Fujiyama, T. and Childs, C.R. (2010) Investigation of the appropriate slope gradient for humps on railway platforms. (Accessibility Research Group Working Papers ). Accessibility Research Group, University College London (UCL): London, UK.
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Gaps between the train and the platform are a major safety concern for railway users, especially those who are disabled, and London Underground will introduce platform humps to solve this problem. In order to realise properly designed platform humps, it is necessary to investigate the effects of the design factors of the hump. As an initial attempt to understand the complexity of the design factors of humps, this study focused on the slope and backfall gradients. A series of experiments was conducted in the Pedestrian Accessibility Movement and Environment Laboratory (PAMELA) at University College London. In total, 45 participants with various types of disabilities were asked to walk on simulated slopes and to board or alight from the simulated train from or onto the slope. The tested slope gradients were 3.0% (1:33), 5.2% (1:19) and 6.9% (1:14) with the backfall gradients 1.5% (1:67), 2.0% (1:50) and 2.5% (1:40). It was found that the slope gradient did not largely affect performance and subjective evaluation of the participants’ longitudinal walking on slopes, but would add additional difficulty for them to board/alight from the train from/onto a slope. This suggests that train doors should not stop next to the slope. There was little evidence as to the effects of the backfall gradient. The results will be used in the development of the design guidelines of platform humps.
|Type:||Working / discussion paper|
|Title:||Investigation of the appropriate slope gradient for humps on railway platforms|
|Open access status:||An open access version is available from UCL Discovery|
|Keywords:||Platform hump, gap, ramp, slope, slope gradient, backfall gradient|
|UCL classification:||UCL > School of BEAMS > Faculty of Engineering Science > Civil, Environmental and Geomatic Engineering|
UCL > CALT (Centre for the Advancement of Learning and Teaching)
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