Maintanance & Repair of Two Wheelers & Three Wheelers -II

MAINTENANCE AND REPAIRSOF TWO WHEELERS AND THREE WHEELERS

VOCATIONAL HIGHER SECONDARY

GOVERNMENT OF KERALADepartment of Education

2006STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING (SCERT)

VIDYABHAVAN, POOJAPPURA, THIRUVANANTHAPURAM -12KERALA

SECOND YEAR

TEACHERS’ SOURCEBOOK

Prepared by:State Council of Educational Research & Training (SCERT)

Vidyabhavan, Poojappura, Thiruvananthapuram -12Kerala

E-mail:[email protected]

Type setting by:SCERT Computer Lab.

©Government of KeralaEducation Department

2006

This Teacher’s Sourcebook on Maintenance and Repairs of TwoWheelers and Three Wheelers introduces the teacher to the mainprinciples and practices of the revised pedagogy which is activity-based, process-oriented and learner-centred.

The realisation that learning is not mere storing information in memoryand that real learning is construction of knowledge throughobservation, comparison, classification and analysis has led us to givea new thrust to the teaching-learning process at Vocational HigherSecondary level to make it more meaningful and learner-friendly.

This sourcebook has been developed primarily for the benefit ofteachers who teach Maintenance and Repairs of Two Wheelers andThree Wheelers at Vocational Higher Secondary level. The subjectmatter has been dealt with utmost care, in tune with the revisedcurriculum and pedagogic principles. It is hoped that this book willenable the teacher to provide suitable learning activities for effectivelearning.

The success of the approach depends upon the vision and commitmentof the teacher. They are expected to make use of this sourcebook atall stages of their teaching process. It is also expected that the teacherwould seek help and guidance from other sources like libraries andwebsites.

Hope that this sourcebook will help the teacher to develop the skillsand experience required for effective classroom transaction.

Creative criticism and suggestions for improvement are most welcome.

With regards,

Thiruvananthapuram Dr E. Valsala Kumar July, 2006 Director

SCERT, Kerala

Foreword

Dear Teachers,

ContentsPART I

General Approach ................................................. 05

Learning Strategies ............................................... 22

Curriculum Objectives ......................................... 33

Syllabus .................................................................. 37

List of Practical works .......................................... 39

Planning .................................................................. 41

Subject Approach .................................................. 48

Evaluation .............................................................. 51

PART II

1 Cooling System ................................................. 65

2 Lubrication System........................................... 69

3 Clutch ................................................................. 73

4 Transmission ..................................................... 78

5 Differential and Rear axle ............................... 85

6 Chassis and Suspension System .................... 90

7 Brake System..................................................... 94

8 Wheels and Tyres ............................................. 100

9 Emission Control .............................................. 104

PART III

Sample Questions .......................................... 108

Reference Books ............................................ 110

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• Maintenance and Repairs of Two wheelers and Three wheelers

SIGNIFICANCE OF VOCATIONAL EDUCATIONThe ultimate aim of education is human refinement. Education should

enable the learner to formulate a positive outlook towards life and to accept astand which suits the well being of the society and the individual as well.

The attitude and potential to work has determined the destiny, progressand cultural development of the human race. As we all are aware, the objectiveof education is to form a society and individuals having a positive work culture.The educational process expected in and outside our formal schools shouldconcentrate upon inculcating concepts, abilities, attitudes and values in tunewith these work culture. Hence vocationalised education cannot be isolatedfrom the main stream of education. In another sense, every educational processshould be vocationalised. However due to our inability to utilize the resourceswisely, scarcity of job opportunities is a severe issue of the present society. Forovercoming this deep crisis, emergent techniques have to be sorted out andappropriate researches have to be seriously carried out. It is in this sense thatthe content and methodology of Vocational Higher Secondary Education haveto be approached. The need for meaningful linkages between the world of workand world of education is well recognized. The essence of the recommendationsmade by various commissions and committees is that the vocationalisationshould be the main feature of the future system of education at the highersecondary stage, it can be extended to school level also.

Vocational education is a system of education which intends to preparestudents for identified occupations , spanning several areas of activities.

The Vocational Higher Secondary course is envisaged as a part of the NationalPolicy on Education with the noble idea of securing a job along with education.The relevance of vocational education is very great in this age of unemployment.This education system, which ensures a job along with higher education standsaloof from other systems of education.

This education imparts the life skills required by the youth to enter theworld of work and assuming the responsibilities of adulthood. As per the expertmeeting report (2001) of UNESCO, the life skills are grouped under four

GENERAL APPROACHI

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Teachers' Sourcebook VHSE II year

categories. They are

1. skills for personal fulfilment

2. skills for living in society

3. skills for dealing with changing economies

4. skills for dealing with changing work patterns.

Vocational Education ensures fulfilment of manpower requirement fornational development and social security for the citizens through self-employment. It also helps to reduce the migration of rural youth to urban areasand thus helps in rural development.

The learners of Vocational Education get an opportunity to avail one yearapprenticeship training in industries to improve their practical skill. Duringthe course of study, on the job training (OJT) for 10 days in a year is arrangedto improve the skill and efficiency of the learner. This education system motivatesthe attitude towards self –employment through Production/ Service CumTraining Centres. (PTC)

Objectives of Vocational EducationThe National policy on education has accorded very high priority to the

programme of vocationalisation of education, considering the following objectives.

1. To fulfil national goals of development and the removal of unemploymentand poverty.

2. To impart education relevant to increased production and productivity,economic development and individual prosperity.

3. To make available skilled work force at all levels to alleviate the ruralunemployment and for the development of nation.

4. To develop environmental awareness to ensure sustainable development.

5. To develop vocational aptitude, work culture, values and attitudes of thelearners so as to enrich the productivity of the nation.

6. To develop entrepreneurial competencies and skills of learners for selfreliance and to undertake gainful self employment.

7. To facilitate the expansion of higher education and explore futureopportunities through innovative guidance and programmes.

8. To develop vocational competencies, creative thinking in the related areasand facilitate training.

9. To create awareness on mental, physical and social health.

10. To acquire awareness about different job areas and to provide backgroundsfor acquiring higher level training in subjects concerned.

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LearningLearning is construction of knowledge through a continuous mental process.

It is an advancement through adding and correcting in the light of comparingthe new issue with the previously learned concepts. It is an intellectual processrather than the mere memorisation of facts. It is a conglomeration of a varietyof activities like problem solving, finding out co-relations, prediction, arrivingat conclusions, rational as well as critical thinking, finding applications, groupingfor other possibilities and extracting the crux. When opportunities are providedfor intellectual processes learning will become effective and intellectual abilitywill get strengthened.

Theoretical foundations of learningEducation is the best device that can be adopted for creation of a new

society. It should be democratic in content and process and should acknowledgethe rights of the learner. It should also provide opportunity for better citizenshiptraining. The concept of equality at all areas should get recognition in theoryand practice. There should be conscious programme of action to developnationality, humaness and love against the encroachment of sectarianism ofcaste and religion. The learner should become cognisent of the implications ofprivatisation, liberalisation, globalisation etc.

They should develop a discrimination to use the acquired learning as aliberative weapon.

They should be able to view education and life with the perspective of socialwell being. They should get opportunity to recognise that co-operation is betterthan competition and that co-operation is the key to social life and culture.

A basic awareness of all the subjects needed for life is essential for allstudents.

The remnants of perspectives formed in us during the colonial period stillinfluence our educational philosophy. The solution to the present dayperplexities of the society which approaches education on the basis ofcompetitions and marketisation is only a comprehensive view of life.

It is high time that education was recognized on the basis of the philosophyof human education. The human approach to education has to reflect in itscontent, learning process and outlook. The perspective of ‘learning to be’ and‘learning to live together’ as expressed by the UNESCO and the concepts ofexistential, intrapersonal and interpersonal intelligence.

The basis of new approaches on curriculum and teaching- learning processare derived from the developments tookplace in the east and west of the world.

When we begin to see the learner at the centre of the learning process, theteaching process has to be changed timely. It is the result of the rapid growthand development of Science and Technology and Pedagogy. If we want to undergo

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the changing process, we have to imbibe the modern hypothesis regardinglearner that they have

l Great curiosity

l Good imagination

l Numerous other qualities and interests

l Independent individuality

l Interest in free thinking and working in a fearless atmosphere.

l Interest in enquiring and questioning.

l Ability to reach conclusions after logical thinking.

l Ability for manifest and establish freely the conclusions arrived at.

l Interest for recognition in the society.

l Determination to face the interference of society and make componentswhich is a part of social life.

When we consider the learning system, the domains to be stressed ineducation according to the modern development becomes relevant.

The knowledge domain consists of

l Facts

l Ideas

l Laws

l The temporary conclusions and principles used presently by scientists.

Learning is a process. The continuous procedures we undergo to reach aparticular goal is process. The skills which are parts of the process to analyzethe collected ideas and proofs and come to a conclusion is called process skills.Some important process skills are

l To observe

l To collect data and record

l To classify

l To measure and prepare charts

l To experiment

l To predict

l To recognize and control the variables

l To raise questions

l To generalize

l To form a hypothesis and check.

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l To conclude

l To communicate

l To predict arid infer

l To use tools.

