Improved Driver Education
Improved Driver Education
Design Report
May05-05
Client: Iowa Department of Transportation
Michael Cua, EE
Muhamad Juhari, EE
Quang Nguyen, CprE
Dustin Westphal, EE/CprE
Advisors:
John Lamont
Ralph Patterson III
Max Porter
Duane Smith
DISCLAIMER: This document was developed as a part of the requirements of an electrical and computer engineering course at Iowa State University, Ames, Iowa. This document does not constitute a professional engineering design or a professional land surveying document. Although the information is intended to be accurate, the associated students, faculty, and Iowa State University make no claims, promises, or guarantees about the accuracy, completeness, quality, or adequacy of the information. The user of this document shall ensure that any such use does not violate any laws with regard to professional licensing and certification requirements. This use includes any work resulting from this student-prepared document that is required to be under the responsible charge of a licensed engineer or surveyor. This document is copyrighted by the students who produced this document and the associated faculty advisors. No part may be reproduced without the written permission of the senior design course coordinator.
November 12, 2004
Iowa State University
Ames, IA
Table of Contents
Table of Contents i
List of Figures ii
List of Tables iv
List of Symbols v
List of Definitions vi
Executive Summary 1
General Problem Statement 1
General Solution Approach 2
Expected End Product 2
Acknowledgements 3
Problem Statement 4
General Problem Statement 4
General Solution Approach 4
Operating Environment 5
Intended Users and Uses 6
Intended Users 6
Intended Uses 7
Assumptions and Limitations 10
Updated Assumption List 10
Updated Limitations List 11
Expected End Product 12
Approach and Expected Design Results 13
Approach Used 13
Items Currently Completed 13
Items Still Needed to be Completed 14
Research Template 15
Proposal Template 17
Problem & Solution Matrix 20
Detailed Design 27
Tasks Associated to the Project Plan 27
List of Problems 29
List of Solutions 59
Final Report Outline 74
Resources and Schedules 78
Resource Requirements 78
Schedules 81
Project Team Information 84
Client Information 84
Faculty Advisor Information 84
Student Team Information 85
Closing Summary 87
References 88
List of Figures
Figure I: Map of Iowa 5
Figure II: Iowa Department of Transportation Logo 6
Figure III: Patrol Car 7
Figure IV: Driving Simulator 8
Figure V: Early Childhood Education 8
Figure VI: Foreign Driving System 9
Figure VII: Dirt Road 9
Figure VIII: Research Template 16
Figure IX: Proposal Template 18
Figure X: Fast Food 30
Figure XI: Dog in Truck 31
Figure XII: Cellular Phone 32
Figure XIII: Bad Weather Conditions 33
Figure XIV: Water Hazard 33
Figure XV: Snow Covered Road 35
Figure XVI: Sun Rise 35
Figure XVII: Alcohol 36
Figure XVIII: Road Rage 38
Figure XIX: In the Tree 38
Figure XX: Cows on Road 39
Figure XXI: 30 Lane Intersection 40
Figure XXII: Bike Lanes 40
Figure XXIII: Dirt Road 41
Figure XXIV: Deer in Road 42
Figure XXV: Desert 42
Figure XXVI: Interstate 43
Figure XXVII: Narrow Bridge 44
Figure XXVIII: Cross Walk 45
Figure XXIX: Railroad Crossing 46
Figure XXX: School Bus 47
Figure XXXI: Toll Booth 47
Figure XXXII: One Horse Powered Car 48
Figure XXXIII: Bicycle 49
Figure XXXIV: One Horse Powered Car 49
Figure XXXV: Tractor 50
Figure XXXVI: Road Grader 51
Figure XXXVII: SUV 52
Figure XXXVIII: Blind Spot 52
Figure XXXIX: Car Maintenance 53
Figure XL: Child Seat 53
Figure XLI: Excessive Weight 54
Figure XLII: At the Pump 54
Figure XLIII: George's Muffler 55
Figure XLIV: Cracked Windshield 56
Figure XLV: Children Playing 57
Figure XLVI: Watching TV 59
Figure XLVII: Poster 60
Figure XLVIII: Internet Explorer 61
Figure XLIX: Pee Wee 62
Figure L: Drake Mallard 63
Figure LI: Music 64
Figure LII: I Feel Pretty 66
Figure LIII: No Helmet 67
Figure LIV: Learn From a Dummy 68
Figure LV: Epcot 70
Figure LVI: Peer to Peer 71
Figure LVII: MADD 72
Figure LVIII: Outline of Final Report 77
Figure LIX: Original Gantt Chart Schedule 81
Figure LX: Revised Gantt Chart Schedule 82
Figure LXI: Original Deliverable Schedule 82
Figure LXII: Revised Deliverable Schedule 83
List of Tables
Table 1: Matrix of Problems & Solutions – Serious Distractions 20
Table 2: Matrix of Problems & Solutions - Medium Distractions 20
Table 3: Matrix of Problems & Solutions - Humorous Distractions 21
Table 4: Matrix of Problems & Solutions - Weather Conditions 21
Table 5: Matrix of Problems & Solutions - Personal 22
Table 6: Matrix of Problems & Solutions - Hazardous Driving Areas 23
Table 7: Matrix of Problems & Solutions - Hazardous Road Vehicles 24
Table 8: Matrix of Problems & Solutions - Vehicle Hazards 25
Table 9: Matrix of Problems & Solutions - Non Driving 26
Table 10: Original Personal Effort Requirement (in hours) 78
Table 11: Revised Personal Effort Requirement (in hours) 78
Table 12: Original Estimated Project Costs 79
Table 13: Revised Estimated Project Costs 79
Table 14: Original Other Resources Required 80
Table 15: Revised Other Resource Required 80
List of Symbols
AASHTO American Association of State Highway and Transportation Officials
CDL Commercial driver’s license
FHWA Federal Highway Administration
IDE Improved driver’s education
IDOT Iowa Department of Transportation
PDA Personal digital assistant
ODAPC Office of Drug & Alcohol Policy & Compliance
List of Definitions
2-Lane Highway: A highway road which has two lanes of traffic total, each traveling in the opposite direction.
