document resume ed 045 802 vt 011 396 many facets of driver and traffic safety fundamental driving...

DOCUMENT RESUME

ED 045 802 VT 011 396

TITLEINSTITUTION

SPONS AGENCYNOTE

Multi-Phase Driver Education Teaching Guide.Hurst-Euless-Bedford Independent School District,Hurst, Tex.Cffice of Education (DREW), Washington, E.C.105p.

ERRS PRICE EDRS Price ME-$0.50 MC-$5.35DESCRIPTOES *Driver Education, *Multimedia Instruction,

*Simulation, Simulators, *Teaching Guides, *TrafficSafety

IDENTIFIERS *Elementary Seccndary Education Act Title III, ESEATitle III

ABSTRACTFor use in planning and conducting functional

multi-phase driver educaticn programs, this teacher's guide consistsof four phases of instruction: classroom activities, simulatedapplication, in-car range practice, and in-car public practice.Contents are divided into three instructional sections, with thefirst comhining the classroom activities and simulated applicaticnsphases into cne 11-unit instructional phase covering: (1) orientationand pretesting, (2) driving procedures and skills, (3) laws andregulations, (4) personal factors influencing driving, (5) drivinghazards, (6) defensive and emergency driving procedures, (7) highwayand expressway driving, (8) engineering and ownership, (9) accidents,(10) traffic safety programs, and (11) review, posttesting, advancedskills, and individual practice. Each unit gives purpose,competencies tc he developed, and instructional outline including theday and teaching station, content area and activities, andreferences. The second instructicnal section covers range practicepatterns, prcviding written instructicns and detailed diagrams ofprocedures to be followed in the driving laboratory. The publicpractice phase provides a driving schedule including various trafficenvironments, to he used in conjunction with the other instructicralphases. This guide was developed with funds provided under the TitleIII of the Elementary and Seccndary Education Act. (AW)

CVCCOLC\

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Teawiting iE

HURST-EULESS-BEDFORD INDEPENDENT SCHOOL DISTRICT

tO

Hurst, Texas

OCCU

OOLAJ

Funds Provided by the U. S. Office of EducationUnder Provisions of the Elementary

and Secondary EducationAct of 1965

Public Law 89-10,Title III

MULTI-PHASE DRIVER EDUCATION

TEACHING GUIDE

HURST - EULESS DEDFMD

INDEPENDENT SCHOOL DISTRTCT

U.S. DEPARTMENT OF HEALTH. EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECrS-WILY REPRESENT OFFICIAL OFFICE OF ED !-CATION POSITION OR POLICY.

Superintendent of SchoolsNewell Fi. Odell

FOREWORD

This guide has been developed to assist teachers inconducting a functional multi-phase Driver EducationProgram.

The successful user of the guide will without doubt alterthe instructional format in some instances. Strict com-pliance to the guide is not expected, nor is habitual,extensive diversion.

TABLE OF CONTENTS

SECTION

I. INTRODUCTION

Page

A. Philosophy 1

B. Program Objectives 2

C. Overview of the Total Program 3

1. General InfOrmation 3

2, The Instructor 3

3. The Student 3

4, Instructional Phases 4

5, Evaluation 5

II, INSTRUCTIONAL CONTENT FOR BLENDED PHASES

A. Unit I - Orientation and Pre-testing (6 days)

B. Unit II - Driving Procedures and Skills (12 days)

C. Unit III - Laws and Regulations (9 days)D. Unit IV - Personal Factors Influencing Driving (9 days)

E. Unit V - Hazards to Safe Driving (6 days)F. Unit VI - Defensive and Emergency Driving Procedures

S11141822

(9 days) 25

G. Unit VII.- Driving on Highways and Expressways (9 days) 29

H. UnitNMII - Engineering and Ownership (6 days) 32

I. Unit IX =-Traffic Accidents (6 days) 35

J. Unit X - Traffic Safety Programs (6 days) 38

K. Unit XI - Review, Post-Testing, Advanced Skills,and Individual Practice (6 days) 41

INSTRUCTIONAL CONTENT FOR RANGE PATTERNS 4.2

IV, INSTRUCTIONAL CONTENT FOR.IN-CAR PUBLIC PRACTICE PHASE . 96

SECT/ON I - INTRODUCTION

A. PHILOSOPHY

The Board of Education of the Hurst-Euless-BedfordIndependent School District believes Driver Educationto be within the responsibilities of the local system.In addition, it is felt that instruction can best becarried out primarily within the regular school daysession.

It is further believed that in the teaching of DriverEducation, emphasis should be placed on the develop-ment of desirable behavior patterns, to be executedwhile driving an automobile. Skills required to exe-cute maneuvers are of secondary importance. The mannerand frame of mind with which maneuvers are made reflectsattitude and behaviors.

It is through a blended, multi phase instructionalprogram that desirable behavioral patterns can best bedeveloped. It is toward such an end that our DriverEducation program is designed and conducted.

-1-

B. PROGRAM OBJECTIVES

The objectives of this program are to assist all studentsin tae development of:

desirable and. responsible attitudes andbehavioral patterns which will be exhibitedin the traffic society at all times

knowledge commensurate with the demands ofthe many facets of driver and traffic safety

fundamental driving skills necessary forsafe and successful performance on streets,highways, and expressways

abilities to perceive and make sound judgmentsin normal and emergency traffic situations

as everlasting appreciation and respect forour traffic society, including agencies forthe protection of that society.

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C. OVERVIEW OF THE TOTAL PROGRAM

1. General Information

The standards for Driver and Traffic Safety Educationas set forth by the Texas Education Agency are in noway slighted in this program. Rather, they are alwaysmet and sometimes surpassed. The directions to thedistrict superintendent and the school principal arenot restated here because they are sufficient as theynow stand.

2. The Instructor

The attainment of any educational objective reststo a great extent upon the person or persons chargedwith the responsibility of instruction. This beingthe case, in Driver and Traffic Safety Educationthe instructor must be willing to accept the follow-ing responsibilities:

. Be knowledgable of instructional plansthrough pre-service and in-service preparationand growth

. Be sincere and believe in the merits of astrong instructional program in this area

. Maintain a good personal driving record anddisplay appropriate driving behavior at alltimes

. Cooperate with colleagues, administrators,law enforcement officials, and others inupgrading and maintaining a sound program.This includes involvement in several typesof evaluation.

. Maintain professional standing in local,state, and national organizations connectedwith this field.

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3. The Student

Students must meet certain requirements and acceptcertain responsibilities upon entering the prcgram.The student must:

. Be fifteen years of age or older beforethe first day of instruction. Proof ofthis may be required by the principaland/or the class instructor.

. Secure permission of parent or guardianprior to the first day of instruction ona form supplied by the school

Accept the responsibility of securing abeginner permit before enrolling in thecourse

. Exhibit proper behavior and abide by rulesand regulations established by the school orother recognized agencies

. Accept the idea that the responsibility ofobtaining an operator's license is his/her'sand not the school's

. Realize that other requirements established bylocal school authorities for all curricularareas will apply to Driver and Traffic SafetyEducation

4. Instructional Phases

This is a four phase program consisting of instructionthrough classroom activities, simulated application,in-car range practice, and in-car public practice.Following is a short description of each phase of theprogram:

. Classroom activities -- includes instructioncovering various content areas such as lawsand regulations, characteristics of drivers,engineering and ownership of roadways andautomobiles, psychophysical factors affectingdriving, driving skills, analysis of trafficaccidents, and programs promoting safety.Methods and techniques of instruction may vary,but classroom instruction may dimply be thoughtof as taking place within a classroom.

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Simulated application--is a teaching yeti-ledwhich places the learner in a simulatedenvironment. Through the use of film andelectromechanical devices designed t,represent the driver's compartment o! anautomobile, the student experiences usnytraffic situations, responds to these:situations, and is immediately aware .DEany errors in response.

In -car range practice--is experienced in anoff-street area. Several cars are us4dsimultaneously to provide controlledAlab)ra-tory experience for the students unicrsupervision of a certified instructo. , !the

range consists of adequate space for carrringout various driving maneuvers; one-war, ovo-way, and multi-lane traffic; interseccurves, signals, signs, and lane mark. Ags;and a workable method of communicatiorbetween teacher and students.

In-car public practice - -is conducted oa publicstreets and highways in an automobile equippedwith dual brakes. One student drives wi4:h theteacher in the front seat and usually two orthree other students in the back seat. Thestudents in the back seat are there for observa-tion purposes and should be engaged in acritical, non-verbal analysis of the driver'sactions. This phase of the program is conductedduring out -of- school hours.

5, Evaluation

The degree of success of the program will be ascertain-ed through planned evaluation procedures. The eval-uation process is actually three fold--student eval-uation, organization evaluation, and longitudinalprogram evaluation.

Pupil evaluation - -may be considered as the processfor determining what the student has learned fromthe course, these are immediate outcomes.Evaluation in this realm is directed at:

knowledge of cars, drivers, laws, highways,and desirable driving procedures in varioustraffic situations

-5-

psychophysical functions such as reactiontime, vision tests, perceiving and macingjudgments, and responding to various sit-uations with speed and accuracy

. manipulative skills such as starting,stopping, turning, parking, passing,and backing

attitude alterations in regard to thetraffic society

. Organization evaluation--refers to the evaAuationof'the design and operation of the program inlight of suggested policies and practices.Meeting certain standards does not guaranteesuccess for a program but it does increase the pv6babil

inof success. Evaluation in this realm is directed at:. organiZation of course content intosequential units and experiences

. records - -forms and practices

. time allocation for each unit or topic

facilities -- amount, location, utilization,and maintenance

instructional staff--training and preparation,continued professional growth, maintenance ofprofessional standing in organizationsconcerned with safety

instructional activities and methods areselected because of their contribution tothe betterment of the program.

evaluation procedures and forms are valid,reliable, and feasible.

Longitudinal program evaluation--is necessary inorder to determine the worth or effectiveness ofthe program. This is more long-range in naturethan student or organization evaluation. Evaluationin this realm is directed at:

opinions of teachers, administrators, formerstudents, parents of former students, policeofficials, traffic judges, and others as tothe subjective value of the program.

-6-

. program investigations and subsequentreports of national, state, and localeducational agencies or organizations

4, analysis of former students' drivingrecords in comparison with national andstate figures.

