Applying Predictive Modeling Towards a Collaborative Practice Model
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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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 2 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 3 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 4 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 5 Introductory Transportation Engineering Course
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).
Developing and Applying Collaborative Tools for Improving “Understanding” in the 6 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 7 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 8 Introductory Transportation Engineering Course
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?
Developing and Applying Collaborative Tools for Improving “Understanding” in the 9 Introductory Transportation Engineering 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?
Developing and Applying Collaborative Tools for Improving “Understanding” in the 10 Introductory Transportation Engineering Course
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)?
Developing and Applying Collaborative Tools for Improving “Understanding” in the 11 Introductory Transportation Engineering Course
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.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 12 Introductory Transportation Engineering Course
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
congestion over time and space
d. validate HCM model for uncongested conditions
EXAM QUESTIONS
Developing and Applying Collaborative Tools for Improving “Understanding” in the 13 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 14 Introductory Transportation Engineering Course
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
Stage 1 - Desired Results
Established Goals (What relevant goals (e.g., content standards, course or program objectives, learning outcomes)
will the design address?)
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 15 Introductory Transportation Engineering Course
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
misunderstandings are predictable?)
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]
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?):
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 16 Introductory Transportation Engineering Course
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
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?):
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)
3. the HCM basic section procedure to estimate the
capacity of a curve (HWK 1)
4. the HCM basic section procedure to estimate the
Other Evidence (through what other evidence, e.g.,
quizzes, tests, academic prompts, observations,
homework, journals, will students demonstrate
achievement of the desired results?):
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)
11. Estimate the shockwave speeds and draw the time
space diagram for the queue given a time series of
15-minute data. (Apply 1)
12. Given a time/space, density plot, determine when
and where traffic breaks down. (Explain 5 Interpret
2)
Developing and Applying Collaborative Tools for Improving “Understanding” in the 17 Introductory Transportation Engineering Course
capacity of a grade (HWK 2)
5. the HCM basic section procedure to estimate the
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
congestion over time and space
c. Future: determine the extent of freeway
congestion over time and space
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 18 Introductory Transportation Engineering Course
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
Stage 3 – Learning Plan
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 19 Introductory Transportation Engineering Course
(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)
Developing and Applying Collaborative Tools for Improving “Understanding” in the 20 Introductory Transportation Engineering Course
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)
4. Estimate the shockwave speeds and draw the time
space diagram for the queue given a time series of
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.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 21 Introductory Transportation Engineering Course
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?
Developing and Applying Collaborative Tools for Improving “Understanding” in the 22 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 23 Introductory Transportation Engineering Course
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
Stage 1 - Desired Results
Established Goals (What relevant goals (e.g., content standards, course or program objectives, learning outcomes)
will the design address?)
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
misunderstandings are predictable?)
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?
Developing and Applying Collaborative Tools for Improving “Understanding” in the 24 Introductory Transportation Engineering Course
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?
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?):
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.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 25 Introductory Transportation Engineering Course
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
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?):
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.
Other Evidence (through what other evidence, e.g.,
quizzes, tests, academic prompts, observations,
homework, journals, will students demonstrate
achievement of the desired results?):
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.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 26 Introductory Transportation Engineering Course
Table 9: Stage 3, Learning Plan for Intersection Operations
Stage 3 – Learning Plan
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.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 27 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 28 Introductory Transportation Engineering Course
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 29 Introductory Transportation Engineering Course
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.
Class 12. Performance.
ICA: Examination testing individual abilities to synthesize methods on intersections.
Class 13. Performance.
ICA: Examination testing group abilities to synthesize methods on intersections with new intersection and
conditions.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 30 Introductory Transportation Engineering Course
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.
Developing and Applying Collaborative Tools for Improving “Understanding” in the 31 Introductory Transportation Engineering Course
Table 10: Stage 3, Learning Plan for Traffic Streams and Queuing Theory
Da
y
Title (hyperlink
to files) Learning Outcomes Reading
Assignments
(hyperlink to files)
In-Class Activities
(hyperlink to files)
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
Section 5.4 Homework problems
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 32 Introductory Transportation Engineering Course
Transportation planning
Table 11: Transportation Planning
Da
y
Title (hyperlink
to files) Learning Outcomes Reading
Assignments
(hyperlink to files)
In-Class Activities
(hyperlink to files)
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
Section 8.4 Homework problems
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
Section 8.6 Homework problems
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
Developing and Applying Collaborative Tools for Improving “Understanding” in the 33 Introductory Transportation Engineering Course
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.