Annual average daily traffic (AADT): The estimate of typical daily traffic on a road segment for all days of the week over the period of one year. It provides a quick indication of the average usage of a road.
Alternatives grid: A grid which outlines the various alternatives and technologies and their applications and ranks them on various criteria to arrive at a final decision.
CTRE: Center for Transportation Research and Education at Iowa State University
Gantt chart: A workload distribution graph based on projected time versus tasks.
IDOT: Iowa Department of Transportation – The client for the improved driver education project.
Problem and solution matrix: The matrix that the team devised to organize their problem and solution lists.
Public service announcement (PSA): An announcement on television or radio serving the public interest (or a non-profit cause) and run by the media at no charge.
Queue length: The distance between the stopping point before entering the controlled area and the last stationary car in the queue.
IDE: Improved driver’s education. This is the project main subject and objectives.
PDA: Personal digital assistant. This is an electronic device that functions as a handheld computer.
Executive Summary
This document contains design information regarding the improved driver education project that is to be completed by April of 2005 by the May05-05 senior design team.
General Problem Statement
Every year, more than 11 million crashes take place on U.S. roads, resulting in more than 5 million injuries and 40,000 deaths. Unfortunately, the most serious crashes are not always accidents. They are often the direct result of dangerous driving or mechanical failure. The current driver education tends to be too general and has many limitations; some important driving techniques and requirements are often neglected and not observed. Some of the obvious important factors needed to be included with driver education are weather related driving, different road condition driving techniques, construction zone driving rules, and night driving. Besides learning how to drive, the driving education system should also prepare drivers to eliminate bad driving habits and human error such as talking on cellular phones, reading, turning to talk to passengers, eating, listening to loud music, changing CDs, watching TV or DVDs, drunk driving, speeding, lacking of attention, road rage, sleeping, and other distractions while driving. Mechanical failure is also a big factor that causes accidents. Even if the drivers are well prepared for the driving obstacles mentioned above, as time goes by, people tend to forget proper driving guidelines and driving behaviors learned during the driver education period.
The purpose of this project is to improve the driver education in general by emphasizing neglected/ignored information. The team will also complete research on the current driver education system, driving behavior statistics, driving accident statistics, driving legislation, recommendations from the vehicle manufacturers, add-on solutions provided by public organization, and people in the communities through their driving experience. The team will compose this information together to get a good understanding on the current problem and how to improve it. The team will focus the study and introduce solutions for difference age groups. These age groups will include 5 year olds to the age when the driver is no longer able to drive. These age groups are as follows: 5 to 14 year olds, 15 to 21 year olds, 22 to 55 year olds, 55 to 70 year olds or those that are no longer driving.
General Solution Approach
The team has the advantage of having two team members who come from other countries and have fresh knowledge on the United State’s driver’s education system. This will bring an outside perspective on how to improve the driver education system.
The team has composed a problem and solution matrix in which will be used to correlate different problems to their solutions in an organized manner. The team has also composed lists of problems and solutions that will help to organize thoughts and help to extrapolate research documents. Research and proposal templates have also be created to organize the research process. Also, an outline has been composed for the final document that is to be delivered to the IDOT.
The problem list will be composed of approximately two hundred different problems associated with today’s driving. They include a range of problems from talking on cellular phones while driving to driving in a snow storm. Each problem requires a unique solution. And some problems may be divided into smaller problems, whereas others may be too broad for the team to handle. A filtering process will occur in the future of the project to narrow the overall scope.
Expected End Product
The final document will mainly be composed of different solution methods to the defined problems. Certain problems may have more than one solution. These solutions may range from displaying billboards to planning awareness events. Each solution will be defined and evaluated by cost and risk. The final document will also include solutions that the team decided would not be effective at that time.
