1. Reducing Freeway Emission via Ramp Metering Control
Melissa Doll, 5th Grade Science, Lakota Endeavor School
Gina Rider, 9th Grade Algebra I, Seton High School

2. Table of Contents Abstract Introduction Project Overview
Congestion Control
Ramp Meter System
Project Overview
Background Literature Review
Goals and Objectives
Research Tasks
Evaluating Output
Project Conclusion
Timeline
References
Challenge Based Learning Units
Acknowledgements

3. Abstract
Evaluating the efficiency of ramp metering with respect to emissions
Study conducted using the following:
Traffic counts
PM 2.5 sensors
GPS data
Criteria developed for future study sites
Speak about the data collected was inconclusive

4. Introduction
More than 50% of congestion is recurring mainly due to heavy volume.
5.5 billion extra hours spent travelling.
2.9 billion extra gallons of fuel used.
Total congestion cost of $121 billion spent.
Stress total congestion counts includes dollars spent on fuel and vehicle operations

5. Congestion Control
Congestion occurs on freeway ramps and mainline because of platoons of vehicles attempting to merge onto the freeway
Ramp meters are traffic signals on freeway entrance ramps
Freeway traffic must slow down to create gaps or ramp traffic will need to either speed up or slow down to merge with traffic.; ramp meters placed on the entrance ramps allow traffic to merge onto the freeway without disrupting the free flow on the mainline

6. Ramp Meter System Fixed-timed systems and sensor monitored systems
Allows cars to join freeway mainline without disrupting traffic flow
Source: RET 2014 presentation slide

7. Project Overview
Ramp meters are an effective tool for mitigating freeway traffic congestion. This study focuses on the use of ramp meters to mitigate vehicle emissions.
Vehicles produce greater emissions when they accelerate. When constant speed is maintained, engines operate more efficiently.
Source:
Source:

8. Literature Review
Madison Beltline study concluded that ramp meters did improve traffic flow; citing a 3% to 18% increase depending on direction and time of day.
Kim, G., Lee, S., and Choi, K. (2004). “Simulation-Based Evaluation for Urban Expressway Ramp Metering: a Madison Beltline Case,” KSCE Journal of Civil Engineering, Springer, Vol. 8, No. 3, pp

9. Literature Review
In a southern California study, freeway emissions (CO2) were reduced by 7% when traffic maintained a steady flow (60 mph).
Barth, M. and Bonboonsomsin, K. (2008). “Real-World Carbon Dioxide Impacts of Traffic Congestion,” Transportation Research Record: Journal of the Transportation Research Board, Vol. 2058, pg. 163.

10. Goals and Objectives
Goal: Evaluating the effectiveness of a ramp meter at reducing freeway emissions
Objectives:
Understanding Traffic Flow, Queueing, Shockwave Theories and Ramp Meter Operations
Collecting GPS and PM 2.5 data
Using MOVES to analyze data and to compile results

11. Research Tasks Research Training in the following areas:
Traffic Flow Theory
Queuing Theory
Shockwave Theory
Ramp Metering Systems

12. Counting Traffic on Martin Luther King
Research Training
PM 2.5 Sensor
Counting Traffic on Martin Luther King
I-74 Study Site

13. Research At Study Site
Melissa: counted cars and trucks on freeway mainline
Sri: counted cars and trucks on entrance ramp
Gina: drove freeway loop to collect GPS data
Dr. Corey: charted and organized data

14. Evaluating Output
Blue lines represents cars, red line is number of trucks, lack of congestion, vehicles per hour per lane = max volume, our volume was 886 vehicles per hour per lane

15. Evaluating Output Sensor Data for Sensor #1
Horizontal Axis is measuring time in seconds
Vertical Axis is measuring voltage spike
Sensor was taking a voltage reading every second.

16. Evaluating Output Sensor Data for Sensor #2
Horizontal Axis is measuring time in seconds
Vertical Axis is measuring voltage spikes
Sensor was taking a reading every second.

