drivers cpc case study questions

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CPC DRIVER CASE STUDY ASSESSMENT TESTS  FULL PRACTICE MOCK TESTS 

(7 Practice Driver CPC Module 2 Case Study Assessments)

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Why do I need to take a Case Study Assessment? The Case Study Assessment Test is a crucial component of the Driver Certificate of Professional Competence (CPC) qualification for several reasons. Firstly, it assesses drivers’ ability to apply theoretical knowledge to real-world situations, ensuring they can make informed decisions on the road. Secondly, it promotes ongoing learning and adaptation to changes within the transportation industry, enhancing drivers’ competency and professionalism. Lastly, the test standardises evaluation criteria, ensuring all CPC holders meet consistent standards of excellence, thereby enhancing public trust and safety. In essence, the Case Study Assessment Test plays a pivotal role in upholding the integrity of the profession and safeguarding road users by ensuring drivers possess the necessary skills and knowledge to operate safely and responsibly.

ABOUT THE DRIVER CPC  CASE STUDY ASSESSMENT

The Driver Certificate of Professional Competence (CPC) Case Study Assessment is a comprehensive evaluation tool designed to test drivers’ ability to apply their knowledge and expertise in real-world scenarios. Through a series of carefully crafted case studies, drivers are presented with challenging situations that they may encounter during their professional driving careers. These case studies cover a wide range of topics, including road safety, vehicle maintenance, driver health and well-being, and compliance with legal and regulatory requirements. By assessing how drivers analyse, prioritise, and respond to these scenarios, the Case Study Assessment provides valuable insights into their practical skills, decision-making abilities, and overall readiness to operate safely and effectively on the road.

Moreover, the Case Study Assessment serves as a dynamic learning experience for drivers, offering opportunities to deepen their understanding of industry standards, best practices, and emerging issues. By engaging with realistic case studies, drivers are encouraged to reflect on their own practices, identify areas for improvement, and stay abreast of developments within the transportation sector. The test itself is made up of 50 questions presented in groups of 6-8 questions per scenario. The test will contain six different scenarios.

ACCESS THE ONLINE DRIVER CPC CASE STUDY   MOCK TESTS NOW (CONTAINS 7 COMPREHENSIVE FULL MOCK TESTS WITH A TOTAL OF 350 QUESTIONS, ANSWERS AND EXPLANATIONS)

CPC DRIVER CASE STUDY ASSESSMENT PRACTICE SCENARIOS!

A CPC driver case study scenario typically contains a detailed description of a real-world situation that a professional driver may encounter during their work. These scenarios cover a wide range of topics related to driving, road safety, and the transportation industry. Here are some elements commonly found in a CPC driver case study scenario:

Background information

The scenario often begins with background information, setting the context for the situation. This may include details about the driver’s route, the type of vehicle being operated, weather conditions, traffic conditions, and any relevant logistical considerations.

Problem or challenge

The Questions may presents a specific problem or challenge that the driver must address. This could involve issues such as vehicle breakdowns, traffic accidents, adverse weather conditions, road closures, or compliance with regulations.

Decision points

The scenario typically includes decision points where the driver must make choices about how to respond to the situation. These decisions may involve prioritising safety, managing time constraints, communicating with relevant parties, or complying with legal requirements.

Consequences

The scenario outlines the potential consequences of different courses of action taken by the driver. This could include implications for safety, regulatory compliance, operational efficiency, customer satisfaction, and the driver’s professional reputation.

Reflective questions

In some cases, the scenario may include reflective questions that prompt the driver to consider their actions, evaluate alternative approaches, and reflect on lessons learned from the experience.

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7 Full DRIVER CPC Case Study Assessment mock tests complete with 50 questions each. All questions designed to help you effectively prepare for your Driver CPC case study assessment!

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CPC Case Study Practice Test

Mock theory test.

There are 12 multiple choice questions in this free CPC case study practice mock test. Read this carefully and ensure you fully understand the scenario before starting the test. You need to score at least 9 out of 11 to pass this test.

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Become a qualified heavy goods vehicle (HGV) or bus driver

Driver cpc part 2 test: case studies.

You can book the part 2 case studies test of the Driver Certificate of Professional Competence ( CPC ) as soon as you’ve got your provisional licence. You do not need to have passed the Driver CPC part 1 theory test.

If you’re requalifying as a heavy goods vehicle ( HGV ) or bus driver by taking parts 2 and 4 of the test, you cannot book your test online. You have to book by phone instead.

Driver and Vehicle Standards Agency customer services Telephone: 0300 200 1122 (choose option 01) Monday to Friday, 8am to 4pm Find out about call charges

What to take to your test

You must bring one of the following:

• a Great Britain photocard driving licence
• a Northern Ireland photocard driving licence and paper counterpart
• an EU photocard driving licence (and paper counterpart, if you have one)

If you do not have a photocard driving licence, bring your paper licence and a valid passport.

Your test will be cancelled and you’ll lose your fee if you do not bring the right documents.

Revision and practice

You can use books or software to revise for the test and take practice tests.

You can buy:

• Driver CPC : the Official DVSA Guide for Professional Goods Vehicle Drivers online if you’re learning to drive a lorry
• The Official DVSA Guide to Driving Buses and Coaches book if you’re learning to drive a bus or coach

How the test works

The test is made up of 7 case studies you work through on a computer. The case studies are short stories based on situations that you’re likely to come across in your working life.