The final document will be reviewed by the client, project advisors, and people from different fields to check for the effectiveness and practical use of the solution. The team will also make recommendations to improve public knowledge of driving related information such as obtaining driver licenses (i.e. new licenses, renewing licenses, and obtaining licenses for people from other states/countries), vehicle registrations, transferring vehicle ownership, car insurance, driving laws and regulations, driving manuals, and contact information.
This design report will explain the project progress as of November 12th, and outline the plan and strategies the team will approach. The expectations of the end product will be sent to the faculty advisors and Iowa Department of Transportation for review.
Acknowledgements
The improved driver education project team would like to recognize the following people for their contribution of time and resources:
Mark Bortle, and the Iowa Department of Transportation
John Lamont, Ralph Patterson III, and the Iowa State University Department of Electrical and Computer Engineering
Veronica J. Dark and the Iowa State University Department of Psychology
Duane Smith, Max Porter and the Iowa State University Department of Civil, Construction, and Environmental Engineering
These resources are the key factor that drive and guide the team in the completion of the project end product. All of the knowledge and information that are given to the team from these resources are used in every part of this design report.
Problem Statement
The current driver education system does not effectively prepare drivers for driving under poor or distracting conditions. Education needs to be improved to prevent future car related accidents.
General Problem Statement
According to the U.S. Department of Transportation, there are about 3 million car related injuries a year, 2 million permanent injuries and 40,000 deaths in the U.S. The current driver education is not effectively training today’s drivers. Many drivers are not prepared for, nor have sufficient driving experience under adverse driving conditions, such as weather-related conditions and road construction zones. They may also be unaware of other dangerous habits while driving, i.e. talking on cellular phones, eating while driving, or turning to talk with passengers. The main goal of this project is to determine the current driving problems and to develop a set of materials to significantly reduce these problems.
General Solution Approach
The approach the team will use to achieve this goal is to research car accidents and fatalities to determine how better education and possible technology improvements can prevent these situations. The team will also identify the parties affected by these situations and the best method of education. The team will produce a comprehensive list of materials to better educate drivers, and identify the technology to be used most effectively with the training materials. The research and materials produced, will not be limited to drivers only, but to everyone who is affected, this includes passengers and pedestrians of all ages. The team will also seek out professional help from experienced members of the psychology, education, and driving communities.
Operating Environment
The final product of this project will be a detailed report covering possible driving hazards among different age groups along with possible solutions to the problems. This report will also show how accident rates relate to certain driving conditions, i.e. weather conditions, road construction and improper driver behaviors.
[pic]
Figure I: Map of Iowa
The end report will present recommendations on how to improve driving situations, educate people on safe driving techniques, and propose solutions to fix problems that contribute to driving accidents. The report will be presented to the Iowa Department of Transportations for implementation. This report will be used by the public education program from grades K-12, driver education and the use of public display signs, tests, and procedures, educated documentation, media and tools that will help to improve the general knowledge of safe driving.
Intended Users and Uses
The improved driver education project is intended for the IDOT, but ultimately drivers and the general public are the real benefactors. By researching the defined driving related problems and solutions matrix, the team will be able to suggest necessary improvements and new ideas to improve driver education and the general public awareness of driving related problems to reduce future driving related accidents and promote safety. The uses of the end product are defined as the IDOT driving education improvement proposal, early childhood education, facility utilization, international/foreign driver information, driving informational reminders and updates, and elder driver performance evaluation.
Intended Users
The intended users of the improved driver education end project completion report are broadly stated as IDOT, driving instructors, and public safety offices and anyone indirectly related to driver’s education. Users are referred to driver education section of IDOT throughout the majority of the design project.
DOT - Primarily these designs will be developed for the driver education section of IDOT. If the end project is found to be successful, users may include other states, their contractors, and agencies which have a similar problem. Some of the proposed end products may be used by construction personnel, IDOT personnel, vehicle driver, and/or become a part of an external database. The ones who educate these people will also utilize the educational components created. Depending on the degree of system integration, the system may be incorporated into other systems currently used by the IDOT.
[pic]
Figure II: Iowa Department of Transportation Logo
Driving groups will be divided into two subgroups. One will be the drivers that are specifically involved in driving the vehicle. The second is the passengers and other people associated with the vehicle but not directly involved in the driving process.
Drivers - Along with the primary users of the end product, some related group of people will have a differentiated impact from the end product. All of the consumers of the driving legislation will be using the end product in some points of their driving life.
General Non-driving Public - The end product will also be used by non-drivers, such as construction workers and people working or living in road construction areas. These people interact with extreme driving potential hazards everyday and should be aware of their environment. Other people affected are joggers, roller-bladers, pedestrians, and passengers etc
Intended Uses
The primary use of the research is to prevent future driving related accidents. The idea driving this project is the use of fresh minds to think of new ways to improve safety. The research performed in this project will also be used in the future for follow up as technology improves and other possibilities present themselves. Additionally, the findings may be used to educate drivers (in driver training, in license renewal, in brochures, public service announcements, etc.) of warnings and dangers associated with construction zones as well as general driving including bad weather. The system may be used both locally in the IDOT Driver Education systems and as a precautionary measure before licensing a future driver.
