Sequence Constraint

It is strongly recommended this lesson be preceded by Lesson 1.

Overview

What You Do

Note: As the instructor, it is incumbent on you to be sensitive to the locale, and the needs of your students when it comes to determining how much time you will devote to the various activities reflected in this lesson, because you may have covered some in lesson 1.

1. Review lesson 1.
2. Have the student driver and the student observer judge following distance and time to stationary objects.
3. Introduce precision normal braking. Student driver practices.
4. Introduce hand-over-hand steering. Review nine-and-three steering. Review ten-and-two and nine-and-three steering positions.
5. Introduce corner negotiation. Student driver practises.
6. Student drives back to school.

Lesson Content

• accelerator, brake, and steering control
• acceleration to speed, maintaining speed, deceleration and stopping
• where to look: looking up and referencing down
• steering control at city speeds
• counting time: following distance and time to stationary objects
• precision normal braking
• hand-over-hand steering
• corner negotiation
• braking
• IPDE

  Note: these activities can be introduced time permitting:

  • one-way streets (if not covered at this time must be covered later)
  • multi-lane streets
  • turns with centre median
  • intersections - controlled/uncontrolled
  • introduction to parallel parking (talk student through it)
  • lane changing

Learning Objectives

Performance Objectives (Do)

• Accelerate smoothly to a speed that is safe and comfortable, hold a constant speed (plus or minus 5 km/h) for about one kilometre (if possible), then brake gently to a stop (four successful repetitions).
• Describe, to the instructor, objects on the horizon (looking up), and describe the point 12 seconds ahead (referencing down), (five successful repetitions).
• Keep the vehicle within the chosen lane, within the lane markers, using the correct steering technique (continuously for last quarter of lesson).
• Estimate time to stationary objects. (A total of four successful estimates - within two seconds.)
• Bring the vehicle to a smooth and gentle stop with the front bumper within one metre of a previously specified object, for example, a fire hydrant or telephone pole (four successful repetitions from the speed limit).
• With the vehicle moving, turn the steering wheel from lock to lock using the hand-over-hand technique (four times successfully). The student driver must use the hand-over-hand technique both to turn the wheel and to straighten out the wheel.
• Turn the steering wheel to manoeuvre the vehicle within the lane, using the nine-and-three steering technique (one minute without moving hands on the wheel).
• Negotiate corners. Student driver is to verbalize the sequence headings slightly before each component of the sequence (four successful corner negotiations - two left; two right - getting sequence right, steering hand-over-hand, taking the correct line through the corner, and looking in the right place).
• Bring the vehicle to a sharp stop with the front bumper within one metre of a prespecified object, for example, fire hydrant or telephone pole (four successful repetitions from the speed limit).

Knowledge Objectives (Know)

• What to do with the accelerator to build up speed smoothly.
• What to do with the brake to stop smoothly.
• Where to look when "looking up".
• Where to look when "referencing down".
• What to do with the steering wheel to steer smoothly.
• How to measure following distance in seconds, and what the following distance should be.
• How to measure distance in seconds from a stationary object.
• Normal braking - begin early, apply light pressure, ease up on the brake as the vehicle comes to a stop.
• When to use hand-over-hand and when to use nine-and-three steering.
• The sequence of corner negotiation.
• Slowing (braking) in a straight line.
• Know how much travel is in the brake pedal before braking begins.
• Sharp braking - moderate initial impact to take out travel space. Greater pressure and ease up on the brake as the vehicle comes to a stop.
• Apply IPDE principles to city driving.

Attitudinal Objectives (Believe)

• City driving requires steering input but this should still be smooth as in highway driving. Accelerator and brake still require small, gentle, controlled movements.
• Steer where you look.
• Early, smooth braking is a sign of control and good driving.
• Driving is building habits. (Good habits are just as hard to break as bad habits.) Build good habits so that when you need to do something "by instinct", the proper instinct is there.
• Hand-over-hand and nine-and-three are the proper techniques to use for steering.
• It is critical to know when your front wheels are straight and you do this through the use of proper hand positions on the steering wheel.
• Brake in a straight line.
• Increasing the radius of a corner (by taking the appropriate line) reduces lateral acceleration.
• The further you push down the brake, the shorter the stopping distance.

Rationale

This lesson introduces the student driver to lower speed "city" driving together with increasing the precision of driver control over the vehicle. It follows an introduction to highway driving and is virtually an identical lesson. This permits the student driver to adapt to the different conditions and different movements required in the city. More importantly, it reinforces the basics of good driving which have been introduced in the previous lesson.

If you can get your new driver "looking up" and following at a proper distance at this stage of development, then you may have set eye use and following distance patterns for the rest of the individual's driving career.

IPDE is also reviewed with a specific focus on visual cues in the urban environment. The primary reason for the early introduction of this lesson is to make the student driver look well ahead and have the student understand in the clearest possible situation, what "looking up" and "referencing down" means. The secondary reason is to make the student driver use small, gentle, controlled movements.

