential Questions (What provocative

questions will foster inquiry, understanding, and transfer

of learning?)

[FILL IN TOP FOUR QUESTIONS ASSOCIATING

WITH THE BIG IDEA USING SQUARE

BRACKETS.]

1. This is a very essential question [BIG IDEA 1]

2. This is a very very essential question [BIG IDEA 1]

Students will know… (What key knowledge and skills will students acquire as a result of this unit, what should

they eventually be able to do as a result of such knowledge and skills?): [understanding level 1 - 5]

Students will understand … (learning outcomes)

[ADD OUTCOMES. IN THE SQUARE BRACKETS,

NOTE WHICH ESSENTIAL QUESTION IT

ADDRESSES.]

1. this [ESSENTIAL QUESTION 1]

2. that [ESSENTIAL QUESTION 2]

3. the other thing [ESSENTIAL QUESTION 1 and 2]

Students will be able to… (learning outcomes in action)

[UNDERSTANDINGS TEND TO HAVE AN

ASSOCIATED SKILL. PLACE LEARNING

OUTCOME IN BRACKETS.]

1. do this great trick [LEARNING OUTCOME 2]

2. jump rope standing on their hands [LEARNING

OUTCOME 1]

3. fix many problems [LEARNING OUTCOME 3]

4. see the future [LEARNING OUTCOME 1]

1 McTighe, J, G. Wiggins, Understanding by Design: Professional Development Workbook, Association for

Supervision and Curriculum Development, Alexandria, USA, 2004.


Table 2: Stage 2, Assessment Evidence

Stage 2 – Assessment Evidence

Performance Tasks (through what authentic

performance tasks will students demonstrate the desired

understandings, by what criteria will performances of

understanding be judged?):

[List the types of things that students will be asked to do

to demonstrate their understanding by understanding

level. Develop an example rubric for one of the

evidences below and then obtain a sample solution from

students and norm it. As a group, use your solutions to

evaluate the problem. In square brackets, indicate the

skill addressed by the corresponding item. In

parentheses, indicate the assessment device that will be

used (i.e., HWK, case study, lab exercise, etc.)]

Knowledge

1.

Explain (Comprehension)

1. the reason for considering design alternatives

(HWK 1)[SKILL 1]

Interpret (Comprehension)

1. design metrics to determine their validity (HWK 2)

[SKILL 3]

2. field data to ascertain potentially significant trends

(CASE STUDY 1) [SKILL 2]

Apply (Application)

1. design standard to judge a designs safety (CASE

STUDY 1, HWK 3)[ LEARNING OUTCOME 1]

Synthesis 1.

Perspective (Critical Thinking or Evaluation)

1. determine the viability of one improvement option

over another, based on the estimated performance

(HWK 9)[LEARNING OUTCOME 3]

Other Evidence (through what other evidence, e.g.,

quizzes, tests, academic prompts, observations,

homework, journals, will students demonstrate

achievement of the desired results?):

[Describe the assessment device that the student will do

(by assessment type). The only difference between items

listed here and those in the list of performance tasks is

that the items listed here are tailored to the performance

type. In parentheses, indicate the Understanding level

item in parentheses.]

HWKs

1. Estimate the shockwave speeds and draw the time

space diagram for the queue given a time series of

15-minute data. (Interpret 1)

2. Given a time/space, density plot, determine when and

where traffic breaks down. (Interpret 2)

CASE STUDIES

1. Assess the performance of a congested freeway

system in Portland using a time/space/density plot.

(Apply 1, Interpret 2)

LABORATORY EXERCISES (for two 2-hour lab

periods) 1. Evaluate a freeway section, given the field data.

(apply 1)

a. process the field data

b. Existing: determine the extent of freeway

congestion over time and space

c. Future: determine the extent of freeway


d. validate HCM model for uncongested conditions

EXAM QUESTIONS


Table 3: Stage 3, Learning Plan

Stage 3 – Learning Plan

Document the instructional strategies and learning experiences needed to achieve the desired results described in

Stage 1 using the evidence outlined in Stage 2. This can be documented as a narrative or using a tabular format,

similar to the table given below.

Da

y Title (hyperlink

to files) Learning Outcomes Reading

Assignments

(hyperlink to

files)

In-Class Activities

(hyperlink to files)

1

2

3

4


CREATED MODULES

The modules are as follows: 1) Analyzing and Improving Freeways and Highways (uses Ubd

template), 2) Intersection Module Study Plan, 3) Traffic Streams and Queuing Theory, and 4)

Transportation Planning. For reporting purposes, the first two module deliverables are shown in

the format of the UbD template, using a narrative format to describe the learning plan. For the

remaining two modules, only the stage 3, learning plan, materials are given and are described

using the table format.

Analyzing and Improving Freeways and Highways

Table 4 describes the curriculum desired results in terms of goals, standards, key understandings,

and specific knowledge students need to have after completing the material. In this case, some

ABET learning outcomes represent a standard and four overall learning objectives were given.

Three understandings were given with essential questions, whose answers guide students to

achieve these understandings. Note that each question is linked to one of the four learning

objectives, emphasizing the need to look back at previous stages when completing one that

follows. The final two blocks in the table outline the more detailed understandings associated

with the essential questions and the skills are similar in nature.

Table 4: Stage 1, Desired Results for Improving Freeways and Highways




ABET and Department Goals for Course

After completing the course, the student will be able to:

(1) apply the knowledge of math, science, and engineering as evidenced by the ability to (c) quantify plausible

performance of transportation system components,

(2) communicate effectively through written and graphical means to produce quality laboratory deliverables,

(3) conduct laboratory experiments, analyze the results, and determine relevant insightful conclusions, and

(4) determine the global, economic, environmental, and societal impacts of a specific, relatively constrained

transportation engineering solution.

ANALYZING AND IMPROVING FREEWAY AND HIGHWAY SYSTEMS Module Learning Objectives

Why is this highway so congested and how can I redesign it to improve traffic flow?