[pic]
Figure III: Patrol Car
The intended uses will vary depending on the user. However, there are some similar uses for different kinds of users.
IDOT Driving Education Improvement Proposal - The relay point for any new or prospective driver is the IDOT. Here the IDOT is situated so that a driver may receive a driver’s license. The prospective driver, regardless of background and previous experience, can explore information regarding the process and requirements of receiving a driving license. The IDOT also provides an information packet for the prospective driver. Relevant to this, the basic driving requirements (i.e. what to prepare before driving, what part of the car to be inspected before driving, what time is the best driving time, what to avoid while driving, etc.) are important to know for new and old drivers alike.
[pic]
Figure IV: Driving Simulator
Early Childhood Education - Another interesting use shall be early childhood education. The improved driver education project shall provide basic driving and safety information that can be transferred into an easy, informative fun approach. The information transferred to the children can be forwarded to their parents, through reminders.
[pic]
Figure V: Early Childhood Education
Public Driving Facilities - Twenty-four hour auto service stations, auto safety condition inspection facilities, city road and highway patrol offices, and rest areas are of typical need of anyone driving. These facilities can support the improved driving education project and help to distribute information and hopefully minimize accidents.
International/foreign driver information method - If the user is an international/foreign driver who uses a different driving system than the one applied in Iowa, they can find information about many of the pitfalls of American driving at the IDOT, as well as where to go for more driving practice, what is the required paper work, and to whom to talk.
[pic]
Figure VI: Foreign Driving System
Driving Informational Reminders and Updates - The other use of the end product is to constantly remind the driver about good driving techniques and habits. The end product also intends to update the drivers of any changes in the driving related legislation.
Elder Driver Performance Evaluation - The end product will also consider elder drivers whose skills are decreasing. These drivers may not be aware of their diminishing skills and therefore will need to be revaluated. New testing procedures may also need to be implemented.
[pic]
Figure VII: Dirt Road
The overall performance of the improved driver education should not be tedious, fixed, or easy to forget. It should be flexible, not require too much of user time, easy to adapt, easy to update, easy to implement, and incorporates with the busy schedule of the driver.
Assumptions and Limitations
These two separate lists, one for the updated assumptions and the other for the updated limitations, recognize any decisions and define constraints of this project. These are the updated lists which were developed during the project design. The team shall make additions to one or both lists when a decision is made that affects the design or implementation during the course of this project.
Updated Assumption List
Assumptions made during the implementation of the improved driver education project are listed below:
• The proposed solutions will actually benefit the people that they are directed toward
• The proposed solutions will actually reach the public for which they are intended
• The design concepts will be evaluated by the IDOT
• Some required information that has sensitive and restricted characteristics are not likely able to be accessed by the team (i.e. new technology development by car manufacturers)
• The effectiveness of the solution/product will be measurable (to some extent) in some definitive manner
• The problems and solutions defined in the problems/solutions matrix are complete and goes through every detail related to the project
• The cost of the product and its results are not necessarily correlated
• Improvements on results are possible along with new technologies
• New technology may also add more problems, i.e. cellular phones
• Different types of road construction may require different types of solutions
• The design report is concise and describes the project progress throughout the development and completion of the project
• Comprehensive proposed solutions spans all recognized problems
• Psychologist and all other resources will be available throughout the project development in discussing the end product prototype
• There are three primary groups of involved people: non drivers, potential drivers, and current drivers.
Updated Limitations List
Physical limitations that may come into effect when the team begins to implement the improved driver education project are listed below:
• There may be a limit to how much information can be extrapolated from statistic research
• Any design must meet federal and state guidelines before implementation
• Cost-effectiveness is a significant factor
• The end-product is a set of proposal for the education system and anything related to the issue; the final decision of the implementation are outside the team authority
• The data result of the end product testing will not be instantaneously achieved
• The research of the design is following the defined problems and solutions in the problems and solutions matrix only
• The group meeting schedules with the resources and clients throughout the project design development are not flexible
• The end product can not be tested by the team
Expected End Product
The end results of this design project are to be delivered to the Iowa Department of Transportation by the end of May 2005.
• A comprehensive list of the leading causes of car accidents/fatalities and solutions to better educate the public in order to prevent and/or reduce these situations from happening in the future from the research done and experts’ inputs/guidance through the course of the project.
• Documented reports and data of the project intended to be used by any group that might be using the project materials for their needs in the future. All of the documentation will be made available in the team project website.
• Various materials and suggestions to aid and improve driver education and testing. These materials will include items such as, audio and video samples, additions to driving instruction manuals, proposal of new/update of driving education system, posters, refresher/reminder materials, public service ads, and other visual aids.