In addition to this, consider the skills related to creative domain also, theyare skills:

l To visualize

l To connect facts and ideas in new ways.

l To find out new and uncommon uses of objects

l To fantasize

l To dream

l To develop creative isolated thoughts

Again, the following factors consisting in the Attitudinal domain are alsoimportant as;

l Self confidence

l Love for scientific knowledge

l Attitude to know and value history

l Respect human emotions

l Decide with reasonable present problems

l Take logical decisions regarding personal values

As regards the application domain the important factors are the ability to:

l observe in daily life examples of ideas acquired.

l take the help of scientific process to solve the problems of daily life.

l choose a scientific life style

l connect the ideas acquired with other subjects.

l integrate the subjects with other subjects.

Some basic stands have to be taken on the new scientific knowledge aboutintelligence learning and teaching. When such basic concepts are acceptedchanges are required in the following factors.

l The vision, approach, structure and content of the curriculum.

l The vision, approach, structure and content of the textbooks.

l Role of the teacher and the learner.

l Learner atmosphere, learning materials and learning techniques.

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Some scientific perspectives accepted by modern world in EducationalPsychology are given below.

ConstructivismThis approach puts forward the concept that the learner constructs

knowledge. New knowledge is constructed when ideas are examined andpracticed in new situations relating them with the previously acquired knowledgeand experience. That is assimilated into the cognitive structure of one’sknowledge. This method which gives priority to critical thinking and problemsolving provides opportunity for self motivated learning.

Social ConstructivismSocial constructivism is a branch of constructivism. Knowledge is formed,

spread and imbibed and it becomes relevant in a social environment. Interactivelearning, group learning, co-operative participatory learning, all these areconcepts put forward by social constructivism.

The main propounders of constructivism are Piaget, Vygotsky and Bruner.

Discovery learning and interactive learning have prime importance. Learningtakes place as a part of the attempt for problem solving. The activities of alearner who confronts cognitive disequilibrium in a learning situation when hetries to overcome it leads to the renewal of cognitive structure. It is throughthis process construction of new knowledge and the assimilation of them takeplace. Observation and enquiry are unavoidable factors. The learner advancestowards new areas of acquisition of knowledge where he tries to compare hisnew findings with the existing concepts.

Learning is a live mental process. Rather than the ability for memorizationof facts cognitive process has to be given emphasis. The process of problemanalysis, elucidation, critical thinking, rational thinking, finding out corelation,prediction, hypothesis formation, application, probing for other possibilities,extracting the crux and other processes are of critical importance in learning.

Constructivism gives greater predominance to co-operative learning. Socialand cultural factors influence learning. Sharing of knowledge and experienceamong learners, collective enquiry, assessment and improvement, group activityand collaborative learning by sharing responsibilities with the objective of publicactivity, provide opportunity for effective learning.

In learning internal motivation is more important than external motivation.The learner should have interest and initiative in learning. Learning situationshould be capable of forming a sense of ownership in the learner regarding thelearning process.

Learning is not a linear process. It progresses in a spiralled way advancingdeeper and wider.

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New Concepts of Learning1. Discovery Learning

The teacher has to create a motivating atmosphere for the learner to discoverconcepts and facts, instead of listening always. Creating occasion to progresstowards discovery is preferred. Instead of telling everything before and compellingto imitate the models, situations are to be created to help the children actmodels as themselves.

2. Learning by discussion

Discussion leads to learning is Burner’s theory. Here discussion is notopposing each other. It is a sharing on the plane of ideas. New ideas are arrivedat by seeking explanations, by mutual giving and taking of ideas and by problemsolving.

3. Problem solving and learning

Only when the learner feels that some thing is a problem to be solved thathe takes the responsibility of learning it. It is an inborn tendency to act to solvea problem that causes cognitive disequilibrium in a particular area. It is alsoneeded to have confidence that one is capable of doing it. The problems are tobe presented in consideration of the ability and level of attainment of thelearner.

4. Collaborative learning

This is the learning in which the responsibilities are distributed among themembers of the group keeping common learning objectives. The commonresponsibility of the group will be successful only if each member dischargeshis duties. All the members will reach a stage of sharing the result of learning,equally through the activity with mutual understanding. The teachers whoarrange collaborative learning will have to make clear the responsibilities to bedischarged. This is possible through the discussion with the learners.Collaborative learning will help to avoid the situations of one person workingfor the whole group.

5. Co-operative learningThis is the learning in which the learners help one another. Those who

have more knowledge, experience and competency, will help others. By thisexchange of resources the learners develop a plane of social system in learningalso. As there are no high ups and low ones according to status among thelearners they can ask the fellow students doubts and for helps without anyhesitation or in hesitation. Care should be taken not to lead this seeking ofhelp to mechanical copying. It should be on the basis of actual needs. So evenwhile encouraging this exchange of ideas, among the members of the groupcautious acceptance is to be observed as a convention. There should be anunderstanding that satisfactory responses should come from each member

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and that the achievement of the group will be assessed on the basis of theachievement of all the members

6. Zone of Proximal DevelopmentVygotsky observes that there is a stage of achievement where a learner

can reach by himself and another higher zone where he can reach with thehelp of his teachers, peers and elders. Even though some of them can fulfil the

learning activity by themselves there is the possibility of a higher excellence.If appropriate help is provided every learner can better himself.

7. Scaffolding

It is natural that the learner may not be able to complete his work if hedoes not get support at the proper time. The learner may require the help ofthe teacher in several learning activities. Here helping means to make thelearner complete the activity taking responsibility by himself. The teacher hasto keep in mind the objective of enabling the learner to take the responsibilityand to make it successful.

8. Learning - An active mental process

Learning being a cognitive process, the teacher needs to know cognitiveprocesses to facilitate the creation of learning opportunities. Learning can bemade effective by providing learning experiences involving mental processeslike

l Retrieves/recollects/retells information

l Readily makes connections to new information based on past experiencesand formulates initial ideas /concepts.

l Detects similarities and differences

l Classifies/categorises/organises information appropriately.

l Translates/transfers knowledge or understanding and applies them in anew situation.

l Establishes cause-effect relationships

l Makes connections/relates prior knowledge to new information/appliesreasoning and draw inferences

l Communicates knowledge/understanding through different media.

l Imagines/fantasises/designs/predicts based on received information

l Judges /appraises/evaluates the merits or demerits of an idea/developsown solutions to a problem.

9. Intrinsic Motivation

Intrinsic motivation is given more importance than extrinsic motivation.The teacher has to arouse the internal motivation of the learner. A personinternally motivated alone can immerse in learning and own its responsibility.

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10. Multiple intelligence

The Theory of Multiple Intelligence put forward by Howard Gardener hascreated a turning point in the field of education. The National curriculumdocuments has recommended that the curriculum is to be designed takinginto consideration of this theory.

Main Factors of the Intellect

1. Verbal/linguistic Intelligence

Ability to read and write, making linguistic creations, ability to lecture,competency to effective communication, all these come under this. This canbe developed by engaging in language games and by teaching others.

2. Logical/mathematical Intelligence

Thinking rationally with causes and effect relation and finding out patternsand relations come under this area. Finding out relations, explaining things,sequential and arithmetical calculations etc. are capable of developing thisarea of intelligence.

3. Visual/spatial Intelligence

In those who are able to visualize models and bringing what is in theimagination into visual form and in philosophers, designers and sculptors thisarea of intelligence is developed. The activities like modelling using clay andpulp, making of art equipments, sculpture, and giving illustrations to storiescan help the development of this ability.

4. Bodily Kinesthetic Intelligence

The activities using body language come under this. This area of intelligenceis more developed in dancers and actors who are able to express ideas throughbody movements and in experts in sports, gymnastics etc.

5. Musical Intelligence

This is an area of intelligence which is highly developed in those who areable to recognise the different elements of music, in musicians and in thosewho can here and enjoy songs. Playing musical instruments, imitating thesongs of musicians, listening silently to the rhythms and activities like thisare capable of developing this area of intelligence.

6. Interpersonal Intelligence

Those in whom this area of intelligence is developed show qualities ofleadership and behave with others in a noble manner. They are capable ofunderstanding the thought or others and carrying on activities like discussionsuccessfully.

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7. Intrapersonal Intelligence

This is the ability to understand oneself. These people can recognise theirown abilities and disabilities. Writing diaries truthfully and in an analysingway and assessing the ideas and activities of others will help developing thisareas of intelligence

8. Naturalistic Intelligence

A great interest in the flora and fauna of the nature, love towards fellowbeings interest in spiritual and natural factors will be capable of developingthis area.

9. Existential Intelligence

The ability to see and distinguish ours own existence as a part of the universe,ability to distinguish the meaning and meaninglessness of life, the ability torealise the ultimate nature of mental and physical existences, all these arethe peculiarities of this faculty of intelligence.

Emotional QuotientThe concept of emotional intelligence put forward by Daniel Golman is used

in framing the new curriculum. The fact that one’s Emotional Quotient (E.Q) isthe greatest factor affecting success in life is now widely accepted. The teacherwho aims to focus on improving the emotional intelligence of students need toconcentrate on the following.

i) Ability to take decisions

Rather than imposing decision on students while planning and executingactivities, the students may be allowed to take part in the decision makingprocess. Taking decisions through open discussion in the class, inviting studentssuggestions on common problems etc. are habits to be cultivated.

ii) Ability to reach consensus

l When different opinions, ideas and positions arise, the students may begiven the responsibility to reach a consensus.

l Imagining what would be the course of action in some situtations, allowingto intervene in a healthy way in problems between individuals.

iii) Problem solving

l Developing the idea that there is reason and solution to any problem.

l Training in finding reasons for problems.

l Suggesting solutions through individual or group efforts.

l Discussing social problems.

l Analysing the shortcomings in methods to solve problems.