1. determine the cause of congestion

2. estimate the cost of congestion

3. create alternative improvements by considering cross-section and alignment improvements


4. evaluate alternative improvements in terms of economic (efficiency), environmental (air quality) impacts

Understandings (What are the big ideas, what important

understandings about them are desired, what


1. Traffic conditions have catalysts

2. Traffic conditions spread

3. Traffic conditions can improve

Essential Questions (What provocative questions will

foster inquiry, understanding, and transfer of

learning?)

1. Why doesn‘t this work? [LO 1]

2. Why do freeway traffic states change? [LO 2]

3. How bad does it get? [LO 2]

4. What speed will I be able to travel? [LO 2]

5. Where is the congestion felt? [LO 2]

6. Will this handle the demand volume? [LO 2, 3]

7. What is good enough? [LO 3]

8. What can I do to fix this? [LO 3]

9. What are the impacts of this improvement? [LO

3]


they eventually be able to do as a result of such knowledge and skills?):

Students will understand …

1. the relationship between vehicle spacing and speed

[EQ 2]

2. the effects of cross-section design on performance [EQ

1,8]

3. the effects of horizontal alignment on performance

[EQ 1,8]

4. the effects of vertical alignment on performance [EQ

1,8]

5. peak characteristics of traffic demand [EQ 6]

6. why shockwaves precede the traffic state change [EQ

2]

7. the relation of traffic states to shockwave velocity [EQ

2,9]

8. how traffic states spread over time and space [EQ 5]

9. the importance of freeway capacity estimation

10. the use of Level-of-service [EQ 7]

11. how to employ the fundamental relationship of traffic

flow [EQ 2]

12. the relationship between demand volume, speed,

density, travel time, and emissions [EQ 4,9,3]

13. the relation between vehicle events and flow rate,

speed, travel time, and density [EQ 2]

Students will be able to…

1. derive an equation relating vehicle density to

vehicle speed given the vehicle operating

characteristics

2. define the traffic state variables (flow rate,

density, and speed)

3. define capacity

4. explain why a sharp horizontal curve reduces

capacity

5. explain why an extended and/or steep grade

reduces capacity

6. explain why traffic conditions breakdown above

capacity

7. estimate jam and capacity density, speeds and

flow rates

8. estimate shockwave velocity, given the before

and after traffic conditions

9. estimate capacity of a freeway basic section given

the roadway and traffic characteristics

10. extract the input data needed to use a capacity

model from a given set of field conditions

11. extract the input data needed to use a traffic flow

model from a raw traffic dataset

12. determine the extent of freeway congestion over

time and space given the relationship of flow vs

speed or speed vs density

13. select an improvement that meets the operational

goal, given the freeway roadway and traffic

conditions

14. assess the approximate noise, air quality, and

water runoff impacts of a proposed improvement

15. locate a freeway bottleneck given freeway data

collected over time and space


Table 5 provides a summary of the performance tasks and other assessment tools. Notice that

the performance tasks are related to the performances listed in the right column and vice versa.

Having come to this point, the homework questions and other assessment instruments can be

related back to the learning outcomes and objectives.

Table 5: Stage 2, Assessment Evidence for Improving Freeways and Highways






Explain

1. relationship between vehicle events and traffic

characteristics (HWK 5)

2. relationship between speed, flow, and density

(HWK 5)

3. why sharp horizontal curve reduces capacity (HWK

1)

4. why an extended and/or steep grade reduces

capacity (HWK 2)

5. why traffic conditions breakdown at or above

capacity (HWK 3)

6. why the flow-density curve is convex (HWK 3)

7. why capacity usually has to be estimated (HWK

4,5)

Interpret

1. a flow vs density curve to determine the capacity

and jam densities, flows, and speeds. (HWK 7)

2. a time/space/density diagram to determine the time

and location of the governing bottleneck (CASE

STUDY 1)

3. a time/space/density diagram to determine the extent

of congestion over time and space (CASE STUDY

1)

4. a time vs flow rate plot to determine the peak hour

period for design (HWK 8)

5. a time vs flow rate plot to determine the capacity of

a freeway (HWK 4)

Apply

1. the shockwave equation to estimate the extent of a

traffic state over a given time period (CASE

STUDY 1, HWK 10,11)

2. the HCM basic section procedure to estimate the

adjusted flow rate, capacity, speed, and density

(HWK 1, 2, 3)


capacity of a curve (HWK 1)






HWKs

1. Given two basic sections, explain why the capacities

of section A (sharp curve) is different from section B

(gradual curve) and have them relate this to real-life

experience. (Explain 3 and Apply 3,5)

2. Given two basic sections, explain why the capacities

of section C (gradual incline) is different from

section D (steep incline) and have them relate this to

real-life experience. (Explain 4 and Apply 4, 5)

3. Given the basic car-following parameters, explain

why traffic conditions breakdown at or above

capacity and the inverse relationship of flow and

density. (Explain 5,6)

4. Given a set of sequential traffic data, determine when

traffic breaks down. (Explain 5,7 and Interpret 5)

5. What data do you need to measure capacity and what

kind of instruments do you need to accomplish this?

(Explain 7)

6. Given a set of traffic data from the NGSIM data set,

verify that q=uk. (Explain 1 and 2)

7. Given a set of data, with a curve superimposed,

determine the capacity and jam densities, flows, and

speeds (Interpret 1)

8. Given a set of data for a typical weekday, determine

the peak hour period for design. (Interpret 4)

9. Determine whether or not increasing lanes by

reducing lane and shoulder widths will provide

adequate performance. Compare this with adding a

lane while maintaining ideal lane and shoulder

widths. (Perspective 1, Apply 5)

10. Estimate the queue shockwave speed on a freeway

basic section given a time series of 15-minute data.