• Suggested required enhancements on all future, new vehicle. The enhancements will modify the current design to improve safety. E.g. Split-views for side rear-view mirrors, turning signals on the side rear-view mirrors, driving position recognition, etc.
Approach and Expected Design Results
The team has put in a lot of effort into preparing for the end project report completion. This time has been well spent on designing templates, lists of definitions outlines, etc. By spending extra time in the design phase the team hopes to write a truly comprehensive final report that meets the client’s specifications.
Approach Used
The approach in designing the final project report has been completely thought out by the project team. Extra time has been spent to aid in the writing of the final compilation. The team will make use of design templates, planning matrices, and outlines in order to create a final project report. This approach is planned for the final report.
Items Currently Completed
The team has been hard at work in the initial planning of the report. Here is what the team has currently completed:
1) The team has written a complete project plan that outlines the current project and defines areas of difficulty as well as lays out a detailed schedule that the team plans to follow in order to complete the project on time.
2) The team has made a list of problems that they feel will add sustenance to the final document. This list contains all of the problems so far associated with driving and causing accidents. The team will use this list to organize their thoughts and define a complete report.
3) The team has come up with a list of problem definitions. This list further explains the problems associated with driving and will help to complete the final document.
4) The team has also made a list of solutions of driving problems. This list will add sustenance to the final document. This list contains all of the solutions so far than can limit the amount of driving related accidents. The team will use this list to organize their thoughts and define a complete report.
5) The team has come up with a list of solution definitions. This list further explains the solutions and will help to complete the final document.
6) The team has designed a problem and solution matrix and will use it to keep track of item researched as well as correlate problems and solutions together. This will help to keep the team organized and will save valuable time and effort.
7) The team has designed research templates. These templates will be used to keep the research done organized and effectively complete. Since this is primarily a research document, the more time spent on keeping notes organized and complete, the less time will be need in compiling the final document.
8) The team has designed proposal templates. These templates will be used to keep track of proposed driving solutions. These documents are extremely important because they will make up the bulk of the final report. These documents will relate problems to a list of solutions as well as define how these solutions will be able to be carried out as well as how many resources will be needed to complete the solution.
Items Still Needed to be Completed
After finishing this design document, the team plans to continue work on these following items in order to finish the report:
1) The team will research a list of statistics. This list of information will be used to express the seriousness of each item. Also it will help the team focus their resources and effort on the extreme topics instead of having them waste time on the less extreme topics.
2) The team will do extensive research on the extreme and important topics on the problem list. This research will be needed to add sustenance to the final report.
3) The team will do extensive research on solutions from the solution list. This research will be needed to add sustenance to the final report. It will help the team categorize problems and have them design solutions to the problems.
4) The team will have internal team presentations to keep the team aware of its own progress. This will be important in order to keep the organized and on track. It will also keep the team aware of what each individual team member is currently working.
5) The team will select the final list of problems that the report will finally contain. This will help the team to organize their final completion of the report. So far the improved driver education is an extremely broad subject, and it will have to be limited in order to be finished in the amount of time allotted.
6) The team will complete proposal documents on the list of problems that will be tackled in the final report. These documents will have to be complete and will be evaluated for completeness before the final report will be implemented.
7) The team will write the rough draft of the final report. This document will try to be as complete as possible and will be evaluated by the client before final revision is completed.
8) The team will write the final draft of the final report. This is the final product and will be what will be needed to be handed in to the client.
Research Template
The team will use research templates in while doing their design reports. These templates will keep the team organized and on track. The team will then use these research documents to organize their data according to certain projects, and then be able to write efficient documents.
|May 05-05 |
|Improved Driver Education Research |
| |
|- |
|Name: |
|Source Type: |
|Source Address: |
|Date: December 5, 2004 |
|Subject: |
|Research Background |
|The background of the research will go into this section. |
| |
|Research Content |
|The data of the Research will go into this section. |
| |
|Benefits |
| |
|The benefits of the topic should go here. |
| |
|Disadvantages |
| |
|The disadvantages of the topic should go here. |
| |
|Research Figures and Tables |
|The figures and tables of the Research will go into this section. |
|[pic] |
|Figure I: Traffic Signs |
|The explanation of the figures should go under the figure itself. |
| |
|Personnel Name |
|Task 1 |
|Task 2 |
|Task 3 |
|Task 4 |
|Task 5 |
| |
|Quang Nguyen |
|8 |
|6 |
|5 |
|3 |
|20 |
| |
| Dustin Westphal |
|8 |
|7 |
|6 |
|2 |
|22 |
| |
| Michael Cua |
|8 |
|8 |
|4 |
|5 |
|19 |
| |
| Muhamad Juhari |
|8 |
|5 |
|7 |
|4 |
|21 |
| |
| Totals |
|32 |
|26 |
|22 |
|14 |
|82 |
| |
|Table 1: Personal Efforts |
|The explanation of the tables should go under the tables itself. |
|Possible Use of Data |
|The research data should be used for all of the related subjects and topics/area. This should use a brief paragraph of explanation |
|and bulleted list of use(s). |
|Consider all related use of the data for the project. Think out of the box and consider brainstorming |
|Include some new ideas for the data utilization |
|Summary/Conclusion |
|The research data summary will state the findings and information from the research. |
|Reference |
|The MLA citing system is used. |
Figure VIII: Research Template
This template has a heading that will include information onto which project this template pertains to. It also has an area for the researcher to enter in his name, source data, date completed, and subject researched. Finally there is a field to actually insert data.
