2010 Prince Edward Island Department of Education and Early Childhood Development P.O. Box 2000, Charlottetown Prince Edward Island Canada, C1A 7N8

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2 2010 Prince Edward Island Department of Education and Early Childhood Development P.O. Box 2000, Charlottetown Prince Edward Island Canada, C1A 7N8 Tel. (902) Fax. (902)

3 Automotive Technology Basic Powertrain (AUT801A) Course Description A basic working knowledge of the major systems of a vehicle is essential for any auto service technician. The basic power train course introduces students to engine operation, cooling systems, and vehicle drivelines. Students will learn about the operation of internal combustion engines and various fuel types. They will be able to work with vehicle cooling systems; conduct tests on, diagnose, and repair cooling systems; and handle and dispose of coolants in an environmentally safe manner. They will learn how to diagnose problems related to vehicle drivelines and identify the proper procedures to be followed to effect the necessary repairs. Classroom Component Suggested time: 35 hours This component of the curriculum is required to teach the knowledge and skills associated with the learning outcomes of the curriculum. Skill Development Component Suggested time: 75 hours This component of the curriculum is required by the student to apply the knowledge and develop the skills related to the learning outcomes of the curriculum. SCO - Identifies the Specific Curriculum Outcome (SCO) Column 1 SCO - Delineations Describes what the students are expected to know, be able to do, and value in order to achieve the SCO. The teacher is responsible for the planning and facilitation of learning as well as the assessment of each SCO - Delineation. Column 3 Teacher Lessons / Demonstrations Provides suggestions for developing and delivering the content for student learning. Student Activities / Assessments Provides suggestions for creating meaningful activities to allow the student to achieve the SCO. Column 2 Student Knowledge, Abilities, and Competencies Provides clarity to the SCO by describing the knowledge, abilities, and competencies that the students develop. This column is designed to indicate the depth and breadth of the SCO. It is not necessary to use all of these suggestions or that all of the students be engaged in the same learning activity. Column 4 Resources Lists a variety of resources that support the teaching and learning related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery to the students. 1

4 CURRICULUM OUTCOMES Module 1: Drivelines (~9 hours Classroom Component) 9. Students will be able to diagnose, service, and repair drivelines, universal joints, and constant velocity joints. 9.1 explain the construction, design features, operation, and function of common driveline components 9.2 service and repair driveshaft assemblies 9.3 service and repair common types of universal and constant velocity joints 9.4 diagnose and repair driveline vibration problems Module 2: Specialty Hand Tools (~6 hours Classroom Component) 10. Students will be able to demonstrate the correct use of hand tools common to the trade perform double and ISO tube fl aring 10.2 demonstrate knowledge of drills and reamers 10.3 demonstrate correct use of taps and dies 10.4 demonstrate thread repair and broken fastener removal 2

5 CURRICULUM OUTCOMES Module 3: Engine Fundamentals (~9 hours Classroom Component) 11. The student will be able to describe the operation of internal combustion engines that use a variety of common fuel types explain the stages of development of the internal combusion engine 11.2 identify and explain common engine classifications, terms, and definitions 11.3 explain the principles of engine operation for both two-stroke and four-stroke cycle engines 11.4 compare and contrast the physical and operational differences between engines using different types of fuels Module 4: Cooling Systems (~11 hours Classroom Component) 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components describe the physical principles involved in heat transfer 12.2 describe the purpose, construction, and operation of air and liquid cooling systems and their related components 12.3 compare and contrast air and liquid cooling systems 12.4 explain the operating sequence of a cooling system equipped with a thermatic fan, thermostat, and shutters 12.5 service, repair, and diagnose problems related to liquid cooling systems and their related components 12.6 explain the operation and test procedures for temperature indicators 12.7 describe the correct procedures to follow when disposing of coolants 3