(Apply 1)



15-minute data. (Apply 1)

12. Given a time/space, density plot, determine when

and where traffic breaks down. (Explain 5 Interpret

2)


capacity of a grade (HWK 2)


capacity of a cross-section (CASE STUDY 2,3,4)

6. knowledge of demand vs capacity and traffic states

to determine the existing and/or potential

bottlenecks in a freeway system (CASE STUDY

1,3)

7. knowledge of traffic fundamentals to determine the

extent of freeway congestion over time and space

(CASE STUDY 1)

Perspective

1. determine the viability of one improvement option

over another, based on the estimated performance

(HWK 9)

2. assess the reliability of the HCM procedure (CASE

STUDY 2,3)

3. assess the reliability of the traffic flow model ()

Empathy

1. ???

Self-knowledge

1. ???

CASE STUDIES

1. Assess the performance of a congested freeway

system in Portland using a time/space/density plot.

(Apply 1,6, Interpret 2,3)

2. CASE STUDY DAY 6: Assess the performance of

an uncongested basic freeway section in Seattle

using the HCM procedure. (Apply 6, Perspective 1,2)

3. CASE STUDY DAY 6: Assess the performance of a

congested basic freeway section in Portland, Seattle,

or Portland using the HCM procedure. (Apply 6,

Perspective 1,2)

4. (not done, but covered in LAB DAY 7) For a

bottleneck identified in CASE STUDY 3, determine

a viable improvement option. (Apply 5, Perspective

1)

LABORATORY EXERCISES (for two 2-hour lab

periods) 1. Evaluate a freeway section, given the field data.

a. process the field data

b. Existing: determine the extent of freeway


c. Future: determine the extent of freeway


d. validate HCM model for uncongested conditions

2. Develop an improvement that meets the operational

goal of Level of Service C (LOS), given the freeway

roadway and traffic conditions

a. existing conditions

b. future conditions (25 year horizon)

c. assess the approximate noise, air quality, and

water runoff impacts of a proposed improvement

d. assess costs and viability of the proposed

improvement


Table 6 describes the learning plan, which is a plan for administering the course to finally obtain

the understandings, skills, learning outcomes an learning objectives.

Table 6: Stage 3, Learning Plan for Improving Freeways and Highways


Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results? How will the design:

W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the

students are coming from (prior knowledge, interests)?

H = Hook all students and Hold their interest?

E = Equip students, help them Experience the key ideas and Explore the issues?

R = Provide opportunities to Rethink and Revise their understandings and work?

E = Allow students to Evaluate their work and its implications?

T = Be Tailored personalized to the different needs, interests, and abilities of learners?

O = Be Organized to maximize initial and sustained engagement as well as effective learning?

WEEK 1 (2/18 – 2/22)

Day 1 (WED): Highway Design and Performance

Big Ideas (from UbD document)

o traffic conditions have catalysts

o traffic conditions spread

o traffic conditions can be improved by better designs

Essential Questions (see UbD document)

Introduce freeway systems, how important they are to a region, and the large scale problems they have

o Seattle freeway system (Renton S-curves)

o Portland freeway system (???—simply look at the traffic map)

o Spokane freeway system (N-S new route)

Introduce freeway components and how they can impact freeway operations [Why doesn‘t this work?]

o basic section

o on-ramp (merge area)

o off-ramp (diverge area)

o weave section

Highway design and freeway operations (read about Milwaukee interchange) [Why doesn‘t this work?]

o configuration (weaving, merge, diverge)

o horizontal alignment (sharp curves)

o vertical alignment (steep extended grades)

o cross-section size (# of lanes, widths)

Assign HWK 4, 5, 7, 8, and 12 in preparation for next class

Day 2 (FRI): Traffic Characteristics and Queuing Systems

(How bad does it get?)

Reading

o Flow rate, speed, density

o Peak period and Peak Hour Factor

o Traffic conditions (free flow, normal,

capacity, jam, v/c)

o Congestion as a queue

o Mass-balance concept (deterministic

queuing)

Queue length as storage volume

Understanding 1: the relationship between vehicle

spacing and speed (in reading and in lecture)need

in lecture because weak

Understanding 5: peak characteristics of traffic

demand (in lecture; HWK DAY 1 prob. 7 on PHF

which is not in the assigned reading I wanted to see

if they would seek it out. Need something on finding

the peak hour from 24 hrs of data)need peak hour

example in lecture


(vertical queue) Service rate as

out-flow rate

Arrival rate as in-flow rate

Congestion time as time of

storage

Average delay as ???

review and apply relationship between vehicle

spacing and speed (Understanding 1 and 13, Skill

1) (done in reading)

apply PHF and peak hour volume to determine the

design flow rate (understanding 5, Skill 2)

o show figure from Portland data with

congestion and without congestion (for

now just show the one without congestion)

overview of traffic state variables and the

associated traffic states (Skill 7)

o Show Figure 3.4.5 superimposed on field

data

o Have them show

Free flow region,

Congested region

Break down region

Capacity (maximum flow)

Jam density

o Discuss data spread and the implications

of modeling it (based on velocity vs flow

super imposed curve)

overview of congestion extent and bottleneck

location looking at time/space/speed plot and

deterministic queuing (ask them about their

homework) (Skill 12 and 15)

o Show time/space/speed plot and

deterministic queue results and answer the

following…

o Where is the congestion felt?

Using a time/space/speed plot

how could you answer this?

Using deterministic queuing how

could answer this?

QUIZ: Ask them to match traffic characteristics

with states.

Deterministic queuing in-class example

CASE STUDY 1Visually assess the performance

of a congested freeway system in Portland using a

time/space/density plot.

