Pre-CDL Curricula
By George Schooley
ABE Instructor
The Hubbs Center for Life Long Learning
Saint Paul Public Schools
All Materials Developed from:
Minnesota commercial driver's manual. Saint Paul, MN: Minnesota Department of Public
Safety. DOI: dvs.dps.mn.gov (2011).
Hubbs Center_George Schooley_5/11/2015
Page 1
Unit 1: Introduction:
Task 1: Introduce class to students.
Hand out Syllabus outlining the class and the behavior and attendance rules at Hubbs Center.
Have Ss introduce each other by telling their names, their past experience with commercial driving, why
they are taking the course, and what seems most exciting and most trying about being a commercial
driver.
Have Ss brainstorm five jobs they could get with a CDL and five daily activities each job would have.
 Discuss findings with whole class and go over any jobs that they missed and any misconceptions
about commercial driving they may have brought up.
 Have Ss chose the commercial driving career they wish to pursue and write down the steps they
will need to take to get to this career goal. Discuss in small groups after ten minutes of writing.
Go over the legal requirements and restrictions entailed in becoming a commercial driver in Minnesota
(pp. 5 to 9 in the Minnesota Commercial Driver’s Manual). These include:
 The Implied Consent Law (All commercial drivers give consent to be tested for drugs by breath,
urine or blood tests).
 Alcohol related offenses (two or more will disqualify applicants).
 Driving record (will temporarily have license suspended for two or more serious traffic
violations).
 Background check (Must allow FBI to conduct a background check and give fingerprints to
authorities).
Task 2: Have Ss read pp. 16 to 18 in Minnesota Commercial Driver’s Manual in order to acquaint them
with the personal and legal requirements for being a CDL Driver.
Do the following pre-reading activity:


Think of 8 things a CDL Driver must do to maintain safety for himself and for other drivers and
passengers while on the road. Discuss these with your partner and then with the rest of the
class.
What is one thing you can never do before driving or while driving?
Have Ss read text to find answers to the above questions. You can then compare the official rules with
their ideas.
Task 3: Have Ss learn the names and places for all the exterior parts on a bus they will need to know
on tests and inspections.
Have Ss label a diagram of a bus using a list of terms and an unlabeled diagram of the outside of the bus.
After checking in with peers, have the whole class check the worksheet together on projected image of
it.
Task 4: Have Ss learn some new driving practices that aren’t so well known as an update through
reading a news article on driving advice.
As a pre-reading activity, have Ss discuss the following questions in small groups:
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


What is the most frustrating thing you encounter when driving? What driving behaviors by
other motorists irritate you the most? What do you do when you get frustrated while driving?
What is the best way to deal with having to merge two lanes to one lane when you encounter
road construction? Why? What do Minnesotans do when they have to merge into one lane
from other lanes? Do you think they handle this problem well? Why?
Who should yield when one motorist is coming into a lane from an on ramp on the freeway and
another is approaching the ramp from the freeway? Why?
After discussing their answers as a whole class, have Ss read the advice column from the Duluth Herald:
“Ask a trooper: Zipper merge in not law, but is recommended.” When finished reading, have Ss answer
content questions in pairs. Then have Ss give their own advice answering the two advice questions at
the end of the reading worksheet. You may want to suggest that they brainstorm answers first before
writing. You can model activity by giving advice to a question about how best to save gas.
Go over answers as a whole class.
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ADVICE for YOU!
Read the following advice on how to improve your driving:
Published July 15, 2012, 08:00 AM
Ask a Trooper: Zipper merge is not law, but is recommended
E-mail scrapbook@duluthnews.com or mail your question to Duluth News Tribune, Attn: Ask the State Trooper, 424 W. First St., Duluth, MN
55802. You may remain anonymous if you choose.
Q: Could you explain the zipper merge for merging into construction zones in Minnesota? Is it law or just a rule of
thumb? The Minnesota Department of Transportation website explains some of this, but leaves out some information.
Also, I have tried using the zipper merge many times. It seems that hardly anyone else on the road knows about it.
While doing it, I seem to irritate many other drivers that have merged into the open lane way before the actual merge.
Even to the point of being blocked from proceeding in the lane that is about to close. If another driver intentionally
blocks a lane, isn’t that impeding traffic? What are the fines for impeding traffic?
A: The “zipper merge” is a Department of Transportation idea. It is not necessarily law, but it is “within” the applicable
laws for that situation and it is more than just a rule of thumb. It is what we are teaching drivers. This came about
several years ago and is getting a lot more attention as years of education and experience come to fruition. More
people are finding out about it all the time and it will get better as time goes on. Hopefully this will help.
As an example, if you are driving in the right lane on a four-lane highway and you see a “left lane closed ahead” sign,
be prepared to allow those vehicles in the left lane to come over into the right lane. Keep in mind that the left lane is
open until it is actually closed. That means vehicles can legally stay in that left lane until they reach the spot where
there are barrels, barricades and usually a “merge here” type of sign. Then, the left and right lane vehicle drivers
should take turns getting through that merge spot, in a “zipper” type format. This is what we all need to do to prevent
road rage and to make traffic flow smoother, even if you don’t agree with it.
Some people have argued that it slows down traffic more than just letting everyone fend for themselves and that we
should make everyone get into the right lane sooner (in that example). Studies show that the “zipper merge” works
the best to keep traffic flowing, especially when there is a lot of traffic. The “zipper merge” also helps prevent road
rage from drivers who intentionally drive slow in the lane that is closing, and blocking other drivers from passing or
getting through. That is against the law. Lane blocking or impeding traffic fines are about $139 and the offense goes
on your driving record. We are watching out for lane blockers in all situations.
Q: Who has the right of way when a car is merging on the freeway from an on ramp that does not have a yield sign?
Is the law different for cars and motorcycles?
A: A vehicle merging onto another roadway normally is the one that is required to yield, but that does not mean the
vehicles already on the road should not move over and assist the merge when possible. There is no difference for
Hubbs Center_George Schooley_5/11/2015
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cars or motorcycles on merging, except it is a lot more dangerous for motorcyclists. Merging vehicles should try to
match the speed of the traffic already on the roadway, stay near the right fog line as long as possible and should let
that fog line “bring them into the lane.”
Sgt. Curt S. Mowers is a regional public information officer for the Minnesota State Patrol.
(Mowers , K. S. (2012, July 18). Ask a trooper: Zipper merge is not law, but is recommended. Duluth News Tribune.
Retrieved from http://www.duluthnewstribune.com/event/article/id/236536/group/News/)
Now answer the following questions:
Do you agree with this advice? What other pointers do you have to make merging and driving by road
construction from your experience as a driver?
Now give your own advice for the following question about driving:
Q: What is a good way to judge a safe following distance behind another vehicle when driving behind them on the
freeway?
Q: What should you do when you get an important call on your cell phone while driving? How about when you want
to call someone or need to talk to your employer? What is the safest way to talk on the phone while driving?
(When you are done, compare your answers with other students and discuss who has the most effective advice and
why you think so.)
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Teachers, here is the advice the Minnesota Department of Transportation gives in the Minnesota
Commercial Driver’s Manual for the questions and the laws concerning cell phone usage while driving in
Minnesota and how much distance one should keep when following another driver.
Hand-held Mobile Telephone
Effective January 3, 2012, a commercial motor vehicle (CMV) driver is restricted from holding a
mobile telephone to conduct a voice communication and dialing a mobile telephone by pressing
more than a single button. Hands-free use is allowed via either an earpiece or the
speakerphone function of the mobile telephone.
Use of a hand-held mobile telephone means:
1. Using at least one hand to hold a mobile telephone to conduct a voice communication;
2. Dialing a mobile telephone by pressing more than a single button; or
3. Reaching for a mobile telephone in a manner that requires a driver to maneuver so that he or
she is no longer in a seated driving position, restrained by a seat belt that is installed in
accordance with 49 CFR 393.93 and adjusted in accordance with the vehicle manufacturer’s
instructions.
A driver of a CMV who desires to use a mobile phone while driving will need to use a mobile
telephone (such as hands-free) located in close proximity to the driver that can be operated in
compliance with this rule.
The ease of ―reach or accessibility of the phone is relevant only when a driver chooses to have
access to a mobile telephone while driving. Essentially, before driving the vehicle, the CMV
driver must be ready to conduct a voice communication on a mobile telephone.
Following Distance
Minnesota law requires that trucks and buses maintain a following distance of at least 500 feet
on highways. This law does not apply when passing another vehicle or when traveling in a
designated truck lane.
A good way to judge a safe following distance behind another vehicle is to use the time interval
method. The time interval works like this:
1. Choose a reference point on or near the road (a shadow, road repair patch, telephone pole,
tree).
2. Count off the seconds it takes from the time the back of the vehicle ahead passes the
reference point until the front of your vehicle passes the same point.
An interval of about 8 seconds is required to maintain a following distance of 500 feet at 45
MPH. While on residential or business streets, allow for at least 4 seconds for dry conditions
and 6 seconds for wet or icy conditions. Finally, maintain at least a 50-foot interval when
following another bus entering or leaving the school grounds.
(With a car, MN DOT recommends counting to 3 seconds rather than 4 because cars are much
lighter than trucks and have less momentum.)
(Minnesota commercial driver's, 2011)
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Parts of a Bus
Label the following diagram of the bus with the following terms:
Headlights
Side reflectors
front turn lights
Windshield
hazard lights
wiper/washers
front 8-way red and amber lights
Flat side mirrors
stop arm
Crossover mirrors
front bumper
Mud flaps and tires
Battery box
tire rims
Control panel
Bumper rails
Undercarriage
Wheel wells
Unit 2: Minnesota School Bus Driver’s Handbook
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Page 7
Task 1: Have Ss identify tasks necessary to complete before beginning a haul or trip in a truck or bus.
Ss will also prepare for inspection by a boss or tester.
Discussion: Ss will discuss in small groups the following questions while looking at the diagram of the
parts of a bus.