SECTION II - INSTRUCTIONAL CONTENT FOR BLENDED PHASES

II. INSTRUCTIONAL CONTENT

A. UNIT I - ORIENTATION AND PRE-TESTING (6 days)

Purpose

Tl..e purpose of this unit is to orientate the studentsto the total and segmented aspects of the drivereducation program. Pre-testing activities will alsobe conducted during this unit.

Competencies

At the completion of this unit the students shouldhave knowledge of the program in general. Theyshould exhibit a serious attitude toward the program,and should be cognizant of the reasons for thetesting program.

Unit Instructional Outline

1. Orientation Pointsa. overall programb. pupil and teacher responsibilitiesc. four phasesd. testing program

2. Pre-Testinga. Phychological tests

1. attitude2. driving kmmledge

b. Psychophysical tests1, complex reaction2, distance judgment3. visual acuity4, night visionS. field of vision

Day & TeactingStation,

1 -Classroom

Instructional Sequence

Content Areas& Activities

2 -Classroom

Area - Orientation

Activity - Orientation to overallprogram

- Discuss pupil & teacherresponsibilities

- Discuss each of the fourphases of the programwith emphasis on on-street drivials_phase

Area - Orientation

Activity - Specialorientations totesting program. Describeeach test giving methodand purpose for each

....1111111.

Reference

Introductorysection ofthe guide

AmericanAutomobile.AssociationInstructors'Manual for.Driver Tests

3 -Classroom

Area - Psychological Testing

Activity - Administer attitude test

- Administer driving know-ledge test by AmericanAutomobile Association

4 -Classroom

Area - Psychophysical Testing

Activity - Administer complexreaction test

- Administer distancejudgment test

- Administer visualacuity test

- Administer night visiontests

- Administer field ofvision test

AAA Instructor:Manual forDriver Testa_

AAA InstructoxManual forDriver Tests

-9-

law

Day & Teach:ngStation


5 -Classroom



- Administer distancejudgmett test

- Administer visual acuitytest

- Administer night visiontest

- Administer field of .

vision test

Refersnce .10

AAA Instructors'ivamual for'34.iver Tests

6 -Classroom



- Administer distancejudgment test

- Administer visual acuitytest

- Administer night visiontest

- Administer field ofvision test

Note: Three days are set aside forthese five tests. This shouprovide ample time for testinand recording scores for 24students per class. Instruc-tion on method of testingshould be made clear toenhance speed and validityof testing.

.1111101.=1.40

AAA Instructors'Manual forDriver Tests

-10-

B. UIIT I/ - DRIVING PROCEDURES AND SKILLS (12 days)

Purpose,

rl,J purpose of this unit is to acquaint el: studentswith the initial procedures and skills needed toetfectively operate an automobile.

Competencies

1. Knows the name, function, and general location ofall instrument panel switches

2. Routinely and effectively conducts proper compartmentcheck, before starting the engine

3. Follows the correct procedure in starting the engine,selecting the proper gear, releasing the brake, andputting the car in motion

4. Knows correct procedure for executing fundamentaldriving maneuvers and displays a fair degree ofskill in making these maneuvers

5. Displays knowledge, self-control, and control of theautomobile while driving on the range


In order to help the student achieve the competencies_stated above, the teacher should give consideration tothe following points:

1. Preparation for actiona. Compartment checkb. Startingc. Selection of proper geard. Release of brakes

2. Driving maneuvers and skillsa. Acceleration and decelerationb. Steeringc. Signalingd. Turninge. Followingf. Passing

g. Parkingh. Stopping (include stopping distance under

normal conditions)i. Backingj. Turning car around

Driving in the citya. Residential areasb. In trafficc. Cooperation


Day & TeachingStation

7 -Classroom

1.1111

Content Areas& Activities Referenc.2

Area - Preparing for action

Activity 4 Discuss preparation forany undertaking

- Explain flow chart- Have students developflow chart for simple act

- Have student develop flowchart for putting a car inmotion

- Discuss charts and pointout oversights

Driving,Edition,pp. 288-300

SimulatorArea- Orientation to simulator

Activity - Film #1 -"IntroductoryFilm"

AllstateTeachers' Manua

-Range

10 -ClLssroom

Area - Orientation to range- Preparing for action

Activity - Give student range rules- Discuss rules- Give reasons for rules- Range pattern #1

Area - Basic Maneuvers

Range pattenisection ofthisPage 42.

S. D. pp.313-338: 155-4.55

Activity - Discuss acceleration anddeceleration, steering,signaling, and right andleft turns

- Show filmstrip "Left TUrnd Ford -16 minutes

- Show filmstrip "Right

. --12-

section Sev.es

ray & TeachingStation

Content Areas& Activities Reference

11 -Simulator

Area - Preparation and Action

Activity - Film 02 "3tart ofGood Driving"

AllstateTeachers'Manual

Range patternssection ofthis guidePage 46.

12 -Range

Area - Good Starting Procedure

Activity - Range pattern #2

13 -Classroom


Activity - Discuss following, pass-ing, parking, stopping,backing, and turning thecar around

- Make flow chart on drivinaround one city block

- Discuss flow charts, withstudents analyzing them

S.D.,pp.155-16!192-193, 84-85,318, 338,143-146

14 -Simulator


Activit Film 03 "The Good Turn"

Allstate Teach.ers' Manual

15 -.Range

Area - Basic Maneuevers- Beginning Turns

Activity Range Pattern #3

Range Patternssection of thi!guidePage 4R

16 -Classroom

Area - Driving in the city

Activity - Discuss factors ofspeed, pedestrians,bicycles, childrenat play, streetconstruction, schools,churches, recreationareas, traffic flow,and cooperation

S.D., pp.155 -182

17 -Simulator

Area - Driving in the city

Activit - Film ;4 "Cit Drivin-ft

AllstateTeachers' Nam:

18 -Range

Area - Driving in the City

Activity - Range Pattern #4

Range Patternsection of thfuguide. Page

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C. VIIT III - LAWS AND REGULATIONS (9 days)

Purpose

the purpose of this unit is to acquaint the studentsi.ith traffic laws and regulations in Texas. Attainmentof the following competencies should be expected.

Competencies

1. Knows the laws and regulations governing theoperation of motor vehicles on streets, highways,and expressways in the state of Texas

2. Understands, appreciates, and abides by all trafficlaws as set forth by governmental agencies

3. Knows the meaning of traffic signs, signals, andmarkings, and abides by them

4. Knows and understands the responsibility lawin case of accidents

5. Knows laws governing driver's licenses, certificateand titles, registration, and vehicular inspection

6. Understands and appreciates the role of traffic law'enforcement agencies and personnel in our society.


Instruction in this unit should be given according tothe following outline or subject areas if the statedobjectives are to be attained.

1. Need for and enforcement of traffic lawsa. laws made byb. uniform traffic code

2. Laws in the traffic environmenta. right of way lawsb, speed limitsc. emergency stopsd. towing of other vehiclese. school busesf. overtaking and passingg. emergency vehiclesh. drinking while drivingi. signalingj, making turns

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k. turning vehicle around1. traffic signs, signals, and markings

3. Responsibility Lawsa. in case of accidentsb, financial responsibility

4. Ownership and operation lawsa, driver's licensesb, certificate of title.C. registration


Day & Teaching 1 Content AreasStation. & Activities

19 -Classroom

20 -Simulator

Area - Need for and enforcement oftraffic laws

Activity - Discuss the need for lawsin various areas of lifeconcluding with the needfor traffic laws

- Discuss who makes the laws- Present some recommendationson a uniform traffic code anhave student discuss advantages and disadvantages

- Point out the need forenforcement of traffic laws.Build understanding andrespect of law enforcementby taking a positive approac

- Discuss the use of radar tocheck speed of cars

- Have highway patrolmanvisit class and discussresponsibilities of thatorganization, Local policechiefs should also be askedto speak to class.

Area - Laws in the traffic environment- Right of way laws- Speed Limits- Traffic control devices

Activity - Filmstrip, "Right of Way"16 minutes

- Discuss right of way laws.

-15-

eference

105-107

S.D. pp.108-112Texas DriveHandbook,pp.40 -45,33,29,66,3619-27,77,3779-80,9,16-18

21 -Range

Present situations andhave pupils decide whohad right-of-way

- Discuss reasons for speedlimits and how they vary

- Teach recognition of signsby_shApe

Area - Laws in the trafficenvironment

Activit Range Pattern #5

Ford - "inter-section series

Range Patternsection ofthis guidePa e

22 -Classroom

Area - Laws in the trafficenvironmentTowing of vehiclesSchool busesOvertaking & passingEmergency vehicles

Activity - Discuss laws in eachof the areas above.Locate specific laws

- Have student write ordiscuss the reasonsfor each law

- Have a group of studentsmake a study of the mostfrequent traffic lawviolations in the city.Secure factual numbersfrom the police depart-ment. Discuss methodsof curbing violationswith the police officialsand in class

S.D. pp.182-1638 172 -178,109Texas Driver'sHandbook, pp.34-36858-59830 -32, 43

23 -Simulator

Area - Laws in the trafficenvironmentDrinking while drivingMaking right & left turnsTurning vehicle aroundEmergency stops

Activity - Discuss law pertainingto above items

- Demonstrate with chalk,flannel, or magneticboard when appropriate

- Have students develophypothetical situationand discuss the situationwith class

-16-

R-11.,pp.91-93,192-194, 325-327.T.D.H., pp.15,47-48, 37-40,78, 9

-& leaching

,_,StaVon

24 -Range

25 -Classroom


._ -... --

Refe,,7e

Area - Laws in the trafficenvironment

_Activity Rana pattern 46

Area - Responsibility lawsIn case of accidentsFinancial Responsibility

Activity - Discuss reasons for laws- Construct hypotheticalsituations and havestudents write or explainlawful procedures

- Determine number of verhicles being operated without liability insurancethrough police depart-ment or insurance agenciesif possible

- Have traffic court judgespeak to class on thisand other topics in re-lation to laws and con-secuences of violations

Range Patte::4.section ot ailglide. Page 57.

pp.113-115, 249-25:.T.D.4.443.54-57

26 -Simulator

Area - Ownership & operation lawsDriver's licenseCertificate of titleRegistrationVehicular inspection

Activity - Discuss purpose forrequiring a valid driver'slicense

- Discuss obtainingeexpira-tione suspension, andrevocation of driver'slicense

- Discuss reasons for re-quiring titles, registra-tions, . and inspectionsof vehicles

gag. PP034012S-129, 11611S, 340-341T.D.H., ,

69-71,14-16, 4

L7 -Range

Area - Laws & regulationsVehicle Inspection

Activity- Range Pattern #7

Range Patternsection of thisguidePage 59.