Proposal Template
The proposal template will be used to organize data by certain projects. These should help the team by saving them time in writing the final report. They will contain information pertaining to a certain problem, and all of the ideas and solutions associated with this problem.
|May 05-05 |
|Improved Driver Education Proposal |
| |
|# Proposal Title – Project Genre |
|Name: Insert Name |
|Problem Tackled: Falling Asleep While Driving |
|Age Group Effected: All ages |
|Date: December 5, 2004 |
|[pic] |
| |
|Purpose |
|Insert the purpose of this proposal in here. It should be at least a couple of sentences long. |
| |
|Proposed Solution |
|This is where purpose of the project should be placed. This includes most everything about the project and this should be the |
|longest paragraph. Images and graphics would be very helpful here. Make sure to use the caption function in word when including |
|figures and tables. This is important to keep the table of contents consistent. |
| |
|[pic] |
|Figure I: Road Map of Iowa |
|Subheading |
|Break up different sections with subheadings, and Bulleted lists. Make sure to use formal voice when writing these reports. Also |
|try to follow this template as much as possible. It will make the final product go together much easier. Everything should align |
|properly and be justified. |
| |
| |
|Limitations and Costs |
|A paragraph discussing the limitations should be included plus a bulleted list going into detail. |
|This list should list all of the limitations |
|Limitation 2 |
| |
|Another paragraph should present the costs, including time effort and total cost. A table may be included if necessary. |
| |
|Table 1: Work Table for Proposal # |
|Work Hours |
| |
|75hrs |
| |
|Research |
|25hrs |
| |
| |
|Labor |
|50hrs |
| |
| |
|Materials |
| |
|$200 |
| |
|Paper |
|$150 |
| |
| |
|Pencils |
|$50 |
| |
| |
| |
|Risks |
|All of the risks should be displayed here. A bulleted list should be used if there are more than two otherwise leave in paragraph |
|form. |
| |
|Summary |
|This should be a quick two to three sentence summary on how the proposed solution should affect the audience. The writer should |
|describe here how effective it is as well as anything else that relates to this project. |
| |
|Resources: |
|Resources should be bulleted. |
|And they should be in alphabetical order. |
|Resources should be taken from the resource sheets. |
Figure IX: Proposal Template
This template has areas for the researcher to insert the problem title and number as well as the researcher’s name problem tackled, age group affected and date. This way the proposals will be easy to identify and organize. It also has areas for the researcher to enter:
• Purpose – the purpose of the proposal, and a general background on the problem.
• Proposed solution – This area allows the researcher to go into detail defining the solution to the problem. In this area the researcher will list all solutions as well as detailed explanations on how to go around implementations and expected results of the solution.
• Limitations and costs – This are will define all of the limitation that the solution will have as well as have an area to define costs of the proposed solution.
• Risks – This are is where the researcher will list all of the risk associated with the project.
• Summary – This is a summary of the document.
• Resources – This is a list of resources used in researching the solution as well as the research document created by the tam associated with the project.
The other material list in the document is formatting techniques that will be used to keep the documents uniform so that they are easy to compile. This will make the final compilation of the report much easier by having all of the data in one general format.
Problem & Solution Matrix
This Matrix will be used by the team to keep track of what needs to be researched and what has already been researched, as well as what documents are associated with the problem. It will also be used to correlate problems with there proposed solutions. This matrix will be used as an index for the final project report.
This matrix currently has a list of problems. This list may grow as the team continues its research and brainstorms more ideas. The solutions have also been condensed, and may be condensed further to help generalize the proposed solutions for the final project document.