What should you do to prepare for a safe trip or haul in the vehicle you will be driving ( a school
bus or delivery truck).
Which parts of the bus are most important to look at to make sure they are operating properly
before you start driving a vehicle? Why?
Have Ss work with partners to complete the following chart, where they decide what problems to look
for in the parts of a bus listed to be inspected.
Discuss their findings while filling in a projected version of the table. Then show them the completed
table or key to compare with their answers.
Give students a chance to make comments about differences between their thoughts and the key’s
answers. Ss can also ask questions about inspections at this point.
Have Ss guess the eight items that need to be inspected everyday according to MN law. These are:











Service Brakes
Parking Brakes
Steering Mechanism
Lighting Devices and Reflectors
Tires
Fluid Levels
Horn
Windshield Wipers
Mirrors
Eight Light Warning System (Pupil Lights)
Stop Arm
As a culminating activity, have Ss make an inspection of a real bus or truck using the chart. Tell students
not to worry about inspecting engine or interior as this will be done at a later date.
Note: If you would like to see a more complete version of the table, look at:
http://arkansasfacilities.arkansas.gov/Transportation/Documents/
Click on FULL Criteria.pdf
Hubbs Center_George Schooley_5/11/2015
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How’s it Look?
Work with a partner to figure out what problems you may encounter when inspecting the outside of
you truck or bus before completing a haul or run. In the second column of this table put the problems
that will require repair and in the third column put the problems that will require you to cancel your
run and send the vehicle to be serviced before it can be driven.
Vehicle Part
Problems that will need to be
repaired soon.
Problems that will need to be
repaired immediately and will
require the vehicle to be taken
out of service.
Headlights (regular and high
beams)
Turn signals
Tail lights
Backup lights
Hazard lights
Brake lights
Park lights
Reflectors
Hubbs Center_George Schooley_5/11/2015
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Pupil warning lights
Stop arm and student crossing
arm
Batteries
Electrical compartment
Mirrors
Bumpers
Body
Emergency door
Engine hood
Windshield
Hubbs Center_George Schooley_5/11/2015
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Hubbs Center_George Schooley_5/11/2015
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How’s it Look?
The answers you were looking for.
Work with a partner to figure out what problems you may encounter when inspecting the outside of
you truck or bus before completing a haul or run. In the second column of this table put the problems
that will require repair and in the third column put the problems that will require you to cancel your
run and send the vehicle to be serviced before it can be driven.
Vehicle Part
Headlights (regular and high
beams)
Turn signals
Tail lights
Backup lights
Hazard lights
Brake lights
Problems that will need to be
repaired soon.
 Lens is fogged, cracked or
light is dim.
 Trim rings missing.
 Misalignment of headlights.
 Cracked lenses.
 Doesn’t properly indicate
turn signal.
 Turn switch doesn’t return
to normal position upon
completion of turn.
 Some tail lights won’t turn
on.
 Cracked lights.
 Tail light is white instead of
red.
 Dimmed light.
 Some backup lights won’t
turn on.
 Cracked lights.
 Backup lights stay on all the
time or stay on in any gear
position other than reverse.
 Cracked lenses.
 Doesn’t properly indicate
turn signal.
 Switch is damaged or
button is missing.
 Some brake lights won’t
turn on.
 Cracked lights.
 Brake light is white instead
of red.
 Dimmed light.
Hubbs Center_George Schooley_5/11/2015
Problems that will need to be
repaired immediately and will
require the vehicle to be taken
out of service.
 Lights don’t work at all or
go out after you turn them
on.
 Turn signals don’t flash.
 Signal switch won’t stay in
position.
 White light is visible in
place of usual red or
amber.
 Half or more of the tail
lights fail to function when
the headlight switch is in
park or headlight positions.
N/A
 Hazards fail to function.
 Half or more of the tail
lights fail to function when
you step on the brake
pedal.
Page 12
Park lights
Reflectors
Pupil warning lights
Stop arm and student crossing
arm
Batteries
Electrical compartment
 After brake is released,
brake light is stuck on.
 Park lights won’t come on
when in park.
 Cracked lenses.
 Any reflectors are missing,
cracked, or faded.
 Some backup lights won’t
turn on.
 Cracked lights.
 Dimmed or misaligned
light.
 Light’s hood is damaged or
missing.
 Light’s color has worn off.
 Lights are damaged or
wont’ turn on.
 Hinges and other
connectors are broken or
need oiling.
 Lights don’t flash
alternately.
 Retraction doesn’t work
smoothly.
 Batteries are the wrong
type for the vehicle.
 Batteries will not start the
vehicle.
 Battery is corroded.
 Hinges, seal, door or latch
are damaged.
 Wiring diagram is missing.
 Wiring is unsecured,
corroded or improperly
routed.
 Any loose mounting or
parts.
Mirrors
 Mirror brackets are loose
or broken.
 Broken or cracked mirrors.
Bumpers
 Bumpers are loose or
broken.
 Bumpers are missing.
Hubbs Center_George Schooley_5/11/2015
N/A
N/A
 Any red light is dim or
doesn’t work.
 Red lights do not
alternately flash side to
side.
 Lights are not red.
 You can’t see at least thirty
percent of the normal
light.
 Wiring is damaged or
broken.
 Lights don’t function or
damaged.
 Lights don’t flash.
 Arm does not extend to
about 90° or it doesn’t
retract.
 Arm is damaged.
 Battery is cracked or
damaged.
 Cables are misrouted or
unsecured.
 Hinge, door or latch are
damaged, do not function
or are missing.
 Wires or connectors are
damaged or exposed.
 Wires or components are
not secured.
 Fuses or circuit breakers
are missing or damaged.
 Mirror brackets or mirrors
are broken and cannot be
adjusted in a useful
position.
 Cross view mirrors don not
extend beyond the leading
edge of the vehicle.
 Bumper is bent away from
body or has metal stick out
from it.
Page 13
Body
 Bumper is not adjusted
properly.
 Dents or scratches.
 Rust spots.
 Rubber fender is missing or
damaged.
Emergency door
 Door stop doesn’t work.
Door opens too far.
 Hold open device doesn’t
work or is damaged.
Engine hood
 Hood won’t shut
completely or is out of
alignment.
 Hood support cables or
hold open features are
loose, broken or missing.
 Any hood socket, rubber
cone or wedge are loose or
missing.
 Hinges are missing or
damaged.
 Latch is loose or damaged.
 Any windshield step or grab
handle is loose, missing, or
broken.
 Exterior is dirty.
Windshield
Hubbs Center_George Schooley_5/11/2015
 Any body part is damaged
or sticking out from bus
sides or has a sharp edge.
 Parts are loose, damaged
or corroded to the point
where joint strength or
structural integrity is in
danger.
 Body panels or parts are
missing.
 Emergency door can’t be
opened fully.
 You have to push harder
than usual to open door.
 Seal is broken, letting in air
or dirt from the outside.
 Hood latch does not secure
hood.
N/A
Page 14
Task 2: Have Ss watch videos about loading and unloading a bus and the safety guidelines to follow at
the point of loading and unloading.
What is the first thing a bus driver needs to think about or pay attention to? Why?
Have Ss watch the video about loading a bus and the safety guidelines to follow at the point of loading.
http://video.search.yahoo.com/video/play;_ylt=A2KLqIAUNAZQ7jsAGAT7w8QF;_ylu=X3oDMTBrc3Vyam
VwBHNlYwNzcgRzbGsDdmlkBHZ0aWQD?p=loading+a+school+bus&vid=92975CD57E576BA17D1392975
CD57E576BA17D13&l=&turl=http%3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthumbnail.aspx%3Fq%3D5
028063010685137%26id%3D3ca3ba9b6e79717960fad22b83e7bdae%26bid%3DE32ha1d%252b1VyXkg
%26bn%3DLargeThumb%26url%3Dhttp%253a%252f%252fwww.youtube.com%252fwatch%253fv%253d
fcezaYyEUtw&rurl=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DfcezaYyEUtw&tit=School+Bu
s+Rules%3A+LOADING+THE+BUS&c=3&sigr=11aj3q0q5&
and
http://www.youtube.com/watch?feature=player_embedded&v=5sYT8QGTOPM
“School Bus Stop Procedures” and “School Bus Rules: Loading the Bus”
Have Ss list 11 steps that the bus driver must follow in proper sequence to safely load the bus with
students waiting at a bus stop.
After listing their guesses on the board and discussing why. Dictate the correct list from p. 27 of the
manual and compare to original list. Ask Ss if any steps seem confusing or surprising and discuss.
Repeat these steps with unloading students from a bus using the following video. The correct list for
unloading is on p. 27 also.
http://www.youtube.com/watch?feature=player_embedded&v=tn2Izedv-fg
Task 3: Have Ss adjust mirrors in a truck or school bus to prepare for driving safely.
Complete the following discussion before reading about mirror adjustment in the Minnesota School Bus
Driver’s Handbook.




When adjusting mirrors when you are driving, what is the best way to adjust them so you can
use them to avoid having accidents?
Can you drive safely on the road using just your mirrors and not turning your head? Why or why
not?
How would you use mirrors differently in a bus, truck or car? Why?
What are the danger zones of a school bus when trying to pass traffic or keeping an eye on
traffic?
Have Ss read the Minnesota School Bus Driver’s Handbook, pp. 33 to 35, to check answers to their
discussion above.
Have Ss get into bus to adjust mirrors according to the reading instructions. Have Ss use the view of
their partners in mirrors and measuring tape to measure the difference in field of vision between the
flat and convex mirrors.
Have Ss do the Part B: Minnesota School Bus Drivers Handbook quiz included at the end of this Unit.
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Part B: Minnesota School Bus Driver’s Handbook
Test your knowledge. Answer the following questions based on the readings and discussion
we have had on driving a bus according to the guidelines and rules in the Minnesota School
Bus Driver’s Handbook :
1. Define the danger zone. How far does the danger zone extend around the bus?
2. What should you be able to see if the outside flat mirrors are adjusted properly? The
outside convex mirrors? The crossover mirrors?
3. Under what conditions must you evacuate the bus?
4. What is a passive highway rail crossing? Why should you be extra cautious at this type of
crossing?
5. How should you use your brakes if your vehicle is equipped with antilock brakes (ABS)?
(Minnesota commercial driver's, 2011)
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Teacher’s Key
Part B: Minnesota School Bus Driver’s Handbook
Test your knowledge:
1. Define the danger zone. How far does the danger zone extend around the bus?
The danger zone is the area around a bus where children are in the most danger of being hit.
 30 feet in front of the bus?
 10 feet from either side
 10 feet behind the bus
 To the left where cares pass in the road
2. What should you be able to see if the outside flat mirrors are adjusted properly? The outside convex
mirrors? The crossover mirrors?
If the flat mirrors are adjusted properly, you should be able to see from:
 The flat mirror: the sides of the bus, four bus lengths behind the bus and the bottom of the back
tires.
 The convex mirror: The sides of the bus, the bottoms of the back tires, and at least one traffic
lane on either side of the bus.
 The crossover mirrors: the front of the bus and the service door and the front tires touching the
ground.
3. Under what conditions must you evacuate the bus?
You must evacuate the bus if there is a:
 Fire
 The bus is stalled over a rr crossing
 The bus isn’t able to be parked in a stationary position and may move
 Imminent danger of collision
 Hazardous materials spill.
4. What is a passive highway rail crossing? Why should you be extra cautious at this type of crossing?
A passive rail crossing doesn’t have any type of traffic control device. You should be extra cautious
approaching this type of crossing because it requires you to recognize the crossing, search for any trains
using the tracks, and decide if there is sufficient clear space for you to safely cross.
5. How should you use your brakes if your vehicle is equipped with antilock brakes (ABS)?
Brake as you normally would with any vehicle. The only difference is that you should not pump your
brakes to stop or slow down on a slippery surface or in an emergency situation.
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Unit 3: Section 1: Introduction [to the Commercial Driver’s License Manual]
Task 1: Ss will choose a career path and articulate supporting arguments in defense of their choice.
Have Ss identify the main idea and flow of the flow chart on p. 1-1 of the Commercial Driver’s License
Manual.
Have Ss discuss with a partner what their career goals are and why? Then, have them write a short
paragraph describing their goals, including three to five supporting details. (Have them write two or
three supporting details that explain why and two or three that explain how they will get there.) Use
the worksheet, A Career in Transportation, as a structure to have them do this.
Write on board the following as a pre-writing, idea generation activity:

Make a list of all the careers you could go into:

Then, circle the one that is most attractive to you.