17. Project Conclusion
MOVES was not utilized since there was no evidence of freeway congestion
Criteria generated for future study sites
Access Conditions
Traffic Conditions
Rubric created for evaluating future study sites. Criteria includes ease of study, placement area for sensors, increase quality and number of sensors, evidence of congestion, places that attract heavy traffic,

19. Possible Sites for Future Studies
Colerain Avenue--Eastbound
Mitchell Avenue--Northbound
Montana Avenue--Eastbound

20. Ramp Sites’ Evaluations
Montana and Colerain had the same overall average scores; though Montana was scored the same by both Melissa and Gina

21. Project Timeline Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7
Research Training
Technical
Training
Data Collection
Research Report
EDP training
CBL Unit
Traffic, Shockwave, Queueing Theories
MOVES, GPS Sensors
MLK, I-75,
Dalton Ave,
I-74
Literature Review, Powerpoint, Video
Workshops
Development of individual units and activities

22. References

23. Gina’s Unit Topic 9th Grade Honors Algebra I Wait Time
Big Idea:
Efficient Traffic Flow
Essential Questions:
What is acceptable wait time?
How can we minimize the number of people waiting in a “service” line?
How can intersections be improved to move cars at a more constant rate?
Describe what class I will be using this unit for: 9th grade Honors Algebra I (all girls); efficient traffic flow is how to minimize travel time between two points

24. Lesson 1 Activity 2 Queue Theory
Waiting in line at the gates
of Kings Island

25. Lesson 2 Activity 1 Walking Field Trip
Walking Field trip to Glenway, Warsaw, and Quebec avenues; students will data collect arrival, departure rates, stop times, take pictures of the intersectin

26. Challenge Makeover An Intersection
Students will be creating a graphical model of an “ideal” intersection
Constraints:
Lanes required for all turns
Bus and bicycle lanes required
Pedestrian crosswalks required
Must be aesthetically pleasing

27. Melissa Doll’s Unit 5th Grade Science Force, Motion and Speed
Unit Topic: Force, Motion and Speed
Big Idea: Cars are moved by a force and the amount of force can be calculated (speed).
Essential Question: How can different forces be used to move a car forward?
Standard:5 PS 4 The amount of change in movement of an object is based on the mass of the object and the amount of force related.

28. Lesson 1 Activity 1 Hook- show video of NASCAR crashes
Lesson on forces

29. Lesson 1 Activity 2 Force Lab-
Station one-magnetic marble and magnetic wand
Station two- toy car that operates by pushing down on a spring
Station three- balloon that is blown up
Station four- toy car
Station five- blow drier and ping pong ball
Station six- pinwheel
Station seven- marble track toy
Station eight-cork in a cup of water

30. Lesson 2 Activity 3 Lesson on Speed
Marble ramp lab-students roll 3 different mass ball bearings down a ramp at different inclines to increase speed. Student will change mass first and measure the movement of a block at end of ramp. Then students will change incline, speed and measure movement of a block.

31. Lesson 2 Activity 4 Students will work in groups of three
Task: Create a vehicle that can travel a distance of at least 5m using one of the forces from the unit.
Constraints are as follows:
1. The vehicle cannot be pushed or pulled to begin movement.
2. It must be an original design. No store purchased toys or kits may be used
3. It must travel a distance of at least 5m for three consecutive trials.
4. No vinegar and water, mementos and coke, gas- propane or derby cars.
5. Must use items found in your house.

32. Acknowledgements
The RET Program is funded by the National Science Foundation, Grant ID # EEC
Special thanks to the following, who without their support, this project would not have been possible:
Project Faculty Member, Dr. Jonathan Corey
Graduate Research Assistant, Mr. Sri Harsha Mulpuru
RET Project Director & Private Investigator, Dr. Anant R. Kukreti
RET Resource & Grant Coordinator, Debbie Liberi
RET Resource Teacher, David Macmorine