INTERSECTION SURVIVAL RECOGNIZING THE DIMENSIONS OF INTERSECTION CONFLICT

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INTERSECTION SURVIVAL RECOGNIZING THE DIMENSIONS OF INTERSECTION CONFLICT POINTS Presented by Ray Kroll -

INTERSECTION SURVIVAL RECOGNIZING THE DIMENSIONS OF INTERSECTION CONFLICT POINTS Presented by Ray Kroll - Driver Education Inc. Driver Education Instructor at De. La. Salle High School, Minneapolis, MN

§ Because of the spike in vehicle pedestrian accidents, I have created a driver

§ Because of the spike in vehicle pedestrian accidents, I have created a driver education classroom activity. § This activity provides driver education teachers with a strategy to train students to understand the inherent danger of the blindspot created by the A pillar construction of modern automobiles with adjacent right and left side rear view mirrors.

What is the A-Pillar? § The automobile A-Pillar is that portion of the body

What is the A-Pillar? § The automobile A-Pillar is that portion of the body design that provides support for the vehicles roof and encloses the windshield between the cowl/dashboard and the front leading edge of the roof. § To the left and right side the A-Pillars were vertical or slanted at varying degrees depending on the size and style of the individual body design. § In 1929, Franklin Q. Hershey was a body stylist and designer employed by the Murphy Body Works located in Pasedena, California. § Franklin Hershy theorized that if the A-pillar were narrower than the distance between the eyes of the driver, a clear vision effect could be created.

Murphy Body Works passenger four door CLEAR VISION SEDANS mounted on Duesenberg Model J

Murphy Body Works passenger four door CLEAR VISION SEDANS mounted on Duesenberg Model J Chassis.

Photo of the drivers CLEAR VISION perspective in the 1929 Duesenberg Model J 187

Photo of the drivers CLEAR VISION perspective in the 1929 Duesenberg Model J 187 From January 2009, Gooding Auction in Scottsdale Arizona

USING THE A PILLAR IN THE CLASSROOM § In the classroom setting, the Driver

USING THE A PILLAR IN THE CLASSROOM § In the classroom setting, the Driver Education instructor can utilize a 1/24 scale model of a plastic SUV to demonstrate the location of the A pillar as well as the B, C, and D pillar locations. § By attaching a string to the vehicle, the model can also be used to train driver education students to understand locate various reference points that are described by Dr. Frederik R. Motolla, author of YOUR CAR IS A MONSTER!. § The model can also be used to establish a three dimensional understanding of Motolla's Zone Management Concepts.

Activity Goal: To convey a teaching strategy for training driver education students to recognize

Activity Goal: To convey a teaching strategy for training driver education students to recognize the presence of intersection conflict points and understand techniques for avoiding intersection crashes with vehicles and or pedestrians and other road users.

STEPS IN THE EXERCISE 1. Provide each student with an INTERSECTION GRID SHEET (copy

STEPS IN THE EXERCISE 1. Provide each student with an INTERSECTION GRID SHEET (copy attached), a SHARPEE marker and a ruler or suitable straight edge. 2. Instruct students to create a street diagram with two four lane streets that make an intersection at 90 degree angles. 3. A YELLOW MARKER should be available for students to denote the double yellow lines that separate vehicles traveling in opposite directions. 4. Instruct students to include on their INTERSECTION GRID SHEET, lane markings, the crosswalks and stop bar at each of the four compass points (north,

BLANK INTERSECTION GRID

BLANK INTERSECTION GRID

ADDING PEOPLE TO THE GRID a) Tell students to position (draw) a STICK PERSON

ADDING PEOPLE TO THE GRID a) Tell students to position (draw) a STICK PERSON in each crosswalk in each lane. There should be sixteen STICK PERSONS in total. Students may also choose to position: b) A parent pushing a baby buggy c) An elderly person walking with a cane c) A person on a motorized wheelchair d) A bicycle rider e) A dog pulling its master on a skateboard.