Table 1: Matrix of Problems & Solutions – Serious Distractions
|Problems |Level of Importance |Accident Statistics|Solutions |
| | | |Education |
| | | |Education |
| | | |Education |
| | | |Education |
| | | |Education |
| | | |Education |
| | | |Education |
| | | |Education |
| |
| |
|Frontal Material |
|Title Page |
|Table of Contents |
|List of Tables |
|List of Figures |
|List of Symbols |
|List of Definitions |
|Executive Summary |
|Acknowledgements |
|Problem Statement |
|General Problem Statement |
|General Solution Approach |
|Intended Users and Uses |
|Intended Users |
|IDOT |
|Driver Education Programs |
|Public Safety Offices |
|General Public |
|Intended Uses |
|Prevent Driving Accidents |
|Educate Drivers |
|Revamp Education |
|Add Public Awareness |
|Early Childhood Education |
|Assumptions and Limitations |
|Assumptions |
|Limitations |
|General Plan Definitions |
|List of Problems |
|Distractions |
|General |
|Other Humorous |
|Weather Conditions |
|Personal |
|Handicaps |
|Self Controlled problems |
|Hazardous Driving Areas |
|Hazardous Road Vehicles |
|Vehicle Hazards |
|Non Driving |
|Other |
|List of Solutions |
|Education |
|Young Education |
|Drivers Education |
|Continuing Education |
|Law Enforcement |
|Drivers Qualifications |
|Laws |
|Police Enforcement |
|Lit Revisions |
|Media |
|Television/Radio |
|Literature |
|Other |
|Peer |
|Families |
|Organizations |
|Other |
|Solutions Approached |
|Correlation of Problems and Solutions |
|Proposed Solutions |
|Risks |
|Manageable |
|Unmanageable |
|Constraints and Considerations |
|Security |
|Safety |
|Commercialization |
|Estimated Resources |
|Proposed Human Hours |
|Research |
|Development |
|Proposed Cost |
|Personal Effort |
|Materials |
|Totals |
|F. Considered but Discarded |
|Closing Material |
|Team Information |
|Client |
|Faculty Advisor |
|Student Team Members |
|What Will Be Left For the Future |
|Closing Summary |
|References |
|Appendices |
|Research Documents |
|Proposal Documents |
|Other Documents |
Figure LVIII: Outline of Final Report
As mentioned earlier in this document, the end product of this project is a written report. The actual content is very susceptible to change. It is hard to visualize the actual end document this early in the project, and there will not be a realistic visualization until the team has finished doing their research.
The backbone of the report is complete, and will be followed as much as possible. But is also susceptible to change depending on what the research will discover. The team is spending a lot of their resources on keeping document complete and organized; therefore the final document will be compiled easily and hopefully will satisfy the client’s needs.
Resources and Schedules
This section contains the original personnel effort requirements as well as a combination of the current results and the revised estimations for future tasks. After gaining experience and a better understanding of the team’s working abilities, changes and additions were made to the original estimations regarding personnel effort requirements and required resources. These changes will be explained.
Resource Requirements
Below are several tables that explain where the resources for the project are going to be spent. Table 2 and 3 show both the original estimations and revised estimations for how many hours each students spent or will spend on the specific tasks of the project. Table 4 and 5 show both the original project costs and the revised project costs. Finally table 6 and 7 show the original and revised other resource required. Changes in the revised versions will be explained.
Table 10: Original Personal Effort Requirement (in hours)
|Personnel Name |Task 1 |Task 2 |
|Part and materials | | |
| a. Poster |$55.00 |$55.00 |
| b. Other | $100.00 |$100.00 |
|Labor at $11.00 per hour | | |
|a. Quang Nguyen | |$1,342.00 |
|b. Dustin Westphal | |$1,331.00 |
|c. Michael Cua | |$1,265.00 |
|d. Muhamad Juhari | |$1,254.00 |
|Subtotal | |$5,192.00 |
|Total |$155.00 |$5,347.00 |
Table 13: Revised Estimated Project Costs
|Item |W/O Labor |With Labor |
|Part and materials | | |
| a. Poster |$40.00 |$40.00 |
| b. Board/Glue |$24.51 |$24.51 |
| c. Printing/Binding |$42.00 |$42.00 |
|Labor at $11.00 per hour | | |
|a. Quang Nguyen | |$1,595.00 |
|b. Dustin Westphal | |$1,727.00 |
|c. Michael Cua | |$1,716.00 |
|d. Muhamad Juhari | |$1,749.00 |
|Subtotal | |$6,787.00 |
|Total |$106.51 |$6,893.51 |
Due to the changes in the personnel effort requirement the hours required for the individual team members have increased resulting in higher values for labor project costs. The required resources costs have been reduced. Both these changes have changed the estimated project cost total, which is a higher value than the original.
Table 14: Original Other Resources Required
|Item |Team Hours |Other Hours |Cost |
|Part and materials | | | |
| a. Poster |15 |0 | $55.00 |
| b. Other |20 |0 |$100.00 |
|Totals | | | $155.00 |
Table 15: Revised Other Resource Required
|Item |Team Hours |Other Hours |Cost |
|Part and materials | | | |
| a. Poster |11 |0 |$40.00 |
| b. Board/Glue |0 |0 |$24.51 |
| c. Printing/Binding |0 |0 |$42.00 |
|Totals | | |$106.51 |
Since this project consists mainly of research and creating documents, the cost of resources needed for the project will be relatively low. The team expects most of the resource cost to come from the poster printing, poster materials, and the printing/binding of reports and documents.