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7 Drivelines (~9 hours Classroom Component) AUT801A - BASIC POWERTRAIN Introduction The driveline is the final connection transferring the power from the transmission to the drive wheels. He/she must be able to identify, understand, and diagnose problems in the driveline. The apprentice must develop the knowledge and skills required to complete the necessary repairs in a safe and efficient manner. Specific Curriculum Outcome SCO - Delineations 9. Students will be able to diagnose, service, and repair drivelines, universal joints, and constant velocity joints. 9.1 explain the construction, design features, operation, and function of common driveline components 9.2 service and repair driveshaft assemblies 9.3 service and repair common types of universal and constant velocity joints 9.4 diagnose and repair driveline vibration problems Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module a, Drivelines CDX Global StudentsAchieve ( 5

8 AUT801A - BASIC POWERTRAIN - MODULE 1 Drivelines (~9 hours Classroom Component) SCO 9. Students will be able to diagnose, service, and repair drivelines, universal joints, and constant velocity joints. SCO - Delineations 9.1 explain the construction, design features, operation, and function of common driveline components Student Knowledge, Abilities, and Competencies Topic: Components Identify the driveline components of rear wheel drive and front wheel drive systems. Explain how power is transferred through driveline systems from a fixed chassis to moving suspension and wheels. Identify and explain the parts and operation of a slip yoke. Identify and explain the parts and operation of a fixed yoke, and of universal joints. Demonstrate an understanding of phasing as it relates to U-joints. Identify constant velocity (CV) U- joints. Explain the advantage of CV-joints over traditional U-joints. Describe the design and operation of various types of CV- joints. Identify various driveshafts and describe their design and operation. Identify and describe the function of steady bearings. Demonstrate an understanding of driveline torque reaction and discuss the need for torque control. Identify the various components used to control torque in both rear drive and front drive vehicles. 9.2 service and repair driveshaft assemblies Topic: Service Demonstrate the ability to perform a visual inspection of the driveline. Demonstrate an ability to diagnose problems in the driveshaft. Interpret procedures and manuals to complete repairs on the driveshaft, slip yoke, and steady bearings. 6

9 AUT801A - BASIC POWERTRAIN - MODULE 1 Drivelines (~9 hours Classroom Component) SCO 9. Students will be able to diagnose, service, and repair drivelines, universal joints, and constant velocity joints. Teacher Lessons / Demonstrations Topic: Components Demonstrate how torque is transferred, using a rear end mock-up. Prepare a slideshow using images from the graphics CD. Bring in a vehicle to demonstrate the application of: - steady bearings - torque control (use of springs and wind-up on rear ends) - FWD vs. RWD - transmission mounts. Topic: Service Demonstrate inspection procedures to follow when servicing driveshafts, slip yokes, and steady bearings. Student Activities / Assessments Label diagrams of driveline components. Identify driveline components on a shop vehicle. Component ID: Identify various driveline parts. ALLDATA: Find procedures for checking and diagnosing driveshaft assemblies (e.g., steady bearings, U-joint replacement). Diagnose problems with driveshafts (e.g., bent, weights missing, out- of-phase carbon graphite shafts). Perform inspections of driveshafts, slip yokes, and steady bearings. Resources Texts / Teacher Resources Alberta Module a Drivelines pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Specialty Tools Visuals/Handouts/Tests Alberta ILM Graphics CD Literacy Component Guide: Use as a during-reading strategy to help organize and understand the components of the driveline. Enrichment / Research Actvities Search the Internet for pictures or animations of various topics related to the driveline (e.g., tube drive, phasing). 7

10 AUT801A - BASIC POWERTRAIN - MODULE 1 Drivelines (~9 hours Classroom Component) SCO 9. Students will be able to diagnose, service, and repair drivelines, universal joints, and constant velocity joints. SCO - Delineations 9.3 service and repair common types of universal and constant velocity joints Student Knowledge, Abilities, and Competencies Topic: U-joints and CV-joints Diagnose and service U-joints. Diagnose and service constant velocity (CV) joints. 9.4 diagnose and repair driveline vibration problems Topic: Diagnosis Identify vibration problems associated with driveshafts in rear wheel drive vehicles. Demonstrate the ability to diagnose driveshaft problems in rear wheel drive vehicles. Demonstrate the ability to check the driveshaft for runout and balance. Demonstrate the ability to use an inclinometer to measure driveline angles. Check specifications and suggest methods to adjust the angles. Demonstrate the ability to perform a visual inspection of the driveline. Diagnose problems in the driveshaft. Interpret procedures and manuals to complete repairs on the driveshaft, slip yoke, and steady bearings. 8

