Course Profile Transportation Technology (TTJ4E), Grade 12, Workplace Preparation, Combined
Unit 3: Braking Systems
Time: 35 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
Unit Description
Students learn to
explain the basic principles, components, and operation of hydraulic brakes, power
brakes, and antilock braking systems for land and air vehicles. Emphasis is
placed on preparing students to enter the workplace with the hands-on skills
required to inspect, service, and repair braking systems to meet manufacturers’
specifications and local industry standards. Students learn how to retrieve
antilock braking systems trouble codes, test sensors, and analyse trouble
shooting flow charts. The activities and skills learned in this activity
reflect industry standards and are delivered with the honesty and integrity of
our social teachings. Personal safety and safety standards are reinforced
throughout the unit activities.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
6 hours |
TFV.02, TF2.01,
SPV.04, SPV.05, SP2.01, SP4.01, SP4.02 |
Knowledge/
Understanding |
· principles of hydraulics, static/kinetic and coefficients of friction · identify brake components and describe their operation |
|
3.2 |
12 hours |
TF1.01, SPV.02,
SPV.03, SPV.05, SP2.01, SP2.03, SP3.02, SP3.05, IC2.02, IC2.03, IC2.03,
IC2.04, ICV.05 |
Knowledge/
Understanding |
· disassemble, inspect, and re-assemble drum and/or disc brake components of a selected shop vehicles or workstations |
|
3.3 |
8 hours |
SPV.02, SPV.01,
SPV.03, ICV.05, SP2.01, SP2.02, SP3.02, SP3.05, IC2.02, IC2.03, IC2.04,
IC2.05 |
Knowledge/
Understanding |
· identify components and describe their operation · identifying types of antilock systems |
|
3.4 |
9 hours |
TF1.02, SPV.01,
SPV.02, SPV.03, SPV.04, SPV.05, SP1.02, SP2.01, SP2.03, SP3.05, SP3.06 |
Thinking/ Inquiry |
· pre-diagnostic inspections · warning light symptom troubleshooting · wheel sensor testing · trouble code retrieval · trouble code diagnostics |
Time: 6 hours
In this activity
students develop an understanding of the basic braking system principles with the
use of hydraulics, levers, and friction. Students identify and describe the
operation of all the components in a front and rear disc and drum braking
system. Students focus on the development of caring attitudes to create, adapt,
and evaluate new ideas in light of the common good.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good.
Strand(s): Theory and Foundation, Skills
and Processes
Overall
Expectations
TFV.02 - analyse and
describe a variety of system modifications and their effect on the
interrelationship of vehicle systems;
SPV.04 - communicate
ideas and transmit information about materials and specifications effectively
when working with others;
SPV.05 - demonstrate
a working knowledge of fundamental mathematics and the scientific principles
required to service, repair, and modify vehicles.
Specific
Expectations
TF2.01 - analyse and
describe possible modifications to each of the following systems that are
common to vehicles designed for the land, sea, or air: the chassis, frame, and
body system; the engine system; the cooling system; the fuel system; the
electrical/electronics system; the gear and power train system; the steering
system; the brake system; the suspension system;
SP2.01 - use
correctly, store safely, and maintain in good working order the measurement,
hand, power, machine, and pneumatic tools and equipment required for service,
repair, and modification tasks;
SP4.01 - use
mathematics to calculate electrical, mechanical, and fluid power;
SP4.02 - apply
scientific principles when determining states of matter and mechanical
advantage, and when working with advanced electrical theory within the context
of transportation technology.
·
Awareness of
basic hand tool safety
·
Ability to use
measurement tools accurately
·
Computer skills
to complete assignments and reports
·
Math skills to
convert metric equivalents to fractions
·
The teacher must
plan a lesson on the principles of hydraulics and how it used to obtain
hydraulic force multiplication. Mechanical advantage must also be reviewed
using the brake pedal as an example.
·
The teacher plans
a lesson on kinetic, static, and the coefficient of friction between brake
parts, tires, and the road surface.
·
Computers may be
required for research and development of assignments.
·
The teacher
describes, using overheads, videos or computer software, the hydraulic brake
system components and their operation.
·
The teacher
emphasises to students the importance of professionalism and skill competence
to ensure the safety of people whose lives depend on proper brake operation.
