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Module Seven
Texas Driver Education
Classroom and In-car Instruction
Model Curriculum
Driving Through A New Century
Texas Education Agency
Texas Education Ag ency Texas Depar tment of Public Safety
Texas D epar tme nt of Transpor tation
Driver Performance: Personal Factors
· INTRODUCTION TO ALCOHOL PROBLEM - SAYING NO
· NATURE OF ALCOHOL-RELATED CRASHES
· PHYSIOLOGICAL AND PSYCHOLOGICAL EFFECT OF
ALCOHOL ON DRIVING TASK
. ALCOHOL AFFECTS ON THE DRIVING TASK
· DEALING WITH DRIVER FATIGUE
· PREVENTING ROAD RAGE
FACT SHEETS
Module 7 Driver Performance: Personal Factors Page 77
Fact Sheet
Module 7
Just as there is no single reason adults drink alcohol, there is no one reason teenagers drink. The instructor should ask the class for reasons teenagers drink. Responses should be placed on the board without making any judgment about the appropriateness of the answer. Once all ideas have been listed, the instructor should lead a brief class discussion on all reasons given. While it is impossible to predict all responses, many common ones are given herein. The instructor should use this as support material to help answer questions and lead the discussion.
Peer Pressure: Many times teenagers (and even adults) do not like to admit that they are influenced by others. Teenagers are, however, very susceptible to pressure to drink. No one enjoys being thought of as different or as an outsider. The instructor should not deal extensively with how to cope with pressure at this time, as that will be covered in depth in later topics. The instructor should point out, however, that peer pressure can be channeled toward not drinking as well as toward drinking.
Influence of Parents: Parental influence could be either for good or bad. If a child comes from a home where alcohol is abused, this could lead the child to also abuse alcohol. If the child comes from a broken home or there is a poor relation- ship between the child and the parents, the child may turn to alcohol to relieve problems. Children who come from homes of parents who do not drink are less likely to drink themselves. Thus, parental influence is great in either direction.
Sociological Factors: Our culture is one which, for the most part, readily accepts drinking. Even the word “drink” has often come to mean “drink alcohol.” Prior to the beginning of this topic, the instructor should have had the class do the W- 7.1 assignment: The instructor should have the class come up with as many ways as possible that Ameri- cans use “drink” to mean “drink alcohol.” For example: “Let’s stop off and have a drink,” or, “He has a drink- ing problem.” The instructor should ask the class to refer to the homework assignment on ways that using “drink” means drinking alcohol. As with other factors, sociology may work for no drinking or for less drink- ing, if that is the nature of the cultural surroundings.
Anxiety, Frustration, etc.: Worry about school, athletics, boy/girl friends, jobs, family, etc. are all part of growing up. Young people often turn to alcohol to seek relief from such tensions. Unfortunately, the relief is short-lived and often produces worse problems than those the teenager was trying to escape.
To Have a Good Time: Drinking is associated with “partying” for a large percentage of teenagers. The idea of “Let’s get drunk and have a good time,” “Party till you puke” and “Avoid hangovers—stay drunk” are often thought of as normal behavior. This is probably brought on by a combination of advertising, misconceptions, peer pressure and feelings of inadequacy. If a person needs alcohol to relax and have a good time, that person may be headed toward serious problems which will be discussed at a later time.
Fact Sheet F-7.1 FACTORS INFLUENCING TEENAGE DRINKING
Module 7 Driver Performance: Personal Factors Page 79
Fact Sheet
Module 7
This information should not be presented in detail, as it is more appropriate for a health course than a driver education course.
LIVER: This organ is vital in producing substances which fight infections, help blood clotting and health in gen- eral. It also detoxifies many substances in the blood. Alcohol may cause alcoholic hepatitis (inflammation of the liver) or cirrhosis (scarring of the liver).
HEART: Alcohol causes direct damage to the heart by reducing its contractability and increasing fat infiltration. Heavy drinking, even in young athletes, followed by strenuous exercise has proven fatal. Elevated diastolic blood pressure, swelling, and congestive heart failure are all associated with heavy alcohol use.
SEXUALITY: Alcohol has been shown to lower inhibitions about sex, but to affect sexual performance adversely, espe- cially in males. This can be because of inflammation of the prostate gland, decreased sperm output, and lower hormones in the blood.
Sleep: Because it is a depressant, alcohol can put people to sleep. However, it interferes with REM (Rapid Eye Movement) sleep and thus does not allow a person to wake up feeling rested.
STOMACH: Alcohol irritates the lining of the stomach and increases acidity. Gastritis and ulcers can result.