D. UNIT IV - PERSONAL &'ACTORS INFLUENCING DRIVING (9 .1E.17s)

Purpose,

nepurpose of this unit is to provide learn:.nc!Experience through which the students may ga:.nLnowledge and understanding of personal factors whichiffect driving ability. The following compettracies3hould be attained.

Com etemcies

1. Understands that mental awareness, emotions,and attitudes toward observances of the lawinfluence, to no small degree, safe driving

2. Displays mental awareness, stable emotions,and desirable attitudes in driving behavior

3. Understands that certain physical factorsinfluence driving, and makes needed adjustmentsto compenate for physical factors creatinghazards during the driving process

4. Understands that various psychophysical factorsinfluence driving behavior, and is especiallyaware of personal psychophysical limitations

5. Knows how and adjusts individual driving behaviorin light of personal psychophysical limitations


In order to assure success in attaining the statedcompetencies, instruction in this unit should berelated to the following content areas.

1. Psychological Factorsa. mental awarenessb. emotionsc. attitudes toward driving

2. Physical Factorsa. disabilitiesb. physical fitness

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3, Psychophysical. Factors

2. depth perception3. color perception4. field of vision5, nig:It vision6. vision under adverse circumstances

b, reaction time1. simple2. complex

Instructional Seguence



28 -Classroom

Area - Psychological FactorsMental awarenessEmotions

Activity - Stress mental awarenessby asking each person towrite down a descriptionof what the person inback of them is wearing,without lookingDiscuss the importance ofbeing aware of yourenvironment and how thisrelates to driving

- Discuss various emotions,such as anger, fear, etc.,and point out how theseemotions may promote un-safe driving actions ifthey are not controlled

S.D., pp.19-a1

29 -Simulator

Area - Psychological FactorsAttitude toward lawobservanceAttitude toward otherdrivers

Activity - Discuss observance of thelaw. Include emphasis onindividual responsibilityin all situations

- Emphasize cooperation withother drivers, especiallyin congested trafficsituations

S.D.,pp. 145,164, 181,187,31-37

-19-

""'"Day & Teachirg Content Areas

Station

30 -Range

& Activities Reference

Area - Psychological Factors


31 -Classroom

Area - Physical Factors

Activity - Discuss various physicaldisabilities and pointout how they influencedriving

- Have students proposevarious ways of compensa-ting. for physical dis-abilities

- Discuss the relationship ofphysical fitness to safedriving

Range Patternsection ofOtis guide

pp,54

T.T. sitt, p.50

32 -Simulator


Activity - Show Filmstrip -"SeeingHabits for Expert Driving"22 minutes

- Discussion of how physicalcondition can affect seeinghabits such as being tired,having fever, etc.

- Film #9 "In Reverse"

33 -Range



Ford - "See-ing Habitsfor ExpertDriving"


Range Patternsection ofthis guidePage 65_

34 -Classroom

Area - Psychophysical FactorsVisionReaction time

Activity - Discuss the importanceof vision, in all itsaspects, for safe driv-ing. Include all areasin content outline forthis unit.

-20-

S.D.,pp.38-53T.D.H. p. 6

35 -Simulator

36 -Range

- Explain difference betweensimple & complex reaction

- Discuss relationshipbetween vision, and re-action time

Area - Psychophysical Factors

Activity - Film #5 "AdvancedCity Driving"

- Film #10 "Parking"- Discuss the relation-ship of variouspsychophysical factorsto driving in the city

Area - Psychophysical Factors


-21-

AllstateTeachers'Vanual

Range Patternsection ofthis guidePage 67.

L, Mar V - HAZARDS TO SAFE DRIVING (6 days)

Purpose

The purpose of this unit is to acquaint the s:udentwe.th hazards to safe driving. Methods to amid,control, or otherwise prevent accidents in rovard4.o these hazards should also be presented. :studentseiould possess the following competencies at theconclusion of this unit:

Compel4encies

1. Know the danger of conditions created by variousclimatic conditions and adjusts driving behaviorto compensate for those hazards.

2. Adjusts speed and otherwise follows directionof signs and signals when driving near constructionsites.

3. Knows the affects of physical laws on the movementof a vehicle and varies driving behavior to compensatefor these laws.

4. Understands the influence of alcohol and drugs ondriving performance.

5. Knows the factors which contribute to driver fatigue,as well as the influence of fatigue on drivingperformance. Furthermore, the student knows andfollows accepted methods for combating driver fatigue.

6. Understands the additional hazards created by nightdriving and adjusts dkiving procedure in regard tothese hazards.


To insure adequate coverage of subject matter in thisunit, instruction should be organized around the followingcontent areas.

1. Inclimate weather2. Construction sights3. Physical laws4. Alcohol and drugsS. Fatigue6. Driving at night

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4=110Instructional Sequence

Day Ns TeachingStation


37 -Classroom

Area - Inclimate weatherConstruction sitesPhysical laws

Activity - Discuss various typesof inclimate weather;such as rain, sleet,snow, etc.

- Point out the necessityof obeying all signs inclmotz.ucti.cn aras

- phical lawsinfluatncing dri.,:ng andsat vi.) experiments wherepossible to demonstratethese laws

S.D., pp.78-89, 196-215

38 -Simulator

39 -Range

Area - Physical lawsAlcohol & drugsFatigue

Activity - Continue discussion anddemonstration on physicallaws

- Discuss the effects ofalcohol & drugs on drivingperformance

- Discuss causes and effectsof driver fatigue anddesirable methods forcombating fatigue

Area - Physical Laws

Activity - Range Pattern *11


40 -Classroom

Area - Alccaol and DrugsDriving at night

Activity - Continue discussion oneffects of alcohol anddrugs on driving per-formance

- Discuss additional hazardsencountered when drivingat night

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MINIM. 11111.4.111.%

Statiol & ActivitiesDay. & Teaching Content Areas

41 -Simulator

Refexencs

Area - Driving at night

Activity - Film 011 "DrivingAfter Dark"

- Discuss use of highand low beams andcourtesy to otherdrivers


42 -Range

Area - Hazards to safe driving

Activity - Range Pattern 012


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F. taIT VI - DEFENSIVE AND EMERGENCY DRIVING PROCEDURES(9 days)

Purpc9e

flie purpose of th:=.s unl.t irJ to promote the delwlopmentof desirable defensivc: driving procedures, as well asequipping the student 'lith lcvlowle7.4ge of what to doshould an emergency sithatIon arse, The studentsshould possess the following competencies at theconclusion of this unit.

Competencies

1. Knows clues to use in defenSive driving in urbanand rural traffic

2. Applies good defensive driving rules when operatingin urban or rural traffic

3. Realizes that emergency situations may arise inspite of good defensive driving procedures

4. Knows the proper action to take in case of theoccuroure of various emergency situations

S. Follows the suggested procedure of action whenan emergency occurs.


Instruction in this unit should be centered around thefollowing content areas.

1. Defensive Drivinga. Urban trafficb. Rural traffic

2. Emergency Maneuversa, skiddingb. running off the roadc. sudden obstructions of visiond. emergency brakinge. blow outs

-25-


Dal a Teac ting Content AreaStation & Activities

43 -Classroom

Area - Defensive Driving - UrbanTraffic

pedestriansbicycleschildren at playfollowing too closeurban traffic.

Activity - Point out clues to lookfor while driving in thecity

- Make particular referencehere to pedestrians,bicycles, children at play,and following too closely

- Film "Emergencies In TheMaking"

- Filmstrip "Urban andSurburban"

Reference

S.D. pp.166-162

National SafetCouncil -SVIEt Accident..Right Smack irFront of You

AAA

Shell

44 -Simulator

Area - Defensive Driving - UrbanTraffic

Parked carsBlind cornersOther obstructions

Activity - Filmstrip "ProtectingYour Margin of Safety"14 minutes

- Filmstrip "Being Passed"No record

S.D. pp.155165

Ford-EmergencyManeuvers

Ford-Passingseries

45 -Range

46 -Classroom

Area - Defensive Driving -UrbanTraffic


Area - Defensive Driving - RuralTrafficRanging livestockHorseback riders

Activity - Discuss the need fordefensive driving, eventhough another vehiclemay not be in sight

-26-

Range Patternsection ofthis guidePa e

Here theteacher andstudents willneed to makemore use oftheir imagina-tion, as thetext does notcover suchmaterial

47 -Simulator

- Filmstrip "Hazards onRoad" - no record

- Filmstrip "Highwaysand Byways"

- Discuss rules of courtesywith respect to horse-back riders

- Point out other defensiedriving practices to befollowed while driving inrural traffic. Such asslow moving trucks,tractorsand other farm machinery

- Driving with considerationof the foliage alongsidethe road, should be coveredhere. For example, aculvert hidden by tallrass or weeds

Area - Defensive Driving - RuralTraffic

Activity - Filmstrip "Basic Inter-section Maneuvers"16 minutes

- Filmstrip "ThroughSi nal" 16 Minutes

48 -Range

49 -Classroom

Area - Defensive Dtiving - RuralTraffic

Activity - Rance Pattern 4114

Area - Emergency ProceduresSkiddingRunning Off the roadLoss of visionEmergency brakingBlow outs

Activity - Make the point that bypracticing good defen-sive driving proceduresone can avoid manyemergency situations.However, when an emergencydoes arise one must knowhow to control himself andthe vehicle

- Correct actions in regardto each of the sub-areasstated above should be con -sidered.

Ford-Pa33ingseriesShell

Ford-Inter-section series

Ford-Intersection _se_ries-

Range Patternsection ofthis guide

or, 146 -147,

198-204,209-21214,151-153,85, 149, 199T.D.H. p.48

-27-

Day & Teaching Content AreaStation & Activities Reference

50 -Simulator

Area - Emergency Procedures

Activity - Filmstrip "ControllingSkids!' - 16 minutes

- Filmstrip "Wheels Offtoad "1- 7 minutes

- Filmstria, "Sudden Lossof Vision"-7 minutes

- filmstrip "EmergencyFrakina Skills"- 7 min.