Assign HWK 12 (again), 3, 6, 10, 11 did not

cover HWK 6 in assigned problems for next class

period

Understanding 13: the relation between vehicle

events and flow rate, speed, travel time, and density

(reading, HWK DAY 1 prob. 6 for flow rate, prob 8)

Skill 1: derive an equation relating vehicle density to

vehicle speed given the vehicle operating

characteristics. (reading)not a major concern

Skill 2: define and analyze the traffic state variables

(flow rate, density, and speed) (reading, HWK DAY

1 Prob. 1, 2, 3, 4, 5, 6)

Skill 7: estimate jam and capacity density, speeds

and flow rates (reading, HWK DAY 1 prob. 8)

Skill 12: determine the extent of freeway congestion

over time and space given the relationship of flow vs

speed or speed vs density. (reading, HWK DAY 1

prob. 5 on deterministic queuing starts them thinking

about this, but they do not use the q=u*k

relationship)

Skill 15: locate a freeway bottleneck given freeway

data collected over time and space (HWK DAY 1

prob. 4 with time/space/speed plot)

WEEK 2 (2/25 – 2/29)

DAY 3 (MON) see DAY 2 needed to review homework assignment instead of the planned instruction

LAB Day 4 (TUE): Evaluate a freeway section, given the field data (Why doesn‘t this work?; How bad does it get?;

Where is the congestion felt?; Will this handle the demand volume?) (should have v/c > 1.0)


Reading (HCM procedure and input values)

Estimating capacity and performance

Determining the input values to the procedure

Day 5 (WED): Traffic Flow Behavior (Why doesn‘t this

work?; Where is the congestion felt?; Why do flow states

change?)

Reading (about q=uk, the primary car-following

model, shockwaves)

o Car-following model (just one)

o Converting from car-following to q=uk

Estimating congestion growth through shockwaves

(horizontal queue)

CASE STUDY Reenactment of HWK DAY 3

Problem 3 with changed values.

For a lane closure time of one-hour, estimate the extent of

the congested conditions in terms of distance from the lane

closure (draw on Figure 2). Create a plot of time vs space,

showing the location of the shockwave relative to the lane

closure.

o step 1: What do I need to know? the

extent of congested conditions in terms of

time and distance from the lane closure.

o step 2: What underlying information do I

need to find what I need to know?

What are the normal traffic

conditions?

Does the demand volume exceed

capacity?

If so, then what is the congested

traffic flow state that will

progress upstream of the

bottleneck?

How fast will the congested flow

state progress upstream?

What is congested at the given

time?

When is the bottleneck

removed?

What is the resulting upstream

traffic state after the bottleneck

is removed?

How fast will the latest traffic

state progress upstream?

When will the congested

conditions be gone?

When will the traffic conditions

return to normal at the lane

closure location?

o Traffic states needed

o step 2: Determine the traffic states that I

know

Assign HWK 6, 10, 11, and 1 for next class period

1. Given the basic car-following parameters, explain

why traffic conditions breakdown at or above

capacity and the inverse relationship of flow and

density. (Explain 5,6)

2. Given a set of traffic data from the NGSIM data

set, verify that q=uk. (Explain 1 and 2)

3. Estimate the queue shockwave speed on a freeway

basic section given a time series of 15-minute

data. (Apply 1)



15-minute data. (Apply 1)

Understanding 6: why shockwaves precede the traffic

state change [EQ 2]

Understanding 7: the relation of traffic states to

shockwave velocity [EQ 2,9]

Understanding 8: how traffic states spread over time

and space [EQ 5]

Understanding 11; how to employ the fundamental

relationship of traffic flow [EQ 2]

Understanding 12: the relationship between demand

volume, speed, density, travel time, and emissions

[EQ 4,9,3]

Skill 2: define the traffic state variables (flow rate,

density, and speed)

Skill 3: define capacity

Skill 8: estimate shockwave velocity, given the

before and after traffic conditions

Skill 12: determine the extent of freeway congestion

over time and space given the relationship of flow vs

speed or speed vs density.


DAY 6 (FRI): Estimating capacity and performance

CASE STUDY DAY 6Assess the performance

of an uncongested freeway section using the HCM

procedure

o select an uncongested section to evaluate

and evaluate it

o compare the observed speed to the

predicted speed.

o Find a congested section to evaluate go

get the information for it for the next class

We will do a case study in the class, but it will be

of a more advanced application of the basic

segment procedure…talking about how to use it to

size a freeway facility; how you get the future data

(use stuff from WSDOT)

Assign HWK 2 (not this time), 9 (through the

CASE STUDY DAY 6)

Understanding 2: the effects of cross-section design

on performance [EQ 1,8]

Understanding 5: peak characteristics of traffic

demand [EQ 6]

Understanding 9: the importance of freeway capacity

estimation

Understanding 10: the use of Level-of-service [EQ 7]

Skill 2: define the traffic state variables (flow rate,

density, and speed)

Skill 3: define capacity

Skill 9: estimate capacity of a freeway basic section

given the roadway and traffic characteristics.

Skill 13: select an improvement that meets the

operational goal, given the freeway roadway and

traffic conditions

WEEK 3 (3/3 – 3/7)

DAY 7 (MON): Improving capacity and performance

CASE STUDY 4improve the performance of a

congested freeway section by modifying the cross-

section

o Evaluate the performance

o Determine an appropriate improvement

Assign Noise abatement problem (not this time),

determine free flow speed (not this time), sample

exam problems (OK)

Direct the discussion of the CASE STUDY DAY 6 as

follows:

1. What were your estimates for the following?

a. capacity

b. speed

c. density

2. How do these compare to the field data for this

highway section?

3. Might this discrepancy in estimates and reality

result in an inappropriate design decision?

4. How could you reconcile a freeway performance

model with the real world?

Sample exam problems on the following:

o What is flow rate?

o What is density?

o *What is a Peak Hour Factor and why is it

needed?

o What is the role that estimating freeway

performance plays in the design process?

o What is capacity?

o What is the maximum service(able) volume for a

given LOS?

o How does the number of lanes impact the

operations of a freeway?

o How does the lane width impact freeway

operations?

o How does shoulder width impact freeway

operations?

o Why does interchange density impact free flow

speed?

o *What is a shockwave?

o *How do you calculate a shockwave‘s speed?

o *Why do shockwaves occur?

o What typically identifies the location of a

bottleneck in a contour plot of time, distance,

and speed?

o *Why is understanding the concept of a

shockwave important for an engineer?

o What impact does your decision on the BFFS

have on your performance analysis?

o *Given traffic conditions and roadway

conditions, will congested conditions result and

if so then to what extent in time and space?


o *What impact does a freeway horizontal

alignment have on its capacity? Explain.

o *What impact does a freeway vertical alignment

have on its capacity? Explain.

o *Why is it necessary to convert traffic flow rates

from vehicles per lane per hour to passenger cars

per lane per hour when using the HCM Ch 23

procedure?

o What improvement in the freeway cross-section

design is necessary to achieve adequate

performance?

o What is the capacity of a freeway basic segment?

o How does a downstream bottleneck impact

upstream operations?

o How does an upstream bottleneck impact

downstream operations?

o *How do you relate a field density value in units

of vplpm to an estimated value in units of

passenger car per lane per mile?

o *How do you relate a field flow rate in units of

vplph to an estimate value in units of passenger

car per lane per hour?

o What would the impacts of a bottleneck at an on-

ramp be?

o Can you fix a bottleneck in one place only to see

another appear downstream?