Make a list of reasons why you would like this job and a list of actions showing what you will
need to do to get there:
WHY:
1.
2.
3.
HOW:
1.
2.
3.
Have Ss compare each other papers and peer edit them. Ask them to make sure the papers make sense
and that there is a clearly stated main idea and enough supporting details to convince the reader that
this career is a good fit for them. Make sure they understand to let their partners know when the
writing is unclear and to give each other suggestions as to why it is unclear. You can make up your own
sample paragraph of your career goals, including some logical errors as a model for them to advise you
on how to improve the sample paragraph.
Task 2: Ss will identify the behaviors or infractions that will prevent an applicant from getting a CDL
License and which will cause a licensee to lose it.
Have Ss make a list of at least five crimes or behaviors that will cause someone to lose or not be able to
get their CDL License.
Discuss findings and put ideas on the board.
Have Ss scan pp. 1-3 to 1-5 to compare their list to the manual’s list of infractions.
Point out other items in the introduction that students must follow to get the CDL.
Task 3: Ss will plan a trip and use a mileage chart to plot their route, mileage and fuel usage.
Have Ss review map skills. Have Ss describe a recent trip they made and plot it out on the map for each
other. Then have students find the number of miles they used and how long it took them. Then
calculate how many miles they went per hour and at what speed.
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Give Ss the parameters for their trucking trip from Minneapolis to Seattle. Use the worksheet below to
set up these parameters.
A Career in Transportation
Discuss with a partner what your career goals are and why? Write a short paragraph describing
them below:
What is the main point of the following diagram? Write the main point below in one or two
sentences.
Do You Need a CDL?
Does the vehicle or combination of vehicles
have a manufacturer’s weight rating
(GVWR) over 26,000 pounds?
yes
no
Is the vehicle a combination vehicle
towing a unit over 10,000 pounds GVWR?
yes
You need a Class A CDL.
no
Does the single vehicle have a GVWR over
26,000 pounds?
yes
You need a Class B CDL.
yes
You need a Class C CDL.
no
Is the vehicle designed to carry 16 or
more people (including the driver)?
no
Does the vehicle require hazardous material
placards or transport a select agent or toxin?
yes
You need a Class C CDL.
no
You DO NOT need a CDL.
NOTE: A bus may be Class A, B, or C depending on whether the GVWR is over 26,001 pounds or is a combination vehicle.
Figure 1.1
Hubbs Center_George Schooley_5/11/2015
Page 19
Follow the chart and identify which type of license you need for your career goals and why?
(Minnesota commercial driver's, 2011)
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Page 20
Unit 4: Section 2.1: Driving Safely
Task 1: Ss will outline and perform a seven point inspection on a truck.
First, have Ss identify parts of the dashboard and the cab and indicate what each gauge and piece of
equipment is used for.
Then, have Ss look at the seven point inspection worksheet and list of points and identify what tasks are
required to complete each point.
When Ss have completed predicting these tasks, have them check work in manual on pp. 2-3 to 2-7.
Task 2: Ss will complete practice questions for test by completing the CDL Manual’s post section 2.1
comprehension questions.
In order to save time, the teacher may want to have students skim and scan section 2.1, pp. 2-1 to 2-7,
in pairs or small groups to answer questions and then go over them as a group.
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A Haul from Here to There
Pretend that you are going to haul furniture from Minneapolis to Seattle. Use a map to figure out
your daily mileage, hours driven, beginning point and end destination for each day of driving. Start
your odometer at 49,048. You are restricted to no more than 10 hours of driving per day. You will be
driving 55 miles per hour. Remember, to note the routes you use to get from destination to
destination. Use the form below to complete this task. You should work with a partner.
INDIVIDUAL VEHICLE MILEAGE AND FUEL CHART
(Must be kept by driver for each trip)
1) The individual vehicle mileage record and fuel report must account for all miles traveled and all fuel
received.
2) If you use a substitute vehicle, prepare a separate Individual Vehicle Mileage and Fuel Report to account
for
the miles traveled and the fuel received by the substitute vehicle.
Account Number
Registrant Name (Printed)
Address
Driver’s Name (Printed)
Signature
_____________________
___________________________
VIN Number
Fleet Number
___________________________
________________________________
Trip Origin
Destination
City:
Jur:
Trip Number
Unit Number
Driver’s
Manifest
Number
Start Date
____ _____
____
Mo. Day
Yr.
City
Jur:
End Date
____
_____ ____
Mo. Day
Yr.
Fuel Type
Diesel______
Gasoline______
Other_______
Please
Specify_______
_
-8
Rate
per
Trip
MPG
-1
-2
-3
-4
-5
-6
-7
Line
Jurisdictio
n
Date
Highway or
Show Odometer Reading
Jurisdictio
nal
Fuel
Fuel
(Mo/Day/
Yr)
Route
Name and
Address
City & State
Purchased
(Of Fuel Stop)
(Gallons)
Invoic
e
Numb
er
Traveled
a. At Beginning of Trip
b. When Exiting
Jurisdiction
c. At End of Trip
Miles
-9
Traveled
1
2
3
4
5
6
Hubbs Center_George Schooley_5/11/2015
Page 22
7
8
Notes:
End
Odometer_____________
(Minus)
Total Trip
Total
Miles
Fuel
_________
_
________
__
Beginning Odometer
_____________
=
Total Miles
_____________
You can also download a Individual Vehicle Mileage and Fuel record at the following website:
http://www.modot.mo.gov/mcs/IFTA/documents/IndividualVehMileageRecord.pdf
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Seven Point Inspection
Look at the pictures of the dashboard and cab of this commercial truck. What part and instruments
do you see? What do they do?
(Minnesota commercial driver's, 2011)
Now, the CDL Manual has a seven point inspection. Below are they seven points that you must go
over everyday before you operate a truck. List three items or operations you check for each point of
inspection below:
Step1: Vehicle Overview
a.
b.
c.
Step 2: Check Engine Compartment
a.
b.
c.
Step 3: Start Engine and Check Inside of Cab
a.
b.
c.
Step 4: Turn Off Engine and Check Lights
Hubbs Center_George Schooley_5/11/2015
Page 24
a.
b.
c.
Step 5: Do Walk Around Inspection
a.
b.
c.
Step 6: Check Signal Lights
a.
b.
c.
Step 7: Start the Engine and Check
a.
b.
c.
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Seven Point Inspection
Teacher’s Key
Look at the pictures of the dashboard and cab of this commercial truck. What part and instruments
do you see? What do they do?
(Label steering wheel, CB radio, turn signal indicator, fuel gauge, oil pressure gauge, air pressure gauge,
voltmeter, coolant temperature gauge, engine oil temperature, warning lights and buzzers for oil,
coolant, charging circuit, and antilock brakes, and headlight, dimmer, and other lights.)
(Minnesota commercial driver's, 2011)
Now, the CDL Manual has a seven point inspection. Below are they seven points that you must go
over everyday before you operate a truck. List three items or operations you check for each point of
inspection below:
Step1: Vehicle Overview
a. Look at previous day’s report.
b. Make sure the problems indicated were repaired.
c. Sign report to indicate that necessary repairs had been made or were found to be unnecessary.
Step 2: Check Engine Compartment
a. After making sure parking brake is on, open engine and check fluids.
b. Check belts for tightness and excessive wear.
c. Check that insulation on wires isn’t cracked or worn.
Step 3: Start Engine and Check Inside of Cab
a. After putting gearshaft in neutral, listen for unusual noises from engine and check ABS indicators.
Hubbs Center_George Schooley_5/11/2015
Page 26
b. Look at all the gauges on the dashboard to check for unusual indications.
c. Check conditions of controls (brakes, steering wheel, clutch, accelerator, transmission, interaxle
differential lock, horns, wipers, mirrors, emergency equipment, safety belt, and lights).
Step 4: Turn Off Engine and Check Lights
a. Set parking brake and turn off engine.
b. Turn on headlights.
c. Turn on four way emergency lights.
Step 5: Do Walk Around Inspection
a. Check all light systems including headlights, four-way flashers, dimmers, signal lights and high beams.
b.. Check all wheels, shock absorbers and brakes systems.
c. Check all windows and doors for cleanliness, visibility and functionality.
d. Check that cargo is properly secured.
e. Check all exterior parts from transmission and exhaust systems to frames, compartments, wiring, air
systems, and fuel tanks, especially looking for breakdowns and leaks.
Step 6: Check Signal Lights
a. Check that signal lights blink as is normal and for color.
b. Make sure all light casements are clean.
c. Secure any loose items in cab and make sure all necessary paperwork is filled out and organized.
Step 7: Start the Engine and Check
a. Pump brakes so check for leaks in system.
b. Test parking brakes by gently engaging engine forward against brakes to see if they hold.
c. Test service brake stopping action to make sure it doesn’t cause pulling to one side or the other but
that pressure is even.
Hubbs Center_George Schooley_5/11/2015
Page 27
Subsection 2.1
Test Your Knowledge
1. What is the most important reason for doing a vehicle inspection?
2. What things should you check during the trip?
3. Name some key steering system parts.
4. Name some suspension defects.
5. What three kinds of emergency equipment must you have?
6. What is the minimum tread depth for front tires? For other tires?
7. Name some things you should check on the front of your vehicle during the walk around inspection.
8. What should wheel bearing seals be checked for?
9. How many red reflective triangles should you carry?
10. How do you test hydraulic brakes for leaks?
11. Why put the starter switch key in your pocket during the pre-trip inspection?
(Minnesota commercial driver\'s, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 28
Subsection 2.1 Key
Test Your Knowledge
1. What is the most important reason for doing a vehicle inspection?
The most important reason for doing a vehicle inspection is for safety for you and for others drivers on
the road. It will also help you and your company to avoid unnecessary and potentially expensive costs.
Federal Inspectors can also put your vehicle out of service if you don’t maintain it properly and they find
a serious violation.
2. What things should you check during the trip?
You should watch gauges for signs of trouble. Check for problems whenever you stop looking at wheels,
brakes, lights, trailer connections both electrical and mechanical, and cargo.
3. Name some key steering system parts.
Steering wheel, steering arm, hydraulic fluid reservoir, gear box, etc. (See diagram on p. 2-2.)
4. Name some suspension defects.
Spring hangers that allow movement of axle from proper position, cracked or broken spring hangers,
missing or broken leaves in any leaf spring, leaves that have shifted and are in danger of hitting tires or
other part, leaking shock absorbers, air suspension systems that are damaged or leaking, and any
supporting parts of suspension system that are damaged to a point that endanger integrity of
suspension system.
5. What three kinds of emergency equipment must you have?



