Module 42 - A315b Part 2 of 2

A315b Part 2 of 2: Understanding Requirements for Actuated Traffic Signal Controllers (ASC) Based on NTCIP 1202 Standard Part 2 of 2

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Welcome - Graphic image of introductory slide. Please see the Extended Text Description below.

(Extended Text Description: Welcome - Graphic image of introductory slide. A large dark blue rectangle with a wide, light grid pattern at the top half and bands of dark and lighter blue bands below. There is a white square ITS logo box with words "Standards ITS Training" in green and blue on the middle left side. The word "Welcome" in white is to the right of the logo. Under the logo box is the logo for the U.S. Department of Transpotation, Office of the Assistant Secretary for Research and Technology.)

 

Slide 2:

Welcome slide with Ken Leonard and screen capture of home webpage. Please see the Extended Text Description below.

(Extended Text Description: This slide, entitled "Welcome" has a photo of Ken Leonard, Director, ITS Joint Program Office, on the left hand side, with his email address, Ken.Leonard@dot.gov. A screen capture snapshot of the home webpage is found on the right hand side - for illustration only - from August 2014. Below this image is a link to the current website: www.pcb.its.dot.gov - this screen capture snapshot shows an example from the Office of the Assistant Secretary for Research and Development - Intelligent Transportation Systems Joint Program Office - ITS Professional Capacity Building Program/Advanced ITS Education. Below the main site banner, it shows the main navigation menu with the following items: About, ITS Training, Knowledge Exchange, Technology Transfer, ITS in Academics, and Media Library. Below the main navigation menu, the page shows various content of the website, including a graphic image of professionals seated in a room during a training program. A text overlay has the text Welcome to ITS Professional Capacity Building. Additional content on the page includes a box entitled What's New and a section labeled Free Training. Again, this image serves for illustration only. The current website link is: http://www.pcb.its.dot.gov.)

 

Slide 3:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

 

Slide 4:

Module A315b Part 2 of 2:

Understanding Requirements for Actuated Traffic Signal Controllers (ASC) Based on NTCIP 1202 Standard

Part 2 of 2

 

Slide 5:

Instructor

Headshot photo of Dave Miller

Dave Miller, Chair: NEMA / AASHTO / ITE

Joint Committee on ATC Chair: 3TS Technical Committee Principal Systems Engineer Siemens Industry, Inc.

RC-US MO MM-ITS R&D

Austin, Texas, USA

 

Slide 6:

Target Audience

 

Slide 7:

Recommended Prerequisite(s)

 

Slide 8:

Recommended Prerequisite(s), continued

 

Slide 9:

Curriculum Path

Curriculum Path: A graphical illustration indicating the sequence of training modules that lead up to this course. Please see the Extended Text Description below.

(Extended Text Description: Curriculum Path: A graphical illustration indicating the sequence of training modules that lead up to this course. Each module is represented by a box with the name of the module in it and an arrow showing the logical flow between the modules. There are 11 boxes total, two rows of 4 boxes and one row of 3. The sequence goes from left to right with the fourth box on the first and second rows having arrows which connect to the first box on the second and third rows respectively. The module titles are as follows:

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Slide 10:

Learning Objectives

Part 1 of 2 covered:

  1. Learn how to develop requirements using the NTCIP 1202 v02 Standard
  2. Achieve interoperability and interchangeability
  3. Understand traceability
  4. Developing the specification

Part 2 of 2 will cover:

  1. Manage special issues specific to ASC
  2. Incorporate requirements not supported by standardized objects

 

Slide 11:

Part 1 Covered: Requirements, Dialogs, and Traceability (RTM for Conformance)

  1. Requirements can be identified from user needs , SEP-based standards , conformance groups and the three (3) perspectives.
  2. Dialogs define rules on how to exchange information while objects define the meaning of the information; both must be defined to achieve interoperability .
  3. Traceability table allows a user to quickly determine why a design feature is included.
  4. An interface specification should reference standards whenever possible rather than copying their content.

 

Slide 12:

Part 1 Provided: Checklist for Interface Specification

See Student Supplement for Part 1*

*Presentation material for Part 1 Module (#32) is available at USDOT PCB website: http://www.pcb.its.dot.gov/stds training.aspx

 

Slide 13:

Part 2 Learning Objectives 6 and 7 Answer Two Questions

Question 1

What are the specific ASC requirements related issues and how to manage them in a project specification?

