Course Profile Transportation Technology, Grade 11, Workplace Preparation, Catholic and Public

Unit 2: Engine Operations

Time: 25 hours

Activity 2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4 | Activity 2.5

Unit Description

Students acquire a comprehensive knowledge base in the concepts, terminology, and operation of single and multiple cylinder engines. Activities range from engine compression and oil pressure testing to diagnosing and repairing engine noises and faults. Developing skills in reading and applying technical information will help students become more effective communicators. Respect for the environment and wise use of resources are identified as key responsibilities in the Christian faith throughout the unit.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
2.1 Internal Engine Diagnosis	180 min	TFV.02, TFV.03, TF2.01, TF2.02, SPV.01, SPV.02, SPV.03, SPV.05, SP1.05, SP2.01, SP2.03, SP2.04, SP4.02, ICV.02, IC2.01, IC2.02, CGE4f, CGE2b, CGE4b, CGE7i	K/U; T/I; A	Students: - determine appropriate testing procedures for engine analysis; - apply knowledge to interpret the results; - compare sets of results to establish a benchmark for running engine conditions.
2.2 Long Block Examination	540 min	TFV.02, TFV.03, TF2.01, TF2.02, SPV.01, SPV.02, SPV.03, SPV.05, SP1.05, SP2.01, SP2.03, SP2.04, SP4.02, ICV.02, IC2.01, IC2.02,	K/U; T/I; A	Students: - identify, locate, and disassemble engine components for a complete long block; - implement a system and sequence for disassembly to facilitate successful re-assembly.
2.3 Measuring Engine Components	180 min	SPV.01, SPV.03, SPV.05, SP1.04, SP2.01, SP2.04, SP4.01, SP4.02, CGE4f, CGE2b, CGE4b	K/U; A	Students: - use technical specifications in pass/fail evaluations of wear and tolerances; - use proper techniques and choose appropriate tools for examining various components.
2.4 Engine Design	360 min	TFV.02, TFV.03, TFV.04, TF1.01, TF2.01, TF2.02, TF3.01, SPV.04, SP3.03, SP4.02, SP4.03, CGE4f, CGE2b, CGE4b	K/U; C	Students: - use investigative and comparative techniques to identify traits of engine types and design; - report on various findings using the correct technical language.
2.5 Gaskets, Seals, and Sealants	300 min	SPV.01, SPV.02, SPV.03, SP1.02, SP1.04, SP1.05, SP2.01, SP2.02, SP2.03, SP2.04, SP3.01, SP3.02, SP3.03, SP4.02, ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03, IC2.04, IC3.02, CGE4f, CGE2b, CGE4b	A	Students: - reference technical manuals, sequence operations, and labour guides to assist in engine repair; - use appropriate tools and materials safely; - effect proper repairs and resealing, to industry standards; - use correct procedures for handling and disposing of “out of specification” parts and materials.

Activity 2.1: Internal Engine Diagnosis

Time: 180 minutes

Description

Students develop an understanding of the internal operation of the internal combustion engine. Students develop the necessary skills in the diagnosis of internal engine faults. Students use tools such as the stethoscope and compression tester. These observations, combined with an analysis of the spark plug electrodes, determine various engine running conditions. This activity promotes broad thinking and mutual respect through small group learning, as well as promoting the responsibilities of providing stewardship over the environment.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Theory and Foundation

Overall Expectations

TFV.02 - explain the use of each component of a vehicle system;

TFV.03 - analyse and describe the interrelationships of vehicle systems.

Specific Expectations

TF2.01 - analyse and describe the use of each of the following components of a vehicle: the chassis, frame, and body; the engine system; the fuel system; the electrical/electronics system; the gear and power train system; the steering system; the brake system; and the suspension system;

TF2.02 - explain the interrelationship of these vehicle components.

Skills and Processes

Overall Expectations

SPV.01 - function effectively both as individuals and as members of a cooperative team to service and repair vehicles;

SPV.03 - use current technology (e.g., on-line information from manufacturers, CD-ROM manuals, computerized diagnostic tools) when servicing, repairing, and modifying vehicles;

SPV.05 - use mathematical and language skills effectively and apply scientific principles to help solve transportation technology challenges.

Specific Expectations

SP1.05 - complete a work order for a specific transportation technology task;

SP2.01 - use effectively, store safely, and maintain in good working order measurement, hand, power, machine, and pneumatic tools and equipment required for basic service tasks;

SP2.03 - systematically troubleshoot basic service problems on vehicles by organizing the variables into the following categories: input, process, and output;

SP2.04 - access and apply information from manuals, software databases, on-line information, and computerized diagnostic tools when troubleshooting and repairing components;

SP4.02 - apply correctly, within the context of transportation technology, the scientific principles related to such areas as properties and states of matter, energy, force, Newton’s laws of motion, simple machines, mechanical advantage, and basic electrical theory.

Impact and Consequences

Overall Expectations

ICV.02 - follow safe work practices in the transportation sector workplace, including health and safety procedures and practices and the use of protective clothing and gear.

Specific Expectations

IC2.01 - work safely when performing tasks in the transportation sector;

IC2.02 - use all required protective clothing and gear (e.g., to protect the eyes, ears, hands, head, feet, and respiratory system) when working in the transportation sector.

Ontario Catholic School Graduate Expectations

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE2b - reads, understands, and uses written materials effectively;

CGE4b - demonstrates flexibility and adaptability;

CGE7i - respects the environment and uses resources wisely.

Prior Knowledge & Skills

· Basic awareness of the operation of a 4-stroke cycle engine

· Awareness of basic hand tools and their uses

· Awareness of acceptable personal conduct standards and basic group working skills.