·
Required basic
tools include brake spring tools, micrometers, and dial indicators. Other
materials required for this activity include:
· drum and disc brake assemblies (may be workstations or donated vehicles, or from actual customer vehicles). A key exercise of this activity is to compare the operations of both drum and disc type brake systems and explain their operation;
· service manuals or other means of researching procedures and specifications;
· brake service vacuums or catch pans with brake-parts cleaning solutions should be available. Note: brake dust may contain asbestos, a known health hazard. Special care must be taken to minimize exposure.
1. The teacher encourages students to create, adapt, and evaluate social and economic values and ideas in light of the common good. Students are asked to list the reasons it is important for taking particular care in working on brake systems, i.e., safety of citizens, protection of the public, and what steps a mechanic could take to ensure customer and public safety. This is recorded by the teacher during the discussion, as well as in each student’s notebook for later use.
2. The teacher presents an initial lesson on the theory of hydraulic principles, levers, friction, and the basic braking system integrated warning devices and hydraulic safety. Students complete independent reading assignments, review questions and tests on the topic.
3. The teacher discusses brake components common to vehicles designed for the land, sea, and air.
4. The teacher demonstrates the correct use of the hand tools used for service and inspection.
5. Students demonstrate to the teacher the safe and competent use of hand tools for this activity.
6. Students work in small groups on drum and disc brake assemblies.
7. The teacher opens for discussion factors that limit braking ability. Topics include pressure, coefficient of friction, contact surface, heat dissipation, and materials of the brake lining.
8. Student-developed worksheet on hydraulic brake system components and an explanation of their operation.
Students’
knowledge of braking system theory and operation may be assessed in the
following ways:
·
written tests
that allow students to demonstrate an understanding of hydraulic principles and
friction;
·
assignments
explaining the operation of select braking components (including safety
protocol). (See Appendix 3.1.1 – Evaluation Rubric for Unit 3 Activity 1 –
Braking System Theory and Operation);
·
verbally report
on their findings.
The teacher
provides accommodation for those who find the assignment difficult. These
accommodations may include some or all of the following:
· peer assistance to allow those students who are excelling at the activity to assist those who are finding it difficult;
· oral testing and assignments instead of written;
· allowing extra time and help to those who need more one on one assistance;
· reducing the volume of work to assist those who find the tasks difficult;
· for enrichment, students may present calculations on fluid pressures throughout the braking system components and/or prepare an individual research project relating to the topic.
Print
Crouse, W.,
D. Anglin, and W. Crouse. Automotive Mechanics. Glencoe McGraw-Hill,
1993.
ISBN 0028009436
Erjavec,
Jack. Automotive Technology: A
Systems Approach, 3rd ed.
United States: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1
Schwaller,
Anthony, E. Motor Automotive Technology. Cloud State University: Delmar,
1999.
ISBN 0-8273-8354-1
Thiessen,
Frank J. and Davis N. Dales. Automotive Principles and Service, 4th ed.
New Jersey: Prentice Hall, 1994. ISBN 0-13-336561-1
OEM Reference and
Repair Manuals/CD-ROMs, available from local dealerships
Videos
Several
videos are available from The Learning Tree Mechanic
(http://www.autovideo2000.com)
or Thompson/Delmar Learning (AutoEd.com: http://www.autoed.com/)
Websites
How Stuff
Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function
Inner Auto –
http://www.innerauto.com/
An exploration of inner functions of the automobile
The Learning
Tree Mechanic – www.autovideo2000.com
Help for the do-it yourself mechanic
Software
Computerized service
manuals
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding - students explain
the hydraulic principles of the basic braking system |
- demonstrates
limited understanding of the hydraulic principles of the braking system |
- demonstrates
some understanding of the hydraulic principles of the braking system |
- demonstrates
considerable understanding of the hydraulic principles of the braking system |
- demonstrates
exceptional understanding of the hydraulic principles of the braking system |
|
- students explain
the function of kinetic, static, and coefficient of friction on the braking
system |
- demonstrates
limited understanding of the function of kinetic, static, and coefficient of
friction |
- demonstrates
some understanding of the function of kinetic, static, and coefficient of
friction |
- demonstrates
considerable understanding of the function of kinetic, static, and
coefficient of friction |
- demonstrates
exceptional understanding of the function of kinetic, static, and coefficient
of friction |
|
- students identify
and describe the operation of all the components of the braking system |
- demonstrates
limited knowledge of the components and operation of the braking system |
- demonstrates
some understanding of the components and operation of the braking system |
- demonstrates
considerable knowledge of the components and operation of the braking system |
- demonstrates
high degree of knowledge of the components and operation of the braking
system |
|
Communication |
- describes in
written form the hydraulic brake system and its operation with limited
effectiveness |
- describes in written
form the hydraulic brake system and its operation with some effectiveness |
- describes in
written form the hydraulic brake system and its operation with considerable
effectiveness |
- describes in
written form the hydraulic brake system and its operation with a high degree
of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Time: 12 hours
Students remove and install
friction material and hydraulic components. They fabricate and install new
brake lines on a shop vehicle or workstation. In this activity students
disassemble, inspect, and re-assemble drum and disc brake components of
selected shop vehicles or workstations. The emphasis in this activity is to
develop the hands-on skill required to remove, inspect, and replace brake
components and brake lines to industry standards. Students apply skills for
employability, self-employment, and entrepreneurship relative to Christian
vocation.
