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10th Grade  Project 6 weeks

Polynomial Streetcar Spin

Sarah F
Updated
Using models
Modeling
Explaining models
Understanding models
Analyzing patterns
+ 5 more
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The Challenge

In New Orleans, uneven transit access means where you live can strongly affect your ability to reach work, school, health care, and other essential services, especially when routes must operate within tight budget limits. You face a broader planning challenge seen in many cities: travel patterns, neighborhood density, and cost constraints do not align evenly, making it difficult to design service that is both efficient and equitable.

Challenge Question

How might we use polynomial route models to help New Orleans transit planners and riders identify cost-effective service changes so neighborhoods with limited access can reach more reliable public transportation?

Competencies

  • Mathematical Modeling - Using models (FL.MST.2.d)
  • Mathematical Modeling - Modeling (FL.MST.2.a)
  • Mathematical Modeling - Explaining models (FL.MST.2.c)
  • Mathematical Modeling - Understanding models (FL.MST.2.b)
  • Computational Thinking - Analyzing patterns (FL.MST.1.d)
  • Computational Thinking - Using computational tools (FL.MST.1.b)
  • Computational Thinking - Using algorithms (FL.MST.1.f)
  • Computational Thinking - Checking results (FL.MST.1.e)
  • Problem Solving - Proposing improvements (OT.PS.2.e)
  • Computational Thinking - Stating and restating a problem (FL.MST.1.c)

Learning Partners and Clients

Ride New Orleans can serve as a community learning partner by sharing rider perspectives on transit equity, neighborhood access barriers, and service needs across New Orleans, then giving feedback on how well student polynomial route models reflect real travel experiences. The New Orleans Regional Transit Authority can act as a client by explaining bus and streetcar operations, ridership trends, and budget or route-change constraints, then reviewing student dashboards and recommendations for realism and usefulness. Together, these partners connect students’ work as civil engineers to real transit planning decisions in Louisiana.

Phase Overview

Phase Key Experiences
Discover
I can analyze a New Orleans transit access simulation and neighborhood map to identify where riders are underserved, ask what patterns may be causing those gaps, and frame the civil engineering challenge of choosing useful polynomial route models within a budget.
Examine
I can restate the transit access problem by identifying who is affected, what data is needed, and what constraints matter most for route coverage in New Orleans. I can investigate ridership, neighborhood location, travel distance, and budget data to find patterns that could be represented with polynomial functions. I can use digital mapping and graphing tools to compare how different polynomial models match transit patterns and where they break down. I can explain how model assumptions affect accuracy, usefulness, and fairness across neighborhoods by citing evidence from community and agency sources such as Ride New Orleans and the Regional Transit Authority. I can check my calculations and computational outputs to decide which route patterns deserve further study.
Engineer
I can develop an interactive map or data dashboard that overlays polynomial route curves on New Orleans neighborhoods, highlights coverage gaps, and compares route options so a transit planner can consider practical service adjustments.
Do
I can apply my route model to sample transit scenarios, collect coverage and cost data, test how well it serves different neighborhoods, and use the results to propose improvements to the recommendation.
Share
I can share my interactive map or dashboard with classmates, families, school staff, and community partners such as Ride New Orleans or RTA in a feedback session where I explain my recommendation, reflect on how my thinking changed, and describe what I learned about myself as a problem solver and modeler.