(Note: safety procedures and safe use of the shop must be reinforced)

Planning Notes

· Students are advised to wear proper work attire (shop coat or coveralls) and safety boots are recommended.

· Safety eyewear is mandatory.

· Recommended materials for this activity include:

· service manuals or other means of researching procedures and specifications

· compression tester, stethoscope, ratchet/spark plug socket, and engine oil

· one 4-stroke cycle engine mounted on a stand

· spark plug electrode condition sheet

· task sheet of procedures and observations to be completed by students

· exhaust gas ventilation/removal system

· Time should be allocated for student reflections on ethical respect for environmental considerations (e.g., fuel consumption, pollution: how it is produced and controlled), and moral choices in technical pursuits in the workplace (e.g., helping others, care and respect for customer needs, ethical business practices).

Teaching/Learning Strategies

1. Teachers remind students that as stewards of the earth and society (as outlined in the social teachings of the church) they should be aware of the negative impact on the environment caused by a poorly running engine. Students brainstorm and create a list of the ways the environment is impacted, e.g., pollution, increased fossil fuels depletion, noise pollution, and health problems.

2. Teachers discuss with students the health and safety concerns of working around a running engine. Special attention must be paid to the proper ventilation of exhaust fumes.

3. Students can be organized into groups of two to four.

4. The teacher conducts a brief review on the theory of the 4-stroke cycle engine operation and discusses the observable and measurable means by which one can determine an internal engine fault.

5. A shop, donated, or private operating vehicle can be easily obtained.

6. The teacher assists students in researching correct servicing procedures and using print or electronic sources.

7. Students remove spark plugs and do a visual inspection and comparison, using the spark plug electrode condition sheet as found in automotive texts.

8. The teacher introduces supporting spark plug theory and assists in the analysis. Students record the results on the task sheet.

9. Students conduct a dry, then wet compression test according to recommended procedure and results are recorded and compared to manufacturers specification.

10. Variances in test pressures can be discussed with probable faults reviewed.

11. The teacher demonstrates the use of a stethoscope in observing engine noise beginning with the head and then the block, referring to a 4-stroke cycle model as a visual aid. Emphasis should be given to safety procedures in the process.

12. Students must complete task sheets and hand them in for evaluation. Teachers may quiz the students on terminology and procedures.

Assessment & Evaluation of Student Achievement

Students are assessed and evaluated by the use of an evaluation rubric outlined below. A summative evaluation based on student demonstration is also conducted. Teachers may also elect to provide a written test on spark plug theory. Daily observation of students’ work, safety practices, and organizational skill as the tasks are being performed are to be noted (see Appendix 2A and 2B for tracking sheets of student performance).

Sample Assessment Rubric Content for Unit 2 Activities – Engine Operations

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge Describe the engine system and it’s connections to the vehicle	- demonstrates limited knowledge of vehicle systems	- demonstrates adequate knowledge of vehicle systems	- demonstrates considerable knowledge of vehicle systems	- demonstrates insightful knowledge of vehicle systems and environmental impact of vehicles
Thinking/Inquiry Determine the correct vehicle system and the component, and use a proper removal and replacement procedure for a given repair	- demonstrates limited ability to determine system or component location and only suggest removal methods	- sometimes determines the component location, and removes/replaces properly	- usually determines the component location, and efficiently removes following direct instructions	- can independently and correctly locate and remove/replace the component in a timely and workman-like fashion
Application Uses tool and equipment correctly and safely	- demonstrates limited ability to select and safely use and cares for some hand tools	- sometimes selects and safely uses most hand tools correctly and cares for them appropriately	- usually selects and safely uses all tools correctly and cares for them appropriately	- selects and safely uses all tools correctly and cares for them appropriately and advises group members on correct tool usage
Knowledge Thinking/Inquiry Spark plug diagnosis	- demonstrates limited knowledge of spark plug analysis and supporting technical data	- demonstrates adequate knowledge of spark plug analysis and/or supporting technical data	- demonstrates considerable knowledge of spark plug analysis procedure, but not conclusive in diagnosis	- demonstrates mastery of spark plug analysis, using charts as proof of diagnosis
Application Task sheet report	- records limited information on task sheet	- records some information on task sheet	- completes most of task sheet	- fully completes task sheet with all key information noted

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

Teachers may elect to give more or less guidance and directions in performing specific tasks. Students with strengths in one area of the activity should be encouraged to participate as team leaders, and as active group members in the other areas. This will provide an opportunity to exercise true teamwork in the activity.

As an extension, teachers may ask students to formally develop a set of inspection documents or posters for following classes.

Accommodations for students with special needs should be made as required to ensure the safety of individuals and others, while participating in course activities.

Resources

Crouse. W., D. Anglin, and W. Crouse. Automotive Mechanics. Glencoe McGraw-Hill, 1993.
ISBN 0028009436

Duffy, James E. Auto Engines Technology. The Goodheart-Wilcox Company, Inc., 1997.
ISBN 1-56637-363-8

Halderman, James D. and Chase D. Mitchell. Automotive Technology: Principles, Diagnosis, and Service. Prentice Hall, 1999. ISBN 0133599698

Pulkrabek, Willard W. Engineering Fundamentals of the Internal Combustion Engine. Prentice Hall, 1997. ISBN 0135708540

Stockel, Martin W., Martin T. Stockel, and Chris Johnston. Auto Fundamentals: How and Why of the Design, Construction, and Operation of Automobiles: Applicable to all Makes and Models. Goodheart-Wilcox Co., 2000. ISBN 1566375770

Thiessen, F. and D. Dales. Automotive Principles and Service, 4th ed. Prentice Hall, 1994.
ISBN 0-13-336561-1

Websites

Auto Technology - http://www.indiamart.com/autotechnology/auto-tech-engine.html.