The emphasis in this lesson is on the introduction of eye use and search patterns and the basic use of controls. All judgments, decisions about traffic, decisions about when to go or not to go, or the speed at which to drive are made by the instructor. This way, the student driver is not overloaded by having to attend to too many things at once.

At the end of this lesson the student should be beginning to be able to stop and turn the vehicle in the manner required for "normal" driving. The student will have been introduced to the feeling of deceleration in a straight line and of lateral acceleration, and will have the beginnings of an idea of the distance required to stop the vehicle in the city.

Teaching Techniques

1. Instructor demonstration with driving commentary (restricted to what is being taught in this lesson) is to give the students an intellectual appreciation of what is required of them. As the lesson progresses, in some cases, begin withdrawal from 100% directives. You can start to give the student less specific directives in the areas covered in the previous lesson. Also, as this lesson progresses, you can begin to decrease the specificity about the content of this lesson.
2. You will introduce the student to the right learning of sequences; for example, for a corner, brake in a straight line, turn the wheel, balance the accelerator, lookup, unwind the wheel, and accelerate to the outside of your lane.
3. Both the student driver and the student observer should practise eye use and acquire the necessary skill in the use of vehicle controls.
4. The IPDE method of dealing with hazards (from the Driver's Handbook).

   • Identify
     The first step in good driving and avoiding crashes is to identify, well in advance, the real and potential hazards.

     From the thousands of things you could look at, try to identify hazards. That is, you have to search for things that are real or potential hazards and give them your immediate close attention.

   • Predict
     Step two is to predict what will happen should you encounter a real or potential hazard.

     Real Hazards
     For a real hazard, such as a red light, stop sign, stopped vehicle, you simply predict, for example, that the traffic light will stay red, or that the vehicle will stay where it is.

     Usually, you will see real hazards in plenty of time and there will be few problems in predicting what will happen.

     Sometimes, even if you are using your eyes properly, someone will do something right in front of you. Then you have to predict fast what is going to happen in the next few seconds.

     Potential Hazards
     If another driver stops at a stop sign and stays there when you are driving past, there is no threat to you.

     If the driver does not do what is appropriate, then you have a problem.

     You must predict where the other driver could go. Will the driver cut straight across in front of you? Will the driver turn left? turn right? Make your best prediction of what the driver is likely to do and keep revising this prediction as you move forward. The more often you practise predicting what will happen and what other drivers might do, the faster you will be able to make predictions when they are really needed.

   • Decide
     Step three is to decide exactly what you would do to drive smoothly and deal with the hazard. This means planning, in detail, what you are going to do, where you are going to go, and checking to see if the way is clear to do so.

     Real Hazards
     Your decision may simply be to brake gently or change lanes. Or, you may want to brake hard, release the brakes and steer right.

     Potential Hazards
     Your decision may be more of an "if/then" decision. If your prediction is that the driver will go straight ahead and cut you off, then you decide to brake hard, release the brakes, steer right onto the shoulder and go behind the driver.

     Check that the gates you want to use are open. Check the surface conditions of the highway for braking. Check the width and surface of the shoulder. Check that the way is clear if you do this. Continue watching the driver. If your second prediction is that the driver will turn right, then your decision will be to brake hard and, only if necessary, go onto the shoulder.

   • Execute
     The final step, to "execute" means to carry out your decision.

     So far you have been using your eyes and the thinking and decision-making parts of your brain. Now you have to have the skill to control your vehicle. Usually you will have plenty of time. Sometimes you will not.

     Occasionally, you will not only be short of time but the road will be slippery.

     Executing some of your decisions will simply mean making a smooth stop at a traffic light.

     Executing other decisions may involve using techniques for emergency driving. When you start practising the IPDE method you will be slow and will probably be thinking in words. As you practise more, you will get much faster and start to think in terms of ideas and pictures. When you get to this stage, you will be able to carry out the whole procedure very quickly. It is the few seconds you save by practice that may well save your life.

Instructional Aids

1. Diagrams for explaining: where to look, how to count time for following distance and for time from stationary objects, three second following distance, and how to pull onto and off the road.
2. Diagrams comparing city and highway for the above.

Situational/Environmental Requirements

1. Pavements with good traction - preferably no ice or snow.
2. Good visibility - day time with normal lighting conditions, preferably not in rain, not in snow storms.
3. A quiet road with right angle corners.
4. A quiet location where braking can be carried out without the risk of being rear-ended.
5. If possible, an off-road location, with cones to teach hand-over-hand steering.

Activity Delineation

Student Drives to "City" Location and Demonstration

Use both the drive to the location and the demonstration to describe the points to be covered in the lesson. Carry out as many as possible of the Instructor Activities on the drive to the location. Repeat and complete these in your demonstration.