51 -Range

Araa - Emergency Procedures

- Range Pattern #15

Ford - Emergen-cy ManeuversFord - Emergency

ManeuversFord - Emergen-cy ManeuversFord - Emergen-cy Maneuvers


G. UNIT VII - DRIVING ON HIGHWAYS & EXPRESSWAYS (9 days)

Purpose

The purpose of this unit is to acquaint the studentswith proper driving procedures on highways andexpressways. At the conclusion the students shouldpossess the following competencies.

Competencies

1. Knows and practices good driving procedures onhighways, especially when passing or being passed

2. Knows how and properly uses, the acceloretion lanewhen entering the expressway.

3, Knows ealibits proper dr3ving procleelure onthe exp:..,:ssys, especially in re,jard to lanepc 3i and ,..hange

4. Knows bow and properly uses the deceleration lanewhen leaving the e'..e.pressway

5. Kmws various expressway designs, particularlyin regard to interchanges

6, Can and does use road naps in planning a route tobe follnwed on a trip. Also, knows how to useroad maps for securing various types of information.

Unit Intructiqnal Out34pe

In order to promote the attainment of the previouslystated student competencieseinstructinn in this unitshould be concerwd wich the followin9 content areas.

1. Highway Driving

2. Expressway Drivinga, entering the expresswayb, driving oa the exp:revswavc. le7Aving the expresvwayd. expr'assway designse, reading road maps



Content Area& Activities

,

Reference

52 -Classroom

Area - Highway Driving

Activity - Filmstrip "OncomingTraffic"

- Filmstrip "Basic Passing"- Discuss highway drivingon a two lane hard surface.Emphasize awaremeas ofshoulders, type, condition,etc, as well as traffic.

S.D., pp.270 -271, 136-154Ford - PassingseriesFord - Passingseries

53 -Simulator


Activity - Film #6 "HighwayDrivingf -26 minutes



AllstateTeachers'manual

Range Patternsection ofthis guidePage 77

54 -Range

55 -Classroom

Area - ExpresswaysIntroductionEntering the Expressway

Activity - Film "Freeway Drivingis Different"

- Filmstrip "Enteringthe Freeway" - 16 min.

- Emphasize use ofacceleration lane

S.D., pp. 183 -195

A.A.A.

Ford - FreewayManeuvers

56 -Simulator

Area - ExpresswaysIntroductionEntering the Expressway

Activity - Film #7 "Expresswaysare Different"


57 -Range

Ares - ExpresswaysEntering


Range Patternsection ofthis guidePage 7c

-30-

maaMmo 1.10.1.MM

Day & Teaching Content AreaStation & Activities

58 -Classroom

Area - ExpresswaysDriving on Expressways

Activity - Filmstrip "Driving atFreeway Speeds"- 16 min.

- Filmstrip "Passing onthe Freeway" - 16 minutes

- Emphasize thinking aheadfor proper lane position

- Study the use of road mapsin planning routes to befollowed and obtainingother information, suchas type of road surface,distance, size of towns,etc

Reference

SeD.,pp. 183-195, 152-154

Ford - FreewaymaneUvers

59 -Simulator

Area - ExpresswaysLeaving the expressway

Activity - Filmstrip "LimitedAccess Highways"

- Filmstrip. "Leaving the-Freeway" 16 minutes

- Emphasize use ofdeceleration lane

S.D., pp. 183195

Shell

Ford - FreewaManeuvers

60 -Range

Area - ExpresswaysDriving on expresswaysLeaving expressways


-31-


N. UNIT VIII - ENGINEERING AND OWNERSHIP (6 days)

Purpose

The purpose of this unit is to enhance the student'sknowledge ini regard to engineering and ownership ofvehicles and roadways. Upon completion of this unitthe students should exhibit the following competencies.

Competencies

1. Knows the general function and indications ofmalfunction of the various systems of motorvehicles.

2. Understands steps to be followed in selectionand purchase of an automobile, as well as theresponsibility for owning and maintaining anautomobile.

3. Knows various aspects of engineering and owner-ship in l'..igard to city, county, state, andinterstate roadways.


Instruction in this unit should be centered aroundthe following content areas:

1. Motor Vehiclesa. systemsb. maintenancec. purchasing

2. Roadwaysa, cityb, countyc, stated. interstate

--32-

Day &Station

61 -Classroom

62 -Simulator


Content Areas& Activities IReference

Area - Motor VehiclesSystems-steering, fuel,

cooling, electrical,lubrication

Maintenance

Activity - Discuss parts and properfunction of each of thesystems listed above

- Discuss indications andproper action in regardto malfunctions ofvarious systems

- Point out economical andsafety values ofpreventative maintenancein regard to systems

Area - Motor VehiclesSystems - "Power Train"Maintenance

Activity - Film "Shift for Yourself"- Discussion on "Power

Train" from combustionchamber to drive wheels

- Point out difference inautomatic and stickshift

S.D.,218, 233,225-277, 247,297-298, 226-227, 218, 231,319-320, 186,228


63 -Range

64 -Classroom

Area - Motor VehiclesSystems - braking, steering,

fuel, electrical, cool-ing, "Power Train"

Maintenance


Area - Motor VehiclesPurchasing

Activity - Point out importance ofdealing with a reputablecar dealer

- Points of special emphasis;clear title, interest rateon loans, insurance, andother paper work

-33-


S.D.,pp,237-247

- Bring in a salesman from 1

a reputable car lot todiscuss this subject

- Discuss points to lookfor when purchasing a usedautomobile. These are tobe applied on the rance.

65 -Simulator

Area - Roadwayscity, state, countyinterstate

Activity - Discuss how the variousroadways above are financed

- Point out coat of mainten-ance for these roadways,emphasize cost of litter

- Point out controls onconstruction such as cementreinforcement, inclines,vision distances, etc.

- Bring in consultant fromlocal unit of Texas High-way Department, EngineeringDepartment

66 -Range

Area - Motor VehiclesPurchasing

AC iv Ran e attern 20

S.D pp.61,83-84, 150-15:183-185, 256-271, 282, 270

Range Patten.,section ofthis guidePa e

-34.6

I. UNIT IX - TRAFFIC ACCIDENTS (6 days)

Pt._memThe purpose of this unit is to expose the st2dentto information concerning various facets of trafficaccidents. Upon completion of this unit the studentsshould possess the following competencies.

Competencies

1. Knows the frequency of traffic accidents in regardto type of road, time of day, weather conditions, etc.

2. Knows the losses, both economic and human, re-sulting from traffic accidents.

3. Understands and is able to detect circumstantialand underlying causes of traffic accidents.

4. Is aware of various characteristics of driverswho have been involved in traffic accidents suchas age, license status, occupation, etc.

5. Knows the proper and lawful behavior in case ofan accident.

Unit Instruction Outline

Instruction in this unit should be centered around thefollowing content areas.

1. Frecuency of Traffic Accidentsa. fatal accidentsb. non-fatal accidentsc. factors related to the frequency of accidents

2. Losses Resulting from Traffic Accidentsa, human lossesb. economic losses

3, Causes of Traffic Accidentsa, circumstantial causesbe underlying causes

4. Drivers Involved in Traffic Accidents

5. Traffic Accident Case Studies

-35-

Instructional_Seguence,


67 -Classroom


Area - Frempency of Traffic AccidentsFatal accidentsNon-fatal accidentsRelated factors - when,where, vehicles

Activity - Utilizing reference.material, have a classdiscussion on thefrequency of fatal andnon-fatal accidents inthe state. Point outincrease or decrease fortwo or three years andon this basis, projectfigures for the ensuingtwo years.

- Have five students on apanel and let .otherstudents ask the panelquestions on factorsrelated to accidents.

Reference

Motor Vehicle.TrafficAccidentsDSP 11-27,42-i

A IMMIX ofErrors-Travel(Insurance Co.

Accident Fact:National SafetCouncil

68 -Simulator

Area - Losses Resulting from AccidentsHumanEconomic

Activity - With aid of studentsbreak human andeconomic losses downto the individual inthe state.

- Point out the amount ofhuman losses from trafficaccidents as compared tohuman losses in wars

Motor VehicleTrafficAccidentsDSP 2-3, 5-10

69 -Range

70 -Classroom

Area - Causes of Traffic Accidents

Activity - Range Pattern :1;21

Area - Causes of Traffic AccidentsCircumstantialUnderlying

-36-

Range Patternsection ofuide. Pa .ems,;

Motor VehicleTrafficAccidentsDSP 28-36

71 -Simulator

- Use discussion of the114-Jarling of circumstantial

and underlying causes- Use reference material to

point out circumstantialcauses of accidents

- Promote student thoughtas to the possible under-lying causes of accidents

- Discuss which type ofcause would be best toeliminate in an effort toreduce accidents._

Area - Drivers Involved in TrafficAccidentsCharacteristics such as

. age, occupation, etc.Hypothetical case studies

Activity - Use reference materialto determine drivercharacteristics which areassociated with a highrate of accidents

- Seek solution as to whycertain driver character-istics positively correlatewith traffic accidents

- Design or have st.Aertsdesign hypothetical trafficaccidents and analyzethese accidents in deter-mining causes and preven .tional measures

Motor VehicleTrafficAccidents -DP'S 37-41

Be Your OwnTraffic JudgeNational SafetCouncil

72 -Range

Area - Advanced Driving Skills


-37-

Range PatternSection of thiuide. Pa e OE

J. UN'S% X - TAAFFIC SAFETY PROGRAMS (6 days)

Lurps&e,

The purpose of this unit is to enhance the students'knovledge of traffic safety programs, and to buildan vpreciation for an attitude of support forvarious safety programs conducted by sta:e agenciesand other groups. At the conclusion of the unit thestudents should possess the following coypetencies.

Competencies

1. Is aware of present day programs on tae national,state, and local levels designed to p:romotetraffic safety.

2. Appreciates the purpose and efforts of personsinvolved with the organization and administrationof traffic safety programs.