You’ll be asked between 6 and 8 multiple-choice questions on each case study.

The test lasts for 1 hour and 15 minutes, and the pass mark is 40 out of 50.

Your test result

You’ll get a letter with the results at the test centre.

You need the test pass reference number when you book your Driver CPC part 4 practical demonstration test.

The pass letter is valid for 2 years.

You need to pass the Driver CPC part 4 practical demonstration test within 2 years, otherwise you’ll have to pass the part 2 case studies test again.

If you fail the test

You’ll get a result letter with feedback telling you why you’ve failed.

You can book another case studies test straight away, but you cannot take it for another 3 clear working days.

Cancelled tests

You can apply for a refund of out-of-pocket expenses if DVSA cancels your test at short notice.

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• Study Material
• Multiple-Choice Test
• Hazard Perception
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Module 1a Theory Test

Module 1b hazard perception, module 2 case studies, d4 medicals.

Crown Copyright material reproduced under licence from the Driver and Vehicle Standards Agency which does not accept any responsibility for the accuracy of the reproduction.

LGV Module 1a Multiple-choice theory and Module 1b Hazard Perception Tests

LGV multiple-choice test and hazard perception test are two separate tests that you will need to complete before you’re able to start your practical training.

To pass the  module 1a multiple-choice theory,  you will need to score a minimum of 85%. There are 100 questions in total, and you’ll have 1 hour and 55 minutes to complete the test.

The minimum pass mark for the  module 1b hazard perception  test is 67 out of 100. In this examination, you must click when you see a hazard developing.

Both tests are undertaken at a test centre, and it’s possible to book them both on the same day.

You will be given a letter immediately after completing the tests indicating whether you passed or failed.

EVERYTHING YOU NEED TO PASS

We're so confident you'll pass first time, we'll give you a full refund if you fail any of the tests.

CPC Module 2 Case Studies Test

You need a driver CPC qualification. For this, you’ll need to take the module 2 case studies test.

The test can be taken in a test centre simultaneously with the multiple-choice theory and hazard perception. You can take the test before you’ve passed your practical driving test.

The exam is made up of several case studies that give scenarios you may encounter during your working day as an lorry driver. Each case study has between 5-10 questions; to pass, you will need a minimum score of 40 out of 50.

You will be given 1 hour and 30 minutes to complete the questions.

This, along with the module 4 practical demonstration test which your training school will assist you with, will complete your driver CPC and be valid for five years.

140 case study scenarios

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Statistics cited are based on a survey conducted between Jan 2019 – Jan 2020 with 354 respondents 

PCV CPC Module 2 Case Studies

Grace, a driver of a city transit bus in the UK, regularly transports a diverse group of passengers. She has received basic first aid training and is familiar with the first aid kit on her bus. Grace knows the importance of quickly and safely responding to medical emergencies, such as falls, sudden illnesses, or injuries among passengers. She is prepared to assess danger, provide first aid using the ‘DR ABC’ approach, and handle specific situations like shock, burns, and electric shock, maintaining passenger safety until professional medical help arrives.

PCV CPC Case Study 171

There are 7 multiple choice questions in this PCV CPC case study. Read this carefully and ensure you fully understand the scenario before starting the test. You need to score 6 out of 7 to pass.

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PCV CPC Case Studies

CPC Module 2

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There are 9 questions in this CPC module 2 case study. Read the scenario carefully and ensure you understand it fully. You need to score at least 7 out of 9 to pass. Good luck!

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CPC case studies (bus)

• case studies

dolongit wrote: » Hi I am booked for next tuesday to do the case studies for a Bus CPC. I have the RSA book but it just includes the case studies and no sample questions or answers. Has anyone got a list of possible questions and answers? Thanks

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Youcef wrote: » Hi every one does anybody have any sample questions & answers for the 6 CPC case studies for bus? I really appreciate that if any one help this my second time thanks .

Not from here wrote: » Hi everyone. Got my CPC bus case study test on 30.5. Tnx to all of you for every additional help. I will try to remember as much as I can and write it here all of the questions.