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Whether plastic can be banned within school premises can be given as aproblem. Group discussion will provide reasons and solutions. Problems, whichcan influence classroom learning and for which the learner can activelycontribute solution need to be posed

l Self criticism, evaluation

l Ability to face problem-situation in life

l Thinking what one would do if placed in the situation of others, how onewould respond to certain experiences of others - All these foster the growthof emotional intelligence.

iv) Life skills

Life skills need to be given a prominent place in education. W.H.O. haslisted : skills required for-success in life.

l Self awareness

l Empathy

l Inter personal relations

l Communication

l Critical thinking

l Creative thinking

l Decision making

l Problem solving

l Coping with emotion

l Coping with stress

The new curriculum addresses these areasKnowing the characteristics of the learner, role of the teacher and how to

use the teachers handbook help the teacher to plan and effectively implementlearning activities.

Role of a Teacher

In the earlier approach the teacher was mainly depending on the lecturemethod for teaching. But in the new method of education the student centeredapproach is given more importance than the teacher centered approach. Underthis changed scenario the teacher has to perform the following roles in theclassroom.

The teacher should be

l A facilitator of learning

l A guide to the overall development of the student

l A good observer and motivator

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l Able to consider the activities, needs, special features and age group ofstudents at higher secondary level.

l Able to understand the limitations of learner and their learning problems.

l An instructional material developer

l A good communicator

l An innovator

l Able to raise leadership qualities and self confidence of the learner

l An authoritarian in the concerned subject

l Able to arrest and sustain the attention of the learner

l Able to bring out and encourage the inborn talents.

l A resource manager to ensure the optimum utilisation of resources.

l A systematic record keeper

l A controller to issue guidance to the students

l A person with high level of practical competency

l Able to corelate area of study with familiar environmental situations

l A self evaluator and good listener

l Able to create awareness in social problems

l A person with democratic and humanitarian approach

l A professionalist as well as philosopher

l A good evaluator

l A good organisor and a friend.

l A co-learner as well as co-researcher

l Able to give assistance and advice in placement needs and self employmentby giving moral and technical support

l Able to keep moral values

l A person equipped with skill for using new techniques of learning

l Optimistic and impartial

Child friendly Class Room AtmosphereLearning can be effective and enjoyable only when the class atmosphere is

according to the new concept of learning and the characteristics of highersecondary teacher.

l Class and seating are arranged in an attractive way

l Democratic nature is upheld

l Always active

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l Students interact with teachers without fear

l Opportunity for a variety of activities

l Students allowed to involve interesting group activities

l Learning speed, learning style and different levels of attitudes areconsidered. Help is extended whenever needed.

l Sufficient instructional materials are available

l There is freedom of expression, students share their ideas and experiences

l Students are given acceptance and encouragement

l Healthy atmosphere

l Needs of each student is given consideration. Happy and energeticatmosphere

l Teachers work considering the rights of students

l Prtoblems handled in a patient way

l Teachers look at all events from the students view point

There will be students of various ability levels in any class because learningstyle, learning speed, varying exposure to language experiences, physical andpsychological problems and varying socio-cultural background.

The learning experiences provided must help to bring the low activities toan expected level and extended the breadth and depth of the skills of the highactivities.

By repeating experiences, introducing variations in a learning experienceto suit different levels and if needed, formulating additional experiences theproblem of varying ability levels can be tackled.

Characteristics of Learner at Vocational Higher Secondary LevelThe learner in second year has undergone a learner centered and process

oriented learning experience up to first year. The learner at this age is inawakening stage and he is enthusiastic about environment. He needsrecognition and encouragement from environment and also recognise as agrown up man. He is adequately competent to select vocational subjectsaccording to his aptitude and interest and to acquire higher education andprofession as he wishes. The aspirations about future life is framed in thisparticular age for seeing national and international job opportunities. Some ofthe peculiarities of learner at this stage are

l Physical, intellectual and emotional plans have intensive changes duringthe age and their reflections can be observed

l Ability to enquire discover and establish cause effect relationship betweenphenomena

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l Readiness to undertake challenges

l Capacity to shoulder leadership roles

l Attempt to interpret oneself

l Susceptibility to different pressures

l Doubts, anxieties and eagerness about sex

l Imaging for social recognition

Needs of Learner

l To make acquaintance with a job or self employment through vocationaleducation

l To acquire more knowledge in the concerned area through higher education

l To recognize and encourage the peculiar personality of the later adolescentperiod

l To enable him to defend against the unfavorable circumstances withoutany help

Role of learner

l Active participant in the learning process

l Act as a researcher

l Sharer of information

l Sharer of responsibilities

l Collect information

l Takes leadership

l Involves in group work

l Act as a co-participant

l Observes his environment

l Experiments and realises

l Make interpretations and draw inferences

l Mould himself in to an active contributor for the welfare of the society

EvaluationIn vocational higher secondary education, a new approach to education and

evaluation should be made. Evaluation must be a systematic and continuousprocess. As the curriculum is based on vocational stream, capacity building isa most important part and it should be evaluated accordingly. The technicalskills, interest in the particular field, communication skill, analysing, organizing

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and presentation skills etc have to be evaluated. The personal and social qualitiesalso have to be evaluated. Therefore, evaluation should be transparent,continuous and comprehensive.

Supporting SystemIn learner centered vocational education, a learning methodology has to be

organised and a proper learning atmosphere is to be provided. Many organizationscan support the learning activity. They are:-

1. School Resource Group (SRG)

Comprising all teachers (vocational and non vocational), instructors, andlab assistants with academic head as the group leader.

2. School Support Group (SSG)

Comprising PTA president, members of local bodies, members of social clubs,subject experts etc who can contribute guidance /technology /infrastructure /financial assistance etc.

3. Parent Teacher Association (PTA)

Can provide adequate funds for field trips, production cum training centers(PTC), exhibition, On the Job training (OJT) etc.

4. Local bodies

Grama Panchayat, District Panchayat and Block Panchayat can provideinfrastructure ie, class rooms, laboratory, library, seminar hall, audiovisualequipments etc.

5. Subject club

All vocational teachers handling same vocational subjects should form asubject club at regional level or district level. This will helps to share theknowledge and practical facilities, production and marketing of materials,services etc.

6. Nodal Schools

Based on excellency, district wise nodal schools may be selected to providefacilities like central library, museums, video conferencing etc.

7. Institution Industry Interaction Project (III P)

This should be implemented in every institution to update knowledge . Thisalso helps for OJT , PTC and field visit.

Monitoring systemEducation is a sort of journey from darkness to light satisfying the needs

and the wants of the individual and the society. The modernization of educationthrough activity oriented system enhances free thinking and working in afearless atmosphere. It is a qualitative process not a quantitative one. This

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necessitates a proper monitoring system. The system of monitoring shouldhave the following features.

l It must be transparent.

l It must enrich the ideas of the facilitator through innovative process.

l It must be time bound and rational.

l It must motivate the facilitator to adopt new strategies.

l It must be recordable and ensure effective feedback for the effectivemonitoring of the system, three levels of the mechanism should be set up.

1. School level monitoring group.

2. Regional level monitoring group.

3. State level monitoring group

Moreover a social auditing system is advisable to achieve the objectiveeffectively.

Features of Learning Process in the New System of Education

In the new system of education the learning process should be modified in such a

way as to enable the learner to construct the knowledge of his own through observation,

co-operation, problem solving, social interaction etc. The learning process should consider

the nature, ability, social setup, inborn talents and subject selected by the learner. Therefore

the learning process should be:

l A continuous mental process

l Simple-learner must feel that he is able to undertake the task

l Enable the learner to attain the curriculum objective

l Interesting

l Suitable to the age and attitude of the learner

l Future possibilities

l Enable group activity

l Challenging

l Time bound

l Constructive and curiosity developing

l Possibilities for evaluation

l Capacity to generate independent thinking

l Ability to enquire, discover and establish cause effect relationship betweenphenomena.

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Learning AidsTo make the teaching and learning process simple and effective , certain

learning aids and necessary use of such aids for transacting a complex ideamake the class room live and students get more and more involved. The advancesin science and technology may be effectively utilised for this purpose. Some ofthe learning aids are listed below.

l Multimedia

l Over Head Projector

l Computer

l Internet

l Liquid Crystal display Projector

l TV, VCD, DVD and tape recorders

l Working models

l Charts

l Slides

l Video Conferencing facility

l Library

l Text book

l Source book

SocietyThe new educational policy uplifts the social commitment of the learner.

Therefore the society can also give some valuable contributions in this changingsituation. The new system also ensures that the learner can perform certainuseful services for the betterment of society. The social obligations can beillustrated as follows.

l To enrich social values, aptitude and ability in learner

l To develop entrepreneurial aptitude and ability which helps social welfareand self employment

l New system of education adopts OJT, PTC etc as a part of vocationalcurriculum which helps to make close contact with the society.

l The resources available from our society can be positively utilised to conveneseminars, interview etc.

l Social organisations can help learners to make their education sociallycommitted.

l The social clubs like NSS, Tourism Club, Eco Club, Energy Club etcfunctioning in schools can make direct link with the society.

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In the modern era of globalization the introduction of new technologiesensures only the survival of the fittest. So it becomes a necessity to equip thelearners to face the growing challenges in the competitive world. Hence thetraditional approach to learning is no more relevant in the present context.The teacher should use instructional techniques that motivate the student toconstruct his own knowledge. Now the learners are not passive listeners , butthey are the active participants in the construction of knowledge. Here theteacher – student interaction should be given much importance.

In the new instructional strategy while selecting the methods of teaching,the social and psychological aspects of the learner is to be taken intoconsideration. The given activities for learning are only suggested one. It canbe altered according to the discretion of the teacher.

To obtain the objectives, the new system of education is introduced in theVocational Higher Secondary Education for attaining the objectives of thecourses in this system, we can adopt the following strategies.

1. Assignment

Assignment is some specific work assigned to the students as a part oftheir academic enrichment. There are learning activities undertaken as acontinuation of class room activities to realize the curriculum objectives to abroader extent . They should be completed in time bound manner. They help tolead learner to higher level of learning from the present status. Challengingassignment can motivate the students to involve in group dynamics and achievefruitful results . The teachers may act as a guide.

Assignments may be given on individuals or group basis. Assignmentincludes preparation of notes, preparation of charts, models, collection, ofmaterials from institutions etc. Assignment develop skills of reference,observation, enquire reporting etc. It ensure the effective utilization of leisuretime of the students.

LEARNING STRATEGIESII

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2. Seminar

Seminar is a learning strategy involving an in-depth analysis of specifictopic, preparation of a paper and presentation . The paper is presented byeither one student or a group of students. After the presentation, there will bea discussion/ interaction in which all the students can participate . Thestudents get an opportunity to clear their doubts and make clarification.Seminarhelps to develop communication skill and overcome stage fright.

Stages

i. Selection of Topic

The topic of seminar should be relevant to the subject of study

ii. Assignment of topic to individual student or team

The topic may be assigned to one student or subtoipcs may be given to agroup of students

iii. Collection of relevant information

Information required for seminar can be collected from various sourcesnamely books, magazines, internet, institutions, place and persons.

iv. Preparation of draft paper

Based on the information collected the student may prepare a draft paperand submit it to the teachers for comments. Revise the draft paper basedon the comments of the teachers. The required drafts is submitted forapproval.

v. Programme Scheduling

The date, time and venue of the seminar is fixed. A seminar leader maybe selected from the students

vi. Seminar paper presentation

The student/ students shall present the paper in the seminar. The teachermay function as the moderator during the initial stages.

vii. Discussion / Interaction

Welcome maximum number of responses from the students. Makecomments on the topic. This will be followed by a general discussion. Allthe group members should actively participate in discussion.

viii. Summing up deliberation

The moderator sums up the deliberation

24


ix. Evaluation / Feed back

Both teachers and students evaluate the programme.

x. Preparation of final report

A final seminar report is prepared covering all the additional pointsdiscussed and consolidated.

3. Panel DiscussionIt is a learning strategy in which a panel of experts are allowed to discuss a

specific subject under the control and direction of a moderator. Subject can bedivided according to the number of panel members. Number of panel membersare fixed according to subdivision of points in the subject. Relevant materialsand hand out may be given in advance to the learners. The monitor ormoderator introduces the subject of discussion and invite a panel member tostart the discussion. Each panel member is invited for discussion afterwards.After briefing by the panel members the question are raised from the audienceand the panel members give suitable answer to them. A report should besubmitted by each learner to the moderator .

4. ProjectProject is a self-learning strategy which can exert great influence on the

overall development of the learner. Project as learning strategy is to be selectedwhere a problem arises in any part of the curriculum. The students may bedivided into groups and assigned different aspects of the problem. Each groupworks independently .Specific aspects of the problem such as data collection,classification, analysis, report preparation and presentation is to be undertakenby each of the members. Even though the work is divided among the members,it must be ensured that the execution of each and every activity is done withthe active participation of all. After analyzing data collected from differentsources, the learner arrives at a conclusion that can help to solve the problem.Thereby learner learns the topic through his own activity. The other advantageof this learning activities is that it helps the learner to scientifically handleany problematic situation. It helps in the development of scientific thinkingand thereby builds up the students aptitude for the subject.

Stages of the project

i. Selection of a topicThe project selected should be related to the curriculum and it should not

be a project for projects sake. The topic or problem should arise from thecurriculum.

25


ii. Planning of the Project(A) Hypothesizing: Hypothesizing means making assumptions based on

the available primary information.

(B) Methods and Technique : The methods and Technique should be basedon the aim and Hypothesizing of the Project. The nature of the project,suitability of the tools, and the methods of learning should be related toeach other.

iii. Collection and Tabulation of DataThe data may be primary, Secondary or teritiary. Either census or sampling

method can be used based on the objective of the project. Suitable questionnairesare to be prepared for the collection of primary data.

The collected data is to be classified and tabulated so as to make it easilyunderstandable.

iv. Analysis of data and formulation of conclusion By analyzing the data, the reliability of the hypothesis can be examined.

Preparation of graphs and diagrams and maps will positively help the analysis.The similarities, relations and differences gathered from the analyzedinformation would tell whether the hypothesis should be accepted or rejected.

V. Preparation of Report The cover page should have the title of the project, the period of study,

name (s) of investigator / group, and the address of the school. The reportshould be structured in the following order.

l Title

l Preface

l Hypothesis and aim

l Methodology

l Sources of data

l Analysis and conclusion

l Suggestions (if any)

l References

l Appendices (Questionnaire, Observation schedule, check list Etc.)

6. Presentation of the ProjectWhen the project is presented , the learner is being evaluated and accepted.

It is through this presentation that ideas are shared with others in the classand society.

26


The project methods promotes scientific self learning and makes him capableof solving the problem arising in real life situations.

5. DebateDebate is a hot and interesting learning activities. A debate can be organized

only on a topic on which there is difference of opinion. Therefore a topic suitablefor debate has to be found.

Debate can be on relevant topic that is different and interesting to thestudents and relevant to society. Students with different opinion have to beidentified for discussion. Those who have similar opinion should join togetherto form a side . Those who hold the opposite view will form the other side. Itwould be good to write down the topic of the debate and displayed in advance.There should also a person to control debate.

Students should be given opportunity to absorb the ideas obtained fromdiscussion and debate, develop the idea through reading and study, and toexpress them through writing or other means

Stages of Debatel Topic Selection

l Selection of panels keeping in balance with intelligence, gender etc.

l Selection of moderator

l Collection of information guided by the teacher

l Conducting the debate under the control of moderator by avoiding anysort of personal conflicts

l Conclusion by the moderator expressing his final version or verdict.

6. Case Study

A case may be a person, institution or a community. Case study is anindepth analysis of an actual event or situation. It presents real pictures ofsituation with facts, information or data . Learners analyse the case to interpret,predict and resolve issues associated with it. The case study provides thelearner an opportunity to analyse and apply concepts, data and theory taughtfrom the class. Learners can work individually or in groups.

By studying realistic cases in the classroom, students develop new insightsinto the solution of specific on – the – job problem and also acquire knowledgeof the latest concepts and principles used in problem solving.

Case may be presented by the teacher or may be provided in print form.

A simple case study may have the following steps

l Collection of data

l Conversion of data into information

27


l. Analysis of the case in groups

l Presentation of the finding by each group leader.

l Evaluation

In addition to the above mentioned learning strategy there are many otherlearning strategies which can be used in appropriate situations to enrichleaning process such as problem solving, Role play, brain storming, debate etc.

7. Brain Storming

This is the best method for solving creative problems. It facilitates generationof ideas quickly.

Rules for conducting Brain storming.

l No response is wrong. So welcome every response.

l Welcome as many responses as possible

l No criticism is allowed

l Allow to work on others idea

Steps in Brain storming

l Pressentation of the problem

l Provide relevant information

l Record the ideas put forth by the participants

l Combine similar ideas

l Evaluate each idea/ solution

l Selection of the best solution

If brainstorming is used as an instruction strategy, the last step is notessential

8. Discussion

Discussion is essential for the student to share new finding, idea andconclusion at each stage of learning with fellow students and teachers. Ingeneral discussion the teachers should guide the discussion though questioningand summarizing. The major steps involved are

l Introduction initiated by the teacher

l Development of discussion by giving lead points and follow up interactions

l Transition stage in which the key points are reviewed by the teacher and

l Summarizing stage in which teacher provides additional support materialsto ensure the achievement of the objectives

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9.Group Discussion

Group discussion is an ideal method to develop Co-operation, democraticattitude, friendliness and compromising attitude which are the ultimate aimsof education. During group discussion the teacher may observe each group andif needed help them to Channel the discussion towards the common objectives.All students may be given opportunity to take part and express their ideaswithin a time limit. The conculsion reached may be entered by each student. Agroup representative must present this during consolidation in which theteacher may correct or add information to ensure that all the relevant ideashave been covered

10. Collection

Collection is a continuous learning activity, which ensure completeparticipation of students. The Collected item may be materials, pictures, charts,ideas, data etc. Collection provides direct experience to learners. An exhibitionof collected materials will help to strengthen the concept.

11. Practical works

Experimentation contains the process skill in an integrated way. In thenew approach of curriculum the student forms idea and comes to conclusionthrough process. The term ‘Practical ‘ when associated with a science subjectusually means an experiment. The objective of doing experiment is to verifysome principles associated with theory. The Subjects end here. But this is notthe case with ‘Vocational Practical’

The ultimate goal of a Vocational Education is to generate skill throughcontinuous practice along with investigation and invention. Continuous practicetransforms the unskilled to the skilled. This is the significance and importanceof practicals in the Vocational stream. Hence it is very crucial that Vocationalteachers as well as instructor should understand the importance of vocationalpractical and act accordingly.

10. Quiz

Quiz programme can be used as an interesting class room tool for transactionof curriculum objectives as well as to evaluate the effectiveness of transactionand achievement of students.

For conducting a quiz programme a topic should be selected based on theabove objective

The students are asked to prepare question based on the topic individually.The next day / next hour the students are grouped into 3-4 groups randomly. Aquestion is raised by a particular team and the other teams to answer them.If they can answer the question they get points for that . If all other teams failto answer the question raised by the team, then the team itself answers thequestion and explain the background if necessary. All the teams get equalnumber of chances to ask the question . Time limit is also prescribed for the

29


conduction of the programme. The team who scores maximum points wins

All the participants can make notes on the questions asked, answers andtheir explanation which help them in learning

13. Models

Models are used in learning process. It enhances the learing experience.This is based on ‘seeing is believing”. It helps the learner a chance to see andfeel the model presented . Still models and working models help the studentsto understand the structure , working principles, actual operation etc.

Steps involved in model preparation are

l Feeling the problem

l Planning the type of model according to co’s

l Grouping the students

l Briefing the tasks

- Aim

- Need

- Material required

- Source of Materials

- Cost of materials

- Division of Labour

- Guidance

- Fixing of a time limit

l Presentation by each group about

- How the models were prepared

- Details of - Expenses

- Working and principles

l Documentation of the process

l Evaluation

- By other groups and by the teacher

14. GamesClass rooms can be made attractive by introducing different types of games.

Games should be interesting as well as informative. Some of suitable gamesare

1. Odd man out

2. Cross word puzzles

30


3. Match the following

4. 'Aswamedham'

5. Link game – Answer using clues.

15. SurveyThis strategy involves collection of data from a group under study (books,

persons, materials etc.) It develops the social interaction and communicationability of the learner. It also provide a scope for discovery learning.

Steps involved in surveyl Objective of survey

l Selection of area for survey/sampling frame

l Selection of survey method

- Direct method

- With help of questionnaire/schedule

l Tabulation and analysis

l Consolidation and Presentation

16. Exhibition

It is a learning strategy by which the learner can get a chance to show theskill developed. It provides the intrinsic motivation and exposure.

Exhibition item can be conducted either individually or as a group task. Itcan be conducted at school / Regional/State/National Level. Necessary publicityand other arrangement can be provided. Presentation, documentationparticipation and innovative skills of the learner can be evaluated.

17. InterviewInterview is one of the important learning strategy taking the help of a

resource person. Interview is an innerview. It provide opinion and informationabout a topic.

An interview is conducted through the following steps

l Introducing a problem?

l Invite a resource person

l Decide the questions by learners

l Decide the time, place etc.

l How to discuss ?

l How many students to participate?

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7. Implementation of the interview

8. Conclusion (Facilitator)

Interview Schedule should be prepared before conducting an interview . Itcontains list of questions prepared by learners, Selection of students, selectednames sequence of question etc.

18. Field VisitField visit is an inevitable vocational tool to be implemented in vocational

Higher Secondary Education. This helps the students to familarise with themodern technologies and new situation in a different atmosphere. It provideslearning though viewing. It is based on the principle that seeing is better thanhearing. It enables the learner to retain the learned informations longer andto make the subject more interesting. It motivates and give more confidence inhis/her particular vocation.

A suitable centere or institution or site should be identified and priorpermission from the authorities should be obtained before conducting the fieldvisit. Give instructions to the learners for collection data/information/materials/Specimens. Teacher may assign different duties to learners by working indifferent groups.

Each learner should take utmost care and interest during the visit. He/She should observe and interact at the centre/ institution where the field visitis conducted

After the visit, learner should acquire the ability to apply the ideas/conceptsin his future carrier. Each learner should submit a detailed report about thefield visit.

20. Demonstration

Through demonstration we can present an item/product and emphasize itsfeatures very effectively

Eg:- To understand the functioning of a computer

Demonstration Process includes

l Introduction about the item/Material

l Principles – Working

l Operation

l Components

l Merits of the item

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20. Chart displayIt is also one of the important teaching aids. It can be used in every activities

of a learning process.

Chart display is a written or pictorial representation of idea or concept. It isabbreviate, brief and clear. It is prepared by students.

Major benefits of Chart displayl A learner gets clear idea about the concept

l The leaner can retain the ideas in his mind for longer periods

l A complicated idea can be simplified though a chart

l Cheap method of teaching aid.

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Unit I - COOLING SYSTEM

1.1 To know the purpose of cooling and methods of cooling, throughdiscussion, demonstration and to prepare notes.

1.2 To understand the principle and working of water cooling and air coolingsystems, construction and material of fins through general and groupdiscussion and to prepare notes.

1.3 To compare air cooling system with water cooling system, to study themerits and demerits of each system through debate and to record theoutcome of debate.

Unit II - LUBRICATION SYSTEM

2.1 To create awareness about the objectives of engine lubrication, throughdiscussion and to make notes.

2.2 To enable the students to classify engine oils and understand the propertiesof oil through assignments.

2.3 To understand the working of petroil lubrication, splash lubrication, andpressure system of lubrication through seminars.

2.4 To understand the construction and working of oil filters and oil pumpsthrough discussion and demonstration and to prepare notes.

2.5 To understand the procedure of lubrication system, through discussion.

Unit III -CLUTCH3.1 To understand the function, requirements and types of clutch used in an

automobile, through discussion and demonstration.

3.2 To understand the principles, construction and working of single plate,multiplate and centrifugal clutches through chart discussion and workshoppractice and to prepare notes with diagrams.

CURRICULUM OBJECTIVESIII

34


3.3 To get an idea about the materials used to make clutch facing throughdiscussion and to prepare notes.

3.4 To study the adjustments of clutch through discussion and actual practiceand to make a report.

3.5 To become familiar with the common troubles in clutch and to be able tosuggest remedies, through seminar and prepare trouble shooting chart.

Unit IV -TRANSMISSION

4.1 To have a clear understanding of the need of transmission in an automobilethrough discussion and demonstration.

4.2 To get an idea about the types of mannual, automatic and semi automatictransmission systems employed in an automobile, through group discussionand to make a report.

4.3 To get an idea about the various types of gears and to introduce the conceptof gear ratio through discussion.

4.4 To understand the working principle of sliding mesh gearbox throughdiscussion and demonstration and to make a report.

4.5 To understand the construction and working of progressive type constantmesh gear transmissions used in two and three wheelers, throughdiscussion, field visit and actual practice and make reports.

4.6 To get idea of principle of synchronizing device through discussions.

4.7 To make construction and working of automatic transmission system usedin two and three wheeler through assignments and actual practice.

4.8 To become familiar with the maintenance and common troubles intransmission and to get the capability to suggest remedies through groupdiscussion and to record the outcomes of discussion and prepare troubleshooting chart.

Unit V - DIFFERENTIAL AND REAR AXLE5.1 To understand the function, working and construction of propeller shaft

and the joints associated with it, through discussion and demonstration.

5.2 To become aware of final drives using chain and gears through discussionand demonstration and to prepare notes.

5.3 To understand the function of differential through discussion and to preparenotes.

5.4 To study the actual construction and working of differential throughdiscussion and actual practice.

35


5.5 To study and identify the construction of semi floating type rear axlethrough assignments.

5.6 To identify various troubles in rear axle and differential and to be able tosuggest remedies, through group discussion and prepare trouble shootingchart.

Unit VI -CHASSIS AND SUSPENSION SYSTEM

6.1 To get an idea about the materials and types of chassis frames used intwo and three wheelers through discussion and prpare notes.

6.2 To understand the need and functions of suspension system in anautomobile through discussion

6.3 To introduce the concept of sprung and unsprung weight through discussionand demonstration.

6.4 To understand the function, construction and working of coil spring leafspring and telescopic shock absorber through discussion, demonstrationand actual practice and to prepare notes

6.5 To study the features and advantages of independent suspension throughdiscussion and make a report.

6.6 To study the major types of front and rear suspension system in two andthree wheelers through actual practice and field visit.

Unit VII - BRAKE SYSTEM7.1 To introduce the concept of brake efficiency and stopping distance through

discussion and to prepare notes.

7.2 To understand the principles and construction of disc and drum brakes,through discussion and demonstration and to make a report of thediscussion.

7.3 To get the concept regarding basic principles of mechanical and hydraulicbrake systems, through discussion and demonstration.

7.4 To understand the function, construction and working of master cylinderand wheel cylinder through discussion and actual practice

7.5 To understand the maintance and adjustment procedure of brakes throughdiscussions and to record the outcome of discussion.

7.6 To get an idea about hand brake through assignments.

7.7 To identify the various troubles related to brakes and to become capable ofsuggesting remedies through discussions and prepare trouble shootingchart.

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Unit VIII -WHEELS AND TYRES

8.1 To become aware of the different types of wheels through discussion andto prepare notes.

8.2 To understand the different types of tyres construction of tyre andspecifications through group discussion and prepare discussion notes.

8.3 To get an idea about type pressure and effects of over and under inflationsthrough discussion and make the notes.

Unit IX - EMISSION CONTROL

9.1 To understand the construction and working of silencer through discussionsand to make a report.

9.2 To get an idea about the different pollutants and their effects throughdiscussion.

9.3 To introduce the concept regarding Euro names for pollution control,through assignments.

9.4 To understand the important emission control methods in two& threewheelers through assignments.

37


SYLLABUSIV

Unit - 1COOLING SYSTEM (10hrs)

Necessity of cooling system- types of engine cooling system- principlesand operation of air cooling system advantages and disadvantages of aircooling systems Cooling fins- fan cooling. Fundamentals of water coolingsystems.

Unit - 2LUBRICATION SYSTEM (18 hrs)

Objectives of the lubrication system- Lubricating Oils- Properities ofLubricating Oils – Viscosity- Viscosity rating –Viscosity index –

Types of Lubrication Systems- Petroil lubrication System- Splashlubrication System- Pressure System of Lubrication Components oflubrication System- Oil Filter- Oil Pump- Gear type and Rotor type- Careand maintain of Lubrication system.

Unit - 3CLUTCH (18 hrs)

Function of a clutch – Requirements of clutch – dry type and wet type(only definitions)- Different types of clutch. Single plate clutch- multiplateclutch- centrifugal clutch- clutch components – Clutch plate – Clutchlinings- Adjustment of clutch- Possible defects and remedies.

Unit - 4GEAR BOX (TRANSMISSION) (19 hrs)

Need of Gear box- Functions of gear box- Study of different types- Principlesof Sliding mesh gear box-Detailed Study of progressive type Constantmesh gear box –Principles of Synchronizing device introduction to automaticTransmission- Gear ratio- Over drive- Gear shift mechanism- gearadjustments – Possible troubles and remedies.

Total Hours : 140 hrs

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Unit - 5DIFFERENTIAL AND REAR AXLE (18hrs)

Propeller shaft- Universal joint- Slip joint – Final drivechain and geartype. Final drives-detailed study of differential-types of rear axle-Semifloating rear axle and Bearings-possible troubles and remedies inrear axle and differential.

Unit - 6CHASSIS AND SUSPENSION SYSTEM (20hrs)

Types of chassis frame- Channel types, Box type and Tubular type. Materialsused for chassis. Need and Function of Suspension system-Sprung &unsprung weight - Coil spring and leaf spring – Spring shackle- Shockabsorbers-Single acting and double acting – Independent SuspensionSystem-Advantages of Independent Suspension System- Rear wheel (LiveAxle) Independent Suspension in autorikshaw-

Unit - 7BRAKE SYSTEM (19hrs)

Functions of brakes – Causes of accidents – Brake efficiency and stoppingdistances – Different types of brake system- Mechanical and Hydraulicbrake system – (Detailed study) – Disc brake –(fixed caliper) Master cylinderand wheel cylinder- principles of hand brake – Maintenance andadjustments – Troubles and Remedies of brake system.

Unit - 8WHEELS AND TYRES (8 hrs)

Types of Wheels – Functions of tyres- Tyre Construction – Radial tyre-tyre and tube specifications- Tyre pressure- Effect of over inflation andunder inflation – Care and Maintenance of tyre

Unit - 9EMISSION CONTROL (10 hrs)

Silensor- Pollutants from the engine- Euro Norms -Different EmissionControl Systems – Brief description of – positive crank case ventilation(PCV) Air Injection system – Catalystic convertor.

39


LIST OF PRACTICAL WORKSV

Unit-1Cooling system

u Study of Cooling fins

u Study of air cooling system in scooters.

Unit-IILubricating system

u Replacement of Oil filter

u Inspection of clogged oil lines and oil passages

u Servicing of oil pump

u Changing of oil

Unit-IIIClutch

u Dismantling and Re-assembling of clutch used in two and three wheelers.

u Study of common clutch troubles and their causes

u Clutch adjustment

Unit-IVTransmission

u Dismantling and assembling of constant mesh, sliding mesh gear boxes

u Overhauling the gear box

u Lubrication of gear box

u Study of common troubles and their remedies in gear box

Unit-VDifferential and Rear Axle

u Dismantling and Refitting of propeller shaft

40


u Dismantling and refitting of differential

u Dismantling and refitting of Rear axle

u Lubrication of differential

u Study of common troubles and their remedies of a differential.

Unit-VIChasis and suspension system

u Checking frame alignment

u Dismantling of Leaf spring assembly

u Dismanlting front suspension in scooters.

u Dismantling rear suspension in motor bikes

u Dismantling front fork in motor cycles

u Study and testing of shock absorber

Unit-VIIBrakes

u Servicing of hydraulic brake

u Servicing of mechanical brake

u Servicing of living and hose

u Servicing of disc brake

u Servicing of Master Cylinder

u Servicing of Wheel cylinder

u Bleeding of brakes

u Relining of brake shoe

u Brake adjustment

Unit-VIIIWheel and Tyre

u Changing of tyre

u Checking puncture and repairing

u Study and practice on precaustions to be taken while removing tyres

Unit-IXEmission Control

u Dismantling and refitting of muffler

u Replacing of Catalystic converter.

41


PLANNINGVI

UNIT PLAN (SAMPLE)

Name of teacher :

Name of School :

Subject : Maintenance & Repairs of Two wheelers and Threewheelers

Unit : Lubrication System

Class : VHSE II year

Time :

Curriculum Objectives

1. To create awareness about the objectives of engine lubrication

2. To enable the students to classify engine oils and understand the propertiesof oils.

3. To understand the working of petroil lubrication, splash lubrication andpressure lubrication systems.

4. To understand the construction and working of oil filters, Oil pumps

5. To understand the procedure of maintenance of lubrication system.

SyllabusObjecives of Lubrication System

Lubricating Oils - Properties of oils- viscostiy- viscosityrating- viscosty index

Types of Lubrication - Petroil lubrication-splash lubrication-pressure lubrication

42


Components of Lubrication - Oil filter-oil pump- gear type & rotor type

Care and Maintenance oil

Lubrication

Learning Activities1. Discussion on objectives of lubrication

2. Assignemnt on types and properties of lubricants

3. Seminar on types of lubrication systems

4. Discussion on components of lubrication system

5. Demonstration of components of lubrication

6. Discussion on troubles in lubrication system

Concepts/Ideas/Termsu Objectives of lubrication

u Friction and wear

u Types of lubricants

u Properties of lubricants

u Viscosty and viscosty index

u Petroil lubrication

u Splash lubrication

u Pressure lubrication

u Oil filters

u Oil pumps

u Troubles in lubrication system.

Learning MaterialsCharts, OHP, Reference books, service manuals, oil filters, Gear pump,

Rotor pump etc.

OutputDiscussion notes, Assignment Report, Seminar report

CE ItmesSeminar, Assignment

43


DAILY PLAN (SAMPLE)

Name of teacher :

Name of School :

Subject : Maintenance & Repairs of Two wheelers and Threewheelers

Unit : Lubrication System

Class : VHSE II year

Time : 1 hour

Curriculum Objectives1. To create awareness about the objectives of engine lbrication

Content Specification1. Idea of friction in different areas of automobile

2. Friction reduction, primary objectives of lubrication

3. Wear Reduction

4 Sealing Action

5. Cleaning action

6. Cushioning effect

7. Cooling action

Activity

General Discussion

Learning MaterialsPronted notes, charts etc. Discussion etc.

44


Learning process/Activity Response

l The teacher by asking somequestions, invites the general andprevious knowledge of studentsabout lubrication.

l The teacher gives a briefintroduction of lubrication

l The teacher recol lects theprevious knolwdge of studentsabout friction by askingquestions·

l The teacher ini t iates adiscussion about the primaryfeatures of lubrication, likefriction and wear reduction.

l The teacher initiates a discusionabout the secondary function oflubrication

l The teacher supplies somelearning materials regardingthe topic.

l The students are divided intogroups. Let each group preapre areport of the outcome ofdiscussion.

l Let each group present the reportand the teacher consolidates thereport.

l The learners did not respondas expects. Their knowledgeabout lubrication is poor.

l The learner respond well tothe question about friction

l The learner act ivelyparticiapte in the discussion

l The learners utilized thematerials effectively.

l Reports prepared by thestudents contained somemistakes which showed somemisunderstandings.

45


Term

Mon

thU

nits

No.

of h

ours

Tot

al N

o. P

ract

ical

Rem

arks

of H

ours

June

Uni

t-1

Coo

ling

Syst

em10

191.

Stu

dy o

f co

olin

g Fi

ns

IU

nit-

2 L

ubri

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stem

92.

Stu

dy o

f ai

r co

olin

g sy

stem

in

S

coot

er

3. R

epla

cem

ent

of O

il fil

ter

July

Uni

t-2

Lub

rica

ing

Syst

em9

1. I

nspe

ctio

n of

Clo

gged

oil

lines

and

oil p

assa

ge

Uni

t-3

Clu

tch

1019

2. S

ervi

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of

oil

pum

p

3. C

hang

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4. D

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Aug

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182.