3. Lends personal support to traffic safety programsby word and deed.

4. Is concerned with the improvement of trafficsafety programs as revealed through thoughtand action in this regard.


Instruction in this unit should be centered aroundthe following content areas.

1. National and State Government Programsa. National Highway Safety Act

(P.L. 89-564 Sept. 9, 1966)b. Highway Safety Action Programc. Driver Improvement Programsd. New-law

2. Programs of Interested Groupsa. American Automobile Associationb. Insurance Companiesc. Lay Programs

Day & Teac:lingStation

Instructional Se uence.


73 -Classroom

74 - SimSimulator

75 -Range

Area - Government ProgramsNational Highway Safety ActHighway Safety Action ProgramDriver Improvement Programs

Activity - Discuss referencematerial emphasizingthe need for pupilparticipation in programs

- Stress the desirabilityof functional driverimprovement programs

Area - Government ProgramsNational Highway Safety ActHighway Safety Action Program

Activity - Point out past and presentactions under the programand contemplate suggestedimprovements for thefuture

- Analyze driver improve-ment programs and suggestPossible improvements


Activity - Range Pattern 023

Highway SafetyAction Progranand the Pres-ident's High-way SafetyAction ProgranInspection &Planning Div.of Dept. ofPublic Safety

Seven StepsTraffic SafetNational Comm:tee on Safe!Education of iN.E.A.

Range Patternsection ofthis guidePage go

76 -Classroom

Area - Programs of Interested Groups Free Material:American Automobile Assoc. and ServicesInsurance Companies For Driver

EducationCourses - AAAActivity - Discuss the role and

activities of the AAAin traffic safety

- Discuss why insurance'companies are interestedin traffic safety andenumerate some individualcompany programs

-39-

No. 3309 -Kit A. BasicDriver Educ-ation - AAA

Day & Teaching Content AreasStatf.op & Activities

77 -Simulato::

Area - Programs of Interested GroupsLay Programs

Activity - Discuss the purposeand role 'If lay trafficsafety programs

- Emphasize cooperationbetween lay groups andlegally constitutedauthority in regard totraffic safet

78 -Range

IReference


Activity - Rangs_Pattern 24

-40--

Range Patternsection of tb!.:uide. Pa e 92,

K. USIT XI - POST-TESTING, ADVANCED SKILLS, ANDINDIVIDUAL PRACTICE (6 days)

Purpose

The purpose of this unit is to: (1) review whathas been covered in the classroom and simulator,(2) carry out post-testing activities, and (3)givestudents experience in advanced driving skills onthe range and in individual practice as needed.

Day & Teaching'Station Content Reference

79 -Classroom

- Review- Obtain students' written opinion

as to how the program could beimproved

SportsmanlikeDriving

80 -Simulator

- Film #12 "Let's Review"- Obtain students' opinion in regard

to the simulator


81 -Range

- Range Pattern #25Range Patternsection of thiguide. Page 94

82 -Classroom

- Psychological Testing .KnowledgeAdminister Attitude Test

AAA

83 -Classroom

- Psychophysical TestingNight Vision TestsComplex ReactionField of VisionDistance Judgement

AAA - Instruc,tion manualfor drivertests .

AAA - Instrucor's manualfor drivertests

84 -Classroom

- Psychophysical TestingNight Vision Test6 ,

Complex ReactionField of VisionDistance Judgement

-41-

SECTION III - INSTRUCTIONAL CONTENT FOR RANGE PATTERNS

1

RANGE PATTERN #1

ORIENTATION TO RANGE AND AUTOMOBILES

The instructor should follow the outline below durinc this rangeperiod. The students should be at the range site during theentire period. The compartment check should be condtcted withstudents in cars as shown in Figure 1.

A. Orientiittion to Range1. Note boundaries of range (see Figure 1).2. Distribute copies of range rules and discipline

(Addendum A).3. Discuss rules, giving reasons for rules when needed.4. Discuss automobiles as to type, make, type of

brakes, steering, numbers, keys, etc.

B. Compartment Check (students should be in automobiles)1. Seat adjustment2. Door closed and secured3. Seat !oelt buckled4. Adjustment of rear looking device5. Park brake position (on-off)6, Gear selectorl in park7. Check instrument gauges (turn key to left)6. Check communications for reception

C. Securing the Automobile1. Gear selector in park position2. Park brake set3. Key in off position4. Seat belt released5. Door unlocked6. Check traffic and open door with right hand7. Depart the automobile, continue checking traffic

-42-

f-

SIMULLTOR I

-P

Figure 1

Orientation to

Range & Automobiles

DRIVING LABORATORY

HURST-EULESS-BEDFORD INDEPENDENT

SCHOOL DISTRICT

HURST, TEXAS

ADrENDUM A

DRIVER EDUCATION RANGE DISCIPLINE

1. StLdfInts must report promptly to the range at designated time.

2. ObtEin keys from designated place.

3. Students will enter cars only upon signal from the instructor.

4. You are to always enter and exit from the curb side when indanger area.

5. student will start or move the car until given signal bythe instructor.

6. The driver shall always observe the following starting procedureafter entering the automobiles

A.* 'Check to see that all doors are locked and parking brakeis set

B. Adjust your car seatC. Fasten your seat beltsD. Adjust the rear and side view mirrorsE. Driver should check to see that all passengers have their

seat belts fastened.F. Put cover foot on brakeG. Check to see that selector lever is in park "P"H. Start engine.I. Check instrument gaugesJ. Check trafficK. Select proper gearL. Release parking brakeE4 Give proper signalN. Check traffic0. Enter street when traffic is clear

7. There will be no passing except by signal from the instructor.

8. The speed limit of the range will be a maximum of 10 M.P.H.unless changed by the instructor.

9. When following another car remain at least five car lengthsbehind.

10. Be alert, watch the car in front of you, and signal wheneveryou stop or turn.

11. If student becomes confused, give stop signal and consult withthe instructor.

-44-

12. Students will not change drivers until told to do so by theinstructor.

13. Keep both hands on the steering wheel, except when signalingor backing.

14. When driving, do not turn head to look at the teacher or atthe communication unit.

15. There is to be no conversation with fellow students whiledriving.

16. Always leave cars properly secured.

17. Always return keys to designated place

. In the event of a possible accident or collision, the passengershould always apply the dual control brake.

19. Pay attention to the instructor and do only as you are instructet

20. At the close of the period the driver will park as specifiedby the instructor,

21. Always know the number or letter of the car you are driving.

22. There should never be more than four students in a car.

23. Eating or drinking not allowed in the cars during range or onstreet practice.

24. Directional signals will be used on all turns until you aretold by the instructor to use manual signals.

25. Seat belts will always be worn when in the cars.

26. The car radio is to be used only for communication from theinstructor.

27. The air conditioner is not to be used on the range.

28. Be sure to watch your warning lights and temperature gauge.

-45-

RANGE PATTERN 02

STARTING PROCEDURES AND CREEPING

This pattern is designed to give the students the initial experienceneeded in learning to control the automobile. Procedurea for con-ducting the pattern are given in tho following outline:

A. Preparations1. Cars positioned as shown in Figure 22. Students assigned and seated in cars

B. Compartment Check - as covered in Pattern 1

C. Starting Procedure1. Foot on foot brake2. Turn ignition key and start engine3. Place gear selector in low4. Release park brake5. Give left signal6. Check traffic by looking over left shoulder

D. Creeping Procedure1. Enter right lane gradually with foot poised on

foot brake, let engine idle2. Position car in center of right lane, engine still

idling3, On range master command, gradually apply foot brake

bringing the car to smooth stop4. Repeat creeping maneuver three or four times5. Secure automobile - as covered in Pattern 16. Change drivers, repeat starting and creeping procedure

-46-

Figure 2

DR

IVIN

G L

AB

OR

AT

OR

YStarting Procedures

and Creeping


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN *3

BEGINNING TURNS

This patte:rt is designed to provide the students with experiencein learnir..g to control the automobile, especially in regard toturns. The beginning position and pattern routes for :lie cars aregiven in Figure 3 on the following page. The outline lelow willaid the instructor in carrying out this range pattern.

A. Preparation1. Place cars in starting position2. Place stanchions as shown in Figure 33. Have students assigned to and seated in cars4. Stress strict compliance with suggested speed:

idle speed only at this time

B. Procedures1. Command car number one to proceed to stanchion

number one and execute a left turn2. Command car number one to continue the pattern,

making sure the driver knows which turn to make3. When car number one completes the second turn,

have car number two begin. Other cars should bestarted in the same manner.

4. Command car number one to stop at the point fromwhich it started. Change drivers and repeat with nextdriver.

5. When all students have completed this pattern theinstructor should have the cars turned around andfollow the pattern in the opposite direction.

-48-

Figure 3

Beginning Turn

Directions:

1. Stanchions

should be of rubber

& at least 20 yards

apart.

2. Cars should travel at

idle speed

only.

0 = STANCHIONS

DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RA4GE' PATTEREI

I BEGINNING CITY DRIVING

This pad.t:)ra exposes students tothree aspects of city drivihg,involviag: (1) speeds up to 10 miles per hour, (2) advanced turnsand (3) traffic close behind and in front. Instruction duringthis range period should be conducted according to the followingoutline. Figures 4a and 4b depict the routes to be followedduring this range period.

A. Preparations1, Have cars arranged as shown in Figure 4a2. With students in the cars, the range master should

briefly explain that all cars will follow the sameroute, in the right hand lane, unless otherwiseinstructed.

3. Caution students to hold their speed to no morethan 10 M.P.H.

B. Procedures1. Instruct all drivers to start their engines, leaving

their gear selector in park until otherwise instructed.2. Have car number one place the gear selector in drive

and proceed on the designated course.3. When car number one passes point A, instruct car

number two to place gear selector in drive and followcar number one. Other cars are instructed as carnumber two in ascending order.

4. All first drivers should be allowed to complete thefirst route at least two times. At the completionof the second round all cars should be stopped atthe starting line and a different student take thedriver's position. The same procedure should hefollowed until all students have driven the firstroute. This route is shown in Figure 4a.

5. The second route, as shown in Figure 4b, is in theopposite direction of the first. To turn the carsaround the person driving first should assume thedriver's position. Care should be exercised by therange master in having the students turn the carsaround.

6. All students should drive the second route a min-imum of two times. The same basic procedure usedin the first route should be employed on the second.