Brain: The short-term effects of alcohol on brain function will be dealt with in the section relating to the driving task. Long-term effects of alcohol on the brain includes destruction of brain nerve cells. One researcher found that young people are particularly vulnerable. Headaches are often caused by use of alcohol.
Fact Sheet F-7.3 EFFECTS ON THE BODY
Module 7 Driver Performance: Personal Factors Page 80
Fact Sheet
Module 7
As has been previously mentioned, a given amount of alcohol does not affect all persons the same way or a given person the same at different times.
TOLERANCE: Tolerance is defined as the need to consume more of a drug to reach a given effect or the body’s ability to eliminate the drug faster. The human body attempts to adapt in many ways. If a person suffers a cut, anti- infection organisms go to work; if a person drinks alcohol, the liver attempts to compensate to help eliminate the alcohol. It is possible for the liver to produce additional quantities of alcohol dehydrogenase (an enzyme which helps break down alcohol as it passes through the liver). This process does not go on indefinitely, however, as the liver becomes scarred from prolonged and heavy use of alcohol. When this happens, the production of the enzyme drops and a person may have even less tolerance than when he or she began drinking.
PERSONALITY: Each person has a distinct and unique personality. Thus, alcohol may affect a very outgoing person differ- ently than a reserved, shy person.
MOOD: If a person is angry, happy, or sad, he or she may react quite differently to alcohol. Anger, for example, affects the same part of the brain as does alcohol, and, thus, if a person is angry and drinking, the effects of alcohol may be greatly heightened. It is important also for the instructor to note that moods often change as a result of using alcohol.
EXPERIENCE: As mentioned previously, lack of experience in any area may be detrimental. This is especially true of alcohol.
FATIGUE: If a person is physically or mentally tired, it does not take much alcohol to produce an adverse effect.
MEDICATION: Any other drug, whether prescribed by a doctor, bought over-the-counter, or taken illegally, will interact with alcohol to alter alcohol’s effect. The chemical reaction between and among alcohol and other drugs may produce an effect which is much greater than the alcohol or drug taken alone.
Fact Sheet F-7.4 ALCOHOL AFFECTS PERSONS DIFFERENTLY
Module 7 Driver Performance: Personal Factors Page 82
Fact Sheet
Module 7
SEARCHING/IDENTIFYING:
The prime sense humans use in driving is vision. Even low levels of alcohol (.03) have been found to reduce this ability. Alcohol affects vision in a number of ways. This is particularly important since about ninety percent of what a driver “identifies” is by use of his or her eyes. The prime reason for visual prob- lems after use of alcohol is lessened muscular control. Alcohol relaxes the fine muscles of the eye which focus and control eye movement. The instructor should note that dynamic (vision of motion) is more affected than static (vision related to non-moving objects).
EYE FOCUS: The human eye has the ability to change focus rapidly from objects close to the viewer to objects far away. Alcohol delays this process; thus, a driver may experience difficulty, especially at higher speeds.
DOUBLE VISION: Although humans have two eyes, each eye must work in conjunction with the other. Alcohol impairs this coordination and may produce a double image. Some drivers close one eye to cope with this, but this greatly affects the next two areas—distance judgment, and side vision.
DISTANCE JUDGMENT: A driver must be able to determine how far objects are from his or her path of travel. This is complicated by movement of other objects. Alcohol reduces the ability to judge distance accurately. (The instructor might demonstrate the problems humans have in judging distance, even when sober, by having each person in the class silently estimate the length of the classroom. After all have had a chance to do this, the instructor should put the range of estimates on the board. In most classes, there will be at least a fifty percent variation.)
SIDE VISION: Sometimes called peripheral vision, this ability is critical to the driving task. A person’s central vision is very narrow and drivers must be able to take in a number of things to each side of their path of travel. Speed also reduces side vision.
VISUAL ACUITY: This is sharpness of vision. Alcohol may make images blur for the driver and thus impair the ability to identify properly what is in the traffic scene.
COLOR DISTINCTION: Drivers get much information from different colors in the traffic scene. Red is used on three types of signs: stop, yield, or some prohibition of action. If alcohol is impeding a driver’s ability to determine accurately the color of a sign or traffic light, problems for the rest of the IPDE process will occur.
NIGHT VISION: Humans have limited night sight at best, and alcohol reduces this ability further. In addition, alcohol reduces the control of light entering the eye. This is important, since drivers must adapt from the situation of no oncoming light to that of headlights shining in their eyes.
After covering each of these areas, sum up this part by stating that most of these impairments (double vision being the possible exception) will be unnoticed by a driver. Thus, the ability to employ accurately the first part (search) of the process may be affected without the driver realizing this has occurred.