Ontario Catholic
School Graduate Expectations
CGE3f - examines,
evaluates, and applies knowledge of interdependent systems for the development
of a just and passionate society;
CGE5h - applies skills
for employability, self-employment, and entrepreneurship relative to Christian
vocation.
Strand(s): Theory and Foundation, Skills
and Processes, Impact and Consequences
Overall
Expectations
TFV.01 - apply the
design process to develop solutions, products, processes, or services in
response to challenges or problems related to vehicles or vehicle systems;
SPV.02 - consult
appropriate reference materials when servicing and repairing systems;
SPV.03 - use current
technology and a variety of troubleshooting techniques to service systems to
meet manufacturers’ performance specifications;
SPV.05 - demonstrate
a working knowledge of fundamental mathematics and the scientific principles
required to service, repair, and modify vehicles;
ICV.05 - demonstrate
the employability skills required for success in the workplace.
Specific
Expectations
SP2.01 - use
correctly, store safely, and maintain in good working order the measurement,
hand, power, machine, and pneumatic tools and equipment required for service,
repair, and modification tasks;
SP2.03 -
systematically troubleshoot problems arising from the service, repair, and
modification of vehicles by organizing the variables into the following
categories: input, process, and output;
SP3.02 - fill in
work orders to communicate the materials used and the work practices and
procedures related to the job;
SP3.05 - consult
appropriate repair manuals for procedures, schematics, and specifications, and
apply them in the repair, service, and modification of vehicle components and
systems;
SP3.06 - develop and
present effective oral and written reports on service and repair methods, using
technical language appropriately;
IC2.02 - use safe
work practices in the transportation technology program;
IC2.03 - develop
comprehensive safety checklists for applied work practices and procedures;
IC2.04 - use all
required protective clothing and gear (e.g., to protect the eyes, hands, head,
feet, and respiratory system) when working in the transportation sector.
·
Ability to use
hand tools competently and safely
·
Ability to use
measurement tools accurately
·
Knowledge of
hydraulic safety and safe handling of asbestos products
·
Ability to use
shop or electronic manuals to acquire brake specification, procedures and diagrams
·
Awareness of
acceptable personal conduct standards
·
Knowledge of
vehicle jacking/hoisting procedures and proper placement of axle stands
·
Knowledge of
wheel bearing servicing procedures
·
Note: (A licensed Automotive Service Technician
must inspect brake system work that is performed on a vehicle that will be
returning to service before assembly is complete). If the teacher does not
possess these qualifications this activity should be restricted to models or
vehicles that will not be returned to service.
·
The teacher
prepares workstations or vehicles set up for disassembly, inspection, service
and reassembly. The workstation or vehicles should consist of drum brake
assemblies, front and rear disc brake assemblies, and a brake line cutting, flaring
and bending workstation.
·
Students rotate
through the stations performing the brake service and inspection.
·
The teacher
demonstrates the proper procedure on each workstation prior to students beginning
the rotation. Safety glasses must be worn by students for all activities.
·
Depending on
class size, having a few different vehicles on-hand may be necessary to allow
all students to have a chance to work on a few of the many different braking
configurations.