Question 2

What if certain project requirements are NOT supported by the NTCIP 1202 v02 Standard?

How to properly use Manufacturer-Specific Objects (MSO) and recognize their improper use to avoid conflicts.

 

Slide 14:

Learning Objective #5: Manage Special Issues Specific to ASC

 

Slide 15:

Learning Objective #5

1. Managing Requirements: What Does It Mean?

Authorized, Correctly Stated and Testable to Conformance Groups (CGs)

 

Slide 16:

Learning Objective #5

1. Managing Requirements:

What Does It Mean? (cont.)

Requirements Must be Testable to Conformance Groups

 

Slide 17:

Learning Objective #5

2. ASC Types and Performance Requirements

Legacy: ASC Types in Service for Ten Years

Performance is not specified and No Ethernet IP communications

 

Slide 18:

Learning Objective #5

2. ASC Types and Performance Requirements

Modern: Performance of Most ASCs in Service Today

ATC: Performance of ATC5201 Standard Controllers

 

Slide 19:

Learning Objective #5

How Types Affect Performance Requirements (cont.)

Legacy ASC Requirements Constrained by Network Performance:

Modern ASC Requirements Constrained by Processor Performance:

ATC 5201 Requirements Have the Fewest Constraints:

 

Slide 20:

Learning Objective #5

How Types Affect Performance Requirements (cont.)

Communications Volume Affects Requirements

Requirement to GET status of a ASC continually:

 

Slide 21:

Learning Objective #5

Examples: Large Data Download to ASC

 

Slide 22:

Learning Objective #5

Bandwidth Analysis: Center-to-Field

NTCIP 9001 v04.06 Guide, Annex E

Bandwidth Analysis: Center to Field. Please see the Extended Text Description below.

(Extended Text Description: Bandwidth Analysis: Center to Field: A graphic illustration from standard NTCIP 9001 v04.04 Guide, Annex E illustrating the data elements of a typical message. The black text "Information Content" is represented to the right by two adjacent yellow text boxes, the left box text is "Data Element 1", and the right box text is "Data Element 2". Below the "Information Content" boxes, black text "SNMP Packet" is represented to the right by two adjacent yellow text boxes, the left box text is "SNMP Header", and the right box text is "Information Content". A black line connects the lower left corner of "Data Element 1" box to the upper right corner of "Information Content box". A black line connects the lower right corner of the "Data Element 2" box to the upper right corner of the "Information Content" box. Below the "SNMP Packet" boxes, black text "IP Packet" is represented to the right by two adjacent yellow text boxes, the left box text is "Internet Protocol (TCP / IP)", and the right box text is "SNMP Packet". A black line connects the lower left corner of "SNMP Header" box to the upper right corner of "SNMP Packet" box. A black line connects the lower right corner of the "Information Content" box to the upper right corner of the "SNMP Packet" box.)

SNMP requires more bandwidth, but is identical among manufacturers.

 

Slide 23:

Learning Objective #5

3. Understand Control, Parameter, & Status Objects

 

Slide 24:

Learning Objective #5

4. Understand Database Transaction Sets

Transaction Set Effects and Advantages

 

Slide 25:

Learning Objective #5

4. Understand Database Transaction Sets (cont.)

Example: dbcreate

 

Slide 26:

Learning Objective #5

5. Understand NTCIP Consistency Checks and Rules

 

Slide 27:

Learning Objective #5

5. Understand the NTCIP Consistency Checks and Rules (cont.)

 

Slide 28:

Learning Objective #5

6. Understand the Block Objects

Block Objects are Pre-Defined Sets of Objects

 

Slide 29:

Learning Objective #5

6. Understand the Block Objects (cont.)

 

Slide 30:

Learning Objective #5

6. Understand the Block Objects (cont.)

Example: High Resolution Performance Measures

Requirements: The Central shall:

Realization:

 

Slide 31:

Learning Objective #5

7. Simple Network Management Protocol (SNMP)

SNMP is a Widely Used Communication Protocol Used by Computer Networks

Simple Network Management Protocol (SNMP). Please see the Extended Text Description below.