-50-

7. The range master may at his discretion instructany driver to follow the alternate route notedin Figures 4a and 4b. However, at this time itis advisable to allow only the more adept studentsto do this, as such actions involves a maneuver tore-enter the flow of traffic.

8. Two-way traffic should not be included at this time.

-51-

01

SIMULATOR

Q Point A

<<

7'Starting Point

v-. \

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Irs

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7Figure 4a

Beginning

City Driving \

Directions:

1. First Route

shown by long

arrows

2. Alternate Route

shown by short

arrows

4.r.)

/ -.-

-/

// /

/.,

//

"

ei/.

/,/

....V.

/7

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7

DRIVING LABORATORY


SCHOOL DISTRICT

1

SIMULATOr.

--.

--

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".117711

A

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0Point A

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Figure 4b

,X.

Beginning

City Driving\

Directions:

.'

1. First Route

shown by long'

arrows

2. Alternate Route-

shown by short

//

/ /..

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.

/DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN #5

LAWS IN THE TRAFFIC ENVIRONMENT

The laws discussed heretofore should be experienced when possiblewithin this range pattern. In essence, this pattern representspractical application of laws present in the traffic environment,

A. Preparation1. Arrange signs on the range as shown in Figure 52. Have cars aligned as shown in Figure :5 for the

beginning of the pattern.3. Instruct drivers to obey all traffic signs, as well

as the prevailing range rules.4. Stress the proper use of turn signals and lane

position

B. Procedures1. With students assigned to and seated in the cars

have all drivers start their engines simultaneously,2. Command all drivers to place gear selector in drive

and proceed in their present lane around theperimeter of the range. As the cars move, theyshould be spread out by commands from the range master

3. When cars have traveled around the range at leastonce and are adequately spaced, the range master shoul(begin giving instructions to specific drivers.

4. Via specific instructions to each driver, the rangemaster should make sure each driver encounters thefollowing situations:a. Right-of-way from 4-way stop intersection

1, two cars2. three cars3. four cars

b. Yield with approaching carc. One-way street entranced. Left turn at 4-way stop intersection with another'

car straight across the intersection intendingto proceed straight 'ahead

e. Two cars across the intersection from one another,both of which desire to make a left turn

5. The instructor will think of more situations inwhich to place the drivers. Situations should beused that exhibit a law.

-54-

3. Insofar as possible, the instructor should keepfour cars going in each direction. This entailsthinking ahead and keeping alert to the situation.

7 In order to change drivers, the instructor shouldcommand all cars to return to their startingposition in the shortest manner possible whilestaying on the streets and not infracting any lawsor range rules. Observe to see if the driversapply rational thought to this problem.

6. Who.n starting positions have been'reached by allcars, command all drivers to secure their carsand change positions with another student in theircar.

9. Repeat procedure for new drivers.

-55-

SIDULP,OR

-1 tit 0i 1

11)

Figure 5

Laws in the

Traffic

Environment

DRIVING LABORATORY

HURST-EULESS-BEDFORD

INDEPENDENT

SCHOOL DISTRICT

HURST,

TEXAS

RANGE PATTERN 416

LAWS IN THE TRAFFIC ENVIRONMENT

This pattern is a continuation of practical application of laws.In addition, the maneuvers and actions herein are des:.gned to aidthe students in developing skills necessary in contro:ling anautomobile in close quarters, and in taking correct actions incase of mechanical difficulty.

A. Preparation1, The traffic signs as shown in Figure 6 should be

utilized for this pattern.2. When students are not experiencing the new maneuvers

in this period, they should be involved in some ofthe same situations as covered in Range Pattern 5.

The range master must be alert and give appropriatecommands,

3. Have cars arranged as shown in Figure 6 for thebeginning of the pattern.

B. Procedures1. With students assigned to and seated in cars, command

drivers to start engines and proceed in their presentdirection.

2. As cars begin moving, the range master should startgiving instructions to specific drivers. Eachdriver should experience the following situationsat lease once during this period.a. Turn arounds

1, x-ing maneuver in area A2, single street turn around in area B

b. Right and left turns1. from two-way street onto one-way street'

from both directionsco Mechanical difficulty - to be conducted in area C

.1. pull completely off the street in the correctmanner

2, raise hood and wait for command from rangemaster

3. re-enter traffic flow using correct procedure3. When it is time to change drivers the range master

should command all drivers to come to a smooth stop,secure the car, and change positions' with a studentin their car.

4. Special attention should be given to the giving ofsignals and the selection of the proper lane fromwhich to make a turn, both to be executed at theproper time.

-57-

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RANGE PATTERN 07

VEHICLE INSPECTION

During tbi.; range period the instructor should follow t.le outlineas shown below. The pattern is designed to enhance students'knowledge of the inspection requirements and standards a;" requiredby law in Texas,

A. Preparation1. Automobiles should be2. Three students, should3. Automobiles should be

stationed as shown in Figure 7.be assigned to each automobile.properly secured.

B. Procedures1. Studends should be instructed to inspect each point

as told to do so by the range master. The teachershould walk from car to car as instructions arebeing given.

2. Inspection should proceed according to the followingpoints

. Horn - a clear sound should be made when hornbutton is depressed.

Windshield Wipers - action and condition ofblades should be noted.

. Brakes - cars with standard brakes should have2 inches of reserve brake pedal. Carswith pcwer brakes should have 1 inch ofreserve brake pedal.

. Beam Indicator - a light clearly visible tothe driver should indicate high head-light beam.

4, Tail Lamp - should give red light when lightsare on. Lens should be free of cracksor other defects.

. Stop Lamps - should make a red light whenbrakes pedal is depressed.

. License Plate Light - should expend a whitelight over the license plate when lightsare on.

Red Rear Reflectors - should be in good repair,free from cracks and chips.

. Head Lamps - should be free from cracks andchips. The setting of head lampscannot be checked here as technicalequipment is required for this operationc,

-59-

Motor, Serial or I.D. number - should belocated for identification plirposes.

Scat Belts - should be anchored wita threadedlugs. Buckles should be easily operated.

46 Steering - the steering wheel cannot have morethan 2 inches lash with front wheels offthe ground. This may have 3) be checkedwith wheels on the ground iA class.

Wheels and Rims - should be free o! bends andother defects which would make the carhard to control.

Figure 7Vehicular Inspection

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rANGE PATTERN 41,8

MENTAL AWARENESS WHILE DRIVING

This pattern is desined to teach students to be mantully alertwhile operating a motor vehicle, The actual driving naneuversare essentially extensions of previously experienced ales. Mentalalertness is taught and checked through individual drier responsesto specific commands by the range master,

A. Preparations1. Have cars aligned as shown in Figure ea2.. Distribute response forms, Figure Gip, one to each

student and instruct student to fill in his name andperiod number.

3. Briefly explain the use of the response forms,Points of emphasis:- observing students should not talk to thedriver and only to each other as required bychecking responses given by the driver to rangemaster commands.

- the observer seated in the front with the drivershould check the response sheet, asking for assist-ance from the observer seated in the back if needed.

- responses resulting from commands given in referenceto activity behind the car in question should benoted by the observer in the back seat, the observerin the front seat should watch the eyes of thedriver to see that the driver does not use any rearlooking devices in order to give the correct response,A response given after rear looking devices are usedshould be marked incorrect.

- commands in refernce to activity besides the carshould be treated as if the activity were behindthe car as previously explained, The driver shouldnot have to look to give a correct response,

- the type of command should be recorded immediatelyafter the recording of the response,

- when a student's driving turn is over, that studentshould obtain his score as called for by the formshown in Figure Lb. The student should be encouragedto analyze his response form during out-of-schoolstudy, noting weak and strong points.

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B. Procedures1, Maneuvers conducted should be basically the same

as the ones already experienced by the ,students.The range design and location of signs a shownin Figure Ca should suffice.

2. Commands to check mental awareness of drvers arenoted below and are followed by student. responses.- red alert - stop as quickly as poss:'.ble without

skidding- color front - give the color of the car immediately

in front of you- action front - give the action or intended action

as evidenced by signals of the carimmediately in front of you

- color back - give the color of the car immediatelybehind you

- action back - give the action or intended action asevidenced by signals of the carimmediately behind you

- right side - note any immediate driving hazardto the right of your lane of traffic,if there is none, sayiblear"

- left side - note any immediate driving hazard tothe left of your lane of traffic, ifthere is none, say "clear"

- speed - give the speed. at which your car istraveling. A definite answer shouldbe given and should be consideredcorrect if the true speed is thatnumber or one digit to either side.For instance, an answer of 15 wouldbe correct if the car were traveling14, 15, or 16 miles per hour.

-62-

1.1

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DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

STUDENT

CHECKER

MENTAL AWARENESS RESPONSE FORM

PERIOD

DATE

COMMAND RESPONSE

Cor;

TYPE OF COMMAND

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Figure 6b

-64-

RANGE PATTERN 09

DISTANCE JUDGMENT AND BACKING

This patte:n is designed to promote students' abilties in regardto judging the distance of objects in relation to the automobile.Backing procedures are also included in this pattern.

A. Preparations1. The route as shown in Figure 9 should De set up.2. Cars should be arranged for action as shown in

Figure 9.

B. Procedures1. With students assigned to and seated in cars, the

range master should have all drivers start theirengines.

2. Car number one should start and proceed in theindicated path, attaining a speed of 10 M.P.H.,stopping with the front bumper of the car evenwith stanchion number one.

3. Car number one should continue to the next stanchion,attaining a speed of 15 M.P.H., and stop with thefront bumper even with stanchion number two.

4. Car number one should now follow the indicated pathtoward stanchion number three, attaining the indicatedspeed, and stop with the front bumper even with thestanchion. As car number one turns toward stanchionnumber three, the next car in the starting lineshould proceed toward stanchion number one followingthe procedure as experienced by car number one.Other cars should begin in the same manner.

5. After stopping at stanchion number four, car numberone should turn left and proceed toward stanchionnumber five, and on to stanchion number six.

6, After stopping at stanchion six, car number oneshould turn to the left and proceed to stanchionseven,

7. After stopping at stanchion seven, car number oneshould back slowly to point A and stop. Car oneshould then select a forward gear and proceed to thestarting line.