LAB Day 8 (TUE): Develop an improvement that meets the

operational goal of level of service C (LOS), given the

freeway roadway and traffic conditions

existing conditionsjust do this and the impacts

for this year, but have them explain how they

would get the future traffic data.

future conditions (25 year horizon)I think that

this would be too much, because they would have

to know the local conditions.

assess the approximate noise, air quality, and water

runoff impacts of a proposed improvement (say

did not have prior water management)

DAY 9 (WED): Exam

DAY 10 (FRI): No Class

OTHER DAYS (OPTIONAL)

Day ?? (MON): Calibrating traffic models

free flow speed

15 minute counts

measuring capacity

Exam review


Intersection operations

Table 7, Table 8, and Table 9 are additional examples for implementing Stages 1 through 3.

Notice that the style of the content varies from that shown for the previous topic, illustrating that

these tables may be used in a variety of ways, depending on the instructors style, need, and

preference.

Table 7: Stage 1, Desired Results for Intersection Operations




ABET and Department Goals for Course

The objectives of this course are to acquaint students with the basic concepts, theory, and practice of transportation

engineering as it relates to (1) planning transportation systems, (2) designing for the objectives of safety and

efficiency, and (3) operating transportation systems safely and efficiency. Additional objectives of this course

include giving the student (1) experiences analyzing and interpreting data, (2) practice in teamwork, (3) practice in

communications skills, and (4) an introduction to standard tools used in transportation engineering.

After completing the course, the student will be able to:

(1) apply the knowledge of math, science, and engineering as evidenced by the ability to (a) calculate highway

alignment vertical and horizontal curves design parameters for safe and efficient vehicular movements, (b) estimate

likely travel demand levels between traffic analysis zones in an urban region, (c) quantify plausible performance of

transportation system components, and (d) apply basic calculus to locate maximum/minimum points for design and

operations,

(2) communicate effectively through written and graphical means to produce quality laboratory deliverables,

(3) conduct laboratory experiments, analyze the results, and determine relevant insightful conclusions, and

(4) apply CAD basics for highway design and computer simulation to introductory operational analysis problems.

INTERSECTION Module Learning Objectives

Students will be able to (1) understand traffic flow and control processes at intersections and (2) weigh technical and

non-technical information to determine the merits of alternative forms of intersection control.

Understandings (What are the big ideas, what

important understandings about them are desired, what


1. Principles of traffic flow at an intersection.

2. Operation of a traffic signal control system.

3. Principles of intersection performance.

4. Principles and process of intersection control

decisions.

Essential Questions (What provocative questions will

foster inquiry, understanding, and transfer of learning?)

1. Why do we have intersecting roadways?

2. How will intersections look in 50 years?

3. How do we safely and efficiently control the flow of

users traveling through an intersection?

4. What are the kinds and characteristics of

intersecting roadways?

5. How does a traffic control system (signalized

intersection, two way stop controlled intersection)

work (function)?

6. How do we determine what kind of control is best

for a given set of circumstances and when is it

appropriate to change from one type of control to

another?


7. When should the traffic control at an intersection be

changed from two way stop control to signal

control?

8. What information is needed by an elected official or

engineering manager/director to make this decision?

9. What is the role of the traffic engineer in making

this decision?

10. How does a user of the intersection (driver, truck

driver, pedestrian, bicyclist, other) perceive how

well the intersection (system) works?


they eventually be able to do as a result of such knowledge and skills?):

Students will understand …

1. Issues of intersection design and operations.

2. Concepts of ―system‖ and ―operations‖, in contrast

to ―design.‖

3. How a traffic control system (traffic signal

controlled intersection, two-way stop-controlled

intersection, all-way stop-controlled intersection)

functions.

4. The basic queuing processes that occur at a

signalized intersection, a two-way stop-controlled

intersection, and an all-way stop-controlled

intersection.

5. Queuing theoretical representation of traffic flow at

signalized intersections.

6. How to define and measure capacity and delay at an

intersection.

7. The simplified HCM analytical framework for

signalized intersections and TWSC intersections.

8. The role of phasing in signal timing.

9. The factors that affect timing processes and

parameters.

10. Mathematical elements of queuing systems.

11. The gap acceptance process at TWSC intersections.

12. That the capacity of a two-way stop-controlled

intersection is inversely proportional to the sum of

the higher priority conflicting traffic flows.

13. That the capacity of an approach at a signalized

intersection is dependent on the green time allocated

to that approach.

14. That the capacity of an all-way stop-controlled

intersection is dependent on the volume of traffic

flows at each approach.

15. That the safety of a signalized intersection is

dependent on the correct setting of the yellow and

all red times.

16. The connection between the gap acceptance

processes at a two-way stop-controlled intersection

and permitted left turn operation at a signalized

intersection.

17. That a shorter cycle length at a signalized

intersection usually produces lower delay than a

Students will be able to…

1. Identify the elements of a queuing system.

2. Model the operation and performance of an

intersection with different kinds of traffic control

systems.

3. Estimate the capacity of an intersection under

various kinds of control.

4. Compare the performance of two different

intersection designs.

5. Compare field observations with models of basic

signalized and unsignalized traffic operations

(queuing processes).