·
It may be
necessary for the instructor to create a workstation for brake line cutting,
flaring, bending and installation of brake lines. This station is usually made
out of plywood with a traced location for the brake line to be installed, a wheel
cylinder at each end, and a few obstacles to go around. Students must use the
brake line-bending tool to shape the brake line maintaining acceptable
tolerances and equal amounts of brake line at both ends. The teacher evaluates
students to assess brake–line tolerances to other obstacles, the flare to make
sure it is even 360 degrees and check for kinks or partial kinks and the loop
to the wheel cylinder is equal on both sides.
·
Students are
asked to identify the important role that a service technician plays in society
and the types of skills a technician can bring to their local community.
Students make notes based on the discussion.
·
An initial
demonstration is given on each workstations or vehicles with emphasis on
safety.
·
The teacher
reviews measurements tools for brake drums; rotor thickness and rotor lateral
run out measurements.
·
Extra time should
be given to cutting and flaring brake lines and several demonstration of brake
line bending tool operation. Students mark out the brake line first before
attempting to bend with marker on the opposite side of the bend, so that the
black mark always faces out during the bending of the brake line.
·
Students work
with a single partner, each taking a turn to develop the hands-on skills at the
workstation, while the other student completes the brake component inspection
sheet
(Appendices 3.2.1 and 3.2.2).
·
Students produce
brake diagrams and procedures through textbooks, electronic manuals, digital
cameras, or student-created drawings before beginning workstations.
·
The teacher
prepares a lesson on brake lining material inspection guidelines according to
manufacturer standards.
·
Students refer to
the procedure and inspection checklist to complete each station.
·
Students are
generally finished the front disc assemblies more quickly than the other
stations and may wish to trade with another student doing the same. Students
are required to have their work inspected before going to the next station.
Students’
performance of disassemble, inspection, service, and re-assemble of the brake
work stations may be assessed in the following ways:
·
observation of
students’ practice and performance during practical activities in the shop;
·
utilizing
inspection checklists for each workstation or vehicle to check for completion
and accuracy (see Appendix 3.2.1 – Drum Brake Component Inspection and Appendix
3.2.2 – Front/Rear Disc Brake Component Inspection);
·
written or verbal
report on student findings.
Print
Crouse, W.,
D. Anglin, and W. Crouse. Automotive Mechanics. Glencoe McGraw-Hill,
1993.
ISBN 0028009436
Erjavec,
Jack. Automotive Technology: A
Systems Approach, 3rd ed.
United States: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1
Schwaller, Anthony,
E. Motor Automotive Technology. Cloud State University: Delmar, 1999.
ISBN 0-8273-8354-1
Thiessen,
Frank J. and Davis N. Dales. Automotive Principles and Service, 4th ed.
New Jersey: Prentice Hall, 1994. ISBN 0-13-336561-1
OEM Reference and
Repair Manuals/CD-ROMs, available from local dealerships
Videos
Several
videos are available from The Learning Tree Mechanic
(http://www.autovideo2000.com)
or Thompson/Delmar Learning (AutoEd.com: http://www.autoed.com/)
Websites
How Stuff Works
– http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function
Inner Auto –
http://www.innerauto.com/
An exploration of inner functions of the automobile
Software
Computerized service
manuals
|
Braking Component |
General Condition |
AC – acceptable condition RS – requires servicing PR – parts require replacement N/A – not applicable |
|
Shoe Lining |
|
|
|
Return springs |
|
|
|
Shoe hold-downs |
|
|
|
Adjuster
cables/springs/levers |
|
|
|
Automatic
adjusters /cam (star wheel) |
|
|
|
Drum Inspection |
|
|
|
Wheel cylinder |
|
|
|
Brake lines: |
|
|
|
Wheel Bearings |
|
|
|
Parking brake
cables |
|
|
|
Backing plate |
|
|
|
Braking Component |
General Condition |
AC – acceptable condition NAC – not acceptable condition RS – requires servicing PR – parts require replacement N/A – not applicable |
|
Rotor Inspection |
|
|
|
Caliper |
|
|
|
Alignment pins |
|
|
|
Brake lines: |
|
|
|
Splash shield |
|
|
|
Brake pad
condition |
|
|
|
Wheel Bearings |
|
|
|
Rear Disc Systems |
|
|
|
Caliper |
|
|
|
Rear parking brake
linings |
|
|
|
Parking brake
cables |
|
|
|
Rotor Inspection |
|
|
|
Caliper |
|
|
|
Alignment pins |
|
|
|
Brake lines: |
|
|
|
Splash shield |
|
|
|
Brake pad
condition |
|
|
Time: 8 hours
Students learn to
identify and describe the operation of the major antilock brake components and how
the braking system works to bring a vehicle to a controlled stop. Students
compare the different systems and list the precautions to be taken when serving
antilock braking systems. Students work in groups to achieve excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others.
