CEE372: Demand-Supply Interaction and Transportation Network - Transportation Origin Destination Mode (TODM) - Engineering Assignment Help

Assignment Task:

The objective of this individual homework assignment is to improve your ability to conduct independent reading and research on important topics highlighted in lecture. 

Problem 1: Break the car/public-transportation vicious circle (10 points)
Please briefly explain how different strategies (e.g. car restraint, bus priority and subsidies) can break the car/public-transportation vicious circle, shown in the following figure. You can use the last 2 slides from the presentation (Lecture 2) or the following figure to discuss your ideas. Please discuss at least 3 strategies
 

Problem 2: 4-step process, OD Demand Table: (10 point)  
Please briefly discuss the major output (namely To,Td, To,d, To,d,m, and To,d,m,r) of each step in the 4-step transportation planning process. Please fill out the following origin-destination table for 4 zones. 
 

Fig. 2. A transportation network with 4 zones

Table 1. Origin-destination demand table 
 

Problem 3: Understand Tempe ASU network using NeXTA: (10 points)  

1. Download zip.file from Learning traffic engineering and analysis

2. Unzip it to a file folder Windows Operating System.
3. Read Lesson 1.Docx file.

4. Open NeXEX.exe to read node.csv file and show Tempe ASU network, and complete 4 problems in Lesson 1.Docx.
 

HOMEWORK FORMATTING REQUIREMENTS

The following format must be used to complete each problem requiring substantial numerical calculations: 

Given 
Required 
Assumptions 
Solution 
Summary of Answers

If a problem or question requires only a text answer, use the following three sections: 
Given 
Required 
Answer

More information is given below regarding each section. An example showing a solved problem using this format is given on pp. 5-6. (Note: The problem statement is shown in the example on pp. 5-6 only to illustrate how to obtain the given and required information from the problem statement. The problem statement should not be included in actual solutions.)

Given. Concisely list the important information given in the problem. Use appropriate symbols whenever possible. 

Required. Concisely summarize the task(s) required to solve the problem. If there is more than one task, designate the tasks using a numerical or alphabetical character as appropriate. 
For example, if the problem number is numerical (1, 2, 3, etc.) designate the tasks using an alphabetical character (a, b, c, etc.). 

Assumptions. List all assumptions needed to solve the problem. If other assumptions could be made in place of any assumption you have make, discuss the logic used to select your assumption rather than the alternative assumptions. If no assumptions are needed, write “None” after the heading. 

Solution. Show the solution to the problem in a logical, well-organized, and neat manner. 
For handwritten solutions, it is highly recommended that you solve the problems first on scratch paper and then transfer the solutions neatly to engineering paper. Do not turn in the scratch paper. 
Summary of Answers. At the end of each problem, provide a summary of answers for all tasks requiring numerical answers and tasks requiring text answers that can be summarized in three sentences or less. If a task requires a text answer of more than three sentences, a figure or a large table, refer in the summary to the location of the answer by page number and figure or table number. Provide numerical answers with the appropriate number of significant figures. 

Detailed requirements: 
1. Use engineering paper and pencil for every problem in which the solution is handwritten. If the solution (or part of a solution) is done using a computer program, print out the solution (or the part of a solution done using the computer program) on whitepaper. In all other aspects, computer-printed solutions must strictly adhere to the same formatting standards as handwritten solutions.

2. Number, title, and label each figure or table produced for the assignment (for example, Figure 1, Table 3, etc.) Labels for figures go below the figure, while labels for Tables go above the table. Continue with one numbering sequence for each assignment. For example, if there are two figures in Problem 1 and one figure in Problem 2, number the figures 1, 2, and 3. In a derivation where you need to refer to a previous equation, number the equations and refer to them by number.

3. Both axes of a graph should be labeled, including  units.

4. If you use a spreadsheet program to do a problem, which may be encouraged or required in some cases, you must provide sample calculations for each type of calculation. These sample calculations can be provided within the spreadsheet itself (but must be within the section that will be printed and turned in) or on a separate page or pages.