Fact Sheet F-7.6 EFFECTS OF ALCOHOL ON SPACE MANAGEMENT
Module 7 Driver Performance: Personal Factors Page 83
Fact Sheet
Module 7
This topic deals with a very important aspect of the driving task, as many students lack knowledge about drugs other than alcohol and their effect on driving. This topic is also limited in scope, due to time, and should be dealt with more fully in health education courses. While limited research on drug effects on driving has been conducted, specific drug effects on humans are known. These have the potential to negatively affect driving.
Note: The drugs given are examples only, and it is possible that many other drugs may cause ad- verse effects.
PERCEPTION: This involved giving meaning to human senses of vision, hearing, etc. Unless a driver accurately under- stands what he/she sees, it is impossible to react appropriately. Both amphetamines and cocaine can cause perceptual problems.
JUDGMENT: Accurate decisions are based on a driver’s ability to assess and judge a given driving situation. Poor judgments often result in collisions. Depressants and hallucinogens may greatly impair judgment.
COORDINATION: Drivers must coordinate hand, eye, and foot movements to successfully operate a motor vehicle. Loss of such ability greatly handicaps performance. Inhalant and depressant type drugs have been shown to adversely affect coordination.
VISION: As has been previously stated, vision is the key to the IPDE process and safe driving. Visual impairments make it difficult to predict, decide, and execute appropriately. Narcotic drugs and cocaine have both been shown to lessen visual ability.
MOOD: A driver’s mood may cause him/her to take unnecessary risks or be so lethargic as to fail to act correctly in a dangerous situation. Marijuana and cocaine can produce such moods.
Fact Sheet F-7.7 DRUGS OTHER THAN ALCOHOL
Module Seven
Texas Driver Education
Classroom and In-car Instruction
Model Curriculum
Driving Through A New Century
Texas Education Agency
Texas Education Ag en cy Texas Depar tment of Public Safet y
Texas D epar tment of Transpor tation
Driver Performance: Personal Factors
· INTRODUCTION TO ALCOHOL PROBLEM - SAYING NO
· NATURE OF ALCOHOL-RELATED CRASHES
· PHYSIOLOGICAL AND PSYCHOLOGICAL EFFECT OF
ALCOHOL ON DRIVING TASK
. ALCOHOL AFFECTS ON THE DRIVING TASK
· DEALING WITH DRIVER FATIGUE
· PREVENTING ROAD RAGE
WORKSHEETS
Worksheet Page 86
Would the beginning sequence, as described by the narrator, be typical of the type of decisions that you would need to make on a typical weekend? Yes No Explain your response.
Briefly describe the feelings of panic and horror associated with a collision or ask some class members to describe their feelings of terror associated with a collision.
Briefly describe the enforcement procedures regarding the arrest of the drivers in this video. Describe any of the following: evaluation of crash scene, field sobriety testing, arrest, breath or blood testing, booking, court trial, court judgment, or serving sentence.
Briefly describe the variety of consequences associated with this problem and relate to the session one concepts of physical, legal, social and economic consequences.
W-7.1 Driving Drunk: Your Choices Name __________________________
Worksheet Page 88
W-7.3 Mock Car Crash Activity
Mock Car Crash Project
The mock collision may stretch across several periods for juniors and seniors. The program begins with trauma medics, police officers, and a fireman, all with personal stories to share about how drunk driving has affected them. There should be graphic slides to show injuries caused by drunk driving, and an audio tape of the “drunk drivers” partying before the accident. Shortly after this, students should hear the 911 call to alert authorities of the crash.
Students file out to a slab where they watch the aftermath of the crash; and where three students portray the drunk drivers, three students portray occupants of the other car, and two students portray witnesses who stay at the scene to console survivors. Students should take the situation very seriously and portray actual emotions to a situation in which two people die as a result of a drunk driving crash.
Soon after the crash paramedics, firemen, and police should arrive to help the wounded victims and arrest the drunk driver. Spectators should watch as the paramedics put deceased students into body bags, take other victims to the hospital, and firemen cut apart a car to save other students.
Students should then go back to the auditorium for the funeral and to remember the lives of those who died in the crash. The funeral should begin with a picture show of the all too short lives of both students. Two black clad students with their faces whited out should get up to read the goodbye letters the two students wrote had they known they were going to die.
Mourners should walk on stage of the open casket funeral to pay their last respects to one of the deceased students. However, when students look into the casket, there is no body. Instead a mirror is in the casket to show the students that they could be the one lying there dead and validate the fact that no one is invin- cible.