11 AUT801A - BASIC POWERTRAIN - MODULE 1 Drivelines (~9 hours Classroom Component) SCO 9. Students will be able to diagnose, service, and repair drivelines, universal joints, and constant velocity joints. Teacher Lessons / Demonstrations Topic: U-joints and CV joints Demonstrate universal joint inspection, diagnosis, and service procedures. Demonstrate CV joint inspection, diagnosis, and service. Topic: Diagnosis Demonstrate inspection, diagnosis, and repair of driveshaft vibrations. Numeracy Develop a math-enhanced lesson on measuring angles in the driveline. (See Communication) Student Activities / Assessments Inspect old driveshafts for tightness of seals and squeaks. Remove and replace (R and R) a U-joint, using the proper tools and methods. Service universal joints. Service CV joints. Perform a front-end inspection. Disassemble and assemble FWD components. Use hose clamps to correct vibration. Inspect a runout. Identify problems while driving (e.g., clicks or snaps when taking off, vibrations, squeaking). ALLDATA: Explore procedures related to driveline repair. Resources Texts / Teacher Resources Alberta Module a Drivelines pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Specialty Tools Visuals/Handouts/Tests Alberta ILM Graphics CD Self-Test Drivelines, pp Literacy Summarizing: Use as a post-reading strategy for pp of the ILM. Numeracy Measure driveline angles using an inclinometer. 9

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13 Specialty Hand Tools (~6 hours) Classroom Components AUT801A - BASIC POWERTRAIN Introduction Automotive service technicians are exposed daily to many tasks that require the use of specialized tools to repair or replace fasteners, tubing, and threads. The apprentice must become proficient in the use of specialty hand tools to complete these tasks. Specific Curriculum Outcome 10. Students will be able to demonstrate the correct use of hand tools common to the trade. SCO - Delineations 10.1 perform double and ISO tube fl aring 10.2 demonstrate knowledge of drills and reamers 10.3 demonstrate correct use of taps and dies 10.4 demonstrate thread repair and broken fastener removal Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module c, Specialty Hand Tools CDX Global StudentsAchieve ( 11

14 AUT801A - BASIC POWERTRAIN - MODULE 2 Specialty Hand Tools (~6 hours Classroom Component) SCO 10. Students will be able to demonstrate the correct use of hand tools common to the trade. SCO - Delineations 10.1 perform double and ISO tube flaring Student Knowledge, Abilities, and Competencies Topic: Tube Flaring Identify where automotive tubing is used on vehicles. Describe the composition of automotive tubing. Demonstrate an understanding of the uses of automotive tubing. Describe the demands placed on the tubing. Identify SAE and ISO tubing flare types. Demonstrate the ability to cut, bend, and flare tubing demonstrate knowledge of drills and reamers Topic: Drills and Reamers Identify twist drills. Explain the function of the three main parts of a twist drill. Measure drill point angle. Describe the four systems for identifying drill sizes. Demonstrate the ability to sharpen a drill. Demonstrate the abililty to determine proper drill speed, cutting speeds, and rpm. Explain the function of the cutting fluid. Identify appropriate cutting fluids for various materials. Demonstrate the ability to safely perform drilling operations. Identify reamers, their parts, and their uses. Demonstrate the proper use of a hand reamer. 12