6. Conduct a critical movement analysis for a

signalized intersection.

7. Determine the appropriate phasing plan for a

signalized intersection.

8. Develop and test a simulation model for a TWSC

intersection.

9. Synthesize separate intersection capacity and delay

models into an analytical process to compare the

performance of alternative intersection designs.

10. Synthesize both technical and non-technical

information about traffic flow and intersection

performance to assist in the decision-making

process about intersection control.

11. Communicate the results of their synthesis to other

students and to others in an effective and

professional manner.


longer cycle length.

18. The relationship between the simplified models that

they construct and the models used in the Highway

Capacity Manual.

19. The sometimes conflicting perspectives of users,

decision-makers, and traffic engineers in the

intersection control decision-making process.

Table 8: Stage 2, Assessment Evidence for Intersection Operations






1. Predict the performance of a signalized intersection

given volume, geometry, and control conditions.

2. Predict the performance of a two- way stop-

controlled intersection given volume and geometric

conditions.

3. Prepare a summary of the performance (compare

performance) of an intersection under signal and

two way stop control including both technical issues

and other information, and make recommendation

based on findings to decision makers.

4. Communicate the results of their findings and be

able to explain the technical and non-technical

factors considered in an evaluation.

5. Describe the use of the models that they have

constructed, including the assumptions that are

made in the simple models, and the assumptions

that can be dropped to make the models more

realistic.

6. Apply their understanding and skills to another

intersection control decision problem, this time

considering a decision to change from two-way

stop-control to all-way stop-control.





1. and intersection operations.

2. Document field observations and compare these

observations with theory.

3. Prepare concept maps of systems or processes.

4. Construct diagrams and charts from field or

experimental data.


Table 9: Stage 3, Learning Plan for Intersection Operations


Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results? How will the design:

W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the

students are coming from (prior knowledge, interests)?

H = Hook all students and Hold their interest?

E = Equip students, help them Experience the key ideas and Explore the issues?

R = Provide opportunities to Rethink and Revise their understandings and work?

E = Allow students to Evaluate their work and its implications?

T = Be Tailored personalized to the different needs, interests, and abilities of learners?

O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Module structural elements:

1. Real world context: Students will be presented with a large scale, important problem, one with which they‘ve

had experience that they connect to, and appreciate the importance of. This provides context and motivation for

the module.

2. Design problems: Students will be provided with two or three specific problems that require a choice, a

decision, or action that a decision-maker must make. These problems provide the context for the kinds of

information that the engineer (and the student) can generate to help the decision-maker, and identify the kinds

of criteria that will be used in making the decision and the performance measures that will be used. The student

will identify and synthesize both quantitative and qualitative information (transportation information, other

engineering information, and non-technical information). The design problems will be authentic in that they

represent, to the extent possible, problems found in engineering practice.

3. Technical concepts: The student will Identify and characterize the processes critical and relevant to the problem

that they must model and understand in order to solve the problem. The student will identify the information

that they need, and that they already have or know. They will identify other information needed that they don‘t

yet have.

4. Scaffolding: Students will construct a knowledge base about the processes that are relevant to the problem.

They will start with a simple theory about each process, with many simplifying assumptions. They will

investigate the components of the process or a model of the process. They will test their simple model with

demonstrations, data, and/or field observations. They will assert where it works and where it doesn‘t. They will

begin to shed assumptions in the model, making it more complex, more like the real world, and go back to

testing these models with demonstrations, data, and/or field observations.

5. Performance: Students will synthesize information to solve the design problem. They will prepare a design

report that will organize and communicate their findings.

6. Links to practice: Students will identify how their models are linked to and fit with professional practice. They

will identify other assumptions that can and should be relaxed so that their models better fit with observable

phenomenon.

Design problem:

The intersection of U.S. 95/Lauder/Styner is known as a two-way stop-controlled (TWSC) intersection with stop

signs on the approaches of Lauder and Styner. The Idaho Transportation Department (ITD) has primary authority for

the operation of U.S. 95. It does all of the planning, design, and maintenance of this highway. However, it works

closely with the staff from the City of Moscow so that, as much as possible, decisions regarding the state highway

facilities within city limits are made jointly between the city and the state. As vehicular and pedestrian volumes have

increased in recent years, local residents have complained about the long delays waiting at the stop sign and about

the unsafe conditions for pedestrians crossing U.S. 95. These complaints increased after the highway was widened

from one lane in each direction to two lanes several years ago. The City of Moscow has encouraged ITD to consider

installing a traffic signal at the intersection. Your assignment is to prepare a report that summarizes both the

technical and non-technical issues that are relevant to the decision to change from stop sign control to signal control

at an intersection.


Since some of the decision-makers involved in this discussion are not engineers, you must be able to present the

results of your work in a way that is understandable to non-technical audiences. However, your work must also be

based on a rigorous analysis of the science and engineering issues involved in this decision. While you will focus on

the intersection of U.S. 95 with Styner Avenue and Lauder Avenue, you will also consider the results of your work

on the adjacent highway and land use system. You will also consider how conditions at the intersection may change

over time and how these changes might affect your analysis and findings.

As you learn about the traffic flow and control processes at intersections with various kinds of control devices, you

will develop models that can produce estimates of performance, such as capacity and delay. You will use these and

other measures to assess the performance of the intersection under various control and volume conditions. You will

also connect the models that you develop with those commonly used in practice, such as the traffic operational

analysis tools presented in the Highway Capacity Manual.

Class 0. Preparation for INTERSECTION module.

Assignment (Field observation): Visit an intersection (signal or stop sign controlled) in your home town during

spring break that you believe to have some problem in its current design or operation. Prepare a sketch of the

intersection and its key features. Observe traffic and pedestrian flow. Take one or more photographs of the

intersection to show the nature of the problems that you identify. Document your observations, including the

photographs, in a 1-2 page report.

Class 1. Module roadmap and stakeholder presentations.

In-class review. Discuss observations from site visit. Identify ―problems‖ and why they are problems. Identify

possible solutions. Identify kinds of tools needed to develop solutions and evaluate solutions.