Trebor_1982 wrote: » Hi Folks Only Past my practical CPC test on Couch.Easy enough Unfortunately have to do driving again haha I am 1st in the history fail on observation when reversing Will text few question from exam: Driver CPC Questions + Answers Section 1 ABILITY TO ENSURE PASSENGER COMFORT AND SAFETY Q1: What effect on your vehicle would an adverse camber to the left on the road have? A1: Risk of hitting objects such as: 1) Trees, 2) Signs, 3) Buildings, 4) Other vehicles, 5) Poles on left, Q2: If you were at or approaching a junction and you intend to turn left, what precautions would you take to avoid dangers to others? A2: ​1) Watch for cyclists and motorcyclists close to the kerb in front of you, 2) Watch for cyclists and motorcyclists coming up on your left, 3) Avoid overtaking a cyclist as you approach a junction if you intend to turn left, 4) Allow extra space to cyclists particularly on a wet or windy day, 5) Be aware of amount of space needed and the way of the vehicle overhang, Q3: In normal driving it is necessary on occasions to take additional road space (due to size), please give examples of manoeuvres where a driver needs to be aware of danger? A3:​1) Turning left, ​2) Turning right, ​3) At roundabouts, ​4) Entering or exiting premises, ​5) Overtaking, ​6) Parking, ​ Q4: What are the key factors that would ensure smooth braking? A4:​1) Braking should be controlled (not sudden or severe), 2) Braking should be done in good time (scanning ahead continuously in order to allow you to stop safely within the distance that you can see to be clear), 3) Breaking should only be done when travelling in a straight line where possible, 4) Avoid braking while turning, unless at low speeds, ​ ABILITY TO ENSURE PASSENGER COMFORT AND SAFETY Q5: Please explain how you would deal with rear vehicle overhang? A5:​1) Assess the distance between front and rear axle of the vehicle, 2) Assess the width of the vehicle, 3) Assess the height of the vehicle ground clearance, 4) Assess the height of the kerb, 5) Be careful to ensure there is adequate clearance to the right when turning left, 6) Be careful to ensure there is adequate clearance to the left when turning right, Q6: How would you deal with a bus lane? A6:​1) Look for bus lane signage (times of operation etc.), 2) Use mirrors, signal and manoeuvre (MSMPSL) to enter and exit bus lane, 3) 3) Scan ahead for junctions and end of Bus Lane (broken down vehicles) 4) Watch out for pedestrians crossing, 5) Watch out for obstructions on bus lane (broken down vehicles), 6) Give way to other vehicles when exiting Bus Lanes, 7) Be aware that cyclists, taxis and emergency vehicles are allowed to use with flow bus lanes, 8) In contra flow bus lane, watch out for traffic coming towards you, Q7: Please give examples of activities that should be avoided while driving in the interest of safety? A7: ​1) Should not use phone while driving, ​2) Should not use personal entertainment equipment through earphones, 3) Should not use internal communication equipment while driving if not handsfree, ​4) Should not be distracted by TV/Video while driving, ​5) Should not attempt to look at a map or read directions while driving, ​ Q8: What are the key elements of good interaction between a driver and passengers? A8:​1) Treat passengers in a courteous manner, ​2) Look directly at passenger when you speak, ​3) Provide assistance with luggage, ​4) Allow passengers to enter and exit safely from vehicle, ​5) Assist old or infirm passengers on and off the vehicle. Section 1 (Continued) ABILITY TO ENSURE PASSENGER COMFORT AND SAFETY Q9: Please explain how you would deal with a passenger with obvious physical disability? A9:​1) Provide assistance if required, (stow away wheelchair securely if required), ​2) Allow extra time for passenger to be seated, ​3) Move off smoothly, ​4) Avoid fast concerning, ​5) Allow extra time for passenger to exit the vehicle and offer assistance if `​needed, 6) Make sure you know how to use any passengers lifts, ramps and securing devices, ​7) Other. Section 2 ABILITY TO LOAD THE VEHICLE WITH DUE REGARD FOR SAFETY RULES AND PROPER VEHICLE USE Q1: What is the most likely outcome where sharp breaking is done? A1: ​1) Passengers thrown forward, ​2) Undue stress on vehicle components, ​3) Risk of skid, ​4) Risk of loss of traction, ​5) Risk of vehicle overturning, ​6) Other. Q2: Explain to me how you would use the gearbox ratios according to the vehicle load and the type of road? A2:​1) Assess the speed and select appropriate gear, ​2) Assess the load and select appropriate gear, ​3) Assess the road level, uphill or downhill and select appropriate gear, 4) Assess how the engine is responding to load and select the appropriate gear to avoid labouring or over-revving, ​5) Other. ​ Section 2 (Continued) ABILITY TO LOAD THE VEHICLE WITH DUE REGARD FOR SAFETY RULES AND PROPER VEHICLE USE Q3: Please show me where you would find the plate that indicates the Gross Vehicle Weight and please identify from this plate the Gross Vehicle Weight of this vehicle? YOU MUST “SHOW” THE EXAMINER THE VEHICLE PLATE AS ASKED & THEN EXPLAIN THE GROSS VEHICLE WEIGHT AS SHOWN Q4: What safeguards would you take to prevent your vehicle from being overload? A4:​1) Know the weight of your vehicle (GVW) 2) Purpose of your trip, 3) Give weight limit to each passenger, 4) Check luggage weights yourself, 5) Distribute load evenly, Q5: What are the likely consequences of overloading your vehicle? A5:​1) Less stable, 2) Difficult to steer, 3) Longer to stop, 4) Strain on tyres, 5) Insurance implications, 6) Damage to bridges and roads, 7) Increases fuel consumption, 8) Unfair to other operators, Q6: What would adversely affect the centre of gravity of your vehicle? A6:​1) Violent steering ​2) Harsh acceleration, ​3) Sudden braking ​4) Braking hard while concerning, ​5) Wind forces, ​6) Other. Section 3 ABILITY TO PREVENT CRIMINALITY AND TRAFFICKING IN ILLEGAL IMMIGRANTS Q1: What are the most common forms of criminal damage suffered by bus and coach operators? A1:​1) Slashed seats ​2) Graffiti​ ​3) Missile throwing, ​4) Broken windows, ​ Q2: If travelling back across a boarder show me what measures/checks would you undertake to prevent struggling of goods & people? A2:​1) Check overhead luggage compartments, ​2) Check under seats before boarding commences, ​3) Open and check the main luggage compartments, ​4) Open the bonnet and inspect the engine compartment, 5) Open and check all EXTERNAL compartments, lock if possible 6) Inspect the spare wheel compartment, 7) Count the number of ACTUAL passengers on board, 8) Check the ACTUAL passengers tickets, Q3: What steps would you follow in order to ensure your vehicle is secure and safe while parked? A3:​1) Secure parking place, ​2) Entry doors all locked, ​3) Set anti-theft device, 4) Do not allow passengers to leave personal belongings on display or unattended, ​5) Lock luggage compartment, ​6) Do not allow passengers to board while driver is absent, ​7) Other. Q4: With a view to prevent criminality and trafficking of illegal immigrants what areas of the vehicle would you check before starting your journey? A4:​1) External compartments, ​2) Internal compartments, ​3) On board toilet, ​4) Seating area, ​5) Passenger luggage, ​ ABILITY TO PREVENT CRIMINALITY AND TRAFFICKING IN ILLEGAL IMMIGRANTS Q5: What are the penalties under the Illegal Immigrants (Trafficking) Act 2000 that may be imposed on a person who knowingly facilitates the entry into the state of an illegal immigrant? A5:​1) Fine, ​2) Imprisonment (12 months), ​3) Fine and imprisonment for 10 years, ​4) Other. Section 4 ABILITY TO PREVENT PHYSICAL RISK Q1: Please demonstrate to me what measures/adjustments you would make before starting a journey in order to ensure your own comfort safety and efficiency while driving? A1:​1) Correct seat adjustment and correct head restraint adjustment if fitted, ​2) Correct mirror adjustment, ​3) Correct adjustment of all controls, ​4) Steering wheel adjustment, Q2: Please explain to me what movements, postures or activities that could result in a risk of injury to you? ​ A2:​1) Unnecessary presence in workshop, 2) Lifting heavy suitcases, 3) Lack of personal protective equipment when handling maintenance materials, 4) Lack of knowledge while operating chair lifts or kneeling mechanisms, 5) Lack of knowledge in the event of emergencies or breakdowns, 6) Know the risk of working under a raised cowl, Q3: Please demonstrate the on0going measures you would take to avoid the possibility of tiredness while driving? A3 1) Open window slightly for fresh air, 2) Keep driver area at a temperature that is not too warm (heater controls) 3) Avoid heavy meals, 4) Regular breaks, Good luck folks I am already reapply for test