Spare electrical fuses.
Three red reflectors, 6 fuses or 3 liquid burning flares.
Properly charged and rated fire extinguisher.
6. What is the minimum tread depth for front tires? For other tires?
The minimum tread depth for front tires is 4/32 inch depth, for other tires it is 2/32 inch.
7. Name some things you should check on the front of your vehicle during the walk around inspection.
Condition of front axle, condition of steering system (no looseness), condition of windshield, and
condition of lights and reflectors.
8. What should wheel bearing seals be checked for?
They should be checked to make sure they are not leaking.
9. How many red reflective triangles should you carry?
Three
10. How do you test hydraulic brakes for leaks?
Hubbs Center_George Schooley_5/11/2015
Page 29
Pump the brakes 3 times. Then hold the brake pedal down for 5 seconds, applying firm pressure. The
pedal should not move. If it does, there may be a leak.
11. Why put the starter switch key in your pocket during the pre-trip inspection?
Because you will be walking around the vehicle. Someone may get in the vehicle or it may make it harder
to insure the vehicle is in a proper parked position and gear.
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 30
Unit 4 (continued): Section 2.2 and 2.3: Driving Safely
Task 3: Ss will guess meaning of vocabulary associated with driving (operating a truck) using context
clues.
To prepare students for using context clues, give the students time to discuss the topic of driving safely
using the following discussion questions:



How can you back up when driving a large vehicle like a semi-truck when your visibility of objects
behind you is so limited?
When you are in a vehicle with manual transmission that is heavier than a car (trucks or utility
vehicles), what can you do to keep the truck from rolling backwards while you are trying to move
forward after starting the engine and releasing the parking brakes?
How can you shift in the manner that won’t damage or wear down gears? What situations
would cause you to shift up gears? How about shift them down?
Have students decipher meaning or words to describe driving operations using context clues in the
“Let’s Shift into Gear” worksheet. Give students an example of using context clues on the board. For
instance, write “A hundred years ago, people would drive carriages with horse, instead of cars with
engines.” and have students tell you what carriages means and explain how they were able to figure out
the meaning without a dictionary.
Task 4: Students will review subsections 2.1 and 2.2 by reading the section from pp. 2-8 to 2-10 and
then answering the content questions for that section in pairs.
Have Ss prepare to read by discussing the following questions in small groups then as a whole class:



What is one piece of information that you learned in this section that was new to you?
What is one piece of information that was surprising to you?
Has this section changed the approach you will take to driving? How so and why?
Have Ss read Section 2.1 and 2.3 and answer content question for Section 2.1 and 2.3 in pairs.
Discuss answers as a whole class.
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Let’s Shift into Gear
Guess the meaning of the italicized words in bold from context clues in the following
sentences.
1. Don’t roll back when you start your engine. You could hit someone behind you.
What does roll back mean? _________________________________________________
What context clues helped you understand this word? ___________________________
________________________________________________________________________
2. If you have a manual transmission vehicle, partly engage the clutch before you take your
right foot off the brake.
What does manual mean? __________________________________________________
What context clues helped you understand this word? ___________________________
________________________________________________________________________
3. Speed up smoothly and gradually so the vehicle does not jerk. Rough acceleration can cause
mechanical damage.
What does acceleration mean? ______________________________________________
What context clues helped you understand this word? ___________________________
________________________________________________________________________
4. If you have a manual transmission, push the clutch in when the engine is close to idle as in
times when you are stuck in traffic or when you have to wait at a traffic light for a long time.
What does idle mean? _____________________________________________________
What context clues helped you understand this word? ___________________________
________________________________________________________________________
5. Most heavy vehicles with manual transmission require double clutching to change gears.
This is the basic method to change gears:
First, release accelerator; then, release clutch; next, let engine and gears slow down to the rpm
required for the next gear; and, finally, push in clutch and shift to higher gear at the same time.
What do rpm and shift mean? _________________________________________________
What context clues helped you understand these words? ___________________________
________________________________________________________________________
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Page 32
6. Study the driver’s manual for your vehicle and learn the operating rpm range. Watch your
tachometer and shift up when your vehicle reaches the top of the range.
What does tachometer mean? ______________________________________________
What context clues helped you understand this word? ___________________________
________________________________________________________________________
Hubbs Center_George Schooley_5/11/2015
Page 33
Subsection 2.2 to 2.3
Test Your Knowledge
1. Why should you back towards the driver’s side?
2. If stopped on a hill, how can you start moving without rolling back?
3. When backing, why is it important to use a helper?
4. What’s the most important hand signal that you and the helper should agree on? .
5. What are the two special conditions where you should downshift?
6. Why should you downshift automatic transmissions?
7. Retarders keep you from skidding when the road is slippery. True or false?
8. When are the two ways to know when to shift?
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 34
Subsection 2.2 to 2.3 Key
Test Your Knowledge
1. Why should you back towards the driver’s side?
You should back towards the driver’s side because you can see better from that side. It is difficult to see
from the passenger side.
2. If stopped on a hill, how can you start moving without rolling back?
You should partly engage the clutch before you take your right foot off the brake. Put on the parking
brake whenever necessary to keep from rolling back. Release the parking brake only when you have
applied enough engine power to keep from rolling back.
3. When backing, why is it important to use a helper?
There are blind spots, which a helper can help you to see.
4. What’s the most important hand signal that you and the helper should agree on? .
The most important signal for you to agree on is the hand signal for stop.
5. What are the two special conditions where you should downshift?
The two special conditions for downshifting are before you go down a hill or before you go around a
curve.
6. When should you downshift automatic transmissions?
You should downshift with automatic transmissions when going down a grade.
7. Retarders keep you from skidding when the road is slippery. True or false?
False
8. When are the two ways to know when to shift?
The two ways to know when to shift are when your vehicle reaches the top of the rpm range for that
gear or when your vehicle reaches the appropriate speed for a certain gear.
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 35
Unit 4 (continued): Section 2.4, 2.5, and 2.6: Driving Safely
Task 5: Students will discuss questions related to recognizing potential hazards on the road
and how to avoid them by keeping your eyes and ears open. They will do this to prepare to
answer related questions from these subsections and to read the subsections.
Pre-lesson discussion questions:
1. How far ahead of your vehicle do you look when you are driving to avoid accidents and
watch out for crazy drivers? How does your attention to traffic change when you are driving on
the freeway as opposed to on the city streets?
2. What are the types of driving mistakes or forms of dangerous driving do you see on the road
most often that you have to change lanes for, slow down for, or brakes quickly for? What do
you do for each of these crazy driving habits?
3. What’s a blind spot? How can you avoid accidents when changing lanes when you have a
blind spot?
Task 5: Students will further explore their knowledge of safe driving and rules of awareness
by answering true/false questions in pairs. They will find these questions on the worksheet
called, “Safety Truths, Safety Lies.”
Task 6: Students will indentify correct distances to lay out warning devices when a
commercial vehicle is parked on the side of the road in an emergency situation by using
graphics.
Have Ss analyze figures 2.8, 2.9, and 2.10 from the CDL manual on p. 2-13 and give a summary
of the main idea for each under each figure.
Have Ss share their interpretations with all the class and then give them opportunities to
change their summaries.
Have Ss check summaries by reading the text accompanying the figures on p. 2-13.
Task 7: Students will identify guidelines for avoiding obstacles and accidents on road by
paying attention to potential driving mistakes other drivers may make. Students will learn
the value of defensive driving techniques.
Have students watch four videos demonstrating driving hazards and rapid braking on the
freeway listed on the worksheet, Put the Brakes on. Students will identify the obstacles and
analyze how long it took the driver to react and brake and how he or she could avoid future
accidents of a similar nature using the chart on the worksheet.
Hubbs Center_George Schooley_5/11/2015
Page 36
Students can watch the video from a feed in class or you can have them watch it in pairs in the
media center by teaching them how to cut and paste the link to the address bar.
When students are finished analyzing the videos go over their thoughts as a whole class.
Finally, have students check the validity or appropriateness of their answers by reading p. 2-14,
section 2.6.1. Make sure they review or understand that empty trucks have a harder time
stopping quickly because they don’t have enough traction due to being lighter.
As a follow up, have students find the seven conditions that cause skidding or sliding during
braking. You may want them to predict the answers in pairs before reading. They can check
their answers on p. 2-15.
Task 8: Students will practice deciphering topics and main ideas in text by reading section 2.6 on
controlling speed and identifying topics in each subsection.
Take out all subsection headings for section 2.6 on p. 2-14.
Have Ss read this incomplete section and identify topic for each subsection by creating their
own headings for each.
Discuss headings and main ideas with whole class.
Task 9: Students will review subsections 2.4, 2.5, and 2.6 by answering the content questions for that
section in pairs. If they can’t remember the answers, tell them to scan the manual for the answers.
Have Ss answer content questions in pairs. If they can’t remember the answers, tell them to scan the
manual for the answers.
Discuss answers as a whole class.
Task 10: Review vocabulary from previous units with a memory game, Husker Du.
Have groups of four Ss cut out the memory cards from “CDL Memory”worksheet and place them face
down on a table. Then, have them shuffle all the cards around the table top. Next, the first player will
choose two cards randomly to see if they are a match. If they are not, the students places them back in
their original places face down. The next players go until one find matching pairs. If they find a pair,
they get an extra turn. They keep each pair until no pairs remain. The player with the most pairs wins.
Hubbs Center_George Schooley_5/11/2015
Page 37
Safety Truths, Safety Lies
Read trough the following safety rules to decide whether they are true or false. Circle T if
they are true and F if they are false. If they are false, correct them to make them true.
1. You should check your mirrors regularly to see if your tires are on fire.
T/F
2. You should use your mirror after you change lanes.
T/F
3. Convex mirrors make objects seem closer than they really are.
T/F
4. You should signal well before you turn.
T/F
5. Don’t cancel the turn signal indicator until you have completed your turn.
T/F
6. It is good to tap your brakes before slowing down.
T/F
7. Use your flashers when you have to drive faster compared to regular traffic.
T/F
8. Let other drivers know it is safe to pass you by waving your hand out the window.
T/F
9. Flash high beams or tap your horn to warn vehicles you are passing.
T/F
10. Use low beam lights in the daytime when it is foggy or raining.
T/F
Hubbs Center_George Schooley_5/11/2015
Page 38
What’s the Idea?
Look at the following figures and give a one or two sentence description under each to
describe the main point of idea of each figure.
(Minnesota commercial driver's, 2011)
(Minnesota commercial driver's, 2011)
What is the main idea of this figure?
What is the main idea of this figure?
_____________________________
______________________________
_____________________________
______________________________
_____________________________
______________________________
_____________________________
______________________________
_____________________________
______________________________
Hubbs Center_George Schooley_5/11/2015
Page 39
(Minnesota commercial driver's, 2011)
What is the main idea of this figure?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Hubbs Center_George Schooley_5/11/2015
Page 40
Put the Brakes on!
Watch the following videos and then discuss what happened, what the driver could have
done to avoid similar accidents and how long it took the driver to recognize the obstacle,
react to it and put on the brake to stop.
Car Slams on Brake in front of Truck Driver
http://video.search.yahoo.com/video/play;_ylt=A2KLqIOELyBQiD8AT3P7w8QF;_ylu=X3oDMTBr
c3VyamVwBHNlYwNzcgRzbGsDdmlkBHZ0aWQD?p=braking+trucker&vid=2CFDDF53C73E3F937
0CC2CFDDF53C73E3F9370CC&l=&turl=http%3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthumbn
ail.aspx%3Fq%3D4862354619236413%26id%3D7d9f661d5e9d3392f1c462d6494db076%26bid
%3DzHCTPz7HU9%252f9LA%26bn%3DLargeThumb%26url%3Dhttp%253a%252f%252fwww.you
tube.com%252fwatch%253fv%253dMx1fTX3MwE0&rurl=http%3A%2F%2Fwww.youtube.com%
2Fwatch%3Fv%3DMx1fTX3MwE0&tit=Car+slams+on+the+brakes+in+front+of+truck+driver&c=
23&sigr=11am5pse7&
Dashcam Captures Head on Collision
http://www.youtube.com/watch?feature=player_embedded&v=vJXeAPlcrpg
Bus Driver Texting While Driving
http://www.youtube.com/watch?feature=player_embedded&v=hIzPOsuj7Hg
That was close
http://www.youtube.com/watch?feature=player_embedded&v=TRPVabE1hoM
Use the following chart to help you analyze the videos:
Name of video
What happened?
Hubbs Center_George Schooley_5/11/2015
How to avoid
similar accidents
or near misses?
How long did it take the
driver to:
See
React to Stop
problem problem vehicle
Page 41
Hubbs Center_George Schooley_5/11/2015
Page 42
Subsection 2.4, 2.5, and 2.6
Test Your Knowledge
1. How far ahead does the manual say you should look?
2. What are two main things to look for ahead?
3. What’s your most important way to see the sides and rear of your vehicle?
4. What does communicating mean in safe driving?
5. Where should your reflectors be placed when parked on a divided highway?
6. What three things add up to total stopping distance?
7. If you go twice as fast, will your stopping distance increase by two or four times?
8. Empty trucks have the best braking? True or False?
9. What is hydroplaning?
10. What is “black ice”?
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 43
Subsection 2.4, 2.5, and 2.6 Key
Test Your Knowledge
1. How far ahead does the manual say you should look?
You should look ahead 12 to 15 seconds of travel distance based on the speed you are driving. This is
about one block at lower speeds (city driving) and ¼ mile ahead at higher speeds (highway driving).
2. What are two main things to look for ahead?
The two main things to look for are vehicles coming onto the freeway and brake lights from slowing
vehicles.
3. What’s your most important way to see the sides and rear of your vehicle?
The most important way to see to the sides and rear is to check your mirrors regularly.
4. What does communicating mean in safe driving?
It means to use standardized and commonly understood signals to convey your intentions as a driver well
ahead of executing these actions. These include using lights and horns to communicate presence when
others vehicles may not notice you; using turn signals when moving out of lanes or exiting or entering
roadways or for turns; using flashers and emergency warning devices when parked at the side of the
road.
5. Where should your reflectors be placed when parked on a divided highway?
Place these warning devices 10 feet, 100 feet, and 200 feet toward approaching traffic from the end of
your vehicle.
6. What three things add up to total stopping distance?
Perception distance, reaction distance, and braking distance all add up to total stopping distance.
7. If you go twice as fast, will your stopping distance increase by two or four times?
It will increase by four times.
8. Empty trucks have the best braking? True or False?
False. Empty trucks weigh less so they don’t have optimal traction.
9. What is hydroplaning?
Hydroplaning is when your tires lose their contact with the road because of accumulation of
water or slush after heavy rain or snowfall.
10. What is “black ice”?
Black ice is a thin layer that is clear enough that you can see the road underneath it. It may
make the road look wet.
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 44
CDL Memory
Cut out the following squares, spread out over your table upside down, mix them up, and then match the
vocabulary words with their definitions. If you don’t find a match, turn both cards back upside down and
see if you can remember the match on your next turn. Let the next person try to find a match.
hydroplaning
when your tires
lose contact with
road due to
accumulation of
water
The beam of a
vehicle's headlight
that provides
long-range
illumination
obstacle
downshift
To use your gear
shift to bring
transmission from
a higher gear to a
lower gear.
The area of the road
marked by white
lines in which
drivers follow other
drivers in the same
direction.
tailgating
The number of
times a wheel
turns per
minute;
rotations per
minute
IVDR
The system in a
vehicle that
supports the weight
of the chassis so
hazards
convex mirrors
Object blocking
a pathway or
direction.
black ice
dangers or
makers of
danger
(1) the gate at the
end of a truck used
to hold allow easy
loading
(2)to drive too
closely behind
tachometer
clutch
a device on the
dashboard that
shows the rate of
rotation of a
wheel or axel
Individual
Vehicle Mileage
and Fuel Record
ABS
steer
Anti-lock
Braking System
Hubbs Center_George Schooley_5/11/2015
Bugged eyed
mirrors that make
objects seem further
away but have a
wide angle view
Blind spot
a thin layer of
frozen water that is
clear enough that
you can see the
road underneath it
skid
a pedal in the car
used to shift gears
violation
to control the
course of action
and direction of a
vehicle
Transmission
high beams
An area to the
side of a vehicle
where the
mirrors can’t
see.
lane
a loss of traction
during braking
or turning
wheels
rpm
Disobeying a
law or rule often
leading to a fine
Suspension
system
the part of a
machine that
transmits power
from the engine
Page 45
that it reduces
shaking while
driving.
to the moving
parts
Unit 4 (continued): Section 2.7, and 2.8: Managing Space and Seeing Hazards
Task 11: Students will prepare to analyze safe and hazardous driving behaviors by having
students think about a significant hazard they encounter from their own driving experiences.
Write the following questions on the white board or on an OHP and have Ss discuss them in
small groups.