Clu

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3. D

ism

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ssem

bly

of

g

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4. O

ver

haul

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of t

he d

iffer

ent

g

ear

box

Sem

pem

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Uni

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ubric

atio

n of

gea

r bo

x

Uni

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YE

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46


Term

Mon

thU

nits

No.

of h

ours

Tot

al N

o. P

ract

ical

Rem

arks

of H

ours

3. D

ism

antli

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nd r

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of

p

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shaf

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4. D

ism

antli

ng a

nd r

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ing

of

d

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entia

l

5. D

ism

antli

ng a

rt re

fittin

g of

Rea

r

a

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6. L

ubric

atio

n of

diff

eren

tial

Oct

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Uni

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l an

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171.

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118

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47


Term

Mon

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No.

of h

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Tot

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Rem

arks

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o be

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48


SUBJECT APPROACHVII

IntroductionSpeed is governing the world. It is a thrill and necessity for human race. To

adjust with the speed in movement, we have to depend totally on the automobiles.A world without automobile is a dead world. Our dependence on automobile isnot only with respect to speed but for development purpose also. It is a fastgrowing business inthe world. It provides employment for thousand of peopleand large number of people gets livelihood from this industry. The differentmaterials used for automobile industry are also sources of employment. Whenan industry or business flourishes, the related fields will also flourish. Thisdevelopment is in the fiels of manufacturing sales, service, maintenance andrepairing of automobiles.

Automobile industry is a fast advancing area of development. The businessof making and servicing automobiles has become one of the biggest businessesin the world. An automobile industry employs thousands of men and womendirectly. Also 'because of the enormous quantities of raw materials such assteel, cloth, glass and rubber, that the auto industry uses, it provides jobs formillions of other people in related industries.

Two important landmarks in the history of Indian automobile industry werethe advent of Maruti in 1981 and the liberalization of Economy by Governmentof India in 1992. By the latter, the license restrictions for establishing car-manufacturing facilities were removed, excise and import duties were loweredand the import of auto components and raw materials were brought underOGL. As a result, many reputed vehicle manufactures from all over the worldhave already opted to enter India through joint ventures. To them India offersconsiderable attractions - a large domestic market, low cost manufacturingbase and abundant availability of skilled manpower.

India is the second largest two-wheeler producer in the world. Divided intoScooters, Motorcycles and Mopeds segments, the market has been traditionallydominated by the Scooter, mainly due to its positioning as the family vehicle.The fastest growing segment of two-wheeler industry is that of the Motorcycle.On the other hand, three-wheelers are the most commonly used commercialvehicle of ordinary people. In August 2005, while the overall growth of Indian

49


automobile industry was almost 18%, over to the same month of previous year,the three-wheeler segment alone grew by almost 29%. This explains therelevance of specialized study of two-wheelers and three wheelers.

Recently, the automobile industries in India produced more than 30 lakhsautomobiles every year. There are also thousands of engine-powered machinesbuilt each year for agricultural, construction and manufacturing operations.Small engines are also made for lawn movers, power saws, snow removers andsimilar equipments. One of the most important jobs in the world today is tokeep all these powered equipments operating and only trained people can dothat. Men who know how to service and repair automobiles, have greatopportunities for better career in automobile industries. A golden age ofautomobiles is in store-both for the technician and for the skilled labours.

Course ObjectiveThe prime objective of the course is to equip the student with innovative

technologies and skill necessary to perform maintenance and repairs ofautomobiles, especially, two and three wheelers. By maintenance and repairs,we mean periodic checking of various parts of the automobile, makingadjustments to the different mechanisms when necessary, replacing andreconditioning parts when they wear out or gets damaged, and keeping theautomobile in perfectly running order as a new one. The learner achieves self-sufficiency in repairing and maintenance; through this finds his employmentand can have a decent life in the society. Moreover, the student can seekfurther availability in higher education, if he is interested.

Curriculum Objectives1. To learn the construction, function and working of various units in an

automobile.

2. To understand the possible defects and their symptoms in different areas of

automobiles, in particular, two and three wheelers.

3. To develop skills for providing periodic and systematic maintenance to

automobiles.

4. To develop manpower having technical knowledge and skill in this field.

5. To make him adept in managing an industry or self-employment unit.

6. To get sociability in character through individual and social relationship.

7. Acquire power of observation, experimental skill, knowledge of data, analysis,

and interpretation etc. and the ability to generate knowledge.

8. Acquire the ability to solve problems facing in the day-to-day life,

environmental issues, social problems etc.

50


9. Equip the students for higher studies and cop up with the growing demands

in the employment mark.

Learning ApproachThe student should change their role from a passive listener to an active

participant in the teaching learning process. The teacher should be a guide orfacilitator who assists students to acquire knowledge. A student can understandbasics of automobile, only if it is taught through activities and experiments.

This learner-centered and activity based approach is the important feature ofthe new curriculum.

51


EVALUATION

Evaluation is a systematic process of collecting, analysing, synthesisingand interpreting evidences of students’ progress and achievements both incognitive and non-cognitive areas of learning. Evaluation has to play significantrole in making the learning process more effective. It provides diverse experienceto the learners, keeping in view the skill to be attained continuously by them.

As the curriculum is based on a particular vocation the selected stream isthe most important part and it should be evaluated accordingly. Technicalskills, interest and devotion in the field, communication skills, organisationalskill and presentation skills are to be evaluated. Evaluation of the personaland social qualities also should be done. So the evaluation should be continuousand comprehensive.

Continuous and Comprehensive Evaluation (CCE)Our traditional evaluation methods measure only the memory and

recollection capacity of the learner. To eliminate/ overcome the limitation theevaluation should be done on multi dimensional ways by measuring multipleintellectual capacities of the learner. So it is better to evaluate the learner ina continuous and comprehensive manner. CCE helps the learner to understandand develop his own progress and to develop adequate strategies for furtherimprovement.

Meritsl Assess the allround development of the learner on a continuous basis

through a variety of activities.

l Effective feed back is possible

l Remedial diagnostic teaching is possible

l Process as well as products are assessed.

Components of EvaluationIn order to floursigh continuous and comprehensive evaluation we make

use of the following components of evaluation

1. Continuous Evaluation (CE)2. Terminal Evaluation (TE)

VIII

52


3. Practical Evaluation (PE)

1. Continous Evaluation (CE)In the activity based classroom, teacher provides variety of experiences

through different tools. Brain storming sessions, group work, discussions,project, seminar, debate, fields visits, practical works etc. will really flourishjoyful learning. By considering the practicability and the nature of the subjectthe following tools are advised for continuous evaluation.

A series of learning activities are grouped into five major thrust areas as follows

Investigative activities

Activities which create a spirit of enquiry, investigation and a mind forresearch in the learner belong to this group.

For example.

l Study project

l Case study

l Field study

Interactive activities

Activities which improve the communication skill, activities of sharing ideas,etc.

For example

l Seminar

l Panel discussion

l Debate

l Group discussion

Assigned task

Activities assigned to the learners to enrich/ strengthen the concepts andideas.

For example

l Assignment

l Collections

Performance task (Tests)

Activities related to the achievements of the learner.

For example

l Class test (oral/ written/ performance test)

l Quiz

53


l Open book examination

l InterviewPractical based activities

For example

lLaboratory work

lAlbum

l ImprovisationFrom the above five group of activities, the teacher has the freedom to

choose any three areas for evaluation purpose. However the teacher mustmake sure that the learner should undergo activities related to all the fiveareas during the course of the two years.

Sl.No. Stages Criteria Score Total Scores

1. Planning

2. Datacollection

3. Analysis andinference

4. ReportPresentation

5. Viva-Voice

Relevance of the study, Identification ofproblem, Ability to select appropriate tools,ability to select suitable learing method.

Ability to collect sufficient and relevant data.Ability to classify and arrange data for analy-sis. Reliability and authenticity of the datacollected.

Ability to analyses the data, Systematicarrangements. Ability to draw inferencesbased on analysis. Ability to give suggestionsbased on inference.

Ability to present in logical and sequentialorder, authenticity of report, time bound com-parison.

Knowledge of content and process.

Ability to analyse data.

Ability to justify inference.

Ability to explain strategies and methodsadopted.