(Extended Text Description: Simple Network Management Protocol (SNMP): A graphic illustration from standard NTCIP 9001 v04.04 Guide, Annex E illustrating the data elements of a typical message. The black text "Information Content" is represented to the right by two adjacent yellow text boxes, the left box text is "Data Element 1", and the right box text is "Data Element 2". Below the "Information Content" boxes, black text "SNMP Packet" is represented to the right by two adjacent yellow text boxes, the left box text is "SNMP Header", and the right box text is "Information Content". A black line connects the lower left corner of "Data Element 1" box to the upper right corner of "Information Content box". A black line connects the lower right corner of the "Data Element 2" box to the upper right corner of the "Information Content" box. Below the "SNMP Packet" boxes, black text "IP Packet" is represented to the right by two adjacent yellow text boxes, the left box text is "Internet Protocol (TCP / IP)", and the right box text is "SNMP Packet". A black line connects the lower left corner of "SNMP Header" box to the upper right corner of "SNMP Packet" box. A black line connects the lower right corner of the "Information Content" box to the upper right corner of the "SNMP Packet" box.)

SNMP requires more bandwidth, but is identical among manufacturers.

 

Slide 32:

Learning Objective #5

8. Simple Transportation Management Protocol

(STMP)

STMP is an Extension of SNMP Developed Specifically for the Transportation Industry

Simple Transportation Management Protocol (STMP). Please see the Extended Text Description below.

(Extended Text Description: Simple Transportation Management Protocol (STMP): Two adjacent orange text boxes, the left box text is "Header", and the right box text is "Composite Data".)

STMP requires little bandwidth, but varies among manufacturers.

 

Slide 33:

Learning Objective #5

STMP Pros: Reduced Bandwidth

Advantages

 

Slide 34:

Learning Objective #5

STMP Cons: Complexity, Maintenance, Testing

Disadvantages

 

Slide 35:

Learning Objective #5

STMP Related to Requirements

 

Slide 36:

Additional Information Provided in the Student Supplement

Additional Information Provided in the Student Supplement: A graphic of the A315b Student Supplement cover appears on the slide.

 

Slide 37:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

 

Slide 38:

Learning Objective #5

Which of the following is NOT part of managing requirements correctly?

Answer Choices

  1. Associating each requirement to the correct conformance group
  2. Correct implementation of objects within conformance group
  3. Correct dialog to meet requirements
  4. Adding a new requirement received via email

 

Slide 39:

Learning Objective #5

Review of Answers

A small graphical red and yellow X representing incorrect.a) Associating each requirement to the correct conformance group
Incorrect. Each requirement is fulfilled by a conformance group.

A small graphical red and yellow X representing incorrect.b) Correct implementation of objects within conformance group
Incorrect. Content of each object must be correct.

A small graphical red and yellow X representing incorrect.c) Correct dialog to meet requirements
Incorrect. Objects must transact in the correct sequence.

A small graphical green and yellow check mark representing correct.d) Adding a new requirement received via email
Correct! Gatekeeper insures that the requirement came from an authorized source is well-stated and includes an incremental estimate of cost and schedule impact before review and approval by stakeholders.

 

Slide 40:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

 

Slide 41:

Learning Objective #5

How do ASC types affect requirements?

Answer Choices

  1. Different objects and dialogs needed to meet identical requirements
  2. Legacy ASCs require the use of compact, complex objects
  3. ATC 5201 ASCs handle long dialogs of standardized objects
  4. Legacy ASCs are being replaced within existing budgets and have standardized objects
  5. All of the above

 

Slide 42:

Learning Objective #5

Review of Answers

A small graphical green and yellow check mark representing correct.a) Different objects and dialogs needed to meet identical requirements
Correct. Legacy ASCs are constrained to short dialogs.

A small graphical green and yellow check mark representing correct.b) Legacy ASCs require the use of compact, complex objects
Correct. Legacy ASCs are constrained to low speeds.

A small graphical green and yellow check mark representing correct.c) ATC 5201 ASCs handle long dialogs of standardized objects
Correct. Each object can be standardized with ID.

A small graphical green and yellow check mark representing correct.d) Legacy ASCs are being replaced within existing budgets and have standardized objects
Correct. Suppliers build only Modern, ATC 5201, ATC 5202.

A small graphical green and yellow check mark representing correct.e) All of the above
Correct! All of the above are true.

 

Slide 43:

Summary of Learning Objective #5

Manage Requirements Specific to ASC

We discussed each of the following issues:

 

Slide 44:

Learning Objective #6: Incorporate Requirements Not Supported by Standardized Objects

 

Slide 45:

Learning Objective #6

1. Proper use of Manufacturer-Specific Objects

What are MSOs ?