15 AUT801A - BASIC POWERTRAIN - MODULE 2 Specialty Hand Tools (~6 hours Classroom Component) SCO 10. Students will be able to demonstrate the correct use of hand tools common to the trade. Teacher Lessons / Demonstrations Topic: Tube Flaring Cut a piece of steel tubing to show students the different layers. Demonstrate a single flare to show its susceptibility to cracks (oil tank replacers are required to double flare). Demonstrate double and ISO (bubble) flares. *Note: Mention reaming inside to prevent the double flare insert from sticking in and possibly breaking. Cut must be flush. Demonstrate proper methods for cutting and bending tubing. Demonstrate and explain the reason for putting the nuts on first then flaring. Topic: Drills and Reamers Display various types, sizes, and qualities of reamers, and discuss. Demonstrate how to use a drill index. Demonstrate how to sharpen a drill bit. Resources Texts / Teacher Resources Alberta Module c Specialty Hand Tools pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Specialty Tools Visuals/Handouts/Tests Alberta ILM Graphics CD Numeracy Demonstrate how to identify various sizes of metric (SI) tubing, and standard imperial tubing. Demonstrate how to use a drill point angle gauge. Identify a drill size using all four identification systems (i.e., fractional, numbered, metric, and letter). Develop a math-enhanced lesson on fractions, decimals, and/or angles. Student Activities / Assessments Cut a piece of steel tubing to precise measurements. Bend and shape the tubing into a predetermined shape. Flare each end to a predetermined standard. Component ID: Identify various types and sizes of drills. Sharpen a drill bit. Numeracy Identify various kinds of SI tubing, and standard imperial tubing. Measure and correct drill point angle. Identify drill sizes. 13

16 AUT801A - BASIC POWERTRAIN - MODULE 2 Specialty Hand Tools (~6 hours Classroom Component) SCO 10. Students will be able to demonstrate the correct use of hand tools common to the trade. SCO - Delineations 10.3 demonstrate correct use of taps and dies Student Knowledge, Abilities, and Competencies Topic: Taps and Dies Identify taps and dies, their parts, and their designs. Identify and interpret the various common tap and die designations in both imperial and metric. Identify the three types of taps, and explain their uses. Calculate the correct tap drill size. Demonstrate the ability to follow proper tapping procedures. Demonstrate the ability to follow the proper procedure to cut a thread using a die and diestock. Identify recommended cutting fluids for tapping. Demonstrate proper care and storage of taps and dies demonstrate thread repair and broken fastener removal Topic: Thread Repair Demonstrate the ability to recondition fasteners and internal threads. Identify commercial thread repair products. Demonstrate the ability to remove broken studs or bolts. 14

17 AUT801A - BASIC POWERTRAIN - MODULE 2 Specialty Hand Tools (~6 hours Classroom Component) SCO 10. Students will be able to demonstrate the correct use of hand tools common to the trade. Teacher Lessons / Demonstrations Topic: Taps and Dies Review bolt sizes and thread pitch from fastening devices module. Demonstrate the proper procedures for using a tap and die. Demonstrate proper care and use of taps and dies. Topic: Thread Repair Demonstrate use of thread chasers. Demonstrate the proper installation of a heli-coil and/or a threaded insert. Discuss the use of stud extractors and the different procedures used to remove a broken or damaged stud depending on the job (e.g., exhaust studs, head studs, starter bolts, manifold). Student Activities / Assessments Drill and tap a piece of aluminum stock to a specific size. Component ID - Identify various types and sizes of taps and dies. - Identify the sizes of bolts and use a drill tap chart to determine what diameter hole to drill. Complete the thread on a bolt that is not threaded all the way to the head. Repair threads hit by a hammer. Install a heli-coil or threaded insert in a piece of aluminum stock. Remove or repair a broken stud. Using a piece of aluminum, tighten a bolt and break or cut off the head. Use the proper procedures to remove the broken bolt. Weld a nut on the stud and create a bolt. Resources Texts / Teacher Resources Alberta Module d Specialty Hand Tools pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Specialty Tools Visuals/Handouts/Tests Alberta ILM Graphics CD Literacy Free Writing: Write for 3 minutes on your experience with a broken or damaged bolt. 15

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19 Engine Fundamentals (~9 hours Classroom Component) AUT801A - BASIC POWERTRAIN Introduction The essential concept of the automobile engine has remained unchanged for the past hundred years. However, the supporting systems have advanced dramatically in technology and efficiency. The apprentice must develop a thorough knowledge of the design and operation of internal combustion engines. Specific Curriculum Outcome 11. The student will be able to describe the operation of internal combustion engines that use a variety of common fuel types. SCO - Delineations 11.1 explain the stages of development of the internal combusion engine 11.2 identify and explain common engine classifications, terms, and definitions 11.3 explain the principles of engine operation for both two-stroke and four-stroke cycle engines 11.4 compare and contrast the physical and operational differences between engines using different types of fuels Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module a, Engine Fundamentals CDX Global StudentsAchieve ( 17