Ontario Catholic
School Graduate Expectations
CGE5g - achieves
excellence, originality, and integrity in one’s own work and support these
qualities in the work of others;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems.
Strand(s): Theory and Foundation, Skills
and Processes, Impact and Consequences
Overall
Expectations
SPV.01 - work
effectively as members of a team;
SPV.02 - consult
appropriate reference materials when servicing and repairing systems;
SPV.03 - use current
technology and a variety of troubleshooting techniques to service systems to
meet manufacturers’ performance specifications;
ICV.05 - demonstrate
the employability skills required for success in the workplace facility and
implement a plan to address any deficiencies.
Specific
Expectations
SP2.01 - use
correctly, store safely, and maintain in good working order the measurement,
hand, power, machine, and pneumatic tools and equipment required for service,
repair, and modification tasks;
SP2.03 -
systematically troubleshoot problems arising from the service, repair, and
modification of vehicles by organizing the variables into the following
categories: input, process, and output;
SP3.02 - fill in
work orders to communicate the materials used and the work practices and
procedures related to the job;
SP3.05 - consult
appropriate repair manuals for procedures, schematics, and specifications, and
apply them in the repair, service, and modification of vehicle components and
systems;
IC2.02 - use safe
work practices in the transportation technology program;
IC2.03 - develop
comprehensive safety checklists for applied work practices and procedures;
IC2.04 - use all
required protective clothing and gear (e.g., to protect the eyes, hands, head,
feet, and respiratory system) when working in the transportation sector;
IC2.05 - identify
and adhere to the aspects of the Occupational Health and Safety Act (OHSA), the
Workplace Hazardous Materials Information System (WHMIS), and the Motor Vehicle
Repair Act that relate to procedures and operations used in the school
transportation technology facility.
·
Knowledge of hand
tool safety
·
Ability to use
measurement tools accurately
·
Knowledge of
hydraulic safety and safe handling of asbestos products
·
Ability to use
shop or electronic manuals to acquire brake components, procedures, and
diagrams
·
Knowledge of
vehicle jacking/hoisting procedures and proper placement of axle stands
·
The teacher
requires late model ABS sensors, hydraulic control units, and ABS control
modules. The teacher can generally receive used or recalled components of this type
from an automotive recycler, donation vehicle, or local dealership for little
or no cost.
·
Whenever
possible, it would be best to have a complete vehicle or functioning ABS system
to allow students to identify and test components.
·
Split the class
in half during vehicle testing.
·
Students require
access to electronic manuals if available, shop manuals, and component locator
guides.
·
Students are
required to identify all the major components on the vehicle or workstation.
·
The teacher plans
lessons around the types of ABS systems (1-, 2-, 3-, 4-channel) available and
provides overviews on the other types.
·
Students are
asked to list the ways they can display leadership in the context of a shop
environment in their notebooks. Students are asked to keep these values in mind
as they play supportive roles in a teamwork environment.
·
The teacher
begins with a class discussion on how ABS works, i.e., during ABS braking, the
control module receives signals from electronic sensors monitoring wheel
rotation. If a wheel’s rate of rotation suddenly decreases, the ABS control
module orders a hydraulic control unit to reduce line pressure to that wheel’s
brake. Once the wheel resumes normal rotation, the hydraulic control unit
restores pressure to the brake to maximize tire and road surface friction.
·
The teacher plans
a lesson on the types of ABS braking systems; 2-wheel systems 1-, 2-channel
and 4-wheel systems 3-, 4-channel.
·
The teacher
reviews the theory and operation of the electronic components: control modules,
brake pedal sensors, data link connectors, trouble code retrieval, switches,
and wheel sensors.
·
The teacher
reviews the theory and operation of the hydraulic components: accumulators,
hydraulic control valve assemblies or units, booster pump, solenoids, and
master cylinder.
·
Splitting the
class in half at this point is important, half of the class will complete
independent reading assignments and review questions on ABS hydraulic and
electrical component theory and operation. The other half of the class will
perform component identification and road testing procedures for future
reference.
·
The teacher
relieves accumulator pressure and disconnects battery when electrical
connectors are being disconnected and reconnected on a vehicle.