Canadian Driver - http://www.canadiandriver.com

How Things Work - http://www.howthingswork.com/

Inner. Auto - www.innerauto.com

Software

Mitchell. On Demand Computerized Service Manuals. San Diego, CA: 1999.

Motive Power Applied Work Practices, Various Titles Produced by Algonquin College, Canadore College, and La Cite Collegiale in cooperation with the Ministry of Education and Training.

Other

Computerized Service Manuals

Ministry of Transportation Emission Publications

OEM Reference and Repair Manuals

Ontario Health and Safety Act

Activity 2.2: Long Block Examination

Time: 540 minutes

Description

Students disassemble a complete automotive engine into its various component building blocks, inspecting parts for signs of wear or damage. While acquiring the necessary skills and knowledge to service and repair engines, students make connections between the various types of engine designs. Students demonstrate ethically and morally sound work practices, both as a service provider in a consumer industry, and as a responsible person dealing with environmental issues.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Theory and Foundations

Overall Expectations

TFV.02 - explain the use of each component of a vehicle system;

TFV.03 - analyse and describe the interrelationships of vehicle systems.

Specific Expectations

TF2.02 - explain the interrelationship of these vehicle components.

Skills and Processes

Overall Expectations

SPV.01 - function effectively both as individuals and as members of a cooperative team to service and repair vehicles;

SPV.03 - use current technology (e.g., on-line information from manufacturers, CD-ROM manuals, computerized diagnostic tools) when servicing, repairing, and modifying vehicles;

SPV.05 - use mathematical and language skills effectively and apply scientific principles to help solve transportation technology challenges.

Specific Expectations

SP1.05 - complete a work order for a specific transportation technology task;

SP2.01 - use effectively, store safely, and maintain in good working order measurement, hand, power, machine, and pneumatic tools and equipment required for basic service tasks;

SP2.03 - systematically troubleshoot basic service problems on vehicles by organizing the variables into the following categories: input, process, and output;

SP2.04 - access and apply information from manuals, software databases, on-line information, and computerized diagnostic tools when troubleshooting and repairing components;

Impact and Consequences

Overall Expectations

ICV.02 - follow safety practices used in the transportation sector workplace, including safety procedures and practices and the use of protective clothing and gear.

Specific Expectations

ICV.02 - follow safe work practices in the transportation sector workplace, including safety procedures and practices and the use of protective clothing and gear;

IC2.01 - work safely when performing tasks in the transportation sector;

IC2.02 - use all required protective clothing and gear (e.g., to protect the eyes, ears, hands, head, feet, and respiratory system) when working in the transportation sector.

Catholic Graduate Expectations

CGE4f - applies effective communication, decision-making, problem-solving, and time and resource management skills;

CGE2b - reads, understands, and uses written materials effectively;

CGE4b - demonstrates flexibility and adaptability.

Prior Knowledge & Skills

· Safety passport method of tracking safety instruction

· Familiar with the safe use of basic hand tools

Planning Notes

Students disassembling an engine must have the necessary space available. All removed parts must be neatly laid out on a bench. The instructor is encouraged to demonstrate an orderly workplace at all times. Furthermore, the engine should be mounted on an engine stand for reasons of safety and ease of disassembly. All fluids such as engine oil, coolant, and gasoline should be drained prior to the students commencing the activity. The tools needed for this activity should be readily available for the students at the project workstation. All safety equipment must be worn according to school board policy.

Project groups may consist of two to three students at maximum. Teachers should review appropriate conduct during group work. It should be noted here that the engines available for this activity might differ from school to school. It is recommended that the minimum project engine be gasoline powered with four cylinders and mechanical valve lifters. If possible, the engine should have some sort of internal damage to make this as realistic a project as possible. Teachers should provide step-by-step instructions for completing the various tasks prior to beginning.

Teaching/Learning Strategies

1. An initial lesson must be given by the teacher to introduce the activity to students. Students are given a briefing on the various tools needed in this activity. An automotive textbook that depicts all tools needed for the activity may serve as a point of reference for students during the activity. As the activity requires the use of several special tools to complete this task, the teacher must clearly explain and demonstrate the application of each tool.

2. Project work commences by having students remove engine components such as rocker arm covers and oil pans. All parts and fasteners must be cleaned in the parts washer and neatly organized for easy reassembly. Old gaskets may be removed and gasket-mating surfaces are thoroughly cleaned.

3. Timing belt removal, replacement, and installation requires students to pay particular attention to timing marks. It is recommended to follow manufacturer’s procedures at all times. This is a good time for the instructor to discuss the purpose and the importance of the timing belt/chain with the project group. Removing and replacing a timing belt on an engine mounted on a stand provides students with the necessary practise to gain the confidence of being able to perform this service operation at a later point with little supervision. Once students have correctly reinstalled the timing belt, the teacher may instruct students to properly adjust the valve lash. Despite an increasing number of vehicles that require no adjustments to the valve train, many automobiles still require periodic adjustments to guarantee optimal engine performance.

4. Once students have mastered the timing belt/chain settings and valve lash adjustment, the cylinder heads may be removed.