NEXT STEPS FOR STUDENTS § Students are instructed to draw the path of the

NEXT STEPS FOR STUDENTS § Students are instructed to draw the path of the driver education vehicle in each lane going north, south, east and west. § The vehicles POT (path of travel) should also be drawn to make right and left hand turns from all directions into the nearest open traffic lanes. § Students may also draw pavement markings to illustrate the direction of turns or thru intersection movements.

NEXT STEPS Students are instructed to circle every location on their INTERSECTION GRID SHEET,

NEXT STEPS Students are instructed to circle every location on their INTERSECTION GRID SHEET, where a conflict point occurs between two vehicles or between a vehicle and a road user in the pedestrian crosswalks of the INTERSECTION GRID SHEET. § Audience guesses, how many conflict points? § How many conflict points with pedestrians?

At the conclusion of the INTERSECTION CONFLICT POINT ACTIVITY, each student receives a copy

At the conclusion of the INTERSECTION CONFLICT POINT ACTIVITY, each student receives a copy of the example* of the completed grid with INTERSECTION CONFLICT POINTS showing: Ø 24 Pedestrian/Vehicle conflict points Ø 36 Vehicle/vehicle conflict points *Example done by a De La Salle High School driver education student.

COMPLETED GRID • Intersection conflict points, example by De La Salle High School driver

COMPLETED GRID • Intersection conflict points, example by De La Salle High School driver education student.

OPENING UP THE DISCUSSION § Now the teacher can enhance this activity experience by

OPENING UP THE DISCUSSION § Now the teacher can enhance this activity experience by opening the door for discussion between students about their experiences in their family vehicles where they have observed their parents driving habits. § Their experiences and passenger history will bring fresh analysis of INTERSECTION CONFLICT POINTS. § Ask students to connect their discussion to their understanding of the 5 KEYS OF THE SMITH SYSTEM OF SPACE CUSHION DRIVING: 1. 2. 3. 4. 5. AIM HIGH IN STEERING GET THE BIG PICTURE KEEP YOUR EYES MOVING LEAVE YOURSELF AN OUT MAKE SURE THEY SEE YOU

Example of A Pillar Today • The thickness of the A pillar design on

Example of A Pillar Today • The thickness of the A pillar design on the 2016 Mitsubishi Outlander (my current driver education vehicle) and the width of the adjacent outside rear view mirror measures 18 inches resulting in a blind spot , where a pedestrian or small car may not be detected.

FURTHER POINTS ABOUT THE A PILLAR AND BLIND SPOTS § The glossary contained in

FURTHER POINTS ABOUT THE A PILLAR AND BLIND SPOTS § The glossary contained in the AAA HOW to DRIVE textbook (p. 39) defines the blind spot: " An area outside the vehicle that is not visible to the driver in the rear or side view mirrors". § § Instructors should explain to students that the blind spot includes the thickness of the A pillar design. § § During the first hour of BTW (Behind The Wheel) training, the instructor can demonstrate to her or his student the value of "bobblehead" movement to safely look around this blind spot.

ANOTHER FUN IDEA TO TEACH ABOUT BLIND SPOTS AND INTERSECTION SURVIVAL § Bobbleheads can

ANOTHER FUN IDEA TO TEACH ABOUT BLIND SPOTS AND INTERSECTION SURVIVAL § Bobbleheads can be caricatures of sports figures or school mascots, and are readily available on the secondary market or at antique stores. The instructor can use it in the classroom and in the driver education vehicle. § The student uses the bobblehead technique to compensate for the visual blockage of the right A pillar and right side rearview mirror in the right front zone.

For further information contact: Raymond Kroll E-mail: rckroll@comcast. net Cell phone: 612 -819 -9645

For further information contact: Raymond Kroll E-mail: rckroll@comcast. net Cell phone: 612 -819 -9645