·
Students compare
the different types of systems in a students developed comparison chart.
·
Students develop
a checklist of safe working habits and practices.
Students’ knowledge
of the repair procedures of Electronic Engine Control systems as well as the
reading of Trouble Tree charts may be assessed in the following ways:
·
written tests
that allow students to demonstrate an understanding of the function and repair
of self-diagnostic electronic engine control systems;
·
diagnostic
observation of students’ practice and performance during practical activities
in the shop;
·
written or verbal
report.
· For enrichment, students may present an oral or written presentation on the cycling process of hydraulic pressure during wheel lock up.
Print
Erjavec,
Jack. Automotive Technology: A
Systems Approach, 3rd ed.
United States: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1
Schwaller,
Anthony, E. Motor Automotive Technology. Cloud State University: Delmar,
1999.
ISBN 0-8273-8354-1
OEM Reference and
Repair Manuals/CD-ROMs, available from local dealerships
Videos
Several
videos are available from The Learning Tree Mechanic
(http://www.autovideo2000.com)
or Thompson/Delmar Learning (AutoEd.com: http://www.autoed.com/)
Website
Inner Auto –
http://www.innerauto.com/
An exploration of inner functions of the automobile
Software
Computerized service
manuals
Time: 9 hours
In this activity,
students perform pre-diagnostic inspections, wheel sensor tests, and retrieve
trouble codes. Students research the trouble codes using industry standard
texts and computer programs and construct a trouble tree to diagnose problems.
Students also use the brake warning light for symptom trouble shooting.
Students learn to appreciate that they are entrusted with the lives of others
and it is their Christian duty to protect others through their service.
Ontario Catholic
School Graduate Expectations
CGE1e - speaks the
language of life... “recognizing that life is an unearned gift and that a
person entrusted with life does not own it but that one is called to protect
and cherish it.” (Witnesses to Faith);
CGE5h - applies
skills for employability, self-employment, and entrepreneurship relative to
Christian vocation.
Strand(s): Theory and Foundation, Skills
and Processes
Overall
Expectations
TFV.01 - apply the
design process to develop solutions, products, processes, or services in
response to challenges or problems related to vehicles or vehicle systems;
SPV.01 - work
effectively as members of a team;
SPV.02 - consult
appropriate reference materials when servicing and repairing systems;
SPV.03 - use current
technology and a variety of troubleshooting techniques to service systems to
meet manufacturers’ performance specifications;
SPV.04 - communicate
ideas and transmit information about materials and specifications effectively
when working with others.
Specific
Expectations
SP1.02 - work
effectively with team members to identify the optimum order of operations;
determine the availability of tools, parts, and equipment; develop scheduling
requirements; and obtain information needed to plan and prepare for the
fabrication or repair process;
SP2.01 - use
correctly, store safely, and maintain in good working order the measurement,
hand, power, machine, and pneumatic tools and equipment required for service,
repair, and modification tasks;
SP2.03 -
systematically troubleshoot problems arising from the service, repair, and
modification of vehicles by organizing the variables into the following
categories: input, process, and output;
SP3.05 - consult
appropriate repair manuals for procedures, schematics, and specifications, and
apply them in the repair, service, and modification of vehicle components and
systems;
SP3.06 - develop and
present effective oral and written reports on service and repair methods using
technical language appropriately.
·
Knowledge of
electrical and hydraulic safety
·
Knowledge of hand
tool safety
·
Basic
understanding of electrical circuitry
·
Ability to use
test lights and multi-meters correctly
·
Knowledge of
vehicle jacking/hoisting procedures and proper placement of axle stands
·
Knowledge of
hydraulic safety and safe handling of asbestos products
·
The teacher
requires late model vehicles or workstations suitable for testing.
·
Students require
access to the Internet, electronic manuals, shop manuals and component locator
guides.
·
Students are
required to identify all the major components on the vehicle or workstation.
·
The teacher may
be required to arrange for an oscilloscope demonstration from a company that sells
oscilloscope equipment if the shop does not have access to one.
·
When testing a
vehicle’s electronic components, Electrostatic Discharge (ESD) can cause damage
to some of the vehicle’s more fragile components. To eliminate the risk of ESD
damage to the vehicle’s computer a grounding wrist strap should be worn.
·
The teacher
should review the steps for proper pre-diagnostic inspections, wheel sensor
tests, and code retrieval.