What do you think is the most common kind of collision with roads vehicles? Why do you think
so?
What can be done to prevent it?
When students have completed their discussions, bring group together and compare and
contrast answers as a whole group.
Task 12: Students will analyze safe driving distances between vehicles and hazards
associated with tailgating.
Students will predict answers to questions associated with the CDL Manual’s lessons managing
space between vehicles while driving by discussing and writing out answers to questions on
“Managing Space” worksheet.
Task 13: Students will watch a series of videos showing truck drivers successes and mistakes
making turns on city streets in order to critique them and discuss the best methods for
making turns.
Have Students watch videos while filling out chart on mistakes made and appropriate
guidelines for making a proper turn.
Go over answers as a whole class.
If you feel students need to review these points more, have them read sections 2.7.6 and 2.7.7
in the manual. However, this part may be skipped to save time if you would like to move on to
other lessons.
Here’s a video that you can use to review proper right turns after you are done with the
discussion: http://www.youtube.com/watch?feature=player_detailpage&v=TUuykWghNTk
Task 14: Students will be able to list common hazards on roads, explain why these hazards
exist, and make plans for avoiding them.
Have Ss work in pairs to make a list of common hazards (debris, bicyclists, distracted drivers,
etc.) that maybe found on the road using the “Hazards on the Road” worksheet.
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Discuss as a whole groups the Ss’ findings and why they are hazards. Use pages 2-19 to 2-20 in
the manual to find a complete list of hazards.
Task 15: Students will review subsections 2.7 and 2.8 by answering the content questions for that
section in pairs. If they can’t remember the answers, tell them to scan the manual for the answers.
Have Ss answer content questions in pairs. If they can’t remember the answers, tell them to scan the
manual for the answers.
Discuss answers as a whole class.
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Managing Space
Answer the following questions before reading Sections 2.7.1 to 2.7.5 from pages 2-17 to 2-18 in the
CDL Manual.
When trying to maintain safe distances between your vehicle and other vehicles while driving, what is a
safe distance to follow? How do you calculate or judge a safe distance while driving?
Does safe distance depend on the size of your vehicle? Why?
Why do people tailgate? What horror stories of tailgaters do you have from your own driving
experiences? How did you respond to these tailgaters behaviors?
(Minnesota Commercial Driver’s, 2011)
Look at the illustration from the CDL Manual above to figure out the method the manual suggest for
choosing an appropriate and safe distance to follow other vehicles while driving? Have you used a
similar system in the past? Do you find this advice effective? Why? What other effective ways might
work to judge safe driving distances?
List four ways to prevent accidents when being tailgated:
1. __________________________________________________________
2. __________________________________________________________
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3. __________________________________________________________
4. __________________________________________________________
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A Proper Turn
Before watching the videos listed below, answer the following questions with two or three of
your neighboring classmates.