8. The maneuver should be repeated in like manner exceptthe rear bumper instead of the front bumper shouldbe stopped even with each stanchion.

9. At the completion of the second pattern the driversshould be changed and the pattern repeated.

-65-

S IPiULATOR

10 M.P.H.

(2.)

15 M.P.H.

/

10 m.g.a..

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Figure 9

Distance

Judgment and

Backing

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DRIVING LABORATORY

HURST-;EULESS-BEDFORD INDEPENDENT

SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN 010

SIMPLE REACTION, ANGLE AND PARALLEL PARKING

This pattern is designed to test reaction time and distance atvarious speeds, and to introduce the students to angle and parallelparking. Due to certain factors, two separate stations are neededfor this pattern. The stations are on the same range but the carsdo not leave certain areas.

A. Preparations1. Have the cars arranged as shown in Figure 10.2, The detonators should be affixed to the cars to be

used for simple reaction testing.3. Two 100 feet steel tapes will be needed.4. Students should be assigned to certain areas- eight

to the reaction testing area and sixteen to theparking area.

S. All students should have their record sheet forphychophysical tests in hand.

6. Clear instructions are extremely important here asthe instructor can be at only one station at a time.Also, students will have to assist in conductingthe patterns.

B. ProceduresIn this pattern, the procedures are given separately foreach station. Students should rotate in groups of twofrom one station to another.

Reaction station1. In each car there must be a driver and a person

to pull the detonator string.2. Two persons to measure in the 20 M.P.H. area, and

two persons for the same purpose in the 30 M.P.H.area.

3. From the starting point, the driver should attain aspeed of 20 M.P.H. When this occurs, the passengershould pull the detonator string firing the firstblank. When the driver hears the blank fired, heshould hit the foot brake as soon as possible withthe right foot and stop the car in a safe manner.The measuring persons should note the distancebetween the yellow marks in the pavement createdby the firing of the blanks and report that distanceto the passenger, who is to record the distance.This should be repeated in the.30 v.P.a. area.

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4. When a driver has completed both reaction testahe should change positions with the person ridingwith him. When both students, beginning in the car,have completed both reaction tests, they shouldreplace the two students measuring in the 23 M.P.H.area. The replaced students should rotate .co the30 M.P.H. area and measure there. The studentsrelieved from the 30 M.P.H. area should take theirreaction tests and then rotate to the parking area.This is only one way to rotate students during thisperiod. The instructor may wish to devise his own.

Parking station1. Only two cars with two students in each car should be

driven in this area. The other four cars shown inFigure 10 should remain parked during the entire period.

2. The lead car in the parking area should execute aparallel parking procedure, make a turn as indicatedand make two attempts at angle parking. Havingcompleted both types of parking, the driver shouldchange places with the observer. When both studentshave completed the cycle, they should position thecar as they found it and rotate to the starting areafor the reactions tests.

3. Extreme caution should be exercised in the parkingarea, especially when one car is parallel parking,and the other is angle parking. If either carcrosses the center strip, a collision could easilyoccur.

-68-

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Simple Reaction,

Parallel and

Angle Parking

DRIVING LABORATORY

HURST-EULESS-BEDFORDINDEPENDENT

SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN Ve 11

SIMPLE REACTION, ANGLE AND PARALLEL PARKING

The range ;attern is a continuation of Range Pattern_ *Iv. If

the experiences in number 10 are completed before the erd ofthe period, the instructor may, desire to begin Range Pattern 41:12.In any ewe!, three consecutive range days are devoted to RangePatterns 10, 11, and 12.

-70-

RANGE PATTERN *12

COMPLEX REACTION

This pattern is designed to test students' ability to react to agiven situation, Simple reaction, as tested earlier, requires thestudent to stop only. In this pattern, the student must recognizethe situation, take preventative or evasive action, and stop thecar. Keeping the car under control and reacting quickly are ofprimary importance.

A. Preparations1. The cars should be aligned as shown in Figure 11.

The starting line and point A should be noted bylines or stanchions,

2. Three student helpers will be needed. They shouldremain behind Point A at all times when a car is inmotion. Two of these students will measure and thethird will record scores. A 100 foot tape andstudent record sheets, as well as a clip board willbe needed.

3. The instructor should use a red flag to give signalsto drivers. He should stand as indicated inFigure 11 and keep alert,

4. Make certain all seat belts are buckled and alldoors are locked before testing in any car.

B. Procedures1. The driver starts his engine, selects drive gear,

and proceeds toward point A. Before reaching pointA he must attain a speed of 10 M.P.H. and he mustkeep the car straddling the center line. When thecar reaches point A the instructor should signal tothe left or right.

2. When the driver sees the signal to either side, hemust turn the opposite direct. A signal to thedriver's left means a hazard is coming from thatdirection and he must turn away and stop as quicklyas possible, of course, he must also keep controlof his car.

3. When the driver turns, the instructor notes the pointat which the front wheel crossed the center line. Thedistance from that point to point A is measured andrecorded.

4. When the distance has been recorded and the helpers arein safe positions, the car completing the test shouldreturn to the end of the waiting line. The next carshould move forward and so on.

5. Each driver should receive two chances and the averagedistance recorded as the final score,

6. The instructor should take all precautions necessaryfor the safety of all concerned.

-71-

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RANGE PATTERN #13

DEFENSIVE DRIVING PRACTICES

This pattern :s designed to make the stadents aware of certaindangerous situations existing particularly in city driving.Desirable defAInsive driving practices should be practiced inregard to the mock situations.

A. Preparations1. Stanchions should be positioned as shown in Figure 12

at points, 1, 3, and 4. Stanchion one representsa parked car, stanchion three represents a bicyclistin the street, and stanchion four represents a groupof children playing near the street.

2. Cars should be located as shown in Figure 12 forthe beginning of the pattern.

B. Procedures1. Normal two-way driving should be carried out with

various situations arising.2. Special attention should be given to the more

dangerous situations as noted.Point 1 - a car parked half off and half on the

roadwayPoint 2 - backing out of a garage into the lane

of trafficPoint 3 - a bicyclist riding in the streetPoint 4 - children playing near the streetPoint 5 - pulling off the street for various

reasonsPoint 6 - re-entering the street after pulling of

to the side3. The instructor will see many instances in which a

driver could have made a safer maneuver. He shouldverbally correct such action as he sees it.

-73-

ISIMULATOR

Figure 12

Defensive

Driving Practices

--

STAIST.C1.:7CL.

DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN 014

DEFENSIVE DRIVING

This pattern is designed to provide more student experiences withdefensive driving techniques. Of particular importance _II thispattern is a safe approach, entrance, and exit with respect toan intersection.

A. Preparations1. No special preparations required for this pattern.

B. Procedures1, Normal two-way driving should prevail.2. The range master should manipulate the cars in such

a manner that each driver will encounter severalintersection situations.

3. Traffic situations encountered at electricallycontrolled intersections should be set up if possible,

-75-

RANGE PATTERN *15

EMERGENCY DRIVING PROCEDURES

The purpose of this range pattern is to give the students practicein handling emergency situations. Due to the danger cf certainemergency situations, they will not be practic@d. However, thosesituations not included in the pattern should be discussed anddesirable procedures pointed out.

A. Preparations1. No special preparations are necessary for this

pattern.

B. Procedures1. Normal two-way traffic2, Emergency stops should be commanded for all cars

by signal, "red alert".3, Running off the road should be commanded for

individual drivers when in a safe area.4. Blow outs should be commanded for individual drivers.5. Skidding, sudden loss of vision, and other situations

should be discussed but not practiced.

-76-

RANGE PATTERN *16

HIGHWAY PASSING

The various aspe.:0;s of overtaking and passing on thr: highwayare encountered in this pattern. Only passing on tlA le!tshould be allowed at this time.

A. PreparaUons1. Heve range signs set as shown in Fipre

B. Procedures1, Mth four cars headed each direction, have the

3rivers start their engines and promied around therange in their proper lane.

2. Passing area is designated as the area be.....weenpoint A and point B on Figure 13,

3. The range master should use commands to properlyspace the cars for the passing maneuver.

4. Certain points involved in the passing maneuvershould be emphasized as the maneuver is beingconducted. They area

- speed control- traffic clearance- signaling- acceleration- deceleration- lane changes

5. The instructor may allow passing maneuvers to becarried out at places other than the one noted inFigure 13,

6. The range master should direct traffic in and throughthe range and not just on the outermost parts.

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SIULATOR

<- One-way

Figure 13

Highway Passing

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DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN 017

EXPRESSWAY DRIVING

This range pattern is concerned with the proper use cf accelerationand deoeleLation lanes on the expressway. Through p:vv:.ous instruc-tion, the ntudents have been exposed to the recommear,e3 proceduresfor enteriag and exiting the expressway. This pattoxn providesan opportunity for 'practical application of proceduxao learned,on a limited basis. The speed of the flow of traffi4 is consider-ably less here than on the actual expressway. This ;;eattorn doesnot substitute for experience with expressways, it is basicallya lead-up to that experience.

A. Preparations1. The signs as shown in Figure 14 are suff.icient for

operation in this range period.2. The deceleration and acceleration lanes must be

marked or otherwise denoted.

B. Procedures1. Cars should be parked as shown in Figure 14 for

the beginning of the pattern.2. In their respective order, all cars should move

in the acceleration lane and enter the appropriatelane of traffic.

3. All cars should follow in order around the range andenter the deceleration lane, then continue to theacceleration lane and back into the flow of traffic.

4. At this point all present drivers should have usedthe acceleration lane twice and the decelerationlane onee. The range master should, through specificcommands, create a two-way flow of traffic and othersituations on the range.

5. During normal range operations each driver shouldbe directed to use the deceleration and accelerationlanes at least two more times.

6. When it is time to change drivers, the range mastershould instruct all drivers to return to the startingarea.

7. The same procedure should be followed with the newdrivers.

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Expressway

Driving

DRIVING LABORATORY


SCHOOL DISTRICT

BUPST, TEXES

RANGE PATTERN 018

EXPRESSWAY DRIVING

This pattern is designed to give the students further practicallead-up experience to expressway driving. Though pa3sing isemphasizes. in this pattern, the student should get m)r-3 experiencein the proper use of the acceleration and deceleration lanes.