Learning objectives: Identify issues of intersection design and operation based on field observations. Understand

approach to learning in module. Identify big ideas and provocative questions relating to this module. Understand

concepts of ―system‖ and ―operations‖.

In-class activities: Discuss question: what is a traffic problem at an intersection? Discuss module roadmap

(motivation, schedule). Link problems identified to module roadmap. Learn what simulation models can do

(VISSIM video of downtown Moscow).

Reading:

P&P, pp 611-614

General article on queuing systems

Study questions

Assignment (Field observation): Visit WinCo, another supermarket, and the co-op. Document the checkout process

at three stores using queuing system concepts, based on reading. Prepare concept diagram of supermarket queuing

system (check out process) showing arrival process, service process, and queue discipline.

Class 2. Queuing processes.

In-class review: Discuss observations from site visits. Clarify relationships between theoretical queuing model and

observations at supermarket.

Learning objectives: Identify elements of queuing system (concepts). Understand mathematical representations of

queuing system. Compare queuing model with field observations at intersections.

In-class activities: Prepare sketches of example queuing systems and elements. Develop graphical and analytical

framework for intersection queuing model. Complete calculations of queuing system operations and performance for

examples. Queuing models for various intersection control types.

Reading:

Queuing model for uniform flow at signalized intersection (source?)

HCM, chapter 16 introduction

Study questions

Assignment (Field observation): Visit signalized intersection. Sketch queuing system with various elements,

concepts, and processes. Collect data on vehicle arrivals and departures. Document flow patterns, cumulative


vehicles, and queue polygons using queuing theory terminology using sketches. Identify differences between theory

and field observations.

Class 3. Signalized intersection queuing process.

In-class review: Discuss field observations. Identify and clarify misconceptions in translating queuing theory

concepts to traffic flow process at signalized intersection. Identify and clarify misconceptions in HCM methodology

Learning objectives: Understand simplified HCM analytical framework. Understand traffic flow at signalized

intersection in terms of queuing theory.

In-class activities: Prepare concept map of HCM signalized intersection analysis methodology.

Assignment (Problem): Application of uniform arrival queuing model.

Assignment (Problem): Use NGSIM data set to construct time-space diagram and queuing model (diagram).

Reading:

P&P or other reference on critical movement analysis

Study questions

Class 4. Signal timing basics. In-class review: Discuss NGSIM homework problem. Discuss study questions from reading.

Learning objectives: Understand critical movement analysis.

In-class activity: Problem: critical movement analysis to determine capacity for signalized intersection.

Reading:

P&P

Baass article or other reference on TWSC intersection queuing model and gap acceptance process

Study questions

Class 5. Two-way stop-controlled intersection queuing process.

In-class review: Discuss gap acceptance concept and process. Discuss queuing model for TWSC intersection.

Learning objectives: Understand gap acceptance process. Understand analytical framework for TWSC intersections

In-class activities: Problem: gap acceptance process and estimation of capacity.

Reading:

P&P on probability and Monte Carlo process and simulation

Study questions

[Notes to add/edit: Gap acceptance process. Observations of video. NGSIM data set and model validation.

Examples showing importance of movement hierarchy and effect on capacity. Possible sequence/elements: what

happens at a TWSC intersection (basic processes, videotape), modeling what we‘ve observed/described (gap

acceptance process, hierarchy of flows), field observations and confirmation, graphical representations, using

NGSIM data to confirm models, link to HCM model procedures, performance/LOS/capacity, and analysis and

results.]

Class 6. Two-way stop-controlled intersection simulation modeling.

In-class review: Discuss simulation modeling processes.

Learning objectives: Develop and test simulation model.

In-class activity: Observe videos showing gap acceptance process. Problem: develop and test simulation model for

TWSC intersection. Document results.

Reading:

P&P or other references on signal control systems and signal timing, particularly change and clearance intervals.

Study questions


Class 7. Redefinition of design problem.

In-class review: Discuss signal timing methods.

Learning objectives: Understand traffic signal control system. Understand factors that affect timing parameters and

processes.

In-class activity: Draw concept map showing relationship between speed, timing intervals, and driver decision

points. Compute yellow and all-red intervals.

Reading:

Reference on phasing plans and permitted LT operations

Problem: Compute capacity of permitted LT operation from exclusive LT lane.

Class 8: Consideration of other factors.

In-class review: Discuss phasing plans. Discuss model for permitted LT operation. Discuss homework problem.

Learning objectives: Understand role of phasing in signal timing and operations. Determine appropriate phasing

plan.

In-class activity: Compute and compare capacity for permitted and protected LT operations.

Reading:

Excerpts from HCM on intersection performance and LOS

Study questions

[Notes to edit: Consideration/modeling of other scenarios. Peak vs off peak operation. Future (10 years?) with

significant growth. Sensitivity of model parameters. Other considerations such as pedestrians, sight distance, trucks

on grades, coordination/system integration, costs.]

Class 9. Intersection performance.

In-class review: Discuss intersection performance and LOS. Discuss study questions.

LO: Determine intersection performance.

ICA: Identify performance measures and how to measure or estimate them. Discuss capacity and delay models for

various intersection control types.

Problem: Prepare summary of the capacity and delay models that have been developed in class thus far. Describe

the role of each model and the variables that are included in the model.

Class 10. Synthesis of analytical procedure.

In-class review: Review and discuss model summary.

LO: Synthesize capacity and delay models into analytical process.

ICA: Prepare estimates of capacity and delay for alternative intersection designs (controls). Identify other relevant

issues. Prepare summary slides of results and conclusions.

Problem: Prepare brief presentation with not more than five PowerPoint slides that can be presented in class.

Class 11. Performance.

LO: Present results from analysis.

ICA: Present and critique results from intersection alternatives analysis.


ICA: Examination testing individual abilities to synthesize methods on intersections.


ICA: Examination testing group abilities to synthesize methods on intersections with new intersection and

conditions.