5. Next is the disassembly of the short block, which consists of a cylinder block, crankshaft, crankshaft bearings, connecting rods, pistons, and piston rings. In some cases, a short block may also include a camshaft and timing gear. Prior to the piston removal, the ridge on the cylinder may have to be reamed with a ridge reamer. Once the ridges are removed, students proceed to remove the pistons by removing the connecting rod caps. At this point, the connecting rod cap studs should be covered with a rubber hose. This in turn prevents possible damage to the crankshaft and cylinder walls due to scratching during removal. It is of utmost importance that rod bearing caps and the corresponding piston and the connecting rod for each individual cylinder are kept together as an assembly. They cannot be interchanged with any identical parts belonging to a different cylinder. The piston, piston pin, and connecting rod may be disassembled. Finally, students remove the compression and oil rings as outlined in the manufacturers specifications.

6. Students remove the main bearing caps and remove the crankshaft. All bearings and caps must be organized in corresponding pairs and labelled to ensure that identical parts are not “mixed up.”

7. All parts are thoroughly cleaned, air dried, and neatly laid out for visual inspection and measuring. At this point, teachers discuss the evidence of component failure to make students aware of parts failure identification diagnostic techniques. Teachers also take this opportunity to explain the inner workings of an engine.

Assessment & Evaluation of Student Achievement

The teacher may evaluate a student’s performance on each individual task in this activity as outlined in the sample rubric. In addition, written tests may determine a student’s retention of theoretical aspects of this activity. See Appendix 2A and 2B for tracking sheets of student progress.

Sample Assessment Rubric for Long Block Examination

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge Application To correctly remove and reinstall a timing belt	- seldom removes and reinstalls a timing belt correctly	- sometimes removes and reinstalls a timing belt correctly	- usually removes and reinstalls a timing belt	- always removes and reinstalls a timing belt as outlined in the service/repair manual
Knowledge Application To correctly adjust valve lash according to manufacturer’s specifications	- seldom adjusts valve lash	- sometimes adjusts valve lash correctly	- usually adjusts valve lash correctly	- always adjusts valve lash as outlined in the service/repair manual
Knowledge Communication To correctly describe the four-stroke cycle and the functions of all engine parts	- has limited ability to describe the four-stroke cycle and function of all engine parts	- sometimes is able to describe the four-stroke cycle and function of all engine parts correctly	- often is able to describe the four-stroke cycle and function of all engine parts correctly	- is able to describe the four-stroke cycle and function of all engine parts independently
Knowledge Thinking/Inquiry To correctly disassemble a long block (short block, cylinder heads, and	- experiences limited ability to disassemble a long block	- sometimes disassembles the long block and performs most of the tasks correctly	- often disassembles the long block and performs the tasks correctly	- always disassembles long block and performs the tasks correctly as outlined in the service/repair manual
Knowledge Thinking/Inquiry To recognize possible causes of engine failure	- demonstrates limited ability to examine engine parts and recognize possible causes of engine failure	- sometimes examines engine parts and recognizes possible causes of engine failure correctly	- usually examines engine parts recognizes possible causes of engine failure correctly	- examines engine parts and recognizes possible causes of engine failure correctly and independently

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

The teacher may provide students who experience difficulties performing the tasks with additional instructional time and repeat demonstrations. Students may also watch an instructional video on an engine disassembly to become more familiar with the activity in both remedial and supplementary situations. For enrichment, students who demonstrate excellent insight and workmanship may be further challenged by additional tasks, such as a research assignment on the topic of how to increase the performance of a engine.

Resources

Erjavec, J. and R. Scharff. Automotive Technology - A Systems Approach, 2nd ed. Delmar Publisher, 1996. ISBN 0-8273-6724-4 (case)

Thiessen, Frank J. Automotive Engine Repair And Rebuilding. Prentice Hall, 1992. ISBN 0-13-051012-2

Hollembeak, Barry. Today’s Technician-Automotive Engine Repair and Rebuilding. Delmar Publisher, 1997. ISBN 0-8273-6187-4

OEM Reference and Repair Manuals

Software

Mitchell. On Demand Computerized Service Manuals. San Diego, CA: 1999.

Video

Administration Information Media. Rebuilding A Small Block Engine. Valesmith, 1987. 103 min

Activity 2.3: Measuring Engine Components

Time: 180 minutes

Description

This activity provides students with the opportunity to measure dimensions of various engine components of a disassembled engine. Students are introduced to several precision measuring tools and measure a variety of engine components. These measurements are then compared with those recommended by the manufacturer.

Strand(s) & Learning Expectations

Strand(s): Skills and Processes

Skills and Processes

Overall Expectations

SPV.01 - function effectively both as individuals and as members of a cooperative team to service and repair vehicles;

SPV.03 - use current technology (e.g., on-line information from manufacturers, CD-ROM manuals, computerized diagnostic tools) when servicing, repairing, and modifying vehicles;

SPV.05 - use mathematical and language skills effectively and apply scientific principles to help solve transportation technology challenges.

Specific Expectations

SP1.04 - develop a plan of procedures that indicates the steps required when repairing or servicing
a vehicle;

SP2.01 - use effectively, store safely, and maintain in good working order measurement, hand, power, machine, and pneumatic tools and equipment required for basic service tasks;

SP2.04 - access and apply information from manuals, software databases, on-line information, and computerized diagnostic tools when troubleshooting and repairing components;

SP4.01 - use mathematics to calculate volume, ratios, and dimensions;

Ontario Catholic School Graduate Expectations

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE2b - reads, understands, and uses written materials effectively;

CGE4b - demonstrates flexibility and adaptability.

