ALEX Lesson Plan: Automotive Brake Service-Constructing a ...



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| |This lesson provided by: |

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| |Author: |

| |Peter Cutler |

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| |System: |

| |Chambers County |

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| |School: |

| |Chambers County Career Technology Center |

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| |Lesson Plan ID: |

| |29873 |

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| |Title: |

| |Automotive Brake Service-Constructing a Brake Trainer |

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| |Overview/Annotation: |

| |A brake trainer can be a valuable assett to teaching students about automotive brakes. On the vehicle brake systems are |

| |embedded and difficult to see  in the  "big picture" of brake systems. |

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| |Content Standard(s): |

| |TDL(9-12) Transportation, Distribution, and Logistics |

| |5. Demonstrate personal and environmental safety practices for transportation, distribution, and logistics industries |

| |associated with clothing; eye protection, hand protection; proper lifting techniques; hand tools; power equipment; proper |

| |ventilation; and the handling, storage, and disposal of fuels, chemicals, and materials in accordance with federal, state, and |

| |local regulations. |

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| |TDL(9-12) Transportation, Distribution, and Logistics |

| |6. Demonstrate technical tasks associated with the transportation, distribution, and logistics industries, including locating |

| |information in technical manuals, practicing technical writing skills, and solving mathematics problems to complete technical |

| |applications. |

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| |TDL(9-12) Transportation, Distribution, and Logistics |

| |7. Apply problem-solving and critical-thinking skills by organizing technical information for scripting a transportation, |

| |distribution, and logistics document. |

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| |TDL(9-12) Transportation, Distribution, and Logistics |

| |9. Demonstrate communication skills related to the transportation, distribution, and logistics industries. |

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| |TDL(9-12) Transportation, Distribution, and Logistics |

| |11. Utilize information technology tools to access, manage, and integrate information. |

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| |TDL(9-12) Transportation, Distribution, and Logistics |

| |12. Demonstrate leadership and teamwork skills gained through student organization activities. |

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| |TDL(9-12) Transportation, Distribution, and Logistics |

| |13. Demonstrate use of various types of tools and equipment used in the transportation, distribution, and logistics industries.|

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| |TDL(9-12) Automotive Brakes |

| |1. Demonstrate personal and environmental safety practices, including clothing, eye protection, hand tools, power equipment, |

| |and proper ventilation related to automotive brake operation and maintenance. |

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| |TDL(9-12) Automotive Brakes |

| |6. Practice general hydraulic system diagnosis and repair. |

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| |Local/National Standards: |

| |5. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system; determine necessary |

| |action. |

| |6. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging or wear; tighten loose |

| |fittings and supports; determine necessary action. |

| |7. Replace brake lines, hoses, fittings, and supports. |

| |8. Fabricate brake lines using proper material and flaring procedures (double flare and ISO types). |

| |9. Select, handle, store, and fill brake fluids to proper level. |

| |10. Inspect, test, and/or replace metering (hold-off), proportioning (balance), pressure differential, and combination valves. |

| |11. Inspect, test, and/or replace components of brake warning light system. |

| |12. Bleed and/or flush brake system. |

| |13. Test brake fluid for contamination. |

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| |Primary Learning Objective(s): |

| |From Plan of Instruction |

| |6. Inspect brake lines, flexible hoses, fittings for leaks, dents, kinks, rust, cracks, bulging, or wear; tighten loose |

| |fittings and supports; determine necessary action. |

| |7. Fabricate and/or install brake lines (double flare and ISO types); replace hoses, fittings, and supports as needed. |

| |8. Select, handle, store, and fill brake fluids to proper level. |

| |9. Inspect, test, and/or replace metering [hold-off], proportioning [balance], pressure differential, and combination valves. |

| |10. Inspect, test, and adjust height (load sensing) proportioning valve. |

| |11. Inspect, test, and /or replace components of brake warning light system. |

| |12. Bleed (manual, pressure, vacuum or surge) brake system. |

| |13. Flush hydraulic system. |

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| |Additional Learning Objective(s): |

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| |Leadership training in organizing ,managing and directing a multi faceted project by students. |