Hi Bud, do you have answers on these questions?

Hi all, I wanted to write a post here about the Bus Driver CPC Case Study Theory Test to help those who have theirs upcoming. This page helped me a huge amount so I wanted to pay it forward. I had mine today and passed thankfully!

As you will know, you will have 6 Case Studies to read over and the exam will examine your knowledge on a randomly generated 3 of the 6.

You will have 40 mins per Case study which is plenty of time. The case studies are there in front of you to read as you answer the questions.

The questions are multiple choice and to be honest are fairly grand overall. If you read the Case Study and the information above from Walek's post, you'll be absolutely grand.

The questions are pretty straight forward and the majority of answers are found within the Case Studies. Walek's post will have you well prepared for the test.

Any questions, let me know! :)

Passed my CPC Bus Case Study Today. Overall I found the test extremely easy and straightforward, nothing to worry about at all and far from complicated. I will post some study notes I created in relation to the test. These are not the questions and answers to the test. They are simply study notes I made for each story. See Below:

CPC Case Study - Scenario 1 – John

Paragraph 1:

·      Vehicle walk around check should also include:

Cab access steps and rails, exhaust, body work, oil, water, windscreen washer, fuel cap, wheels, tax, insurance, PSV plate. Should not be “quickly” checked as paragraph says…Should be comprehensibly checked.

·      Needs to look directly at hearing impaired person and speak in normal tone and speed of voice.

Paragraph 2:

·      John should have also have engaged the secondary break – hand break when parking to let women and wheelchair users on the bus.  

·      Wheelchair user should have boarded the bus first and then the women and children after.

·      The other passengers in the docking area of the bus should be asked to move. Paragraph does not mention this.

·      Webbing should be applied to wheelchair for correct storage in docking area.

·      John should have been more careful of his manual handling when lifting wheel of wheelchair.

Paragraph 3:

·      What were the benefits of keeping the revs in the green area? Lower fuel consumption, less wear on engine, better passenger comfort, passenger safety.

Paragraph 4:

·      Should have reduced speed, taken foot of accelerator and applied gentle breaking when approaching the right hand corner to prevent passengers being thrown to the outside of the bend.

·      John should have asked / made sure that all passengers were wearing their seatbelts.

·      John and his company should have ensured that he took his scheduled mandatory break periods. Minimum 15 minutes break and minimum 45 mins break after 4.5 hours driving time.

Paragraph 5:

·      Potentially engage retarders or endurance breaking systems for steep decent ahead.

·      John should be prepared to approach the roadworks at the foot of the hill with extra caution and slower speed expecting a signal man, reduced lane widths or potential hazards up ahead.

·      Taking foot of accelerator and applying gentle breaking was the correct thing to do. Good driving decisions.

Paragraph 6:

·      Maximum speed on the dual carriageway is 100km, not 120km. John should have driven slower.

