Scheme of work - Pearson Schools and FE Colleges · Scheme of work Chapter 3: ... SB = Student Book...

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Chapter 3

Light vehicle engine mechanical, lubrication and cooling system

units and components

Scheme of work Chapter 3: Light vehicle engine mechanical, lubrication and cooling system units and components Broad aim: To develop an understanding of the principles of construction operation and testing methods involved with common light vehicle engine mechanical, lubrication and cooling system units and components

Tutor(s):

Academic year:

Number of sessions: 12

Duration of session: 3 hours (approximately, depending on available resources)

Guided learning hours: 40

Credits: 6

SB = Student Book

AS = Activity Sheet

EA = Electronic Animation

R = Research

PP = Presentation

IA = Interactive Activity

FS = Functional Skills

TS = Technical Skills

NS = Non-supervised individual study time

Session Outcomes/topics Content Learner activity Resources Key/Functional skills

Stretch and support

1

LO1 Understand how the main light vehicle engine mechanical systems operate

Tutor introduces the subject of light vehicle engine mechanical types and configurations and checks prior knowledge. Tutor presents theories, to include: ● inline ● OHV ● flat ● OHC ● vee ● DOHC ● single and multi-cylinder

arrangements (linking to any prior knowledge). Tutor asks learners to apply knowledge by listing light vehicle engine mechanical components. Tutor asks learners to complete AS1 and AS2 with reference to SB pp.206–211 if needed.

Learners discuss prior subject knowledge, facilitating peer learning where appropriate. Learners take notes on the presentation. Learners discuss the differences between engine mechanical configurations and layouts. Learners apply knowledge by listing light vehicle engine mechanical system components and stating their purpose. Learners complete AS1 and AS2 using SB pp.206–211 for reference if needed.

PP1–2 AS1, AS2 SB pp.206–211 Engine mechanical system components for demonstration Whiteboard and pen

Stretch: Ask learners to make a list of key vocabulary which can be displayed to the rest of the class. Support: Learners complete AS2 with answer key.

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Stretch and support

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Tutor delivers a presentation to describe the construction and operation of light vehicle engine mechanical systems, including:

● four-stroke cycle spark ignition

● two-stroke cycle spark ignition

● four-stroke cycle compression ignition

● two-stroke cycle compression ignition

● rotary cycle. Tutor asks learners to apply knowledge by comparing key operating principles and assemblies against alternatives to identify differences in construction and operation. Tutor asks learners to complete AS3, AS4 and AS5 with reference to SB pp.209–216 if needed.

Learners take notes on the presentation. Learners apply knowledge by stating the operating cycles of different engine types. Learners take part in a group activity to compare light vehicle engine operation and components against alternatives and identify differences:

● petrol engines

● diesel engines

● reciprocating engines

● rotary engines. Learners peer assess and give feedback (assessment for learning). Learners complete AS3, AS4 and AS5 using SB pp.209–216 for reference if needed.

PP3–7 EA3.1, EA3.2, EA3.5 Engine mechanical components for demonstration Whiteboard and pen Flip chart paper and pens AS3, AS4, AS5 Learner notebooks and pens SB pp.209–216

Stretch: Ask learners to complete AS4.

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Stretch and support

3


Tutor delivers a presentation to identify the key engineering principles that are related to light vehicle engine mechanical systems, including:

● combustion chamber design

● multiple valve arrangements

● valve timing. Tutor explains how to calculate compression ratios and cylinder capacity and asks learners to carry out activities. Tutor leads a discussion on common terms used in light vehicle engine mechanical system design, including:

● power

● torque

● supercharging

● turbocharging. Tutor presents an overview of alternative engine types, including:

● hybrid

● battery electric vehicles (BEV) Tutor asks learners to apply knowledge by completing AS6, AS7 and AS8 with reference to SB pp.209–223 if needed.

Learners take notes on presentation, including descriptions of combustion chamber design and valve arrangements. Learners apply knowledge by drawing and labelling a valve timing diagram. Learners discuss the common terms used in light vehicle engine mechanical system design. Learners take part in a group activity listing the advantages and disadvantages of alternative engine types. Learners peer assess and give feedback (assessment for learning). Learners complete AS6, AS7 and AS8 using SB pp.209–223 for reference if needed.

PP8–12 Whiteboard and pen AS6, AS7, AS8 Learner notebooks and pens SB pp.209–223

Stretch: Ask learners to create a list of key terms that can be displayed during the lesson.

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Stretch and support

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LO2 Understand how light vehicle engine lubrication systems operate

Tutor introduces the subject of light vehicle lubrication systems and checks prior knowledge. Tutor presents theories to include:

● need for lubrication

● boundary lubrication

● hydrodynamic lubrication. Tutor asks learners to apply knowledge by listing light vehicle engine lubrication system components and state their purpose. Tutor asks learners to complete AS9 and AS10 with reference to SB pp.224–227 if needed.

Learners discuss prior subject knowledge, facilitating peer learning where appropriate. Learners take notes on the presentation. Learners explain the need for engine lubrication. Learners apply knowledge by listing engine lubrication system components and stating their purpose. Learners peer assess and give feedback (assessment for learning). Learners complete AS9 and AS10 using SB pp.224–227 for reference if needed.

PP13–16 Lubrication system components for demonstration Whiteboard and pen AS9, AS10 Learner notebooks and pens SB pp.224–227

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Tutor delivers a presentation to describe the construction and operation of light vehicle engine lubrication systems to include:

● full-flow

● bypass

● wet sump

● dry sump

● oil coolers. Tutor asks learners to apply knowledge by completing AS11 with reference to SB pp.227–230 if needed.