A. Preparations1. The traffic signs should be set as shown in Figure 15.2. The acceleration and deceleration lanes oheuld be

denoted.3. Cars should be arranged as shown in Figure 15.4. Students should be reminded that passing on the

right will be practiced during this range pattern.

B. Procedures1. All drivers should start their engines and proceed

simultaneously.2. The range master should give specific instructions

to individual drivers which will provide for thefollowing experiences.- passing on the right- being passed on the right- use of acceleration and deceleration lanes- mechanical trouble on the expressway- other traffic situations

3. In regard to the passing maneuver the range mastershould emphasize:- lane selection and changes- signals and warnings- acceleration and deceleration- desirable techniques for checking traffic- courtesy at all times- thinking ahead to prevent tight situations

4. When it is time to change drivers, the range mastershould instruct all drivers to come to a gradualand safe stop. There is no need to return allcars to the starting position in this pattern.

-81-

ISIMULATOR

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-DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN #19

MOTOR VEHICLE SYSTEMS

This range period is devoted to reinforcing learning c,,cernedwith the various systems of the motor vehicle. Instruct:.on shouldbe kept as practical as possible so it will be of functional value.

A. PreparationsThere will be no driving during this period so no signswill be set on the range. Of particular importance isthe arrangement of the cars and students duringinstruction. Crowding around one automobile has noplace in this period. Arrangements should be providedas shown in Figure 16,

B. Procedures1. With students and cars arranged as specified, the

instructor should cover the following systemss- steering- fuel- lubrication- cooling- elcctrical- hcaking- "E,ower train"

2. After explaining the systems stated above, theinstrucor F.ppoint a boy at each locationto char a tire of the car. Students shouldobserve the person changing the tire at theirstation. This should be conducted step-by-stepand not hurried. Safety practices should bestressed at all times.

3. When tires have been changed and equipment putaway, the instructor should demonstrate the useof the jumper cable. The reasons for and theadvantages of using this equipment should be pointedout.

Figure 16

Motor Vehicle Systems

Instructor

4V:10<7:./117

Students standing to the side andtoward the front of the cars, Nomore than twc students on the sideof any car,

-83-

RANGE PATTERN 020

MOTOR VEHICLE EVALUATION

During elf.; range period, the students will gain practicalexperience in evaluating a used automobile for possibt.e purchasirg.The instr2ctor should secure four used cars for uses during thisrange peri.d. The cars will not be driven by anyone dmring class.A local vs,.4 car lot may furnish the cars, if nototho instructormust secilre four from other sources.

A. Preparations1. Cars should be arranged as shown in Figure 172. Copies of Figure 18, Vehicle Check Sheet, should

ba distributed to students. The use of these sheetsshould be explained.

3. Assign a group of six students to each car.

B. Procedures1. Instruct students to check the cars according to

the check form. There should be only ten minutesallowed for checking each car. Students should nottalk to each other about the car in question.

2. When ten minutes have elapsed, the instructor shouldcommand students to rotate to another car. Studentsat car A should rotate to car B students at carB would go to car C and so on, with students atcar D going to car A. After each ten minuteinterval, the rotation should continue until groupsare where they started.

3. Each student should analyze his own check sheet anddetermine as overall rating for each car. The carsshould be neted according to condition, not likesand dislikes.

4. The check sheets should be collected and the over-all rating of cars tallied. The composite ratingof each car should be made known to the students.

-84-

5. During the rating of the used cars, the enginewas not cranked. Though such actions ace surelyimportant in evaluating a used car, it yould be

rather dangerous in this situation. Th instructor

may desire to develop a method through vhich the

students could hear the engines in act1m. This

would be good but principles of safety nhould always

be upheld.

Figure 17Motor Vehicle Evaluation

-85-

a

PERIOD DATE

VEHICLE CHECK SHEET

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B CCheck Points Good Fair Bad Good Fair Bad Good Fair Bad. Good Fair BadSteerin-Brake PedalTiresOil

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Figure 18

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-66-

C

RANGE PATTERN #21

TRAFFIC ACCIDENTS

The instructor should secure the services of a patrolman fromthe Department of Public Safety or the local police departmentfor this range period. The content of this period imoAvesvarious aspects of traffic accidents with emphasis on :afithods ofaccident investigation.

The visiting speaker should be encouraged to demonstrate thedevices used by his department for controlling traffic.particular importance and interest here would be the use of radar.

None or very little driving will be done by the students duringthis period. However, the range is a most appropriate area forsuch activity, and experiences that are well planned and conductedwill be very beneficial and meaningful.

-87-

RANGE PATTERN #22

SKILL EXERCISES - I

The skill exercise;; presented herein afford a means for mhancingstudent driving skls. The range should be design?! as shownin Figure 19.

A. Preparations1. Align cars as shown in Figure 19.2. Construct "S" by placing rubber standlions 8

feet apart in the manner shown.

8. ProceduresWith students assigned to and seated in cars,instruct all drivers to start their engines.

2. Have driver of car number one proceed forwardkeeping his left front wheel on the yellow line.This position should be maintained until thestudent reaches Point A. Other cars should beinstructed to begin when the car ahead reaches thebroken part of the yellow line.

3. Immediately after crossing point Z;, car numberone should turn right into the "S" formationand drive througn it, then continue to thewaiting line as the arrows indicate in Figure 19.

4. All drivers should complete this exercise two times.5. When all drivers have completed the exercise twice

the route should be followed in reverse. Withthe cars in original starting position, the driverof the rear car should select reverse and backthrough the exercise just completed.

6. Each student should experience the backing exerciseat least once. More if time permits.

7. Adequate spacing must be maintained at all times.The range master has that responsibility.

-88-

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DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN #23

SKILL EXERCISES - II

The ski".1 exercises in this pattern are designed to further buildskills of automobile control.

A. Preparations1. Align cars as shown in Figure 20.2. Set rubber stanchions at pointE. A, B; C, and D

seven feet apart.

B. Procedures1. Instruct all drivers to start their englnos and

have the lead car proceed, attaining a speed of10 M.P.H to point A. At that point, the car isto be stopped between the stanchions with the frontbumper parallel to but not over the crosswalk.

2. As car number one proceeds from point A, the nextcar should begin. Other cars should follow in likemanner,

3. Car number one proceeds to point B and stops, againbetween the stanchions and with the front bumperparallel, but not over the crosswalks

4. Leaving point B, car number one should now proceedthrough, not stopping, point C and on to point D.At point D the car should be stopped with the rearbumper in line with and between the stanchions.A speed of 20 M.P.H. should be attained on thisstretch.

S. Car number one should then proceed slowly to thewaiting line. Other cars should follow in likemanner.

6. Each driver should complete the entire exercise atleast three times.

7. If stanchions are continually getting knocked over,the instructor may need to station a student in anearby safe spot to reset the stanchions.

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-DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN *24

ArVANCED SKILLS AND INDIVIDUAL PRACTICE -

This range pattern is designed to introduce students (1) toadvanced skills in pulling and backing a boat traile:', and (2)to provide a time for students to concentrate on areas ofindividual need. The instructor should spend the mafoti,Cy ofhis time with students learning to pull and back the t:',vg.ler.Students practicing on individual needs must assume a .lerge degreeof responsibility for proper conduct and worthwhile practice.If the instructor has done a good teaching job throughout the course,this should constitute no problem, for this attribute of responsi-bility is one we stress in driver education.

A. Preparations1. The range should be designed as shown in Figure 21.2. Two trailers should be positioned on the range but

not hitched to the cars.3. Eight students should be assigned to the trailer

area at a time. Two cars should be parked at theparallel parking station. The other 16 studentsshould be assigned in groups of 4 to each of theother 4 cars.

B. Procedures - Pulling and backing trailer1. The instructor should briefly discuss the various

aspects of pulling and backing a trailer with thegroup of 8 students.

2. The trailers should be hitched and the lightsconnected by students, while other students observe.

3. The instructor should complete the driving exerciseas shown in Figure 21 while the students observe.

4. Two students should be assigned to each car tocomplete the exercise.

5. Backing the trailer should be attempted only in thedesignated area.

C. Procedures - Individual. practiceNo definite pattern can be specified here because theindividual needs are not known. However, the instructorshould stress and promote meaningful practice.

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Advanced Skills

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DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

RANGE PATTERN #25

;sDVANCED SKILLS AND INDIVIDUAL PRACTICE - II

This range pattern is very similar to Pattern 24. In cleneral thesame groupings and other arrangements should be utilized,. Thetrailer backing exercise as presented here is more difficult thanthe first.

A. Preparations1. The signs and cars should be arranged as shown in

Figure 22,2. Trailers should be positioned as shown, unhitched.

B. Procedures - Trailer pulling and backing1, The trailer should be hitched.2. With two students in each car, the instructor should

command driver of car number one to start his engineand proceed as indicated in Figure 22.

3. When driver number one reaches point A, he shouldstop gradually, select reverse gear and back thetrailer inside the garage.

4. As driver number one begins to pull out of thegarage, the driver of car number two should starthis engine and proceed.

5. The driver of car number one should follow thedesignated path, completing the exercise at thepoint from which he started.

6. Other students should be rotated to the drivingposition after one or two trails have been completed.

C. Procedures - Individual practiceAs was stated in Range Pattern *24, there can be nospecific pattern set here as the individual needs areunknown. The instructor and student should plan jointlyfor exercises which will meet the individual's needs.

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Advanced Ski

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DRIVING LABORATORY


SCHOOL DISTRICT

HURST, TEXAS

SECTION IV - INST:MCTF.ON CONTENT ?:'OR IN-CAR PUBLIC PRACTICE PHASE

I" - In-Car Public Practice

This phase of the program is conducted during out -of-slhool hours. Students are scheduled to drivesix times, with twenty minutes of driving and fortymilautes of observation at each time. The drivingschedule is designed to parallel, as closely aspossible, instruction in the other three phases ofthe program.

Students should experience the following trafficenvironments in the public practice phase:

Driving Time Environment

1 City driving with lighttraffic

2 Rural driving with lighttraffic

3 City driving with heavytraffic

4 Rural driving with heavytraffic

5 Expressway driving - cruisingwith some open country exitingand entering

6 Expressway driving within thecity, with concentration onexiting and entering atvarious types of interchanges.

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document resume ed 045 802 vt 011 396 many facets of driver and traffic safety fundamental driving...

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