Instructor Activity

1. Give commentary on steering technique, techniques for accelerator use, brake use, and speed maintenance.
2. Demonstrate counting time: following distance and time to stationary objects.
3. Require each student to estimate and count following distance and stationary objects. Alternate between the student driver and the student observer.
4. Give a commentary showing where you are looking (restricted to "looking up" and "referencing down").
5. Require each student to estimate and count "looking up" points and "referencing down" points. Alternate between the student driver and the student observer.
6. Review application of IPDE to driving task analysis.
7. Have the student driver accelerate, hold a constant speed for about one kilometre, if possible, and brake gently to a stop.
8. Have the student describe where to look when looking up, and where to look when referencing down.
9. Have the student achieve and maintain a three-second following distance for one or two minutes.
10. Have the student steer properly, using the nine-and-three hand position.

Student "City" Drive

Instructor Activity

1. Give all required directives to the student driver. Ensure that pre-drive activities have been carried out. Give the student driver a detailed overview of what he/she is supposed to do. Instruct the student driver (as he/she is driving) on when and how to set the vehicle in motion and when and how to enter the road. Instruct the student driver (as he/she is driving) on when and how to accelerate to speed, maintain speed, decelerate, and stop.
2. Instruct the student driver in accelerating, maintaining speed, decelerating, and stopping. Begin with 20 km/h (one or two repetitions), move to 30 km/h (repeat until you are both comfortable), and move speeds up to speed limit. Do not allow the student driver to look at the speedometer. As far as the student driver is concerned, the speedometer does not exist. You should tell the student driver when she/he is driving fast enough.
3. Have both the student driver and the student observer tell you where they are looking (restricted to "looking up" and "referencing down"). Alternate between the student driver and the student observer.
4. Guide the student driver and the student observer in counting time for following distance and time to stationary objects. Alternate between the student driver and the student observer.
5. Require both the student driver and the student observer to estimate and count following distance and time to stationary objects. Alternate between the student driver and the student observer.
6. Require both the student driver and the student observer to estimate and count "looking up" points and "referencing down" points. Alternate between the student driver and the student observer.
7. Require both the student driver and the student observer to apply basic principles of IPDE to selected situations.

Practise Following Time

Introduce and Practise "Normal" Precision Braking

Instructor Activity

1. Explain precision normal braking - begin early, apply light pressure and ease up on the brake as the vehicle comes to a stop. The vehicle is to stop with its front bumper opposite a pre-selected point. This is done by varying the pressure on the brake pedal.
2. Demonstrate precision normal braking, giving a running commentary of what you are doing.
3. Have the student driver practise precision normal braking from the speed limit.

Introduce Hand-Over-Hand Steering and Review Nine-and-Three Steering

Instructor Activity

1. Explain reason for hand-over-hand steering (control of wheel, fast turning of wheel, getting front wheels straight).
2. Demonstrate and have the student driver practise.
3. Have the student driver drive the prescribed path, using a hand-over-hand technique. Make sure that the student driver is looking well ahead.
4. Have the student driver practise a manoeuvre using the nine-and-three hand position. Make sure that the student driver is looking well ahead.

Introduce and Practise Corner Negotiation

Instructor Activity

1. Review cornering procedure:
   • signal
   • check traffic forward
   • check mirrors
   • reduce speed
   • check intersection traffic
   • look and steer where you want to go
   • accelerate and look well ahead

   Note: check blind spot before turning right. Review handbook.

2. Have student perform the manoeuvre.

Introduce and Practise Precision "Sharp" Braking

Instructor Activity

1. Explain precision sharp braking - begin early, with moderately high initial impact to take out slack in the brake pedal and to begin braking sharply. Apply greater pressure than for normal braking, and ease up on the brake as the vehicle comes to a stop. The vehicle is to stop with its front bumper opposite a pre-selected point. This is done by varying the pressure on the brake pedal.
2. Demonstrate precision sharp braking, giving a running commentary of what you are doing.
3. Have the student driver practise precision sharp braking from the speed limit.

   Note: For this activity, there should be no unsecured objects in the vehicle. Review basics of IPDE.

Drive back to school

Instructor Activity

1. Have the students explain the desired steering and accelerator movements, brake use, and speed maintenance techniques. Alternate between the student driver and the student observer.
2. Require each student to estimate and count time for following distance and time to stationary objects. Alternate between the student driver and the student observer.
3. Have the students give commentaries showing where to look (restricted to "looking up" and "referencing down"). Alternate between the driver and the observer.
4. Require each student to estimate and count "looking up" points and "referencing down" points. Alternate between the driver and the observer.

Homework - practise lesson activities.

Evaluation

1. Complete the student driver evaluation form as the lesson progresses. Do not, however, look down and fill in the form while the vehicle is in motion.
2. At the end of the lesson have the student driver initial the evaluation form.
3. File the evaluation forms daily.

Notes: