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1 AURT206670A Inspect and service transmissions (manual)© Commonwealth of Australia 2011

AUR30405 CERTIFICATE III IN AUTOMOTIVE MECHANICAL TECHNOLOGY

AURT206670A Inspect and service transmissions (manual)

TRAINER GUIDE

© Commonwealth of Australia 2011

ISBN: 978-1-876838-34-8

This document is available under a “Free for Education” licence for educational purposes – see http://www.aesharenet.com.au/FfE2 for details.

This work is copyright. You may download, display, print and reproduce this material in whole or in part or in modified form (retaining this notice) for your personal, non-commercial use or use within your organisation. If you use, display, or reproduce this material or a modified form of it in whole or in part within your organisation you must include the following words in a prominent location within the material in font not less than size 12: ‘The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work’. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca.

Funded under the Workplace English Language and Literacy (WELL) Program by the Australian Government Department of Education, Employment and Workplace Relations.

The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work

http://www.aesharenet.com.au/FfE2

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How to use this resourceThis learning resource will assist a trainer to deliver lessons for this competency. The Trainer’s Guide, PowerPoint and Learner Workbook support the delivery of the competency, and the Assessor Checklist assists with the learner’s assessment.

Trainer’s GuideThe Trainer’s Guide is divided into learning topics and contains information and strategies that guide the trainer through each step of the content delivery.

It also contains some suggestions for working successfully with learners who have difficulty with language, literacy and numeracy (LLN).

The Assessor Checklist supports the assessment of the learner’s competence. This Checklist can be used in both a training environment and the workplace. Using this document assists the trainer to assess a learner’s practical skills and their underpinning knowledge in a valid and consistent manner.

PowerPoint presentationThe PowerPoint presentation should be used to enhance the delivery, for example:

to discuss a diagram, procedure or concept as a group

to explain a process in more detail to a group

to invite and answer questions regarding a particular topic.

Learner WorkbookThe Learner Workbook style and content is designed to be as clear and accessible as possible for the learner.

Activity sign-off points are located in the workbook to enable the trainer to monitor the learner’s progress and understanding.

Icons used in this guide

PowerPoint presentation

Video clip

Access and equityPeople with differing needs and abilities should have the same opportunities to successfully gain skills, knowledge and experience through education and training. Trainers and their organisations should work to remove barriers and provide the supports people need to access, participate and achieve, irrespective of their age, disability, colour, race, gender, religion, sexuality, family responsibilities or location.

For students with disabilities, training organisations may make adjustments to ensure equal opportunity. Reasonable adjustments are designed to minimise the disadvantage experienced by learners with a disability and can include administrative, physical or procedural modifications.


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How can you identify learners with LLN needs? Adults with language, literacy and numeracy (LLN) problems often wish to avoid identifying themselves. They may have developed effective strategies to conceal their problems and manage in daily life.

Learners having trouble with the literacy or numeracy of a task may:

ask for help often

never ask for help to avoid drawing attention to themselves

avoid doing the task

use coping strategies for getting around the task

display inappropriate behaviours to divert attention from the task.

How should you approach learners with LLN needs? The following qualities should inform your dealings with these learners:

Tact – the learner is in a vulnerable position.

Respect – they have risked returning to a formal educational setting.

Confidentiality – a private chat is a much better strategy than pointing out the learner’s difficulties to them in front of other learners.

Supportiveness –you are in a position to encourage a learner who may previously have experienced failure and criticism in educational settings.

Openness - Full explanation of any formal strategies (such as extra classes or an alternative pathway) is important to ensure the learner fully understands their own needs and the reasons for any advice you may give them.


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Some training strategies for learners with LLN needsBe aware of the LLN needs of your learners and adapt your training strategies to maximise their chances of learning.

Here are some strategies that support learners with LLN needs.

1. Design of resources Check the language level of your resources. Make sure it is no

higher than the level required by the qualification and the job.

2. Teaching practices Use oral activities such as discussion, question & answer, and

demonstration as well as reading and written activities.

Don’t overload the learners with large amounts of information. Present it in manageable chunks. Break tasks down into smaller steps to make them clearer.

Teach the language of the workplace explicitly. Introduce new terms clearly. Explain exactly what they mean, even if you think it is obvious and everyone should know it.

Write new words and key words on the whiteboard as they arise. Explain them and give learners time to copy them down if they want to.

Scaffold any writing tasks. Provide a skeleton of a model and the learners add the details. To begin with, just leave out a few details. As learners’ skills develop, reduce the amount of structure provided, requiring them to do more themselves. This gives learners a framework to use until they feel confident to do a writing task independently.

Practice writing often. Provide opportunities for repeated practice of required writing tasks, initially supported /scaffolded and then independent practice.

3. Learner management When in a classroom setting, arrange the furniture so everyone

can see and hear easily. This also creates a sense of personal connection with the trainer, rather than a feeling of being invisible in a large group.

Encourage learners to ask questions. Point out that this is how we learn, and that it is not a sign of failure but a strategy that the best learners use.

Check regularly that learners have really understood the material you are presenting. Don’t just ask, “Have you got that?” Ask them to actively use the information in some way e.g. give an example, retell it in their own words, or answer a specific question.

Be alert for non-verbal signs that a learner doesn’t understand e.g. confused looks, frowning, leaning over to ask a neighbour, spending a lot of time doing preliminary arranging instead of tackling a task, never volunteering to answer a question.

Content Delivery guide


REMEMBER:The LLN level of the training, resources and assessment tasks should be no higher than that of the work learners are training to do.If learners have trouble reading questions and/or writing answers, and the LLN level required is above what they would need in their workplace, then oral questions and answers should be used as a substitute.

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Video clipsThe video clips referred to in this Guide are from a commercial provider of automotive training resources called CDX Global http://www.cdxglobal.com/ . Many Australian automotive RTOs subscribe to CDX and use some combination of their resources, and the videos referred to here are an excellent enhancement of training.

However they are not critical to a successful training outcome. Video clips from other sources, hands-on demonstration and ‘home-made’ videos using flip cameras or similar are all good substitutes.

Below are the CDX videos suggested for use in this unit:

Video Title CDX Number

Manual transmission layout 3201

Gear ratio 3101

Gear trains 3104


http://www.cdxglobal.com/

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Delivery guideTOPIC INFORMATION METHODOLOGY RESOURCES

Personal safetyEquipment safety

Provide learners with an overview of the safety requirements and use of: oil draining equipment oil storage equipment special service tools hoists, trolley jacks and safety

stands.

Oral presentation Example of PPE and discussion on correct

use of workshop equipment.

PowerPoint slides 1-4

Learner workbook pp. 11–18Personal safety equipmentAccess to oil storage equipmentAccess to a workshopApplicable tools and equipment

Environmental issues

MSDS

Provide learners with an overview of the pollution and waste handling problems and the issues of: waste oil oil spills degreasing and parts washing.

Oral presentation Example of how to correctly dispose of

waste oil and manage oils pills and the use of oil spill kits.

Material Safety Data Sheets.

PowerPoint slide 5-6

Learner workbook pp. 19–21Access to a workshopMSDSOil spill kit

Care of equipmentElectronic testing and diagnostic equipmentVehicle protection

Management of electronic tools and equipmentIssues with management of customers vehicles.

Oral presentation Use and management of electronic

equipment and tools. Managing a customer’s vehicles.

Learner workbook p. 22

Activity 1 Learners to complete Activity 1 in workbook.

Learners to complete Step 3 chart.Conduct review of activity and discuss.

Learner workbook pp. 23-25


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TOPIC INFORMATION METHODOLOGY RESOURCES

Activity 2 Learner to complete Activity 2 in workbook.

Learners to complete Questions 1 – 14.Conduct review of questions and discuss.


Transmission gears Provide learners with an overview of types of transmission gears spur helical hypoid.

Oral presentationDiscuss differences in transmissions gears and describe there applications.

Learner workbook pp. 31-33Access to a workshopTransmission gearsApplicable tools and equipment

Functions and properties of lubricants

Provide learners with an overview of lubricants.

Oral presentationWhy transmissions need lubrication: viscosity oil or fluids additives EP additives lubricant ratings (GL) transmission oils.

Learner workbook pp. 35-36Transmission lubricant chartsTransmission oil containers


Learners to complete questions 1 – 12.Conduct review of questions and discuss.



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Transmissions Provide learners with an overview of the function of the transmission and its components.

Oral presentationDiscuss function of transmissions in vehicles with front and rear wheel drive: function of the transmission torque Overdrive v gear reduction.



Manual transmission layout

CDX Video 3201Access to a workshopTransmissionsApplicable tools and equipment

Gear ratio principles Explain the principles of gear ratio’s and their application in transmissions.

Oral presentationDiscuss principles of gear ratios: moment torque simple gear trains calculating gear ratios compound gear train gear synchroniser.



Gear ratio

CDX Video: 3101

Gear train

CDX Video: 3104


Learners to complete Questions 1 – 12.Conduct review of questions and discuss.



Learners to complete questions calculating compound gear ratios, gears 2 -5 and reverse gearConduct review of questions and discuss.



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Transfer case Explain the principles of transfer case and their application.

Oral presentationDiscuss function of a transfer case and how they operate: four wheel drive part time four wheel drive small four wheel drive.

PowerPoint slide 14

Learner workbook p. 76Access to a workshopTransfer cases in vehiclesApplicable tools and equipment

Service procedures Explain the principles of major and minor servicing of transmissions.

Oral presentationDiscuss how to perform major and minor transmission services: vehicles fitted with transmissions vehicles fitted with transaxles lubrication of external components visual checks engine transmission mounts functional/operational tests.

PowerPoint slide 15

Learner workbook pp. 78-86Access to a workshopRunning enginesApplicable tools and equipment

Activity 6 Learner to complete workshop task. Learners complete workshop tasks: major service of vehicles transmission learners to complete transmission service

checklist conduct review of questions and discuss.

Learner workbook p. 87Access to a workshopVehicle with transmission fittedTools and equipment


Learners to complete Questions 1 – 7Conduct review of questions and discuss.

Learner workbook p. 91


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ASSESSOR OBSERVATION CHECKLISTApplicant name:

Assessor name:

Location:

Unit of competency: AURT206670A - Inspect and service transmissions (manual)

Instructions for the assessor:1. Identify a vehicle on which the candidate can perform the practical tasks2. Observe the candidate perform the practical tasks.3. Place a tick in the box to show that the candidate has completed each practical task

competently.4. Whilst carrying out the practical tasks ask the candidate a selection of the questions from the

attached list. This is to:a. confirm their ability to relate underpinning knowledge to practical situationsb. identify their ability to transfer practical skills to various vehicles/situations.

5. Place a tick in the box to confirm that candidates answered the questions correctly.6. Complete the feedback sections of the form.

Type of vehicle &/or equipment &/or system

Work performed

Date of observation

OBSERVATIONSThe applicant is able to:

1. Select and correctly use the appropriate tools and equipment for the task, including PPE.

2. Read, interpret and can apply information from Material Data Sheets.

3. Read, interpret and apply relevant information from manufacturer specifications, manuals and other sources.

4. Locate relevant information regarding the raising of vehicles (weight capacity, safety locks, positioning).

5. Follow the workshop manuals procedure for correct transmission servicing techniques.

6. Follow the workshop manuals procedure for correct transmission identification.

7. Use jacks/stands and/or hoists safely and correctly to raise the vehicle.

8. Check transmission for leakage, e.g. Gaskets, oil seals, switches, drain plugs.

9. Drain oil from the transmission only after the vehicle has cooled to a safe temperature.

10. Inspect drained oil for foreign material to assist in diagnosis.

11. Undertake all necessary adjustments as outlined in the manual


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12. Conduct a visual and physical inspection on electronically controlled vehicles to ensure that all electrical connections are sound.

13. Refill transmission with correct volume and fluid type.

14. Remove and disposes of removed transmission fluid in appropriate manner.

15. Establish a list of components to replace during service.

16. Test drive vehicle to check for normal operation.

17. Follow correct cleaning procedure for transmission and associated components.

18. Conduct service without causing damage to any component or system and in accordance with manufacturer specifications.

19. Follow industry regulations/guidelines, OHS legislation, statutory legislation and enterprise policies and procedures for service activities.

20. Complete service records and calculation of next service interval - to workplace standards.

21. Communicate procedural information correctly.


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ASSESSOR OBSERVATION CHECKLIST

Did the candidate’s overall performance meet the standard? Yes No

Feedback to candidate

General comments / Strengths / Improvements needed

Candidate signature: __________________________________ Date: ____/____/20___

Assessor signature: __________________________________ Date: ____/____/20___


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ASSESSOR QUESTIONS

Questions to probe the candidate’s underpinning knowledgeSatisfactory

response

Yes No

1. Describe the workplace procedures for preparing to inspect manual transmissions

2. State the work procedures for inspection and the analysis of results for transmissions (manual)

3. Detail the service procedures and adjustments implemented for transmissions (manual)

4. What are the major components and function of a manual transmission?

5. What are the manual transmission service requirements?

6. What type of oil is suitable for a manual transmission?

7. What could cause the following transmission oil faults? large amounts of metal in the drained oil brownish coloured oil that had a strong odour milky white coloured oil

8. What should you visually check the transmission selectors for?

9. How can you obtain information on operating a hoist that you are unfamiliar with?

10. What is the correct method of disposing of waste products collected during servicing?

11. What other OH&S precautions do you need to consider when doing this work?

12. Describe the dangers associated with vapour, dust or fluid found on vehicles with manual transmissions

13. Does the student have an understanding of gear ratios?

14. Describe how torque is multiplied in a manual transmission

15. What is the advantage of a helically cut gear?


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ASSESSOR QUESTIONS

The candidate’s underpinning knowledge was: Satisfactory Not satisfactory

Feedback to candidate

General comments / Strengths / Improvements needed

Candidate signature: __________________________________ Date: ____/____/20___

Assessor signature: __________________________________ Date: ____/____/20___


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