20 AUT801A - BASIC POWERTRAIN - MODULE 3 Engine Fundamentals (~9 hours Classroom Component) SCO 11. The student will be able to describe the operation of internal combustion engines that use a variety of common fuel types. SCO - Delineations 11.1 explain the stages of development of the internal combustion engine Student Knowledge, Abilities, and Competencies Topic: History Demonstrate an understanding of the historical development of the internal combustion engine identify and explain common engine classifications, terms, and definitions Topic: Terminology Define common engine-related terms used in the automotive industry. Explain the difference between a motor and an engine. Demonstrate an understanding of an external combustion engine. Demonstrate an understanding of the concept of the internal combustion engine. Describe the various factors used to classify engines. Describe and calculate engine displacement. Describe and calculate compression ratio. Demonstrate an understanding of four-stroke and two-stroke engines. Describe the various cylinder arrangements, with numbers of cylinders. Describe the various types of fuel used in engines. State the two types of cooling systems. Describe valve arrangement and camshaft location. Explain methods of air induction. 18

21 AUT801A - BASIC POWERTRAIN - MODULE 3 Engine Fundamentals (~9 hours Classroom Component) SCO 11. The student will be able to describe the operation of internal combustion engines that use a variety of common fuel types. Teacher Lessons / Demonstrations Topic: History Have students develop a time line to illustrate engine development since Topic: Terminology Create visuals from the ILM Graphics CD to support the lesson. Literacy Anticipation Guide: Use as a pre-reading strategy for pp Brainstorming: Use as a pre-reading strategy for pp Engine Terminology: As a class, create a list of engine-related terms. (Accept all suggestions, then group similar terms or references and develop a proper list of terms.) Resources Texts / Teacher Resources Alberta Module ILM a Engine Fundamentals pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Engine Fundamentals Numeracy Develop a math-enhanced lesson on engine displacements, focussing on metric and imperial conversion, area, volume, and ratios. Student Activities / Assessments Do an Internet search and complete a general interest question sheet. For example, - Who invented the internal combusion engine? - What did Henry Ford contribute to the automotive industry? - What types of engine won land race records for specific years? ALLDATA: Choose a vehicle and find answers to some general questions on: - valve arrangement - classification - displacement. Literacy Free Writing: Write for 3 minutes on what you already know about engines. Numeracy Calculate engine displacements. Convert engine displacements values from imperial to metric. Calculate compression ratio. 19

22 AUT801A - BASIC POWERTRAIN - MODULE 3 Engine Fundamentals (~9 hours Classroom Component) SCO 11. The student will be able to describe the operation of internal combustion engines that use a variety of common fuel types. SCO - Delineations 11.3 explain the principles of engine operation for both two-stroke and four-stroke cycle engines Student Knowledge, Abilities, and Competencies Topic: Four-Stroke / Two-Stroke Engines Describe the four strokes of a four-stroke cycle gasoline engine. Describe the four-stroke cycle diesel engine. Describe the two-stroke cycle gasoline engine. Describe the two-stroke cycle diesel engine. Compare and contrast two- and four- stroke designs, and their applications compare and contrast the physical and operational differences between engines using different types of fuels Topic: Engines with Different Fuels List advantages and disadvantages of diesel engines. Compare LPG and CNG to gasoline. Describe the operation of hybrid-electric engines. 20

23 AUT801A - BASIC POWERTRAIN - MODULE 3 Engine Fundamentals (~9 hours Classroom Component) SCO 11. The student will be able to describe the operation of internal combustion engines that use a variety of common fuel types. Teacher Lessons / Demonstrations Topic: Four-Stroke / Two-Stroke Engines Show CDX videos of four-stroke and two-stroke engines. Use mini mock-ups (model engines) to describe various engines and identify parts of the engines. Demonstrate each of the following tests: - compression test (static, wet, dry, dynamic) - cylinder leakage test - noise diagnosis (stethoscope, unplugging spark plugs) Topic: Engines with Different Fuels Discuss, as a class, engines of the future. Resources Texts / Teacher Resources Alberta Module ILM a Engine Fundamentals pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Engine Fundamentals CBL Contact a dealer to bring in a hybrid vehicle for the students to investigate. Student Activities / Assessments Break down and reassemble a small engine, and get it running. Discuss in a small group the pros and cons of diesel. In groups, do a - wet test - grind the face of a valve and modify compression rings to decrease compression. Literacy Compare and Contrast Diagram: Use as a post-reading strategy to summarize the engine comparisons on pp Enrichment / Research Activities Research current changes/issues facing the automotive industry. Write a report on the operating principles behind hybrid vehicles. 21