What problems have you noticed with trucks making right or left turns?
Look at figure 2.13 and 2.14 below. How does this illustration inform us on how to
safely make a right turn or a left turn?
(Minnesota Commercial Driver’s, 2011)
(Minnesota Commercial Driver’s, 2011)
Now watch the videos below. If you are working in the media center with your own computer,
copy and paste the video’s web address into the address bar. After you watch the videos, fill
out the chart to describe the problems the driver had making the turn and the rule or piece of
advice you would give them to not make these mistakes in the future.
Tight Turn Tangles Building, Big Rig
http://www.youtube.com/watch?feature=player_detailpage&v=2BMFKCvfmNw
Right Turn off Kingsway
http://www.youtube.com/watch?feature=player_detailpage&v=BrRlJDFWbEw
Truck Turning too Soon
http://www.youtube.com/watch?feature=player_detailpage&v=ReWV2CJRUUg
Truck Gets Stuck
http://www.youtube.com/watch?feature=player_detailpage&v=2U5-sQPm4WQ
Semi Truck Thinks He is a Compact Car
http://www.youtube.com/watch?feature=player_detailpage&v=gyoY9lUQh-8
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Name of video
Driving Error
Hubbs Center_George Schooley_5/11/2015
Rule or advice to avoid driving
error:
Page 51
Hazards on the Road
Sometimes you will find an object or person on the road which shouldn’t be there. If they are
blocking your way, especially if it is a sudden surprise to you, then it is a hazard. Work with a
partner to make a list of common hazards you find on the road and explain why they are a
hazard or what kind of damage they can do to you, to vehicles and to people.
Name of Hazard:
Person or
Thing
Hubbs Center_George Schooley_5/11/2015
Why it is a hazard? What kind of damage does it
cause?
Page 52
Subsection 2.7 and 2.8
Test Your Knowledge
1. How do you find out how many seconds of following distance space you have?
2. If you are driving a 30-foot vehicle at 55 mph, how many seconds of following distance should you
follow?
3. You should decrease your following distance if somebody is following you too closely. True or False?
4. What if you swing wide to the left before turning right, another vehicle may try to pass you on the
right. True or False?
5. What is a hazard?
6. Why make emergency plans when you see a hazard?
(Minnesota commercial driver's, 2011)
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Subsection 2.7 and 2.8 Key
Test Your Knowledge
1. How do you find out how many seconds of following distance space you have?
You need one second for each 10 feet of vehicle length at speeds below 40mph. At greater speeds, you
must add 1 second for safety.
2. If you are driving a 30-foot vehicle at 55 mph, how many seconds of following distance
should you follow?
3 seconds for length + 1 second of going over 40mph = 4 seconds
3. You should decrease your following distance if somebody is following you too closely. True
or False?
False
4. What if you swing wide to the left before turning right, another vehicle may try to pass you
on the right. True or False?
True
5. What is a hazard?
Something that blocks your way on the road unexpectedly so that you may get in an accident,
hurt another driver or pedestrian, lose control of your vehicle, or damage your vehicle.
6. Why make emergency plans when you see a hazard?
You need to look for hazards so you have time to make a quick plan as to how to avoid the
hazards while not endangering yourself or others. The better prepared you are to avoid a
hazard, the more capable you will be in dealing with problems as they arrive.
(Minnesota commercial driver's, 2011)
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Unit 4 (continued): Section 2.9 and 2.10: Distracted Drivers and Road Rage
Task 15: Ss will list common factors that distract drivers.
Have Ss use “Distracted Drivers” worksheet to list and identify various causes of distracted
drivers.
Discuss their findings as a whole group and then discuss why distracted driving can be so
dangerous.
Task 16: Students will review subsections 2.9 and 2.10 by answering the content questions for that
section in pairs. Tell Ss to use their own knowledge of driving to answer the questions and then go
over them as a whole group.
Have Ss answer content questions in pair by using their own background knowledge and intuition.
Go over the answers as a whole group. Guide Ss to the correct answers. Reading the manual may not be
necessary, especially if you need to save time.
Task 17: Have a discussion with Ss about their experiences and strategies for dealing with aggressive
driving and road rage. You can do this before or after answering the content questions.


How can we minimize anger on the road? What do you do when other drivers endanger your
life, don’t obey the rules of the road, or are discourteous?
Why do people exhibit road rage? Give each other examples of road rage from stories you have
or from those you have heard from friends or from the news. What did you learn from these
stories?
Discuss their insights as a whole class.
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Driving Distractions
Some hazards come from distracted drivers. What are some common distractions that
distract drivers? What can you do to avoid becoming distracted while driving?
Common distractions drivers have:
Hubbs Center_George Schooley_5/11/2015
How to avoid this distraction while driving:
Page 56
Subsection 2.9 and 2.10
Test Your Knowledge
1. What are some tips to follow so you won’t become a distracted driver?
2. How do you use in-vehicle communications equipment cautiously?
3. How do you recognize a distracted driver?
4. What is the difference between aggressive driving and road rage?
5. What should you do when confronted with an aggressive driver?
6. What are some things you can do to reduce your stress before and while you drive?
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Subsection 2.9 and 2.10 Key
Test Your Knowledge
1. What are some tips to follow so you won’t become a distracted driver?








Reduce stress.
Listen to calming music
Don’t do non-driving activities while driving like smoking, eating or talking on the phone.
Accept delays you can’t control and plan trips beforehand.
Don’t take other’s aggressive driving personally.
Don’t drive slowly in the left lane
Avoid gestures.
Be cautious and courteous while driving.
2. How do you use in-vehicle communications equipment cautiously?




Try to not use it while driving. Pull over if you need to use it.
Keep it within easy reach.
Keep conversations short.
Hang up when there is heavy traffic, road construction, severe weather, or other difficult driving
situations.
3. How do you recognize a distracted driver?




Drivers swerving or drifting over lane markers.
Drivers not moving when lights turn green.
Drivers being preoccupied with objects like maps, phones, or cigarettes.
Drivers involved in complicated conversations with passengers.
4. What is the difference between aggressive driving and road rage?
Aggressive driving is the act of operating a motor vehicle in a selfish, bold, or pushy manner, without
regard for the rights or safety of others.
Road rage is operating a motor vehicle with the intent of doing harm to others or physically assaulting a
driver or their vehicle.
5. What should you do when confronted with an aggressive driver?
Avoid eye contact first of all. Also, don’t react with gestures or try to show disapproval or anger; simply
do your best to let them pass or do as they intend if you are able to without getting hurt or breaking the
law. Be courteous and report them to the police.
6. What are some things you can do to reduce your stress before and while you drive?




Listen to relaxing music.
Give your full attention to driving.
Plan ahead the time it will take to drive; when late, accept that you will be late.
Be forgiving towards other drivers and put yourself in their shoes; don’t take their actions
personally.
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Unit 4 (continued): Section 2.11, 2.12, 2.13, and 2.14: Driving at Night, in the
Winter, and in Hot Weather
Task 18: Before doing any vocabulary or reading activities, warm students up with a discussion:
Discuss the following with a partner:
Which is easier: to drive at night or in the daytime? Why?
Discuss insights with the whole group.
Task 19: Review night driving vocabulary by matching related driving problems to their solutions.
Model exercise by matching one term to its solution.
Have Ss complete and then check with a partner.
Go over together as a whole class and answer any questions about meaning and implications.
Task 20: Tell Ss to make a list of items to check or complete on their vehicles before they head out on
a trip at night.
Instruct students to work in small groups to come up with a list of things a commercial driver should do
before heading out on the road at night to ensure safety and to avoid accidents or hazards.
After discussing their insights, check their findings on p. 2-28 of the CDL Manual.
Task 21: Discuss with Ss what problems and hazards are on the road in the winter to strategize how
to avoid them.
Write on board:
Discuss the following with a partner:




What is winter like in your country?
How is it different from winter in Minnesota?
What are the worst problems with winter driving in Minnesota?
How do you prevent these problems?
Then, tell Ss to make a list of the 8 most common winter driving problems or hazards and their solutions
to these problems.
Share results with whole class and check list against the one on pp. 3-26 to 3-27 in the CDL Manual.
Task 22: Students will review subsections 2.11, 2.12, 2.13 and 2.14 by answering the content
questions for that section in pairs. Tell Ss to use their own knowledge of driving to answer the
questions and then go over them as a whole group.
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Have Ss answer content questions in pair by using their own background knowledge and intuition.
Go over the answers as a whole group. Guide Ss to the correct answers. Reading the manual may not be
necessary, especially if you need to save time.
Driving a Night
Common Problems
Match the problems in the left hand column to the appropriate solutions in the right hand
column. Be sure you can explain why each solution is appropriate for the matching problem.
Problem
Vision at night
Solution
If you are sleepy, the only safe cure is to get
off the road and get some sleep.
Glare
Watch for drivers who have trouble staying in
their lane, who can’t maintain speed, or who
stop without reason.
Fatigue
Eyes need time to adjust.
Poor lighting
Look at the right side of the road. Watch the
sidelines when someone coming toward you
has very bright lights on.
Drunk driving
Clean your windshield.
Difficulty seeing ahead when sun is setting or
rising
Drive slowly enough to be sure you can stop
in the distance your headlights allow you to
see ahead.
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Driving a Night
Common Problems
(Answer Key)
Match the problems in the left hand column to the appropriate solutions in the right hand
column. Be sure you can explain why each solution is appropriate for the matching problem.
Problem
Vision at night
Solution
If you are sleepy, the only safe cure is to get
off the road and get some sleep.
Glare
Watch for drivers who have trouble staying in
their lane, who can’t maintain speed, or who
stop without reason.
Fatigue
Eyes need time to adjust.
Poor lighting
Look at the right side of the road. Watch the
sidelines when someone coming toward you
has very bright lights on.
Drunk driving
Clean your windshield.
Difficulty seeing ahead when sun is setting or
rising
Drive slowly enough to be sure you can stop
in the distance your headlights allow you to
see ahead.
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Subsection 2.11, 2.12, 2.13 and 2.14
Test Your Knowledge
1. You should use low beams whenever you can? True or False.
2. What should you do before you drive if you are drowsy?
3. What effects can wet brakes cause? How can you avoid these problems?
4. You should let air out of hot tires so the pressure goes back to normal? True or False.
5. You can safely remove the radiator cap as long as the engine isn’t overheated. True or False.
(Minnesota commercial driver's, 2011)
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Subsection 2.11, 2.12, 2.13 and 2.14 Key
Test Your Knowledge
1. You should use low beams whenever you can? True or False.
False because you need to be able to see what is ahead of you when on unlit roads. Turn your headlights
to low beam when on-coming cars are within 500 feet of the front of your car.
2. What should you do before you drive if you are drowsy?
Get off the road and get some sleep.
3. What effects can wet brakes cause? How can you avoid these problems?
They can cause brakes to be weak, to apply unevenly or to grab. This can cause lack of braking power,
wheel lockups, pulling to one side or the other and jack knifing with trailers.
Try not to drive through deep water. When doing so, put your vehicle in a low gear, put the brakes on
softly while revving the engine. After having passed through the water, keep the brakes on while driving
for a short while to cause the brakes to get hot so they will dry out.
4. You should let air out of hot tires so the pressure goes back to normal? True or False.
False because when they are cool again they will be flat if you let the air out. If the tires are too hot, pull
over and let them cool down.
5. You can safely remove the radiator cap as long as the engine isn’t overheated. True or False.
False because steam can burst out if your car’s engine is hot. It is safer to wait until you can touch the
radiator cap with your bare hands without being burned. Then you can turn it slowly to the first stop,
using a thick towel or gloves to protect your hands. Let any built up air escape. After steam has
escaped, take cap off.
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
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Unit 4 (continued): Section 2.15 and 2.16: Railroad Crossings and Mountain
Driving
Task 23: Have Ss work in pairs to label four pictures of different kinds of railroad crossings and
describe procedures a safe driver should take when approaching each.
Have Ss label each picture from a list of various types of railroad crossing.
Have Ss list procedures in order a safe driver should take when coming up to each type of crossing.
Discuss findings as a group. List them on board and make sure they match the list on p. 2-29 of the CDL
Manual.
Task 24: Ss will identify hazards of mountain driving and how to avoid them.
Have Ss look at the pictures of runaway truck ramps on mountain highways on the worksheet, “My
Breaks are Fading,” and discuss what they think they might be in small groups. Don’t give them an
explanation. Rather, tell the Ss that they will be describing the pictures in a paragraph and explaining
what they think these roads are for and what the drivers in the pictures may be doing.
Have Ss write their stories individually. You may want to incorporate or review aspects of paragraph
writing at this point.
Collect papers and give feedback when you have time.
Discuss what they wrote about and give them an explanation of what these ramps are for. Strategize
how a truck driver may avoid becoming a runaway truck with failed brakes. If you wish to review some
pointers on how to be a safe mountain driver, see pp. 2-30 to 2-31 in the CDL Manual.
Finally discuss the title and see if they can figure out what ‘fading brakes’ are. They are overheated
brakes failing due to over use on a steep down slope. Discuss how to avoid over using brakes while still
maintaining control of vehicle on downgrades. Also, review the term ‘grade’.
Task 25: Students will review subsections 2.15 and 2.16 by answering the content questions for that
section in pairs. Tell Ss to scan subsections 2.15 and 2.16 to find answers.
Have Ss scan subsections to find answers to content questions.
Check answers as a whole group.
Hubbs Center_George Schooley_5/11/2015
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Railroad Crossings
Label the following railroad crossings with the names for each listed below. Then, list the
steps you would take as a safe driver when coming up to each crossing. Put the steps in
correct order.
Gates
Advanced warning sign
Flashing red lights signal
Crossbuck sign
What type of RR is it? __________________
What type of RR is it? __________________
Steps needed to be safe when approaching:
Steps needed to be safe when approaching:
What type of RR is it? __________________
What type of RR is it? __________________
Steps needed to be safe when approaching:
Steps needed to be safe when approaching:
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My Breaks are Fading
Retrieved from
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t701&sz=all&va=runaway+truck+ramps
Describe this picture. What do you see? What are the drivers doing? What is unusual about
it? What makes it different from other pictures of roads? What do the signs mean?
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Subsections 2.15 and 2.16
Test Your Knowledge
1. What factors determine your selection your selection of a “safe” spread when going down a long
sleep downgrade?
2. Why should you be in the proper gear before starting down a hill?
3. Describe the proper braking technique when going down a long, steep downgrade?
4. What type of vehicles can get stuck on a railroad-highway crossing?
5. How long does it take for a typical tractor-trailer unit to clear a double track?
(Minnesota commercial driver's, 2011)
Hubbs Center_George Schooley_5/11/2015
Page 67
Subsection 2.15 and 2.16 Key
Test Your Knowledge
1. What factors determine your selection your selection of a “safe” spread when going down a long
sleep downgrade?
Find a speed that allows you to use your brake below the point where they get too hot from overuse.
Take into account the vehicle’s weight, the length of the grade, steepness of the grade, road conditions,
and weather.
2. Why should you be in the proper gear before starting down a hill?
You can’t change gears while going downhill because it can damage the brakes or cause your brakes to
fail.
3. Describe the proper braking technique when going down a long, steep downgrade?
Use your brakes to slow down but not to stop. Slow down to five miles below your safe speed and then
let up on the brakes until they reach the safe speed again. When they reach safe speed, apply the brakes
back down to five miles under the safe speed.
4. What type of vehicles can get stuck on a railroad-highway crossing?
Low slung units such as lowboys and single-axle tractor pulling a long trailer usually meant to be pulled
by a tandem axle tractor.
5. How long does it take for a typical tractor-trailer unit to clear a double track?
It typically takes 15 seconds.
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Unit 4 (continued): Section 2.17, 2.18, and 2.19: Driving Emergencies, ABS, and
Skid Control
Task 26: Ss will create usable solutions to real life emergency scenarios truckers encounter
while on the road.
Put Ss into small groups. Hand out the Emergency Scenarios worksheet and have them
brainstorm solutions. Tell them to write their best solution down in complete sentences on
board.
Go over solutions as a whole class. You can also take this lesson as an opportunity to correct
language structures.
Task 27: Ss will explain how to get out of a jackknife safely by analyzing a graphic that
instructs drivers how to do this.
Have Ss get into small groups to analyze figure 2.19 from the CDL Manual, Tractor Jacknife.
Ask them to define the problem the graphic refers to and how it is suggesting the driver correct
this problem.
Go over Ss answers as a whole class. Use the manual to guide discussion using the suggestions
on p. 2-36.
Use this discussion as an opportunity to review the meaning of ABS(anti-lock brakes), skidding,
and jack-knifing.
Task 28: Students will review subsections 2.17, 2.18, and 2.19 by answering the content questions for
that section in pairs. Tell Ss to scan subsections 2.17, 2.18, and 2.19 to find answers.
Have Ss scan subsections to find answers to content questions.
Check answers as a whole group.
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Emergency Scenarios
Read the emergency scenarios below with two partners. Come up with a solution that will
avoid accidents and harm to you and others. If you think an accident is unavoidable, how can
you minimize the damage to people and property?
1. You are driving at high speed on the freeway. A car from the side darts in front of you and
slams on the brakes as they try to avoid hitting a deer that was in their way. If you don’t act
quickly, you WILL rear end the car. What will you do to avoid an accident?
2. You are driving on a very hot day through the mountains of Arizona. Your brakes have failed
due to having had to use them all day on many steep grades. You are now driving on a steep
downgrade and still have three miles to go. Although traffic isn’t heavy, there are a number of
cars on the road. There are a few local roads leading to homes and resorts leading off the
highway you are on. What do you do?
3. You are driving on a freeway in a major city at 11pm, so traffic is not heavy. You are going at
a good speed. All of the sudden you hear a loud bang coming from the front and right of your
vehicle. The vehicle also begins to thump and vibrate wildly. Your steer wheel feels heavy and
tends to move to the left. What happened? What should you do? How do you control your
steering wheel?
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Tractor Jacknife
With your partners, discuss what the problem is in the graphic below. Then, figure out what
the best way is to correct this driver problem.
(Minnesota commercial driver's, 2011)
What problem is the driver having above?
What caused the problem?
What is the best way for the driver to correct the problem? Why?
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Subsections 2.17, 2.18, and 2.19
Test Your Knowledge
1. Stopping is not always the safest thing to do in an emergency. True or False?
2. What are some advantages of going right instead of left around an obstacle?
3. What is an “escape ramp?”
4. If a tire blows out, you should put the brakes on hard to stop quickly. True or False?
5. How do you know if your vehicle has antilock brakes?
6. What is the proper braking technique when driving a vehicle with antilock brakes?
7. How do antilock brakes help you?
(Minnesota commercial driver's, 2011)
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Subsections 2.17, 2.18, and 2.19 Key
Test Your Knowledge
1. Stopping is not always the safest thing to do in an emergency. True or False?
True. It may be safer to find a way around the obstacle or emergency in order to avoid a collision or
injury.
2. What are some advantages of going right instead of left around an obstacle?
If a driver has drifted into your lane his or her natural reflex will be to return to their own lane when they
realize their mistake. You want to go away from the direction they will be going.
3. What is an “escape ramp?”
An “escape ramp” is a driveway off a road with a steep decline which allows drivers with failed brakes a
safe way to turn off the road and be stopped by a sudden but gentle incline. It catches the momentum of
the vehicle and uses an opposing incline to slow and stop the vehicle. It also can use soft gravel to slow
vehicles.
4. If a tire blows out, you should put the brakes on hard to stop quickly. True or False?
False. Allow the vehicle to slow down by taking your foot of the accelerator. Using the brake can cause
you to lose control of the vehicle. When the vehicle has slow down pull the vehicle off to the shoulder or
side of the road.
5. How do you know if your vehicle has antilock brakes?
Look for yellow ABS malfunction lamps on the instrument panel. These yellow lights are also on the front
or back left corner of Trailers.
6. What is the proper braking technique when driving a vehicle with antilock brakes?
You should brake as you always have.
7. How do antilock brakes help you?
They will help you not to skid when you are braking on a slippery surface. They prevent brakes from
locking. When brakes lock, they often cause the vehicle to skid and the driver to lose control of the
vehicle.
(Minnesota commercial driver's, 2011)
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Unit 4 (continued): Section 2.20 and 2.21: Accident Procedures and Fires
Task 29: Ss will discuss what drivers should do when they are involved in an accident to identify steps
legally required of drivers.
Have Ss discuss answers to the following questions. Write questions on the board.
What should a driver do when he or she is involved in a accident?
What accidents have you been involved with or have you seen? What did you or the driver do?
What caused the accident? What can we learn about safe driving and what the police expect
from us from your stories?
Discuss answers as a whole class. Use guidelines on pp. 3-36 to 3-37 to guide your discussion and to
check their ideas for accuracy.
Task 30: Ss will identify reasons for vehicle fires after watching videos of truck fires.
Have Ss watch videos and discuss what caused fires and how to prevent them and how to respond to a
fire when you see it.
http://www.youtube.com/watch?feature=player_detailpage&v=1ku1S-xvcYw
http://www.katu.com/news/local/4550977.html?tab=video&c=y
http://www.youtube.com/watch?feature=player_detailpage&v=7gnwP7ObRQI
Discuss findings with whole class.
Have Ss generate ideas on what factors cause vehicle fires using “Truck Fires” worksheet below.
Go over ideas together as a whole class. Check ideas with those listed on pp. 2-37 and 2-38 in CDL
Manual.
Task 31: Students will review subsections 2.20 and 2.21 by answering the content questions for that
section in pairs. Tell Ss to scan subsections 2.20 and 2.21 to find answers.
Have Ss scan subsections to find answers to content questions.
Model how to use the charts under the heading “Use the Right Fire Extinguisher.” If you want to give Ss
more practice, drill them to locate specific information, as in:




