School of Engineering and Applied Science Department of Computer Science CSci 1030 -- Technology and Society http://www.seas.gwu.edu/~mfeldman/csci1030/summer13 Prof. Michael B. Feldman, course instructor mfeldman@gwu.edu

CSci 1030 Social Impact Analysis Project -- 32-point grade contribution, due in Stages
Topic: Using Ignition-Interlock Technology to Reduce Intoxicant-Related Highway Deaths

Introduction
CSci 1030 Project
Project Stages
Important Note

Introduction

In each recent year in the US, according to the National Highway Traffic Safety Administration (NHTSA), roughly 33,000 people died in highway crashes. This is more than ten times the roughly 3,000 who died in the 9/11 terrorist attacks -- every year. In over 9000 fatal crashes in 2011 (about 21% of the total), the driver had a Blood Alcohol Content (BAC) value of 0.08 or higher. That is, the driver was legally drunk in a crash in which someone was killed.

One application of technology to reduce the number of impaired-driving crashes is the breathalyzer ignition interlock. A driver breathes into the device, which measures the BAC and allows the vehicle to be started only if the BAC is below a given preset level.

In some states and other countries, those convicted of DUII (Oregon terminology -- driving under the influence of intoxicants) are required to install and use ignition interlocks in their vehicles. In France, all newly-made tour buses have had driver interlocks since 2010, and all tour buses must have them starting in 2015. Also in France, starting in 2013 all drivers must have breathalyzers (not interlocked) with them in their vehicles.

CSci 1030 Project

The project in this course will consider the overall impact on American society of ignition interlocks, including public perception. Your assignment is to (1) research the topic as individuals, (2) discuss it as a class, and (3) design and administer an opinion survey to assess public attitudes about the subject.

I'll assign each student to one of several groups; each group of 3-4 students will develop its own survey, and deploy it on the Google docs website. Each group will collate and analyze its data write a report of its findings. ONE final project paper per group is expected.

Some possible issues to consider:

-- What is the status of DUII conviction-related ignition interlocks in the various American states? What about your home state? What are the pro and con arguments? Will we eventually see interlocks used in every state?

-- What is the status of ignition interlocks elsewhere in the world?

-- Are any states or countries considering a requirement that all new vehicles contain an interlock? This would be analogous to the current seatbelt and airbag requirements, both of which were phased in over many years.

-- If all cars had ignition interlocks, all drivers would have to prove they were sober before they could drive a car. That would be inconvenient and intrusive, especially for drivers who never drink alcohol. Yet one could argue that the inconvenience -- proving you're not a risk to your passengers or other highway users -- is a small price to pay for the increased highway safety. This would be analogous to all travelers proving they're not a risk before they can board a plane. Most travelers accept that inconvenience; many say it gives them "peace of mind" that we're all acting to prevent deaths due to terrorists.

Modern cars contain thousands of dollars' worth of modern technology: satellite radio, Bluetooth, GPS navigation, backup cameras, computerized antilock brakes, multiple airbags. Americans have accepted all this technology, and more to come.

It's estimated that adding a built-in breathalyzer interlock would add perhaps $200. to the cost of a new car. Would Americans accept the additional cost of this technology, and the inconvenience of having to use it before driving, in exchange for the "peace of mind" that we're all acting to prevent thousands of highway deaths each year due to DUII? Think about how your opinion survey might explore this issue with your respondents.

Project Stages

Because of the compressed course schedule, this project must progress at the rate of one stage per week. Sorry about the fast pace, but this is the only way to get it done in 6 weeks overall. NOTE: all deliverables must be submitted via Blackboard by 11:59 PM (EDT) on the due date.

Week 2 -- Research report (8 points, due Sunday, 7/21): Each student will gain some background in the subject and write an individual report (approximately 1000-2000 of your own words) that will summarize what you've learned about the subject. This is the only individual phase of the project -- it's an individual deliverable because I want to ensure that all students learn as much as they can about the subject before jumping into the group work.

The Blackboard Discussions area for this course has a forum you can use to discuss the subject, suggest references, and so on. You're encouraged to use the forum for discussion, but your actual research report must be your own work.

Week 4 -- Survey Instruments due and deployed (due Sunday, 8/4): Each group will deploy its survey on Google docs. Be sure you recruit as many as you can of your own family, friends, etc. to take your survey. The more respondents you have, the more representative your survey is likely to be.

Week 5 -- Preliminary Report on Survey Results (8 points, due Sunday, 8/11): Each group will collate, examine, and analyze its survey data and submit a report providing preliminary results. As in the draft, one member of each group will submit the report via Blackboard; all members of a given group will receive the same score (out of 8 points).

Week 6 -- Final Social Impact Analysis Report (8 points, due SATURDAY, 8/17. NOT Sunday -- Saturday is the last day of class!): Each group will write a report based upon the data that contains an abstract, introduction to the subject, discussion of the research protocol, presentation of the findings, conclusions and bibliography. Once afain, one member in each group will submit the group's report.

IMPORTANT NOTE:

• All assignments for this course must be completed under the George Washington University Code for Academic Integrity. Read the section there on plagiarism.
  
• You may use the Internet as a source of information, but others' work must be acknowledged! A quotation from the Internet is just like a quotation from a book, and be written in quotation marks, with a citation (in-line or footnote) to the URL of the site you used.
  
• If you include material from other sources, including the Internet, in your own work, and fail to cite your sources properly, you are risking an Academic Integrity charge of plagiarism!