Learners take notes on the presentation. Learners apply knowledge by creating a flow chart to show the operation of a full-flow and bypass lubrication system. Learners complete AS11, using SB pp.227–230 for reference If needed.

PP17–18 Lubrication system components for demonstration Whiteboard and pen AS11 Learner notebooks and pens SB pp.227–230

Stretch: Do not give key words to create the flow chart. Support: Supply key words to use in the flow chart activity.

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Stretch and support

6


Tutor delivers a presentation to describe the properties of oil to include:

● SAE number

● viscosity

● multigrade

● API classification

● additives. Tutor leads a discussion to compare key light vehicle engine lubrication system components and assemblies against alternatives to identify differences in construction and operation.

Learners take notes on the presentation. Learners apply knowledge by creating a list, table or chart showing the properties of oil. Learners peer assess and give feedback (assessment for learning). Learners discuss the key light vehicle engine lubrication components and identify differences in construction and operation. Learners summarise knowledge gained and identify deficiencies in their learning.

Lubrication system components for demonstration Whiteboard and pen Learner notebooks and pens SB pp.230–234

Stretch: Make able learners leaders for group work. Support: Ask learners to create the visual layouts for group work.

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LO3 Understand how light vehicle engine cooling, heating and ventilation systems operate

Tutor introduces the subject of light vehicle engine cooling system components and checks prior knowledge. Tutor describes the construction and operation of light vehicle engine cooling systems, including:

● air-cooled systems

● liquid-cooled systems

● principles of heat transfer. Tutor asks learners to apply knowledge by listing light vehicle engine cooling system components and stating their purpose. Tutor asks learners to complete AS15 with reference to SB pp.234–243 if needed.

Learners discuss prior subject knowledge, facilitating peer learning where appropriate. Learners take notes on the presentation. Learners explain the operation of:

● air-cooled systems

● liquid-cooled systems

● principles of heat transfer. Learners apply knowledge by listing light vehicle engine cooling system components and stating their purpose. Learners complete AS15, using SB pp.234–243 for reference If needed.

PP19–21 EA3.3 Cooling system components for demonstration purposes Whiteboard and pen AS15 Learner notebooks and pens SB pp.234–243

Support: Use the snowball technique to create a list of light vehicle cooling system components.

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Stretch and support

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LO3 Understand how light vehicle engine cooling, heating and ventilation systems operate

Tutor asks learners to apply prior knowledge by comparing key light vehicle cooling system components and assemblies against alternatives to identify differences in construction and operation. Tutor identifies the key engineering principles that are related to light vehicle engine cooling systems:

● freezing points

● boiling points

● antifreeze

● pressurised systems

● thermosiphon. Tutor asks learners to apply knowledge by stating advantages and disadvantages of liquid/air cooled system designs. Tutor explains how heating, cooling and ventilation are achieved within vehicle design. Tutor asks learners to complete AS12 and AS13 with reference to SB pp.234–243 if needed

Learners discuss the differences in construction and operation of key light vehicle engine cooling system components. Learners take notes on the presentation. Learners explain how pressurising cooling systems affects boiling points and the dangers this can cause when maintaining operation. Learners apply knowledge by creating a chart which lists the advantages and disadvantages of liquid and air type cooling systems. Learners peer assess and give feedback (assessment for learning). Learners complete AS12 and AS13 using SB pp.234–243 for reference if needed.

PP22–24 Access to workshop and to a method of boiling water to test thermostat operation for demonstration purposes, if possible Whiteboard and pen AS12, AS13 Learner notebooks and pens SB pp.234–243

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Stretch and support

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LO4 Understand how and be able to check, replace and test light vehicle engine mechanical, lubrication and cooling systems system units and components

Tutor leads a discussion on how to remove and replace engine mechanical, lubrication and cooling system units and components. Tutor asks learners to apply knowledge by describing common types of testing methods used to check the operation of engine mechanical, lubrication and cooling system systems and their purpose, including:

● compression testing

● oil pressure testing

● cooling system pressure testing

● antifreeze specific gravity testing.

Tutor asks learners to describe how to evaluate the performance of replacement units against the vehicle specification. Tutor leads a discussion on common faults found in light vehicle engine mechanical, lubrication and cooling systems and their causes. Tutor asks learners to complete AS14 with reference to SB pp.243–252 if needed. Tutor reviews key points and emphasises explanations which link new learning to prior knowledge.

Learners take notes on the presentation. Learners discuss common faults found in light vehicle engine mechanical, lubrication and cooling systems. Learners apply knowledge by completing job cards (AS16), showing how they would repair, or replace, faulty mechanical, lubrication and cooling system components and evaluate their operation. Learners peer assess and give feedback (assessment for learning). Learners complete AS14, using SB pp.243–252 for reference if needed. Learners complete IA3 engine mechanical, lubrication and cooling system units and components. Learners summarise knowledge gained and identify deficiencies in their learning.

PP25–29 EA3.3, EA3.4 Specialist tools used in engine mechanical, lubrication and cooling system repair for demonstration Whiteboard and pen AS14 Learner notebooks and blank job cards (AS16) SB pp.243–252 Computers for IA IA3 TS1 TS2 TS3 TS4

Stretch: Ask learners to suggest symptoms produced by common engine mechanical faults. Support: Supply a list of key terms that will help learners to complete the job cards.

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Scheme of work - Pearson Schools and FE Colleges · Scheme of work Chapter 3: ... SB = Student Book...

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