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25 Cooling Systems (~11 hours Classroom Component) AUT801A - BASIC POWERTRAIN Introduction A thorough knowledge and understanding of cooling systems is essential, and the proficient apprentice must be able to diagnose, service, and repair cooling systems and their related components. Proper safety and environmental practices must be demonstrated at all times. Specific Curriculum Outcome 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. SCO - Delineations 12.1 describe the physical principles involved in heat transfer 12.2 describe the purpose, construction, and operation of air and liquid cooling systems and their related components 12.3 compare and contrast air and liquid cooling systems 12.4 explain the operating sequence of a cooling system equipped with a thermatic fan, thermostat, and shutters 12.5 service, repair, and diagnose problems related to liquid cooling systems and their related components 12.6 explain the operation and test procedures for temperature indicators 12.7 describe the correct procedures to follow when disposing of coolants Assessment Strategies Paper/Pencil Self/Peer-Assessments Skills Performance Teacher Observation Career Portfolio Resources Alberta Module r, Cooling Systems CDX Global StudentsAchieve ( 23

26 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. SCO - Delineations 12.1 describe the physical principles involved in heat transfer 12.2 describe the purpose, construction, and operation of air and liquid cooling systems and their related components Student Knowledge, Abilities, and Competencies Topic: Heat Transfer Describe the production and distribution of heat in an internal combustion engine. Explain the three physical principles involved in heat transfer (convection, radiation, and conduction), and how they relate to the engine. Explain the boiling points of liquids and how they are affected by pressure. Topic: Cooling System Overview State three purposes of the engine cooling system. State the optimum engine temperature range. Explain the operating principles of an air-cooled engine. List components designed to control the temperature in an aircooled system. Explain the operating principles of a liquid cooled engine. List the components of the liquid-cooling system, and describe the path of coolant flow. Describe the composition and properties of engine coolant. Describe the function and characteristics of distribution tubes and nozzles. Identify the radiator and its components, and describe its design and operations. Identify and describe the operation of the coolant recovery system. Identify the water pump and describe its design and operation. Identify the thermostat and describe its design and operation. Identify cooling fans, explain the various designs and operation. Identify the heater core and explain its operation. Identify the various drive belts and inspect their condition. 24

27 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. Teacher Lessons / Demonstrations Topic: Heat Transfer Create visuals from the ILM Graphics CD to help explain heat transfer. Discuss the important terminology related to heat transfer. Topic: Cooling System Components Discuss air and liquid cooling systems. Demonstrate how to flush a cooling system. Literacy: Anticipation Guide: Use as a pre-reading strategy for pp of the ILM. Student Activities / Assessments Identify and locate all components of the cooling system on a shop vehicle. Literacy: Vocabulary Development: Use as a during-reading strategy. Jigsaw: Break class into groups of three of four. Each group is responsible for reading, reporting, and answering questions on particular sections of the ILM. Present and share your answers with the class. Vocabulary Term Convection Definition The movement of warm gases or liquids from a hot area to a cooler area Visual Representation Draw image here Personal Association Boiling water: heat from the bottom rises, cooler water is forced down, water heats up Component Guide: Use as a during-reading strategy to organize and interpret the Cooling System Components section (pp ). Resources Texts / Teacher Resources Alberta Module r Cooling Systems pp Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Cooling Systems 25

28 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. SCO - Delineations 12.3 compare and contrast air and liquid cooling systems Student Knowledge, Abilities, and Competencies Topic: Cooling Systems List the advantages of air-cooled systems. List the advantages of liquid-cooled systems. Compare and contrast the best applications for both air-cooled and liquid-cooled engines explain the operating sequence of a cooling system equipped with a thermatic fan, thermostat, and shutters Topic: Operating Sequence Explain the operation of a thermatic fan clutch system. Explain the operation of a radiator shutter system. 26