·      First item John should show to the Garda is his driving licence.

·      John should have checked his wheel condition prior to driving during the vehicle walk around test.

Paragraph 7:

·      Vehicle inspector was called and he was the one who grounded the bus for repairs. Several faults noted on inspection.

·      John should be able to answer questions in relation to the company`s vehicle maintenance records and fault reporting procedures.

·      John represented his company poorly and now will be prosecuted.

CPC Case Study - Scenario 2 – Alan

·      Correct procedure checking his mirrors for cyclist oncoming on inside.

·      Cyclist should not have been in the contra flow bus lane in the first instance.

·      Cyclist glanced over right shoulder – Driver done well to anticipate the cyclist was about to do something by double checking his mirror.

·      Did not see motorcyclist probably because distracted with cyclist on left.

·      Rear overhang of bus should not have swung into motorcyclist path. Driver should have moved to right before turning to left to create more space ??

·      Alan should not have driven when angry.

·      He should have not driven faster to make up more time.

·      He should have decelerated and gently braked prior to taking the corner.

·      He should have checked the mirror to see if passengers on the upper deck were okay and recovered from the harsh cornering.

·      Alan done the right thing taking a firm grip of the steering wheel when the tyre blow out occurred.

·      He shouldn`t have crossed two lanes of traffic to get to the hard shoulder. He should have pulled in as far to the left as possible!!

·      What should he have done before leaving the bus to inspect the tyre? Hazard warning lights, parking break, switch engine off, inform passengers.

·      Should not have been flagging down traffic by hand. This is a job for the Gardai only.

·      Alan should have informed the passengers about the emergency prior to getting off the bus to inspect the tyre blow out.

·      He dealt with the passenger effectively who wanted to leave the bus – Explained that it is a hazard and not possible to leave.

·      Alan dealt with the passenger effectively in relation to managing safety. He explained the potential for a hazard to occur if the passenger went off the bus for a smoke and represented the company well in this instance. He was also polite which was appropriate.  

·      He should not have needed to recount passengers on board? He should already have a tally in his head before he rang the depot the first time.

·      Alan should not have moved all the luggage completely by himself as this is a manual handling hazard.

CPC Case Study - Scenario 3 – Michael

·      No notes of interest.

·      Unladen weight calculation plus passengers seems correct? (To find the unladen weight, check the driver's side doorframe for a plate named "Title and Loading Information)

·      Bus Vehicle Weights:

Two Axel Bus: 19.5 Tonnes

Three Axel Busses: 25 Tonnes, 26 Tonnes,

Three Axel Articulated Bus: 28 Tonnes

·      Swept area of the bus is the line / angle covered for the bus to move out making a turn and then back into road position again. (The envelope swept out by the sides of the vehicle body, or any other part of the structure of the vehicle).

·      Good observation of rules of road….Times of bus lane openings, 4 second rule in wet weather. (Tracking a vehicle past a fixed point for 4 seconds)

·      School bus should have also been equipped with a first aid kit and high vis vest.

·      Interior lights should be left on to allow passengers to see inside, not just turned on when necessary.

·      ABS lights should go out on takeoff when driving. Michael should not have continued to drive with the ABS lights still on.

·      Should Michael anticipated the route where the diversion was sent by the Gardai?

·      Important here to know the vehicle height, width, stability, ect…because of the unforeseen hazards.

·      Maximum Vehicle Lengths:

Two Axel Bus: 13.5 metres

Bus More Than Two Axels: 15.0 metres

Articulated Bus: 18.75 metres

Bus Maximum Heights: 4.75 metres

Bus Maximum Width: 2.55 metres

·      Other double decker bus should have checked the height restrictions of the bridge prior to driving and planning his route.

·      How should Michael deal with the children who were standing on the bus and not wearing seatbelts? Ask them to please sit and wear seatbelts. Stop vehicle first for safety reasons? Physically check afterwards to see if children correctly restrained before pulling off again?

·      Who is the governing body for international transport? National Transport Authority.

·      What is a tri axel coach? (A tri-axle vehicle is a truck, tractor, or trailer with three axles grouped together at the rear. Tri-axle vehicles are primarily used to haul heavy loads. The multiple axles and wheels allow for better weight displacement and stability).

·      European Community Licence is a licence to make international journeys for hire or reward within the 27 EU countries and 5 other countries.

·      As Michael was sleepy and thinking about these things, he was most likely distracted whilst at the wheel driving.

Paragraph 8:

CPC Case Study - Scenario 4 – Sean

·      Sean should not have rushed through the walkaround check of the vehicle.

·      On the Walk Around Vehicle Check, He forgot to check:

Tax and Insurance, exhaust, vehicle body work, steps and rails, air suspension, windscreen washer, fluid levels.

·      On the In Cab Checks He forgot to check: Windscreen washer, demister, tachograph, ABS lights,

Paragraph 2+3:

·      Sean should have ensured his lights were correctly set to dims before pulling off on the journey.

·      Unsure how Sean should have coped with the extra passengers at the stop ??

·      Sean should keep the passengers informed about the further delay due to picking up the wheelchair passenger.