Traffic streams and queuing theory

Table 10 and Table 11 illustrate completion of Stage 3 following a tabular format rather than

given a narrative. Notice how this format lends itself to a style that is more quickly assimilated,

but is more amenable to instructors knowledgeable in the area. However, in order to see how

linked materials fit, the instructor must open a separate file targeted by the link. Unlike the

narrative form, no detailed overall outline exists, where outlines for each lecture are given in one

location. However, each item is situated in the table such that its place in the plan is obvious.

These tables could be easily upgraded to include pop-up windows with a summary outline for the

lecture notes, a map showing how student performances relate to the learning outcomes, and a

column for feedback information for instructor comments regarding the material.


Table 10: Stage 3, Learning Plan for Traffic Streams and Queuing Theory

Da

y

Title (hyperlink


Assignments


In-Class Activities


1 Traffic Stream Parameters

Relate flow rate, speed, and density to each other microscopic phenomena

Describe traffic operations as a function of highway design

Section 5.1 and 5.2

Homework problems o 5.4,

o 5.5, and

o 5.6

2 Basic Traffic

Stream Models Define capacity as a flow rate

Estimate a parameter given the other two using q = u*k

Section 5.3 Homework problems

o 5.1,

o 5.2, and o 5.3

Example of applying

q=uk with

Greenshields model

3

Traffic Data

Analysis Apply the speed and distance

relationship to assess car-following

safety.

Estimate vehicle space mean speed given density and assumed speed -

density relation.

Verify relationship between microscopic and macroscopic traffic

parameters

Lab

4

Models of

Traffic Flow Estimate count probabilities

Relate count probabilities to headways

Apply Poisson distribution to real

traffic problem


o 5.8,

o 5.9, o 5.10, and

o 5.11

Example of Poisson

calculation

5 Queuing theory

and traffic flow

analysis

introduction

List applications of queuing theory

Define a queuing system

Define queuing performance measures

6

Queuing theory and traffic flow

analysis (D/D/1 queuing)

Quantify relation between queue, arrival flow rate and service flow rate

Estimate time extent of congestion

Estimate service quality (delay)

Pages 155 to 160

Homework problems o Handout problem 1

o Handout problem 2 o Solution problem 1

o Solution problem 2

Do homework problems

o Do example problem in

handout

o Start problem 1 in handout

7

Traffic Systems

Queuing Describe the components of the D/D/1

queuing model.

Relate D/D/1 queuing to observed

arrival and departure patterns.

Collect arrival and departure data to

estimate vehicle delay.

Lab

8

Queuing theory and traffic flow

analysis (M/D/1,

M/M/1 and M/M/N queuing)

Apply the M/D/1 model to determine system performance.

Apply the M/M/1 model to determine system performance.

Apply the M/M/N model to assess design adequacy

Apply the M/M/N model to determine system performance.

pages 160 to 169

Homework problems o 5.22,

o 5.23, o 5.32, and

o 5.34

Problem equations and solutions

Mathcad solution to

the M/M/N problem in handout


Transportation planning

Table 11: Transportation Planning

Da

y

Title (hyperlink


Assignments


In-Class Activities


1

Introduction to

travel demand

forecasting and transportation

planning (see

hardcopy files)

Describe role of planning in

transportation civil works

Conceptualize importance of representing traveler decisions

Section 8.1 to

8.3

Homework problems

o Need a case study

for them to interpret

Role playing

project scheduling

for Moscow in 1990, given 2000

forecast map

2

Trip generation Calculate trips generated

Relate socioeconomic effects on trip quantity and type

Apply regression and Poisson

regression models


o 8.1

o 8.2 o 8.3

o 8.5

3

Mode choice and

destination choice

Important variables of destination and mode choice

Anticipate impacts on travel demand

Apply Logit model and interpret

results

Section 8.5 Homework problems o 8.6 (2, mode

ridership)

o 8.7 (1, 2, ridership change)

o 8.8 (1, 2, alternate

dest.) o 8.9 (1, 2, changed

attractiveness)

o 8.11 (2, 3, changed cost)

Large multi-modal in-class example

4

Highway route

choice I Relate to other travel demand

modeling steps

Formally state equilibrium conditions

Solve for user equilibrium in a simple system


o 8.17 (1, 2, 3) o 8.18 (1, 3)

Example with two

modes, several OD pairs

5

Highway route

choice II Implement capacity restrained

equilibrium

Apply the travel demand forecasting process

Section 8.6 Homework problems o 8.22 (1, 2) three

routes

o 8.30 (1, 2) need hint)

In-class example

In-class

interpretation of results

6

Traffic

forecasting in practice and the

traditional four-

step process

Apply the travel demand forecasting

process

Quantify transportation impact of land

development given trips generated

Section 8.7 to

8.9

CONCLUSIONS AND RECOMMENDATIONS

The transportation engineering educator community needs to collaborate to develop more

effective, widely disseminated teaching. This project took four steps to support this endeavor.

First, a cost-effective course management system was found that possesses most of the features


required to support educator activities in their effort to share ideas and materials. All of the

materials necessary to deliver an introductory course in transportation engineering were posted to

the system and are available upon request. Second, a survey was administered to discern current

trends, sentiments, needs, and practice amongst transportation engineering educators. Third,

learning module templates were created to facilitate educators sharing materials created

according to an industry proven curriculum development methodology. Fourth, researchers

developed several learning modules, illustrating application of the templates in an introductory

transportation engineering course.

Further research is needed to determine the areas in which curriculum development and changes

in teaching methods are most necessary. This is true, because recent curriculum development

has been premature, developing curriculum without first establishing the fundamental

misconceptions and associated prevalent instructional shortcomings. Another area of research is

that of encouraging adoption. It is certain that providing the myriad features suggested for a

communication venue would benefit educator communications. However, uncertainty prevails

when determining optimal venue design. Motivating educators to use a venue lies at the heart of

the matter and issues such as ease-of-use, quality control, learning assessment, integrating best

practices, and ownership are likely among the top contenders.

developing and applying collaborative tools for … · developing and applying collaborative tools...

Documents