DESIGN PROJECT: CAR IDLING
Developed with Namrata C. Dixit, Science Teacher at Candlewood Middle
School
PROBLEM STATEMENT:
Think about the numbers of cars in the world that sit, idling, using gas because of traffic
that is not moving. Millions of gallons of gas are wasted every day because of this.
Major changes to highways and intersections are often not very feasible, however there
are other situations where idling is happening that simple solutions could be exacted
immediately with new designs. For example, parking lots. Hundreds of thousands of
cars idle for millions of hours a day (when you add it all up) just sitting in parking lots
waiting to park.
DESIGN CHALLENGE:
Reduce car idling by improving the current traffic flow in your school parking lot during
the morning rush.
TIME IT TAKES TO IMPLEMENT (CLASS SESSIONS):
Approximately 8-10 sessions
WHAT TO DO: DESIGN CHALLENGE ROADMAP
Introduction
to the
problem
(1 session)
Set the stage so students get invested in the problem and are
personally motivated to solve it Discuss the traffic problems that
exist around the school and some of the constraints there might be
in solving them (e.g., funds available to redesign parking lot, issues
around changing behaviors). Hone in on the area that needs most
attention.
http://nyscidesignlab.wordpress.com/lessons/car-idling-gallery/car-idling-lessonplan/
Brainstorm
Solutions
(1 session)
Have students break into groups of 4 to consider different ideas for
tackling the problem (redesigning the parking lot or redirecting
behaviors to affect traffic). Encourage students to jot down or
sketch ideas of possible solutions (large paper helps!) IDEO tips for
brainstorming rules might be useful (See
http://www.openideo.com/fieldnotes/openideo-team-notes/seventips-on-better-brainstorming)
Do Relevant
Research and
Prototype
(2-5 sessions, or
more but not
necessary)
Using video and surveys as tools, the research and prototyping
period begins! Depending on the part of the problem they decide to
solve, ask students to gather data about traffic flow or current
behaviors contributing to traffic. Based on data gathered, students
create prototypes of design solutions.
Test Designs
(1-2 session)
In groups, have students collect feedback on their designs (including
feedback from local traffic experts or community members).
Regroup as a class to compare findings.
Improve
Designs
(1 session)
Based on the feedback and data from the tests allow students to
improve their designs.
Present
Design Plan
(1 session)
Have each group present their design solutions. Include aspects of
every part of the design process to panel of people from the
community (PTA, Superintendent, etc.)
DESIGN SPECIFICATIONS:
Redesigned Model Parking Lot Criteria

Cost effectiveness

Reduction in time it takes for people to travel from starting point to end point of
new redesigned scaled model

Reasoning for selecting the specific part of the system you are planning to alter.
Policy and Behavioral Change Criteria

Most creative idea for changing parent/student/teacher behaviors or making a
policy change. (Class vote)

People are likely to comply with changes

Changes can be instituted in short amount of time and with little to no cost

Reasoning for selecting the specific behaviors you are planning to alter.
http://nyscidesignlab.wordpress.com/lessons/car-idling-gallery/car-idling-lessonplan/

Reduction in emissions achieved around school?

Reduction in number of cars
TESTS AND DATA COLLECTION:
Select volunteers to collect data before & after school for one week. (No class time)
Three options for the data collection:
a. Aerial video of car flow through lot (mount camera on building overhang)
b. Counting number of cars entering and exiting the circle before & after school
c. Parent survey of current behaviors
How will we test parking lot redesigns?
Option 1
Send in existing parking lot information to the Traffic Flow Analysis and Conceptual
Planning organization to see how students’ redesign plans compare:
http://www.spaldingdedecker.com/sda_expertise/dv%20links/3Traffic%20Flow.pdf
They provide a free traffic flow analysis and conceptual plan for traffic flow
improvements on school sites. You must provide an aerial photograph (often available
online), or old plans in hard copy or electronic format, along with some basic
information on number of students, buses, and/or car traffic on the site.
Option 2
Use traffic flow simulation software to test out designs. Check out this free application:
http://www.traffic-simulation.de/
Option 3
Create scale models of the original parking lot so that students can physically move
through it and time how long it takes for a car to travel around the circle.
MATERIALS:
http://nyscidesignlab.wordpress.com/lessons/car-idling-gallery/car-idling-lessonplan/
Smart phones, video camera, computers with EXCEL to document and graph data
collected.
STEM CONNECTIONS/STANDARDS:
Standard 1 Analysis, Inquiry, & Design
Students will use mathematical analysis, scientific inquiry, &engineering design as
appropriate, to pose questions, & develop solutions
Key Idea 1 Engineering design is an iterative process involving modeling and optimization
finding the best solution within given constraints which is used to develop technological
solutions to problems within given constraints.
Standard 2 Information Systems
Students will access, generate, and transfer information, using appropriate technologies.
Key Idea 1 Information technology is used to retrieve, process, and communicate
information as a tool to enhance learning.
Standard 4 The Living Environment
Key Idea 7 Human decisions and activities have had a profound impact on the physical &
living environment.
Standard 6 Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect
mathematics, science and technology and apply the themes to these and other areas of
learning.
Key Idea 1: Through systems thinking, people can recognize the commonalities that
exist among all systems and how parts of a system interrelate and combine to perform
specific functions.
Key Idea 2: Models are simplified representations of objects, structures, or systems
used in analysis, explanation, interpretations or designs.
Key Idea 6: In order to arrive at the vest solution that meets criteria within constrains,
it is often necessary to make trade-offs.
Standard 7 Interdisciplinary Problem Solving
http://nyscidesignlab.wordpress.com/lessons/car-idling-gallery/car-idling-lessonplan/
Students will apply the knowledge and thinking skills of mathematics, science &
technology to address real-life problems and make informed decisions.
Process Skills
Metric ruler
Use appropriate units for measured or calculated values
Recognize and analyze patterns and trends.
Identifying cause & effect relationships.
WARM-UP/RELATED ACTIVITIES:
To set the stage: Share 3 way Street video and discuss idea of design problem as it
relates to traffic
http://vimeo.com/11126782
http://vimeo.com/24572222
RELEVANT RESEARCH STUDENTS CAN DO:
Have students create a Google survey for parents to complete about commute to and
from school. Analyze and plot out data.
Share research www.cops.usdoj.gov. Traffic Congestion Around Schools by Nancy G. La
Vigne Problem-Oriented Guides for Police Problem-Specific Guides Series No. 50 to help guide
students to narrow down three variables for data collection.
Visit and talk by a Civil engineer to help students understand how and ask questions
about what it takes to design a parking lot.
Students will look at the blueprints of the current parking lot & will speak to the
construction company that remodeled the school to understand how & why they
designed the current parking lot as it is.
http://nyscidesignlab.wordpress.com/lessons/car-idling-gallery/car-idling-lessonplan/
RESOURCES:
http://vimeo.com/11126782
http://vimeo.com/24572222
Osnap (app)
http://itunes.apple.com/us/app/osnap!-ultimate-time-lapse/id457402095?mt=8
Traffic flow experts around schools
http://www.spaldingdedecker.com/sda_expertise/dv%20links/3-Traffic%20Flow.pdf
http://clexchange.org/curriculum/standards/stem.asp
ASSESSMENT:
1. Data analysis – Rubric will be used to rate student analysis of data that was collected.
2. Rubric will rate the reasoning for why the specific changes were made in the
redesigned parking lot models or in behavioral modification projects.
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