29 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. Teacher Lessons / Demonstrations Topic: Cooling Systems Show CDX videos on air and liquid cooling systems. Topic: Operating Sequence Demonstrate the function of both types of fan systems, using examples of both in your model, along with visuals from the ILM. Build a mock-up of an electric fan, using an old-style sensor switch and a relay to turn on the fan. Student Activities / Assessments Label diagrams of a thermatic fan clutch. Use diagrams to explain the operation of a thermatic fan. Literacy Compare and Contrast Diagram: Use as a post-reading strategy after reading p. 27 of the ILM. Free Writing: Use as a pre-reading strategy for pp Write for 3 minutes on thermostats. Resources Texts / Teacher Resources Alberta Module r Cooling Systems pp Software / Databases CDX Global Engines/Engine Cooling/Cooling Systems StudentsAchieve (SAS) AUT801A/Cooling Systems 27

30 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. SCO - Delineations 12.5 service, repair, and diagnose problems related to liquid cooling systems and their related components Student Knowledge, Abilities, and Competencies Topic: Service Identify the cooling system components and troubleshoot potential problems. Identify potential problems not related to the cooling system that could cause overheating. Demonstrate an ability to check coolant levels. Demonstrate an ability to inspect and test the radiator cap. Demonstrate an ability to check coolant strength and condition. Demonstrate an ability to perform a visual inspection and pressure test of the radiator. List possible leakage sources. Inspect cooling hoses and drive belts. Inspect fans and related clutches. Diagnose an electric fan system. Demonstrate an ability to flush a cooling system. 28

31 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. Teacher Lessons / Demonstrations Topic: Service Review the function and operation of each of the cooling system components. Review videos and procedures related to cooling system procedures in CDX. Literacy Anticipation Guide: Use as a pre-reading strategy for pp of ILM. Student Activities / Assessments Inspect cooling system components. Perform a pressure test on a cooling system. Perform a test to determine the thermostat opening temperature. Test coolant with a hydrometer. Use litmus paper to test ph level. Flush a cooling system. CDX: Complete the following task sheets C568 and C048-C053. ALLDATA: Research various vehicles to determine manufacturers specifications - flushing procedures - fluid capacity - steps in the removal of the water pump. Determine the opening temperature of a thermostat by using a hot plate and thermometer. Resources Texts / Teacher Resources Alberta Module r Cooling Systems pp Software / Databases CDX Global Engines/Engine Cooling/Cooling system procedures StudentsAchieve (SAS) AUT801A/Cooling Systems Literacy Know/What/How (KWH): Use as pre-reading and post-reading activities for pp Create a table similar to the example shown below. 29

32 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. SCO - Delineations 12.6 explain the operation and test procedures for temperature indicators Student Knowledge, Abilities, and Competencies Topic: Electronics Identify the basic components in a simple schematic diagram of a temperature gauge circuit. Demonstrate the testing of a circuit using a DVOM describe the correct procedures to follow when disposing of coolants Topic: Safety Explain the hazards associated with engine coolant. Demonstrate the proper handling of engine coolant. Locate and interpret the appropriate MSDS sheet. Describe the proper disposal of engine coolant. 30

33 AUT801A - BASIC POWERTRAIN - MODULE 4 Cooling Systems (~11 hours Classroom Component) SCO 12. The student will be able to safely service, repair, and diagnose problems related to cooling systems and their related components. Teacher Lessons / Demonstrations Topic: Electronics Build an electrical circuit containing a temperature gauge for demonstration purposes. Discuss new technologies and current procedures. Topic: Safety Explain proper engine coolant disposal procedures for your facility. Discuss safety precautions to follow when working on cooling systems. Student Activities / Assessments Use a voltmeter to check for electrolysis. Locate all components of a temperature gauge circuit on a shop vehicle. Dispose of engine coolant according to the procedures recommended for your school s facilities. Resources Texts / Teacher Resources Alberta Module r Cooling Systems p. 44 Software / Databases CDX Global StudentsAchieve (SAS) AUT801A/Cooling Systems 31

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