·      Sean should not have “bent” over to pick up the suitcase, rather adopting a correct manual handling stance or allowed the wheelchair passenger to act independently and bring the suitcase on themselves. He should not have proceeded to continue lifting the suitcase after he felt a pain in his back. The suitcase should not have been placed under a seat closest to the door, rather put in a correct storage area within the bus.

·      Sean did the correct thing asking other passengers to move from the wheelchair space.

·      Sean did the correct thing asking the man with the cane to move and asking another passenger to give up a seat for the man, especially considering the bus was designed for standing passengers also.

·      Sean should not have allowed the wheelchair passenger to secure one of the straps when securing the wheelchair to the bus, Sean should have done this himself as he is trained to do so and the passenger is not.

·      Sean should have checked his interior mirrors before pulling away from the stop to ensure all passengers were seated or holding to overhead rails prior to pulling off. This would have prevented the young man from stumbling.

·      Speed on the motorway is too high as it should be max 65km/ph on a bus with standing passengers.

·      Sean should reduce speed when leaving motorway to smaller road and match the speed recommendation of the joining road.  

·      Can a bus carry more passengers than seats?? I think it can. I think it has a capacity for sitting and standing.

·      Sean should make sure to show constraint and patience even though the truck overtook him above the speed limit. Should make sure to leave enough room for the truck to pull back into lane after overtaking also.

·      Sean should have slowed, taken foot off accelerator and gently braked before going around the blind corner, especially considering how erratic the truck was driving. Should be anticipating hazard ahead.

·      Sean should not have quickly turned left on to adjacent street to avoid delay. Should have stopped, turned off engine, used hazard warning lights, called emergency services, ect??

·      Sean should have taken more due care and attention to avoid standing passengers falling.

·      Sean should have kept the passengers informed of the diversion prior to them mentioning it.

·      Sean should have most likely reported the articulated lorry at the scene of the accident, rather than later back at the station.

·      Sean should not have pulled into a place with yellow lines to let the irate passenger off the bus. He should have explained that this was not possible due to safety issues.

·      Unsure why Sean went off the bus to do an inspection of the busses exterior at this time??

CPC Case Study - Scenario 5 – Ciara

·      Should Ciara wait to be asked by the elderly and special needs passengers for help getting on and off the bus….or should she offer first?

·      Ciara should offer assistance for the visually impaired passenger finding a seat on the bus.

·      Should Ciara use the kneeling facility of the bus for passengers with effected mobility without being asked?? Yes I believe so.

·      Ciara should waited for the visually and hearing impaired passenger to be seated and assisted her with finding seating if needed before pulling off despite trying to make up for lost time.

·      Ciara done well to check the bus for unauthorised passengers prior to the beginning of the trip. Should Ciara of called the Gardai also??

·      Ciara done the correct action in calling the Garda to investigate the passenger digging through the luggage.

·      Ciara should not have “quickly” unloaded the luggage. She should have taken more care and attention to manual handling.

·      Ciara should not have interfered with the Garda`s intention to question the passenger.

·      Ciara should not have brought the bag into the station during a stop. This should have been done at the beginning or end of the working day to avoid causing passengers delays.

·      She should not have necessarily changed her speed to match the speed limit. This would suggest she increased her speed from 90km/ph to 100km/ph.

·      The responsiveness of the bus in high winds can be a dangerous occurrence since there was less weight on board, the bus would be more likely to sway in the wind and potentially topple over.

·      She should not have taken a sharp turn, rather taken her foot off the accelerator, applied gentle breaking and slowed gradually, reading the road up ahead and this would have prevented luggage from overhead compartments falling.

·      There is clearly an issue with the overhead compartment in the bus. This needs to be reported to the company and the vehicle grounded for repairs if necessary.

CPC Case Study - Scenario 6 – Aishling

·      Where to find information about vehicle weights, dimensions, ect?? Vehicle Manufacturers Specification.

·      Calculation for gross vehicle weight? (To find the unladen weight, check the driver's side doorframe for a plate named "Title and Loading Information and then add weight of passengers and baggage)

·      Aishling should take care to drive slowly and with due care and attention, especially considering the route has many hills and she will need an increased stopping distance having a full bus load.

·      Aishling should be fully familiar with the vehicle including the use of hand operated retarders and holding gears before operating the vehicle. Overuse of the foot break will cause excess and unnecessary wear.

·      She should ensure taking corners more slowly, releasing accelerator, applying gentle breaking, looking out for passenger comfort.

·      She should also make sure to check mirrors, indicate, then move out before turning left.

·      Aishling should make sure that she checked the height of the bridge on the new road before departing on the journey.

·      She should have checked her mirrors before signalling and moving off.

·      She should have waited for the passenger to take her seat prior to taking off from the stop.

·      She should have ensured that the passengers luggage was correctly stored before moving off.

·      She should not have turned into Barrow Street as there were Bollards at the entrance to the street.

·      Aishling should not only have stopped the bus but also used her hazard warning lights, then opened the emergency exit. 

·      Should she used more than one fire exit door on the bus?

·      She should have directed the passengers to remain calm when exiting the bus and instruct them to exit in single file also. 

Whats the craic with the cpc tests and practical test, Passed the bus test last year but haven't bothered with anything since.

I'm excempt from the CPC at present driving wise both trucks &buses, How much extra does it cost for the tests and what's involved?

I recently passed my Bus CPC theory test and wanted to give something back here to the community. The questions posted here helped me preparing for it.