Schedules
This section includes the original Gantt chart as well as a revised Gantt chart. The Gantt charts include task 1 though task 8. The revised Gantt chart specifies the actual dates the tasks and sub tasks were worked on and completed as well as adjustments made to the schedule concerning future tasks. The Gantt chart helps the team keep track of goals/milestones and helps the team to stay on schedule.
[pic]
Figure LIX: Original Gantt Chart Schedule
[pic]
Figure LX: Revised Gantt Chart Schedule
Task 2 and task 3 did not take as long as expected, so the team was able to finish these tasks ahead of schedule. This will allow the team to begin task 4 ahead of schedule. A new subtask called “problem & solution research” was added to task 4. Task 5 was increased until the end of March to allow the team to do a second test while working on task 6 (end product documentation). Under task 8 an error was corrected for the “design report” subtask since the report had to be completed by November 12.
The team has also taken into account Thanksgiving, winter, and spring break, and realizes that work on the project may be difficult to accomplish during these dates. The current chart also takes into account the current data and has all of the tasks that have been completed colored in black.
[pic]
Figure LXI: Original Deliverable Schedule
[pic]
Figure LXII: Revised Deliverable Schedule
As of November 12th the tam has accomplished the project plan, project poster and design report. The above Gantt charts reflect this in having these tasks colored in black. The team has also been sending out weekly email reports, by noon on Monday every week. The team still has two more defined deliverables to hand in. These are the final report and project demonstration.
Project Team Information
Here is a list of the entire client’s, team members’, and faculty advisors’ information.
Client Information
The contact for the client (IDOT) of the Road Construction Safety Project is listed in the lines to follow.
Iowa Department of Transportation
Mark Bortle
800 Lincoln Way
Ames, IA 50010
Phone: (515) 239-1587
Fax: (515) 239-1719
mark.bortle@dot.state.ia.us
Faculty Advisor Information
The following faculty members will act as advisors to the project throughout the project development lifespan.
John Lamont
College of Engineering
Iowa State University
324 Town Engineering
Ames, IA 50011
Office Phone: (515) 294-3600
Home Phone: (515) 292-5541
Fax: (515) 294-6760
jwlamont@ee.iastate.edu
Ralph Patterson III
College of Engineering
Iowa State University
326 Town Engineering
Ames, IA 50011
Office Phone: (515) 294-2428
Home Phone: (515) 232-9933
Fax: (515) 294-6760
repiii@iastate.edu
Max Porter
College of Engineering
Iowa State University
416A Town Engineering
Ames, IA 50011
Office Phone: (515) 294-7456
Home Phone: (515) 292-3321
Fax: (515) 294-8216
mporter@iastate.edu
Duane Smith
College of Engineering
Iowa State University
Ste 3100
Ames, IA 50011
Office Phone: (515) 294-8817
Home Phone: (515) 232-3202
Fax: (515) 294-0467
desmith@iastate.edu
Student Team Information
Following people are the senior design team members of the improved driver education project. They are all students from the Department of Electrical and Computer Engineering.
Michael Cua
Information Coordinator
Electrical Engineering
5325 Fredrickson Court
Ames, IA 50011
Phone: (515) 572-7942
mcua@iastate.edu
Muhamad Juhari
Resource Coordinator
Electrical Engineering
208 S Hyland Ave. #8
Ames, IA 50014
Phone: (515)296-1908
mjuhari@iastate.edu
Quang Nguyen
Team Leader
Computer Engineering
4324 Westbrook Dr. #11
Ames, IA 50014
Phone: (563) 505-4293
quangn@iastate.edu
Dustin Westphal
Communications Coordinator
Electrical and Computer Engineering
4611 Mortensen Rd. #308
Ames, IA 50014
Phone: (515) 451-6323
dwestpha@iastate.edu
Closing Summary
For many years accidents related to driving have been a major problem that causes loss of lives and injuries. Some research is crucial in identifying the problems and will help find solutions to better educate people to improve safe driving. Some interesting facts, behaviors or habits that lead to accidents that the team discovered are listed in the Problems and Solutions Matrix (i.e. eating/drinking/talking/reading while driving, unfamiliarity with the driving system, road sign poor visibility, careless driver/pedestrian, decreasing driving skill performance, driving distraction, physical and psychological driver condition, etc). The problems and proposed solutions are recognized, identified and used as the end product completion in the design. The team shall do an in-depth research on the current driving statistics and explore the solutions available, as well as introduce new tools, develop solutions to improve driver education, and hopefully reduce the number of accidents and save lives.
References
Iowa Department of Transportation “Iowa Department of Transportation Homepage.” September 12, 2004. < >
Iowa Department of Transportation, “Office of Construction.” April 1, 2004 .
Lamont, John. “Senior Design Course Notes.” Iowa State University, 2004.
May04-01. “Road Construction Safety Design Report” Iowa State University, 2004.
May05-05. “Improved Driver Education Project Plan” Iowa State University, 2004.
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