Worksheet Page 89
Nature of the Alcohol-Related Problem Crash Rates
Do you think Texas drivers under 21 are over-involved or under-involved in alcohol related traffic crashes? Over Under
Explain your answer:
Use the following information to verify the answer above. The number of drivers under 21 involved in alcohol-related incidents was 3,723 in 1997. The total number of alcohol related incidents was 9,389 in 1997. The number of drivers under 21 in our state was 197,989 in 1997. The total number of Texas drivers was 3,387,788 in 1997. (The percentages are found on Transparency T-7.4)
Show how the incident involvement rate of the under age 21 drivers is determined:
What is the expected rate of incident involvement for drivers under age 21? How is this determined?
Show how the over(+)/under(-) involvement rate of the under age 21 drivers is determined:
W-7.4 Crash Rates Name __________________________
Worksheet Page 91
Nature of the Alcohol-Related Problem What Is A Drink?
The American society uses the term “drink” to mean “drink alcohol” in many ways, especially in every day conversation and advertisements. For example:
- “Let’s stop off and have a drink.”
- “He has a drinking problem.”
- “The drink that refreshes.”
List below uses of the term “drink” you may have encountered in everyday conversation and in advertisements.
Advertisement Uses Conversation Uses
W-7.5 What Is A Drink? Name __________________________
Worksheet Page 92
Nature of the Alcohol-Related Problem Home Survey What Is A Drink?
The American society uses the term “drink” to mean “drink alcohol” in many ways, especially in every day conversation and advertisements. For example:
- “Let’s stop off and have a drink.”
- “He has a drinking problem.”
- “The drink that refreshes.”
List below uses of the term “drink” other adults or friends have encountered in everyday conversation and in advertisements.
Advertisement Uses Conversation Uses
W-7.6 What Is A Drink Survey? Name __________________________
Worksheet Page 94
Alcohol Content of a Drink
Please use your math skills and knowledge of alcohol content in the drinks specified below to determine the ounces of alcohol in each of the drinks:
Drink Serving Size Ounces of Alcohol
12 ounce serving REGULAR BEER 12.0 oz. serving X .045 (% by volume) With 4.5% alcohol by volume .54 ounces of ethyl alcohol
LIGHT BEER 12.0 oz serving With 3.5% alcohol by volume
NON-ALCOHOL BEER 12.0 oz. serving With .035% by volume (Sharp’s Non-alcohol)
WHISKEY 1.0 oz. serving With 80° by volume 80 proof = 80/2 = 40%
COOLER/BREEZER 12.0 oz. serving With 5.1% alcohol by volume
MARGARITA 4.0 oz. serving 2.5 oz. of lime juice & water 1.0 oz. of 80° tequila and Find volume, multiply, 0.5 oz. of 50° triple sec and add for total: Proof / 2 = % of volume
MALT LIQUOR 16.0 oz serving With 7.7% alcohol by volume
1.5 oz. + 0.5 oz. servings X .40 X .25 (% by volume) ( .60 + .125 ) = .7125 ounces of ethyl alcohol
1 ounce serving X .40 (% by volume) .40 ounces of ethyl alcohol
12 ounce serving X .035 (% by volume) .42 ounces of ethyl alcohol
12 ounce serving X .00035 (% by volume) .0042 ounces of ethyl alcohol
16 ounce serving X .077 (% by volume) 1.232 ounces of ethyl alcohol
12 ounce serving X .051 (% by volume) .612 ounces of ethyl alcohol
W-7.7 Alcohol Content Name __________________________ANSWER KEY
Worksheet Page 95
W-7.8 Comparisons Name __________________________
Alcohol Comparisons
Please use your math skills and knowledge of alcohol content to determine the percentage difference of alcohol in each of the drinks specified below :
12 oz. Beer @ .045 0.540 oz. alcohol
1 oz. 80° Whiskey 0.400 oz. alcohol
12 oz. Cooler @ .051 0.612 oz. alcohol
4 oz. Margarita 0.725 oz. alcohol
16 oz. Malt Liquor @ .077 1.232 oz. alcohol
Example:
Find the percentage difference between beer and whiskey for the amount given:
Step One: .54 - .40 = .14 oz
Step Two: .14 oz ÷ .40 = .35 or 35%
Step Three: Beer has 35% more alcohol than Whiskey for the amount shown.
How much more alcohol (in percentage) does a cooler have compared to whiskey?
Step One:
Step Two:
Step Three: Cooler has % more alcohol than Whiskey for the amount shown.
How much more alcohol (in percentage) does margarita have compared to beer?
Step One:
Step Two:
Step Three: Margarita has % more alcohol than Beer for the amount shown.
How much more alcohol (in percentage) does malt liquor (Bull Ice) have compared to an average beer?
Step One:
Step Two:
Step Three: Malt Liquor has % more alcohol than Beer for the amount shown.