Which class is a Grease fire? What should you do to put it out?
Which class is an Electrical fire? What should you do to put it out?
What type of extinguisher should you use to put out a Combustible Metal fire?
What type of extinguisher should you use to put out a Paper fire?
Check answers as a whole group.
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Truck Fires
Watch the videos below and identify the reasons why the trucks caught on fire.
Now list other ways vehicles can catch on fire and how you can prevent these fires:
Reason for fire:
Hubbs Center_George Schooley_5/11/2015
Ways to prevent each cause of fire to
vehicles:
Page 75
Subsections 2.20 and 2.21
Test Your Knowledge
1. What are some things to do at an accident scene to prevent another accident?
2. Name two causes of tire fires?
3. What kinds of fires is a B:C extinguisher not good for?
4. When using your extinguisher, should you get as close as possible to the fire?
5. Name some causes of vehicle fires?
(Minnesota commercial driver's, 2011)
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Subsections 2.20 and 2.21 Key
Test Your Knowledge
1. What are some things to do at an accident scene to prevent another accident?
Some things you can do at an accident scene to prevent another accident are: Protect the area, notify
authorities, and care for the injured.
2. Name two causes of tire fires?
Two causes of tire fires are under-inflated tires and duals that touch.
3. What kinds of fires is a B:C extinguisher not good for?
Purple K Dry Chemical, Dry Powder Special Compound, Water, Water with Anti-freeze, Water (loaded
steam style), and Foam.
4. When using your extinguisher, should you get as close as possible to the fire?
No, stay as far away as you can.
5. Name some causes of vehicle fires?
Spilled fuel, improper use of flares, tires, electrical system problems, smoking, flammable cargo, and
poor ventilation. (Student doesn’t need to use all the above answers.)
(Minnesota commercial driver's, 2011)
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Unit 4 (continued): Section 2.22, 2.23 and 2.24: Alcohol, Other Drugs, and Driving
Task 32: Ss will identify their legal limit for blood alcohol while working and while out on their free
time using the charts below and discuss the dangers of drinking and driving.
Have Ss discuss what drunk means, how you know when someone is drunk and their own experiences
with drinking.
Have Ss scan pp. 2-38 and 2-39 to find the legal limit for drinking and driving when not working and
when working. (For Commercial drivers that means no alcohol at all in the blood and for the general
population .08 BAC.)
Discuss why there are two standards, one for professional drivers and one for non-commercial drivers.
Haves students use chart on p. 2-39 to find out how many drinks they can have to be under the legal
limit for non-commercial drivers. Have them explain how to find the teacher’s limit of drinks to be
under the legal limit and the parameters that determine it: gender and weight. Students can also use the
charts on the worksheet, “Estimated Blood Alcohol Content (BAC) Information,” below.
Task 33: Ss will identify signs that they are too tired to drive and choose remedies for fatigue.
Pre-reading: Have Ss discuss the following questions. Write them on the board to present them.
Driving long trips can be tiring.



How do you keep yourself from getting worn out?
What do you do if you notice you are getting drowsy?
What can you do when you are driving to combat drowsiness?
Have Ss read pp. 2-40 to 2-41.
Task 34: Ss will categorize hazardous materials and discuss their proper handling.
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Estimated Blood Alcohol Content (BAC) Information
Find your legal limit of drinks before you need to give up your keys to a friend for driving using
the chart below. The legal limit in Minnesota is .08 percent blood alcohol. For commercial
drivers the legal limit is 0%.
BAC Chart for Men
Men
Approximate Blood Alcohol Percentage
Drinks
100
Body Weight in Pounds
120
140
160
180
200
220
240
0
.00
.00
.00
.00
.00
.00
.00
.00
Only Safe
Driving Limit
0
.00
.00
.00
.00
.00
.00
.00
.00
Only Safe Driving
Limit
1
.04
.03
.03
.02
.02
.02
.02
.02
2
.08
.06
.05
.05
.04
.04
.03
.03
3
.11
.09
.08
.07
.06
.06
.05
.05
4
.15
.12
.11
.09
.08
.08
.07
.06
5
.19
.16
.13
.12
.11
.09
.09
.08
6
.23
.19
.16
.14
.13
.11
.10
.09
7
.26
.22
.19
.16
.15
.13
.12
.11
8
.30
.25
.21
.19
.17
.15
.14
.13
9
.34
.28
.24
.21
.19
.17
.15
.14
Criminal
Penalties
10
.38
.31
.27
.23
.21
.19
.17
.16
Death Possible
Driving
Skills
Significantly
Affected
Possible
Criminal
Penalties
Legally
Intoxicated
Subtract .01% for each 40 minutes of drinking.
One drink is 1.25 oz. of 80 proof liquor, 12 oz. of beer,
or 5 oz. of table wine.
BAC Chart for Women
Women
Approximate Blood Alcohol Percentage
Drinks
90
100
Body Weight in Pounds
120 140 160
180 200
0
.00
.00
.00
.00
.00
.00
.00
.00
.00
Only Safe
Driving Limit
0
.00
.00
.00
.00
.00
.00
.00
.00
.00
Only Safe Driving
Limit
1
.05
.05
.04
.03
.03
.03
.02
.02
.02
Hubbs Center_George Schooley_5/11/2015
220
240
Page 79
2
.10
.09
.08
.07
.06
.05
.05
.04
.04
Driving Skills
Significantly
Affected
3
.15
.14
.11
.10
.09
.08
.07
.06
.06
4
.20
.18
.15
.13
.11
.10
.09
.08
.08
5
.25
.23
.19
.16
.14
.13
.11
.10
.09
6
.30
.27
.23
.19
.17
.15
.14
.12
.11
7
.35
.32
.27
.23
.20
.18
.16
.14
.13
8
.40
.36
.30
.26
.23
.20
.18
.17
.15
9
.45
.41
.34
.29
.26
.23
.20
.19
.17
Criminal
Penalties
10
.51
.45
.38
.32
.28
.25
.23
.21
.19
Death Possible
Possible
Criminal
Penalties
Legally
Intoxicated
Subtract .01% for each 40 minutes of drinking.
One drink is 1.25 oz. of 80 proof liquor, 12 oz. of beer, or 5 oz. of table wine.
(Minnesota commercial driver's, 2011)
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Hazardous Materials
Fill in the chart with the appropriate vocabulary for hazardous materials from below:
Battery Acid
Matches
Hydrochloric Acid
Gas
Flammable
Arsenic
Oxidizers
Dynamite
Fuses
Ammunition
Radioactive
Combustible Liquids
Fireworks
Pesticides
Gases
Hazard Class Definitions
Class
Class Name
1
Explosives
2
Propane,
Oxygen,
Helium
Gasoline
Fuel,
Acetone
3
4
Flammable
Solids
5
6
Ammonium
Nitrate,
Hydrogen
Peroxide
Poisons
7
Uranium,
Plutonium
8
Corrosives
9
Miscellaneou
s Hazardous
Materials
ORM-D
(Other
Regulated
MaterialDomestic)
None
None
Example
Formaldehyd
e, Asbestos
Hair Spray or
Charcoal
Fuel Oils,
Lighter Fluid
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Subsections 2.22, 2.23, and 2.24
Test Your Knowledge
1. Common medicines for colds can make you sleepy? True or False?
2. What should you do if you become sleepy while driving?
3. Coffee and fresh air will help a drinker to sober up? True or False?
4. What is a hazardous materials placard?
5. Why are placards used?
6. What is “sleep debt”?
7. What are the danger signals of drowsy driving?
(Minnesota commercial driver's, 2011)
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Page 83
Subsections 2.22, 2.23, and 2.24 Key
Test Your Knowledge
1. Common medicines for colds can make you sleepy? True or False?
True. Many medicines for colds have ingredients that help you sleep or make you drowsy.
2. What should you do if you become sleepy while driving?
Pull over as soon as it is safe to do so and get some sleep. Don’t take any drugs to keep you awake. They
may keep you from sleeping, but they won’t help you to become more alert or aware.
3. Coffee and fresh air will help a drinker to sober up? True or False?
False. They may keep you from nodding off, but they won’t help you to become more alert or aware.
4. What is a hazardous materials placard?
It is a sign posted to the outside of the vehicle that identifies the hazard class of the cargo.
5. Why are placards used?
They are used to warn others of hazardous materials.
6. What is “sleep debt”?
Sleep debt is the amount of sleep one owes oneself for putting off sleep too long or not getting enough
hours of sleep during the night. If you don’t get enough sleep, you will have to make it up later.
7. What are the danger signals of drowsy driving?








Your eyes close or go out of focus by themselves.
You have trouble keeping your head up.
You can’t stop yawning.
You have wandering, disconnected thoughts.
You don’t remember driving the last few miles.
You drift between lanes, tailgate, or miss traffic signs.
You keep jerking the truck back into the lane.
You have drifted off the road and narrowly missed crashing.
(Minnesota commercial driver's, 2011)
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References:
Bus Driver Texting While Driving. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=hIzPOsuj7Hg
Car Slams on Brake in front of Truck Driver. Retrieved from
http://www.youtube.com%2Fwatch%3Fv%3DMx1fTX3MwE0&tit=Car+slams+on+the+br
akes+in+front+of+truck+driver&c=23&sigr=11am5pse7&
Dashcam Captures Head on Collision. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=vJXeAPlcrpg
Full Criteria.pdf (2011) retrieved from
http://arkansasfacilities.arkansas.gov/Transportation/Documents/
Individual mileage and fuel. Retrieved from
http://www.modot.mo.gov/mcs/IFTA/documents/IndividualVehMileageRecord.pdf
Minnesota commercial driver's manual. (2011) Saint Paul, MN: Minnesota Department of Public
Safety. DOI: dvs.dps.mn.gov
Mowers , K. S. (2012, July 18). Ask a trooper: Zipper merge is not law, but is recommended. Duluth News
Tribune. Retrieved from
http://www.duluthnewstribune.com/event/article/id/236536/group/News/
Runaway truck images. Retrieved from
http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t701&sz=all&va=runaway+truck+ramps
Right Turn off Kingsway. Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=BrRlJDFWbEw
School bus stop procedures. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=5sYT8QGTOPM
School bus rules: loading the bus. Retrieved from
http://www.youtube.com%2Fwatch%3Fv%3DfcezaYyEUtw&tit=School+Bus+Rules%3A+LOADIN
G+THE+BUS&c=3&sigr=11aj3q0q5&
Semi truck thinks he is a compact car. Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=gyoY9lUQh-8
That was close. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=TRPVabE1hoM
Tight turn tangles building, big rig. Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=2BMFKCvfmNw
Truck gets stuck. Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=2U5-sQPm4WQ
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Truck turning too soon. Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=ReWV2CJRUUg
Trucks on fire videos. Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=1ku1S-xvcYw and
http://www.katu.com/news/local/4550977.html?tab=video&c=y and
http://www.youtube.com/watch?feature=player_detailpage&v=7gnwP7ObRQI
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