The test questions are randomly generated by the system and some can be repetitive (e.g. same answer to slightly different question).

I had passed the Truck CPC theory test a few months earlier and the Bus CPC test is much easier in my opinion.

Here are the most challenging questions from my test and correct answers.

Case Study 1

Why did passengers and John had to wait at road side?

Correct answer: Because flat tyre had to be replaced

(there was another answer option: waiting for replacement bus -

because the bus was confiscated in the end I was not sure which of the two would be correct)

What action to take when going over steep hill?

Correct answer: Lower gear ratio

(there was another answer option: change gears in lower ratio quickly - during the test I was not sure if this would be the answer)

When to change to lower gear when going over the hill?

Correct answer: Before going downhill

(there was another answer option: while driving downhill - during the test I was not sure if this would be the answer)

Case Study 3

Who issues international insurance certificate?

Correct answer: insurance company

(there was another answer option: C.I.E. or something like that - I did not know what it was but went for insurance company anyways)

Most of it is common sense and a lot of the answers can be found in the case study text.

Hi guys just wondering, is CPC test questions multiple choice based answers? Thanks

Doing my truck case study Cpc in few weeks. Just wondering could anyone help with Questions and answers. Appreciate it

I have a bus theory test in 2 wks, I think there's a new rules of Rd book out. Is the case study part at start of exam or the 2nd half of exam?

Yes, there is a new ROTR book and the tests have been updated since July 1st. I didn't do the case studies on the same day as my ROTR test but I believe the case studies is done after the ROTR test. Best of luck.

Hi I just got the new book, wondering now about case studies, I see 6 case studies at the end of the book, but no questions or answers regarding the stories. I thought the book itself would show the questions and answers but seems to be only for rules of road etc sections

Just wondering, is the case studies test on the same day as the theorey test? Or do you have to pass theorey first then apply for case studies test on a different date?

@buzzing147 Depends on how you booked (and paid) for it. Your email confirmation should have the details.

Paid online 72e, says on email bus theory test

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• Bus and coach drivers
• Pass your learner tests

Driver Certificate of Professional Competence (CPC): what it is

You must have a Driver CPC before you can drive a passenger carrying vehicle (PCV) for a living .

The Driver CPC test has 4 parts

Part 1 Driver CPC theory test

Resources - driver cpc theory test.

Advice: Theory test preparation for PCV drivers

Practice theory test for bus and coach drivers (1 of 2)

Part 2 driver cpc case studies.

• 7 case studies (short stories based on situations)
• 50 questions (6-8 multiple choice questions on each case study)
• You have 1 hour 15 minutes
• Questions may be single response, multiple response, audio or click on a hot-spot
• Score at least 40 out of 50 to pass

Buy: Driver CPC: the official DVSA guide for professional bus and coach drivers

You do not need to pass the Driver CPC part 1 theory test before you book part 2.

If you're re-qualifying contact DVSA to book parts 2 and 4.

Part 3 Driver CPC off-road exercises and on-road driving test

Part 3a: off-road exercises.

• Lasts up to 30 minutes
• Includes an ‘S’ shaped reverse into a bay

Part 3b: on-road driving test

• Vehicle safety questions (see GOV.UK 'show me, tell me' links below)
• At least 1 hour of on-road driving

Buy: The Official DVSA guide for professional bus and coach drivers

Part 4 driver cpc practical demonstration test, the test covers 5 topics from the driver cpc syllabus.

• Score at least 15 out of 20 for each topic
• Achieve an overall score of at least 80 out of 100.

Your test may include being able to

• ability to load the vehicle with due regard for safety rules and proper vehicle use
• security of the vehicle and contents
• ability to prevent criminality and trafficking in illegal immigrants
• ability to assess emergency situations
• ability to prevent physical risk

When you've passed all 4 parts

You’ll receive a Driver Certificate of Professional Competence (CPC) Card , which you must carry with you whenever you're driving an HGV.

Acquired rights

If you’re already a professional driver, you may have ‘acquired rights’ to Driver CPC if you got your vocational licence (D, D1, D+E and D1+E) before 10 September 2009.

Having acquired rights does not exempt you from periodic training .

Renewing your Driver CPC for bus and coach

All professional bus and coach drivers must complete at least 35 hours of Driver CPC training every 5 years .

The training covers various aspects of professional driving and is delivered by independent training bodies.

What’s covered in your training is up to you and your employer, but it might include:

• fuel-efficient driving
• defensive driving techniques
• health and safety
• drivers’ hours regulations
• using tachographs.

One day’s training every year is ideal. It allows you to respond to each year’s priorities for your own continuing professional development and your employer’s changing business needs.

It can severely impact business planning and keep you off the road if too much of your training is left to the end of your card’s validity period. You also might not be able to find a trainer if demand is high.

It is illegal to drive professionally if you fail to complete your 35 hours periodic training by the deadline .

GOV.UK top links

Driver CPC overview

Driver CPC Part 1 Theory Test

Driver CPC Part 2 Case Studies

Driver CPC Part 3a Off-road exercises

Driver CPC Part 3b On-road driving

• Show me, tell me - vehicle safety questions without a trailer
• Show me, tell me - vehicle safety questions with a trailer

Driver CPC Part 4 Practical Demonstration

Driver CPC Syllabus

'Acquired rights' to Driver CPC explained

The national standard for driving buses and coaches

Other useful links

Industry Guide to Driver CPC (PDF 1.7MB)

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JSmol Viewer

“curious is as curious does”: fostering question-asking in a sino-foreign engineering school—a case study.