Prior Knowledge & Skills

· Familiarity with the safe use of basic hand tools

Planning Notes

· Prior to the activity, the teacher must ensure that students clean and neatly lay engine components out on a bench.

· Measuring tools such as micrometers, dial indicators, feeler gauges, vernier calipers, etc., should be readily available to the student.

Teaching/Learning Strategies

1. The teacher introduces the activity with a lesson on measuring tools. Teachers first provide students with handouts that depict the various measuring tools and label each important part of a specific measuring tool, e.g., anvil, ratchet stop, lock, frame, thimble, and the sleeve of a micrometer. Measuring tools used in this activity are various micrometers, vernier callipers, feeler gauges, and dial indicators. It is important that students first acquire the skill of accurately reading a measuring tool. Students are taught step by step how to read a micrometer to its smallest indication level. Other measuring tools are introduced to students in a similar fashion.

2. Students are presented with a variety of engine components such as a piston, engine block, camshaft, and crankshaft. For each of these engine components, students must make accurate measurements in accordance with the manufacturer’s recommended procedures and specifications. The following measurements are taken for each engine part:

· Pistons: Pistons are measured to determine piston size and skirt collapse. These measurements are performed with an outside micrometer. As part of the piston measurement students may also measure to determine ring groove wear. These measurements may be performed with a feeler gauge or a piston ring groove gauge.

· Engine Cylinders: Engine cylinders are measured for bore size, cylinder taper, out-of-round, and surface finish. These measurements may be taken with a cylinder taper gauge, an inside micrometer, or a telescopic gauge and outside micrometer.

· Crankshaft: The crankshaft is measured for runout, journal size wear, taper, “out of round”, and thrust surface wear. The measuring tools used are outside and inside micrometers.

· Connecting Rods: Connecting rods are measured to determine if they are bent or twisted. Also, the connecting rod big-end bore is measured for “out-of-round” with a dial bore gauge.

· Camshafts: Camshafts are measured for camshaft bearing journal wear, camshaft runout, and camshaft lobe wear. The measuring tools required are an outside micrometer and a dial indicator.

· Cylinder Head and Block Deck Surface: Both of these surfaces are initially inspected for damage such as scoring, etching, or erosion. Any visible damage to these surfaces requires the block deck and cylinder head to be resurfaced. The cylinder head and block deck should also be inspected for warpage. The measuring tools used are a straightedge and feeler gauge.

Assessment & Evaluation of Student Achievement

Students’ knowledge of the various measuring tools and how to read the measurement may be assessed in the following ways: written tests requiring students to label pictures of measuring tools will determine if the student has retained the names of the parts of the various measuring tools; observation of student performance of practical measuring tests on a variety of engine parts and reporting the results in written and/or verbal form to the instructor. (See Appendix 2A and 2B for tracking forms.)

Sample Assessment Rubric for Measuring Engine Components

Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Application To follow manufacturers’ recommended measuring procedures	- has limited ability to follow recommended measuring procedures as outlined in the service/repair manual	- has some ability to follow recommended measuring procedures as outlined in the service/repair manual	- has considerable ability to follow recommended measuring procedures as outlined in the service/repair manual	- is always able to follow recommended measuring procedures as outlined in the service/repair manual
Application Knowledge To make accurate measurements on engine parts	- has limited ability to make accurate measurements	- has some ability to make accurate measurements	- has considerable ability to make accurate measurements	- always makes accurate measurements
Knowledge Communication To name the parts of measuring tools used in this activity	- has limited ability to name parts of the measuring tools used in this activity	- can name some parts of the measuring tools used in this activity	- can name many parts of the measuring tools used in this activity	- can name all parts of the measuring tools used in this activity

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

The teacher may provide students who experience difficulties performing the tasks with additional instructional time, repeat demonstrations, or assistance in lifting heavy engine components. For enrichment, students may investigate the probable causes of excessive wear on components which are no longer within the required dimension tolerance of the manufacturer.

Resources

Erjavec, J. and R. Scharff. Automotive Technology - A Systems Approach, 2nd ed. Delmar Publisher, 1996. ISBN 0-8273-6724-4 (case)

Thiessen, Frank J. Automotive Engine Repair And Rebuilding. Prentice Hall, 1992. ISBN 0-13-051012-2

Hollembeak, Barry. Today’s Technician-Automotive Engine Repair and Rebuilding. Delmar Publisher, 1997. ISBN 0-8273-6187-4

OEM Reference and Repair Manuals

Software

Mitchell. On Demand Computerized Service Manuals. San Diego, CA: 1999.

Activity 2.4: Engine Design

Time: 300 minutes

Description

Students analyse the rationale behind modern internal combustion engine design. Students, already having a base knowledge of the inner workings of an internal combustion engine, investigate a variety of power plants: gasoline, diesel, alternative fuels, air/liquid cooled, and high performance. Individually or with a partner, students research aspects of one type of power plant and present their findings to the class. Students describe environmental issues related to motive power production, and how careful stewardship can improve our world.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes

Theory and Foundation

Overall Expectations

TFV.02 - explain the use of each component of a vehicle system;

TFV.03 - analyse and describe the interrelationships of vehicle systems;

TFV.04 - describe and evaluate the fuels used to power vehicles.

Specific Expectations

TF1.01 - explain how human needs or wants related to transportation can be met through a new or improved vehicle or system;

TF2.02 - explain the interrelationship of these vehicle components;

TF3.01 - explain the types and grades of fuel used in land, air, and marine vehicles.

Skills and Processes

Overall Expectations

SPV.04 - communicate clearly about transportation techniques and applications using appropriate transportation terms.