Manufacturer-specific objects(MSO) are:

 

Slide 46:

Learning Objective #6

1. Proper Use of Manufacturer-Specific Objects

MSOs Versus Optional Objects

 

Slide 47:

Learning Objective #6

1. Proper Use of Manufacturer-Specific Objects (cont.)

To Support Advanced Functions Beyond TS-2

 

Slide 48:

Learning Objective #6

2. Improper Use of Manufacturer-Specific Objects

Creates Conflicts with Standards

 

Slide 49:

Learning Objective #6

2. Improper Use of Manufacturer-Specific Objects (cont.)

Examples of Improper Uses

 

Slide 50:

Learning Objective #6

Example of Manufacturer-Specific Objects

For Advanced Function

Proper MSO Use for Adaptive Control:

 

Slide 51:

Learning Objective #6

3. Example of Manufacturer-Specific Objects

Adaptive Control

Proper MSO Use for Adaptive Control (continued):

 

Slide 52:

Learning Objective #6

4. Example of Contract Wording

Learn to Avoid Improper Use of MSOs

 

Slide 53:

Learning Objective #6

5. Exception-Based Reporting

What is Exception Reporting ?

 

Slide 54:

Learning Objective #6

5. Exception-Based Reporting (cont.)

Example

 

Slide 55:

Learning Objective #6

6. Verify NTCIP Conformance

Conformance to Requirements

 

Slide 56:

Learning Objective #6

6. Verify NTCIP Conformance (cont.)

Use of Test Scripts

 

Slide 57:

Learning Objective #6

6. Verify NTCIP Conformance (cont.)

Verify, Not Enforce

Verify NTCIP Conformance (cont.). Please see the Extended Text Description below.

(Extended Text Description: Verify NTCIP Conformance (cont.): Six adjacent green text boxes, the left box contains the white text "RID", the next box to the right contains the white text "Requirement", the next box to the right contains the white text "Dialog (Design), the next box to the right contains the white text "Object ID", the next box to the right contains the white text "Object", the next box to the right contains the white text "Dialog (Test)".)

 

Slide 58:

Additional Information Provided in the Student Supplement

Additional Information Provided in the Student Supplement: A graphic of the A315b Student Supplement cover appears on the slide.

 

Slide 59:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

 

Slide 60:

Learning Objective #6

Why should dialogs be defined in a procurement specification?

Answer Choices

  1. Devices are more likely to conform to the standards
  2. Devices are more likely to interoperate and interchange
  3. Increases the total cost of ownership
  4. Device costs are likely to be less expensive

 

Slide 61:

Learning Objective #6

Review of Answers

 

A small graphical red and yellow X representing incorrect.a) Devices are more likely to conform to the standard
Incorrect. Dialogs are not part of the standards. Dialogs are part of the design used to meet project requirements.

A small graphical green and yellow check mark representing correct.b) Devices are more likely to interoperate and interchange
Correct! Dialogs promote a common expectation on how objects are to be exchanged among devices.

A small graphical red and yellow X representing incorrect.c) Increases the total cost of ownership
Incorrect. Interoperability results in lower integration and testing costs. Interchangeability allows competitive bids of standard equipment throughout the service life of the system.

A small graphical red and yellow X representing incorrect.d) Device costs are likely to be less expensive
Incorrect. Specifying longer dialogs of standardized objects might require upgrading or relocating legacy ASCs.

 

Slide 62:

Summary of Learning Objective #6

Incorporate Requirements Not Supported by Standardized Objects

 

Slide 63:

Summary of Learning Objective #6

Incorporate Requirements Not Supported by Standardized Objects (cont.)

 

Slide 64:

What We Have Learned

  1. The same functionality may lead to different requirements for ASC performance types.
  2. Depending upon requirements, parameter, control and status can be realized as individual objects, block objects, transaction sets.
  3. STNP should be avoided to use standardized objects when communicating on modern networks.
  4. ASC clock coordination is constrained by service power, communications, and coordination type.

 

Slide 65:

What We Have Learned

 

Slide 66:

Resources

 

Slide 67:

Questions? A placeholder graphic image with word Questions? at the top, and an image of a lit light bulb on the lower right side.