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| |Approximate Duration of the Lesson: |

| |Greater than 120 Minutes |

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| |Materials and Equipment: |

| |1-1/2" square steel tubing |

| |automobile or light truck differential with brake shoes and drums attached. |

| |automobile or light truck steering knuckle left and right with disc brake calipers and rotors attached. |

| |Flexible brake hoses front and rear for the year make and model of your "donor" parts |

| |Master cylinder, brake combination valve and ANY ABS[antilock brake system] components you can get your hands on from your |

| |donor vehicle. |

| |Steel brake tubing appropriate for your donor vehicle. [Ford Ranger, Mazda 2300-4000 series pick ups are plentiful] |

| |Brake tubing bender |

| |Brake line flaring tool |

| |1/2" all thread |

| |Nuts, bolts and attaching hardware as needed for your configuration. |

| |A supply of "bad" parts so you can introduce faults to the trainer and have students diagnose and repair them. |

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| |Technology Resources Needed: |

| |Computer with Internet access |

| |Autocad, Solidworks or similar design software to design base for trainer |

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| |Background/Preparation: |

| |Keep in mind you are constructing a mock up brake system for a car or light truck. Keep locations as close to factory locations|

| |as possible. for example do not mount the master cylinder below the calipers and wheel cylinders as bleeding the system will be|

| |next to impossible. |

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| |Procedures/Activities: |

| |When considering the design of the base for your brake trainer keep in mind to use this trainer for on the car brake lathe |

| |training the overall height of the disc brake rotor should not exceed 40" |

| |The design of the front legs should accomodate the on the car lathe as well. |

| |The width dimension of the trainer is dictated by the spring mounts on the rear differential.  |

| |Using Auto-cad, Solid-works  or similar software create the design for the base of the brake trainer. Collaboration with |

| |another program whose primary focus may be design is an acceptable integration of 2 or more programs in a PBL [Project Based |

| |Learning] activity. |

| |The design should include mounting points for the rear axle assembly, places to attach the 1/2" all thread to mount the |

| |steering knuckles on and a plate to attach the master cylinder to.  |

| |Once the frame is constructed, attaching the brake components to the frame by students teaches brake repair techniques in the |

| |fabrication of brake line, double flaring procedures on tubing, replacing wheel cylinders and calipers and bleeding brakes.  |

| |The completed trainer allows for nearly all course of study objectives to be taught, practiced and mastered without the need |

| |for an actual vehicle.  |

| |The teacher can involve as many as 5 groups of students on a single trainer. One for each wheel position and one on the master |

| |cylinder.  |

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| |Attachments:**Some files will display in a new window. Others will prompt you to download. |

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| |Assessment Strategies: |

| |Assessment on this project based learning activity can be measured in many ways. |

| | Communication between different groups such as frame builder and designer |

| |Communication between brake line fabricators and those installing the components on the frame. |

| |Problem solving and critical thinking skills in design and construction are measured by the functionality of the finished |

| |product. |

| |The use of tools and equipment common to tasks associated with the transportation and distribution cluster. Proper selection |

| |and use of these tools and equipment will be graded through observation by the teacher.  |

| |Fabrication of brake lines: |

| |Student correctly fabricates ISO double flare without assistance 20 points. |

| |Student fabricates single flare without assistance 10 points. |

| |Demonstrate proper yse of tubing bender to create specified bends of 45 deg, 90 deg. Score 20 points per correct bend. |

| |Proper selection and use of tubing wrenches to secure brake lines 20 points. |

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| |Extension: |

| |The integration of ABS [Antilock Brake System] components, by second year students, to the trainer would satisfy learning |

| |objectives in the Anti-lock Brakes lessons not addressed here. |

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| |Remediation: |

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| |Students engaged in this project based learning activity would likely be engaged as helpers who would be directed to a task |

| |rather than directing the task.  |

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| |Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning |

| |and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a |

| |failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on |

| |task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. |

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| |Presentation of Material |

| |Environment |

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| |Time Demands |

| |Materials |

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| |Attention |

| |Using Groups and Peers |

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| |Assisting the Reluctant Starter |

| |Dealing with Inappropriate Behavior |

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| |Be sure to check the student's IEP for specific accommodations. |

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| |Variations Submitted by ALEX Users: |

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