Specific Expectations

SP3.03 - produce oral, written, and word-processed reports of repairs or services;

SP4.03 - use appropriate technical language in technical reports and presentations.

Ontario Catholic School Graduate Expectations

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE2b - reads, understands and uses written materials effectively;

CGE4b - demonstrates flexibility and adaptability.

Prior Knowledge & Skills

· Basic understanding of the operation of a 4-stroke cycle engine.

· Awareness of personal conduct standards

· General library and/or Internet research skills. Students should be aware of “acceptable use” policies as established by the school board.

· Basic keyboarding skills

· Knowledge of how to work cooperatively during group situations

Planning Notes

· This activity may be spread over the duration of the course to allow students sufficient in-school research time.

· The teacher may predetermine the list of engines for students to choose from, to ensure that all possible power plants are covered.

· Students should be encouraged to choose a vehicle that interests them and investigate the power plant.

· A teacher-developed progress sheet may be used to record research developed to specific time lines.

· Before beginning the activity the teacher should remind the students of their Christian responsibility in developing effective communication, decision-making, problem-solving, time and resource management skills.

Teaching/Learning Strategies

1. Teachers discuss a base rationale for using the various types of engine design that should include gas/diesel, alternative fuels and high performance engines. Specific applications can be introduced at this point. Teachers also discuss environmental issues that need or are addressed by each type of engine design concept. Students are asked to list those issues for inclusion into their reports.

2. Students are given a list of power plants and their application, such as:

· air-cooled, horizontally opposed engine – motorsports vehicle

· diesel powered large displacement - ship

· multiple or variable cam – high performance luxury car

3. A teacher-developed activity handout with research expectations and time constraints should be given to each student.

4. Students are given the opportunity to visit their Library/Resource Centre and/or access the Internet in order to conduct their research. Students should use a variety of types of reference media including texts, manuals, magazines, specialized software, and Internet search engines.

5. Students prepare a written report and present their findings to the class. Emphasis should be placed upon a strong visual presentation. The teacher may augment the presentation with essential theory on the given power plant.

Assessment & Evaluation of Student Achievement

Students will be assessed on several aspects of this project:

· research – the quality of the research demonstrated, use of a bibliography and reference list, and the initiative demonstrated

· written report – demonstrated knowledge of the content, accuracy of information, originality, and presentation

· verbal and visual presentation – the demonstrated depth of understanding of the subject, and the quality and effort given to the presentation

Sample Assessment Rubric for Technical Report and Presentation

Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge Application Demonstrates an understanding and application of ideas	- demonstrates a limited understanding and application of ideas	- demonstrates an adequate understanding and application of ideas	- consistently demonstrates an understanding and application of ideas	- demonstrates a thorough understanding and application of ideas in a variety of contexts
Thinking/Inquiry Organizes information	- may contain errors in formatting, needs remedial organizational skills	- may contain minor errors in formatting, demonstrates adequate organizational skills	- formatting clean and consistent, consistently demonstrates considerable organizational skills	- creative formatting, demonstrates considerable skill in organization of content
Communication Explains concepts in scientific and engineering terms	- limited demonstration of knowledge of scientific and engineering terminology	- adequately demonstrates knowledge of scientific and engineering terminology	- correctly demonstrates knowledge of scientific and engineering terminology	- always demonstrates knowledge of scientific and engineering terminology
Application Demonstrates knowledge of environmental issues	- limited demonstration of knowledge of environmental issues	- adequately demonstrates knowledge of environmental issues	- correctly demonstrates knowledge of environmental issues	- always demonstrates knowledge of environmental issues

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

Strategies to accommodate a variety of learning styles in the classroom may include:

· additional handouts to summarize written and discussion material;

· use of other school resources for assistance with written assignments;

· additional time allowance for completion of practical projects;

· consultation with parents;

· assistance with organizational skills;

· additional one-on-one time by a teacher or peer tutors;

· alternative activities to meet student needs;

· providing enrichment opportunities such as requirements for more in-depth research.

If required, consultations should be held with students, parents, resource, guidance, and special education departments, to assist in developing or analysing the IEP for an individual student.

Resources

Crouse, W., D. Anglin, and W. Course. Automotive Mechanics. Glencoe McGraw-Hill, 1993.
ISBN 0028009436

Duffy, James E. Auto Engines Technology. The Goodheart-Wilcox Company, Inc., 1997.
ISBN 1-56637-363-8

Lawlor, John. Auto Math Handbook: Calculations, Formulas, Equations and Theory for Automotive Enthusiasts. H.P. Books, 1991. ISBN 1557880204

Pulkrabek, Willard W. Engineering Fundamentals of the Internal Combustion Engine. Prentice Hall, 1997. ISBN 0135708540

Thiessen, F. and D. Dales. Automotive Principles and Service, 4th ed. Prentice Hall, 1994.
ISBN 0-13-336561-1

Websites

Auto Technology - http://www.indiamart.com/autotechnology/auto-tech-engine.html.

Canadian Driver - http://www.canadiandriver.com

Engine Design - http://www.autoshop101.com

http://www.autopro.8k.com/engine.html

http:/www.gti.org

http://www.bartleby.com/65/in/intern.co.html

http://www.z28.com

http://monito.com

Engine Rebuilders Association - http://www.aera.org/main.htm

How Things Work - http://www.howthingswork.com/

Inner. Auto - www.innerauto.com

Popular Mechanics Magazine - http://www.popularmechanics.com/

Society of Automotive Engineers - http://www.sae.org/index.htm

Software

Mitchell. On Demand Computerized Service Manuals. San Diego, CA: 1999.