1. Introduction

2. literature review, 2.1. curiosity, 2.2. question-asking, curiosity, and stem, 2.3. question-asking: culture and gender, 2.4. research questions.

• What are students’ perceptions about question-asking and curiosity in research following a project-based learning intervention in a communications course, and what role does gender play in this process?

3. Materials and Methods

3.1. participants and context, 3.2. procedure and analysis, 4.1. curiosity and question-asking.

“During the whole process, we learned a lot about the history of the Nobel prize, the life and research experiences of each prize winner. The solid knowledge foundation and a strong sense of curiosity motivated this successful research, which also inspire me to work harder and be more curious to find some questions rises from life (author’s emphasis). We got an insight of the timeline of its discovery and were excited by the indefatigable spirit of exploration” .

“During this project, finding sparks is a very interesting entry point for me to understanding better. The Nobel Prize is an ambitious project, but no matter how ambitious the study was also started by an original spark, a small idea (author’s emphasis). I think it’s very inspiring: grab some sparks and keep working on them, never give up, maybe you can also be the next Nobel winner” .

“[The discovery of graphene by isolating it from chemical waste] “Actually it was totally strange behavior for a scientist since chemical waste is always useless and dangerous. But Geim acted from curiosity, and with this strange behavior he created a legend. Probably, I should put more curiosity into everything around me.” Geim impressed another student as well, “…I have a lot of new understanding of science from Andre Geim. He won both the Ig Noble prize awarded to research that makes people laugh and the 2010 Nobel Prize. I think the source of success is curiosity. He always has strange ideas which can achieve very amazing results…. So, I think in my study I need to keep curious all the time. The strange ideas are not bad. Sometimes they may be the source to success” .

“I also saw that winning the Nobel Prize is actually a consequent result of his [Dr. Honjo] extraordinary traits of perseverance and curiosity. The project acts as a powerful tool to show us how these qualities matter in our life.” Also, “From Dr. Feynman’s life I know that curiosity is not only important, but also makes life interesting and that being proficient and focused on one’s own profession is almost the best gift to life” .

“I also learned that scientists who won the Nobel Prize are not always excellent and untouchable. They would be distressed about finishing their undergraduate studies. But he [Yoshinori] also had one of the qualities that all successful scientists almost invariably have, which is a constant curiosity and thirst for knowledge. All these will affect my future study” .

4.2. Gender and Change in Attitude towards Question-Asking

“I learned [from Frances Arnold] good scientific spirit. She is a feminist and showed me that women can be powerful too” .

“It was surprising to see how few female Nobel Prize winners there were, which made me think more about gender inequality in science” .

“We marveled at her [Frances Arnold] experience and were impressed by her perseverance. At the same time, all the members of group saw ourselves as new age women. We are convinced that setbacks cannot stop is, that the future is created by us, that the core of scientific discovery lies in discovering “no man’s land”, and we must dare to discover and innovate!”

“In the process of preparing the speech, we studied the whole procedure of the discovery, and we also had a deeper understanding of the Nobel prize itself. I highly appreciate the laureates’ love for science, meticulous attitude towards research projects, and perseverance in the face of difficulties. Their deeds inspired me to study and work harder in the future, trying to change the situation that there are far fewer female winners than male winners (author’s emphasis)” .

“I am really shy to present my ideas, but this project helped me become more confident in asking questions and participating” . (Female student)

“Curiosity drives us to find the facts, and this project reinforced my ability to ask questions and engage with the material” . (Male)

“I feel more confident now, but I still find it challenging to ask questions in front of the whole class” . (Female)

“Asking questions has always been something I enjoy, and this project made me even more confident in doing so” . (Male)

4.3. Learning from Researchers’ Biographies: Failure and Perseverance

“But in this project, through step by step understanding of Nobel Prize winners. I also slowly discovered that these legendary geniuses are actually just ordinary people like us, who make mistakes and fail. It’s just that they work harder than us, have a solid academic foundation, and have more perseverance” .

“During the whole process, we learned a lot about the history of Nobel prize, the life and research experiences of each prize winner. The solid knowledge foundation and a strong sense of curiosity motivated this successful research, which also inspire me to work harder and be more curious to find some questions rises from life. We got an insight of the timeline of its discovery and were excited by the indefatigable spirit of exploration” .

“By learning about the biographies of the three winners, I found that they have several things in common: 1. they all have their own teams; 2. none of the research processes are smooth (author’s emphasis); 3. the research results among the three complement each other” .

5. Discussion

6. limitations and conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Share and Cite

Rakedzon, T.; Van Horne, C. “Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study. Sustainability 2024 , 16 , 7308. https://doi.org/10.3390/su16177308

Rakedzon T, Van Horne C. “Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study. Sustainability . 2024; 16(17):7308. https://doi.org/10.3390/su16177308

Rakedzon, Tzipora, and Constance Van Horne. 2024. "“Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study" Sustainability 16, no. 17: 7308. https://doi.org/10.3390/su16177308

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