·
The teacher first
discusses the importance of careful diligence of all service work as it is
their duty as Christians and since people’s lives depend on their vigilance.
Using lists developed in earlier exercises, students develop their own personal
Code of Ethics. These lists are to be word processed and presented to the
teacher for approval.
·
The teacher
begins with lessons on preliminary checks, e.g., identify which light comes on
with the key and should quickly go off, master cylinder level, inspecting
components for hydraulic leaks, checking mechanical components for problems,
wheel bearings that may produce a wobble, correct tire size, inspecting all
electrical connections for problems and inspecting all wheel speed sensors for
proper air gap and ring condition.
·
The teacher
demonstrates the preliminary checks and retrieve trouble codes using scan tools
or self-diagnostics.
·
Depending on
class size, having a few different vehicles on-hand may be necessary to allow
all students to have a chance to read codes with or without a scan tool. It may
also be necessary for the instructor to create fault codes within the ABS
system.
·
Most faults can
be created by causing an open or ground in wiring or running the vehicle with a
sensor disconnected. The instructor should first check a wiring schematic to
find how a fault could be created without permanently damaging the vehicle and
safely allow the vehicle to be tested with no brake fluid pressure in the
accumulator.
·
Diagnostic charts
can be designed by sketching placement of textboxes and connecting arrows and
then laying out using a word processor drawing feature such as found in many
word processing programs.
·
Once students
believe that they have isolated the fault, they check with the instructor
before beginning the repair.
·
With approval of
the instructor, students disconnect the battery and then repair the system
using manufacturers’ recommendations and teacher supervision. Once the repair
has been checked for resistance, the battery is reconnected and vehicle is
tested and checked for further trouble-codes.
·
Students present
their findings individually in trouble tree format addressing problems that may
arise in the future.
·
The teacher and
students discuss employability skills learned in this course that reflect
industry standards and how our social teachings will affect their decisions for
employability, self-employment, and entrepreneurship.
Students’ knowledge of the repair procedures of ABS braking systems as
well as the reading of diagnostic flow charts may be assessed in the following
ways:
·
written tests
that allow students to demonstrate an understanding of the function and repair
of self-diagnostic electronic engine control systems;
·
observations of students’
practice and performance during practical activities in the shop (see Appendix
3.4.1 – Evaluation Rubric for System Diagnosis Service and Testing below);
·
a written or
verbal report of work performed and procedures followed.
Depending on the
performance of any individual, the teacher may wish to eliminate or modify
various aspects of the activity. For example, students may only need to
complete the repair once the fault has been pointed out to them; the fault may
be simplified (unplugged sensor) to allow for student success and feeling of
accomplishment. For enrichment, students may repair more complex faults,
diagnose actual faults on customer vehicles, or assist the teacher in creating
faults for other students to diagnose and repair.
Print
Erjavec,
Jack. Automotive Technology: A
Systems Approach, 3rd ed.
United States: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1
Schwaller,
Anthony, E. Motor Automotive Technology. Cloud State University: Delmar,
1999.
ISBN 0-8273-8354-1
OEM Reference and
Repair Manuals/CD-ROMs, available from local dealerships
Websites
How Stuff
Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function
Inner Auto –
http://www.innerauto.com/
An exploration of inner functions of the automobile
Software
Computerized service
manuals
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding SPV.02, SP3.05 |
- demonstrates
limited knowledge of repair procedures and information gathering |
- demonstrates adequate
knowledge of repair procedures and information gathering |
- demonstrates
considerable knowledge of repair procedures and information gathering |
- demonstrates
exceptional knowledge of repair procedures and information gathering |
|
Thinking/Inquiry |
- demonstrates a
troubleshooting procedure with limited effectiveness |
- demonstrates a
troubleshooting procedure with some effectiveness |
- demonstrates a troubleshooting
procedure with considerable effectiveness |
- demonstrates a
troubleshooting procedure with a high degree of effectiveness |
|
Communications |
- completes forms
and reports to a limited degree - demonstrates
limited ability to communicate technical information |
- completes forms
and reports to some degree - demonstrates
some ability to communicate technical information |
- completes forms
and reports to a considerable degree - demonstrates
considerable ability to communicate technical information effectively |
- completes forms
and reports with a high degree of effectiveness - demonstrates
ability to communicate technical information at high degree |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Overview | Unit
1 | Course
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