Motive Power Applied Work Practices, Various Titles. Produced by Algonquin College, Canadore College, and La Cite Collegiale in cooperation with the Ministry of Education and Training.

Email: cooke@algonquinc.on.ca

Other

OEM Reference and Repair Manuals and CD-ROMs

Ontario Occupational Health and Safety Act

Activity 2.5: Gaskets, Seals, and Sealants

Time: 300 minutes

Description

This activity introduces students to the theoretical and practical aspects of gaskets, seals, and sealants. Through teacher-led discussions and worksheets, students learn the theory behind gaskets, seals, and sealants. Using shop models, students apply this new knowledge to a variety of tasks: valve cover replacement, oil pan reseal, and camshaft seal replacement.

Students should be aware of the health and safety and environmental concerns throughout this activity.

Strand(s) & Learning Expectations

Strand(s): Skills and Processes, Impact and Consequences

Skills and Processes

Overall Expectations

SPV.01 - function effectively both as individuals and as members of a cooperative team to service and repair vehicles;

SPV.02 - apply the technological principles of input, process, and output in troubleshooting vehicle systems;

SPV.03 - use current technology (e.g., on-line information from manufacturers, CD-ROM manuals, computerized diagnostic tools) when servicing, repairing, and modifying vehicles.

Specific Expectations

SP1.02 - model and communicate product ideas, materials, and specifications;

SP1.04 - develop a plan of procedures that indicates the steps required when repairing or servicing a vehicle;

SP1.05 - complete a work order for a specific transportation technology task;

SP2.01 - use effectively, store safely, and maintain in good working order measurement, hand, power, machine, and pneumatic tools and equipment required for basic service tasks;

SP2.02 - operate a variety of heating, cutting, and welding equipment for basic service tasks;

SP2.03 - systematically troubleshoot basic service problems on vehicles by organizing the variables into the following categories: input, process, and output;

SP2.04 - access and apply information from manuals, software databases, on-line information, and computerized diagnostic tools when troubleshooting and repairing components;

SP3.01 - correctly interpret assembly drawings that depict the components of a vehicle’s systems;

SP3.02 - conduct an accurate cost analysis of a repair or service and communicate the results of the analysis to a customer;

SP3.03 - produce oral, written, and word-processed reports of repairs or services;

Impact and Consequences

Overall Expectations

ICV.01 - explain the environmental impact of materials and procedures used when servicing, repairing, and recycling vehicles;

ICV.02 - follow safe work practices in the transportation sector workplace, including safety procedures and practices and the use of protective clothing and gear.

Specific Expectations

IC1.01 - explain the importance of the proper disposal of waste products;

IC1.02 - explain the benefits of using environmentally friendly products in the repair and service of vehicles;

IC2.01 - work safely when performing tasks in the transportation sector;

IC2.02 - use all required protective clothing and safety equipment (e.g., to protect the eyes, ears, hands, head, feet, and respiratory system) when working in the transportation sector;

IC2.03 - identify which aspects of the Occupational Health and Safety Act (OHSA), the Workplace Hazardous Materials Information System (WHMIS), and the Motor Vehicle Repair Act relate specifically to a transportation technology program;

IC2.04 - use material safety data sheets (MSDS) from the WHMIS when handling materials;

IC3.02 - explain the importance of employability skills in achieving success in the workplace.

Ontario Catholic School Graduate Expectations

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE2b - reads, understands and uses written materials effectively;

CGE4b - demonstrates flexibility and adaptability.

Prior Knowledge & Skills

· Before working in a shop environment, students must be aware of general shop rules, health and safety requirements, and the safety rules for specific tools and machines.

· Basic 4-stroke cycle engine theory and practice

· Vehicle jacking/hoisting procedures and proper placement of jack stands

· Awareness of acceptable personal conduct standards

· Basic shop hand tool knowledge

Planning Notes

· Students are advised to wear proper work attire (shop coat or coveralls). Safety boots are highly recommended.

· Safety eyewear is mandatory.

· Recommended materials for this activity include:

· Service manuals or other means of researching procedures and specifications;

· Hand tools, torque wrench, seal removal and installation tools, model engine on stand, and donated or “customer” owned vehicle.

· To facilitate effective learning there should be no more than two students per group or task.

· Teachers may produce a task analysis sheet for students to record crucial steps and necessary data.

· This activity can be linked to science (chemistry and physics)

Teaching/Learning Strategies

1. The teacher discusses with students the environmental consequence and impact oil leaks have on the earth, and our responsibilities as Christian stewards of the earth.

2. The teacher presents a short theoretical lesson on the function, purpose, and location of seals, gaskets, and sealants.

3. Student review a shop manual to follow correct servicing procedures.

Valve Cover Reseal

· Remove cover using correct hand tools.

· Remove gasket from cover and check for wear due to heat and being compressed.

· Clean head surface and install new gasket paying attention to correct torquing procedures.

Oil Pan Reseal

· The teacher outlines the maintenance concerns with different types of oil pans.

· This activity requires students to hoist the vehicle. The teacher must ensure competency for such a procedure.

· Student drain oil if using a live vehicle or proceed to a model engine.

· Remove pan bolts according to manufacturer procedure.

· If sealed with silicone, the teacher demonstrates the correct removal procedure pointing out the risk and implication of bending the oil pan lip.

· If sealed with a gasket students may proceed on their own.

· Removal on a live vehicle may require students to remove exhaust components. Please take note, as this will increase the task time.

· The teacher provides an example of the correct amount of silicone required to reseal the pan and the implications and consequence of using too much.