5. Put your name, course number, assignment number, and problem number on each sheet of the assignment. Number the pages for each problem.

Term  Abbreviation 
Page p.
Pages pp.
Figure    Fig.
Figures  Figs.
Equation Eq.
Equations  Eqs

Sample Solution for Problem 1:

Given: The interaction between cars and public transportation creates a vicious cycle. 
Required: Find 3 strategies that can break the vicious cycle.  
Answer: Three strategies to break this cycle involve employing a bus rapid transit system (BRT), road pricing strategies, and transportation systems management & operations (TSMO).  
The BRT is a bus system that has characteristics similar to a light rail system. BRT has dedicated bus-only lanes that allow for faster bus travel. Fare is collected at the station to eliminate delays caused by passengers paying on board. Riders board on platforms level with the buses (fig 3), which makes BRT accessible by wheel chair users with minimal delays. The BRT system is able to carry a large capacity of riders with a short headway time. This system makes public transit (PT) attractive to many riders and may persuade people to use it as an alternative to their cars. This means there will be fewer cars on the road and therefore less congestion.
 

Figure 3: BRT platform serviced by buses in a segregated right of way (ROW).

Pricing strategies will help to reduce car usage and increase PT usage. One such strategy is a congestion charge. In London for instance, drivers are charged a fee if they drive within the charging zone between 07:00 and 18:00, Monday to Friday (fig. 4).
 

This charge makes people pay for the externalities associated with the congestion they caused. Because of this, automobile use will decrease during the charging period and transit use will increase. PT use is important because a bus full of people has a dense ridership. This means more people are transported at once and less space is taken up by them had they driven automobiles.

A graphic example (fig 5) illustrates how traffic charges break the vicious circle.
 

Transportation systems and management operations (TSMO) are supposed to increase traffic efficiency through transportation control measures. One such measure is traffic timing coordination. This gives drivers successive green lights (green waves) if they drive the speed limit. Another example is the use of intelligent transportation systems (ITS) to determine the location and speed of vehicles. Traffic flow can be determined by analyzing cell phone signals from each car. Additionally, traffic sensors implanted in the road can determine when cars are passing over. This data may be used to alert drivers of 

collisions ahead and to determine a variable speed limit dependent on traffic conditions (fig 6). 

Figure 6: An example of communication between ITS 

It is important to note that the BRT system and pricing strategies encourage drivers to switch to transit while TSMO encourages automobile use through efficiency improvements designed to alleviate congestion.  
Summary: Three strategies to break this cycle involve employing a bus rapid transit system (BRT), pricing strategies, and transportation systems management & operations (TSMO). The BRT and pricing strategies will encourage PT use while TSMO will facilitate traffic flow and improve safety. 
 
Sample Solution to Problem 2:
 

Required: A.) Discuss the major output of each step in the 4-step transportation planning process.

B.)Fill out an origin destination table for the 4 zones in fig. 7. 
Solution: The 4 steps are trip generation, trip distribution, mode choice, and assignment. 
Trip generation employs demographic data to determine the number of trips that begin or end in a certain area. These are known as trip productions from zone o (TO) and trip attractions to zone d (TD). Data used to make these determinations include population, auto ownership, and employment information. 
Trip distribution determines where the trips will go or the trip from origin to trip destination (TOD). Factors that impact this include the number of trip productions, the number of trip attractors, and distance. 
Todm: # of trips from zone o, to zone d, using transportation mode m
Todmr: # of trips from zone o, to zone d, using transportation mode m, using route r 
Mode choice determines what mode of transportation will be used. These include autos, bus transit, subway transit, etc. The output of this step is known as the Transportation Origin Destination Mode (TODM).  
The last step is trip assignment. Because the mode for each trip is now known, a route is assigned to the trip. This output is known as Transportation Origin Destination Mode Route (TODMR). 

Table 5: Origin-destination demand table. 
 

Summary: Refer to the text body on p. 3 and table 5 which is on p. 4.

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