· Students replace the oil pan and follow correct manufacturer torquing procedures.

· If a live vehicle is used, refill with oil.

4. Students hand in the completed task analysis sheet. (see Appendix…)

Assessment & Evaluation of Student Achievement

Teachers are to observe students performing tasks during class time as part of the assessment strategy. A teacher-developed tracking sheet may be used to organize this process. (See Appendix 2A and 2B.) Student task sheets may be reviewed as an indication of communication skills and comprehension of the topic. Summative evaluation of the activity can be accomplished by having students complete a written or practical test.

Sample Assessment Rubric for Oil Pan Reseal

Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge Thinking/Inquiry Communication State purpose and rationale for oil pan reseal	- identify oil pan leaks	- identify oil pan leaks and two methods of resealing	- describe different methods of resealing an oil pan	- describe method and purpose for oil pan reseal and describe environmental impact
Application Oil pan removal	- seldom removes oil pan correctly	- sometimes removes oil pan correctly	- usually removes oil pan correctly	- removes oil pan independently and correctly with proper technique
Application Uses tools and equipment correctly	- selects and uses some hand tools and cares for them appropriately	- selects and uses most hand tools correctly and cares for them appropriately	- selects and uses all tools correctly and cares for them appropriately	- selects and uses all tools correctly and cares for them appropriately and advises group members on correct tool usage
Application Oil pan replacement	- seldom replaces oil pan correctly	- occasionally correct with oil pan reseal and replacement	- reseals and replaces oil pan correctly and uses proper torquing procedure	- reseals and replaces oil pan independently using correct procedures and advises group members
Communication Task Sheet Report	- records some information on task sheet	- records most information on task sheet	- fully completes task sheet	- fully completes task sheet with all key information noted

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Accommodations

Strategies to accommodate the various learning styles in the classroom may include:

· additional handouts to summarize written and discussion material;

· use of other school resources for assistance with written assignments;

· additional time allowance for completion of practical projects;

· additional homework research assignments;

· consultation with parents;

· assistance with organizational skills;

· additional one-on-one time by teacher or peer tutors;

· alternative activities to meet student needs;

· assistance in moving heavy components.

If required, consultations should be held with students, parents, resource, guidance, and special education departments, to assist in understanding and developing an IEP for individual students.

Resources

Crouse, W., D. Anglin, and W. Crouse. Automotive Mechanics. Glencoe McGraw-Hill, 1993.
ISBN 0028009436

Duffy, James E. Auto Engines Technology. The Goodheart-Wilcox Company, Inc., 1997.
ISBN 1-56637-363-8

Halderman, James D. and Chase D. Mitchell. Automotive Technology: Principles, Diagnosis, and Service. Prentice Hall, 1999. ISBN 0133599698

Thiessen, F. and D. Dales. Automotive Principles and Service, 4th ed. Prentice Hall, 1994.
ISBN 0-13-336561-1

Websites

Auto Technology - http://www.indiamart.com/autotechnology/auto-tech-engine.html.

Canadian Driver - http://www.canadiandriver.com

Engine Design - http://www.autoshop101.com

Engine Rebuilders Association - http://www.aera.org/main.htm

How Things Work - http://www.howthingswork.com/

Inner. Auto - www.innerauto.com

Society of Automotive Engineers - http://www.sae.org/index.htm

Software

Mitchell. On Demand Computerized Service Manuals. San Diego, CA: 1999.

Motive Power Applied Work Practices, Various Titles, Produced by Algonquin College, Canadore College, and La Cite Collegiale in cooperation with the Ministry of Education and Training.

Email: cooke@algonquinc.on.ca

Other

OEM Reference and Repair Manuals

Ontario Health and Safety Act

Appendix 2A

Sample Activity Tracking Sheet for Unit 2 Activities

Task Sheet

Task: _____________________ Name________________

Date: Start _________________ Group________________

Completion _________________

Vehicle Information

Make

Model

Engine Displacement

Tools Required:

Materials Required:

Health/Safety Precautions:

Specifications:

Resources Used:

Procedures (point form):

Special Notes:

Teacher Comment:

Appendix 2B

Sample Assessment Tracking Form For Use in Unit 2 Activities

Review these points with students to reinforce good work habits.

Managed work area before commencing job	Y__ N__
Worked with group throughout activity	Y__ N__
Communicated and confirmed points of safety in activity while in progress	Y__ N__
Accessed and referred to appropriate manuals and supporting texts as required for activity	Y__ N__
Managed work area and time to individual and group members advantage during activity	Y__ N__
Noted condition and functioning of related systems during repair or task	Y__ N__
Related activities to prior knowledge or to further study for own and group benefit	Y__ N__
Used tools effectively and investigated special techniques as required in individual tasks	Y__ N__
Made suggestions and inquiries as required in diagnosis discussions	Y__ N__
Used task notes to assist in diagnosis consultations and accurate assessment	Y__ N__
Noted health, ethical, and environmental concerns as they applied to task	Y__ N__
Exhibited safe and courteous conduct wherever possible in activity	Y__ N__
Attempted to act as a strong team member in individual portions of tasks	Y__ N__
Demonstrated a mature and professional-type manner with visitors or “customers”	Y__ N__
Attempted to relate the task or activity to his or her skill set or subject knowledge	Y__ N__
Demonstrated ability to reject poor suggestions or improper procedures	Y__ N__
Shared success with group without demanding individual attention	Y__ N__
Attempted to improve work area, if time remained after task completed	Y__ N__
Attempted to assist others as required, if time remained after task completed	Y__ N__
Other	Y__ N__

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