4/3/2/1

4/3/2/1

4/3/2/1

4/3/2/1

4/3/2/1

Total 20

1. Investigative activity

a) Study Project

54


b. Case Study

Sl.No Criteria Score Total Scores

1. Identifying the problem 4/3/2/1

2. Approach to the problem 4/3/2/1

3. Time bound Action 4/3/2/1

4. Analysis of the problem 4/3/2/1

5. Problem solving / Reporting 4/3/2/1

c. Field study


1. Attitude and readiness towards the task 4/3/2/1

2. Capacity for Observation 4/3/2/1

3. Data collection 4/3/2/1

4. Application of ideas 4/3/2/1

5. Documentation / Recording 4/3/2/1

II. Interactive Activities

a. Seminar

Sl.No Criteria Score Total Score

1. Planning and Organization 4/3/2/1

2. Collection of data / content 4/3/2/1

3. Observation / appraisal and clarity 4/3/2/1

4. Content knowledge 4/3/2/1

5. Presentation 4/3/2/1


1. Readiness to participate 4/3/2/1

2. Depth of subject knowledge 4/3/2/1

3. Communication skill 4/3/2/1

4. Ability to justify the stand in a democratic way 4/3/2/1


b Debate/ Panel Discussion

55


c. Group Discussion


1. Readiness to participate 4/3/2/1

2. Depth of subject knowledge 4/3/2/1


4. Ability to justify in a democratic way 4/3/2/1

5. Leadership quality 4/3/2/1

III.Assigned Task

b. Collection


1. Collection of materials / documents 4/3/2/1

2. Relevance and comprehensiveness 4/3/2/1


4. Awareness of the content 4/3/2/1

5. Time bound progress of work 4/3/2/1

IV Perfomance task (Test)

a. Interview


1. Planning 4/3/2/1

2. Preparation of Questions 4/3/2/1


4. Participation 4/3/2/1

5. Report preparation and presentation 4/3/2/1

a. Assignment


1. Awareness of the content 4/3/2/1

2. Comprehensiveness of the content 4/3/2/1

3. Systematic and sequential arrangement 4/3/2/1

4. Observation/suggestion/views/judgment/evaluation 4/3/2/1

5. Timely Submission 4/3/2/1

56


b. Quiz


1. Preparation of Questions 4/3/2/1

2. Relevance of Questions 4/3/2/1


4. Active Participation 4/3/2/1

5. Time managment and final report 4/3/2/1

V. Practical bases activity

a. Practical work


1. Involvement and Handling of tools 4/3/2/1

2. Skills in doing work 4/3/2/1

3. Time bound action 4/3/2/1

4. Capacity for observation, analysis and innovation 4/3/2/1

5. Documentation and recording 4/3/2/1

b. Model Preparation


1. Relevance 4/3/2/1

2. Improvisation Skill 4/3/2/1

3. Creativity 4/3/2/1

4. Awareness of content 4/3/2/1

5. Model display/ Report 4/3/2/1

57


c. Album


1. Comprehensiveness 4/3/2/1

2. Relevents 4/3/2/1


4. Awareness of content 4/3/2/1

5. Time bound completion 4/3/2/1

Terminal or Term End Evaluation (TE)It is the written form of evaluation aimed at evaluating the facts, concepts

and ideas gained by the learner. The test should not be aimed to evaluate thememory alone. Questions are framed in such a way that the learners are ableto apply different mental process while answering. The Terminal Evaluationquestions give more emphasis on application, analysis and synthesis level.

The maximum scores for TE is 80 and the minimum is 24 (30%). Thequestions should be formulated taking into consideration the time required toread, think, understand and write answers. These aspects should be consideredwhile fixing the scores also. To avoid blind guessing, multiple choice andapplication level questions may be mixed. The total number of questions mayvary from time to time. All the questions should be based on the curricularobjectives. Open ended questions may be included. Choice questions, if includedalso should be based on the same curricular objectives.

Vocational Competency Evaluation (VCE)Vocational Competency Evaluation is to evaluate the vocational skill and

aptitude developed by the learners during the learning process. This is a systemto judiciously evaluate the required value addition and consequent capacitybuilding in the concerned vocational curriculum. The vocational education isaimed at developing interest, skills and devotion in specific vocational fields.As other evaluation components like CE. PE and TE cannot assess the vocationalcompetencies and professional skills, acquired by the learners an internshipevaluation (IE) component has been introduced to meet this requirement.

Internship evaluation should be done based on the following components likeregularity and punctuality, value addition and capacity building.

1. Regularity and punctuality

Regularity and punctuality has vital role in vocational education as learningis a continuous process, the regular presence of the learner is a must forattaining maximum efficiency.

58


2 Value Addition

Value addition is the qualitative measure of the learner’s interest, devotionperseverance and efficiency. Value addition can be evaluated through conductingfield visits/ vocational survey. The experiences gained through field visit /vocational survey increases the level of intrinsic motivation and positive attitudetowards the vocational f ield and thereby increase his value as asemiprofessional.

3. Capacity Building

It gives a quantitative measure of the learner’s skill in graded area exposure.Capacity building can be evaluated through conducting the following activities.

1. OJT / Simulated experiment

2. Performance – camp/exhibition/clinic

3. Performance – Production/Service cum Training centre (PTC)

These components help the learner to practice the acquired skills in

the real situation and thereby increasing self-confidence and promoting self

reliance.

Vocational Competency Evaluation Indicators

No Items Scores

1. Regularity and punctuality 10

2. Field visit / survey (anyone) vocational project (anyone)

20

3. OJT/Simulated experiment performance – Camp/exhibition/clinic Performance – PTC /Practical skills (anyone)

20

TOTAL 50

Sl.No Items 1 2 3 4 5 1. Regularity Never

regular Often regular

Equally regular

Most of the time regular

Always regular

2. Puntuality Never punctual

Often punctual

Usually Punctual

Most of the time punctual

Always punctual

59


item Evaluation indicators scores Score Regularity and punctuality

10

Value addition Field visit • Attitude and readiness towards

the task • Capacity for observation • Data collection • Application of ideas • Documentation/recording

Or Survey

• Planning • Data collection • Consolidation of data and

analysis • Drawing inference • Reporting

4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1

20

Capacity Building

OJT/Simulated experiment/ Practical skill

• Involvement/participation • Skills in doing work/

communication skills • Time bound action • Capacity for observation, analysis

and innovation • Documentation, recording and

display Or

Performance in camp/exhibition/clinic

• Ability for planning and organizing

• Mastery of subject • Ability for communication • Innovation • Involvement/social commitment

Or Performance in production/service cum training centre (PTC)

• Mastery of vocational skills • Managerial capacity • Promoting self confidence • Innovation approach • Promoting self reliance

4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1

20

60


Grading

Continuous Evaluation is essential for activitybased learning process.

But the skills achieved by the students cannot be completely measured in

terms of marking system. Marking system proved unscientific in evaluating

the gowth and development of individual students both in cognitive and non-

cognitive areas. To overcome this limitation, a popular mode of evaluating

students’ performance known as grading system has been introduced. A 9

point scale absolute grading system is used to record the evaluation.

The score percentage and corresponding letter grade is given below:

Score in percentage

Grade

90-100 A+

80-89 A

70-79 B+

60-69 B

50-59 C+

40-49 C

30-39 D+ 20-29 D Below 20 E

61


Course : MRTWTWYear :

Name of Subjects Term Term Mini.Score

Part I1. English

2. GFC

Part II Voc. Theory

Voc. Practical

VCE

Paper IIIPaper I Physics

Paper IIChemistry

Paper IIIMathematics

CETETotalGrade

CETETotalGrade

CETETotalGrade

TotalGrade

IEGrade

CETEPETotalGrade

CETEPETotalGrade

CETETotalGrade

I II III I II III

Ist Year II Year

MaxScore

IX. LEARNER EVALUATION PROFILE

62


Consolidated Statement of VCE

Course : MRTWTW Year:

Class:

Roll No Name of Regularity of Value addition Capacity Total GradePupil Punctuality Building Score

(10) (20) (20) (50)

Consolidated Grade Record of Vocational Subjects

Course : MRTWTW Year:

Class:

Roll. Name of CE TE Grade PE Grade IE GradeNo Pupil 20 80 150 50

Vocational Theory Vocational Practical VCE

Total 100

63


CE Item Calculation

Course :

Class :

Sl. No Name CE Items TotalEvaluation Indicators Score

201 2 3 4 5(4) (4) (4) (4) (4)

PRACTICAL EVALUATION DETAILINGIntroduction

In vocational subjects, there is an eminent role for practical works. Theskill is developed through repeated practices. The general guidelines for practicalEvaluation are included in the general approach. As mentioned there, duringthe practical Evaluation of this year, the whole curriculum during the period ofstudy is to be evaluated. The detailed split up for conducting the practicalevaluation in MRTWTW subject is given below.

Sl.No Particulars % Score

1. Record or observation book 10 15

2. Tools and Materials requaired 10 15

3. Proceedure with diagram 20 30

4. Working skill and handling of tools 30 45

5. Result or output 10 15

6. Viva and identification of tools 20 30

Total 100 150

Minimum for pass 40 60

64


Practical Evaluation

Course :

Class : Year :

S. L No. Name PE Indications Total Grade150

65

Maintenance and Repairs of Two wheelers and Three wheelers

UN

IT A

T A

GL

AN

CE

Coo

ling

Syst

em

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

1.1

To k

now

the

purp

ose

ofco

olin

g an

d m

etho

ds o

fco

olin

g, t

hrou

gh d

iscu

ssio

n, d

emon

stra

tion

and

prep

are

note

s.

1.2

To

unde

rsta

nd t

hepr

inci

ple

and

wor

king

of a

ir co

olin

g an

d w

ater

cool

ing

syst

em,

Con

stru

ctio

n an

dm

ater

ial o

f fin

s thr

ough

gene

ral

and

grou

pdi

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an

d to

prep

are

note

s

1.3

To

com

pare

ai

rco

olin

g sy

stem

with

wat

er c

oolin

g sy

stem

to st

udy

the

mer

its a

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mer

its

of

each

syst

em th

roug

h de

bate

and

to re

cord

the

out-

com

e.

Idea

of

cool

ing,

Rad

iatio

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Surf

ace

area

,m

ater

ials

,C

ondu

ctio

n an

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adia

tion

of h

eat

thro

ugh

vario

usm

etal

s

Prin

cipl

es o

f wat

erco

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stem

,M

erits

and

Dem

erits

of a

ir co

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Con

cept

dev

elop

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sis

Obs

ervi

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Obs

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Iden

tific

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iscu

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stra

tion

Disc

ussi

on a

ndde

mon

stra

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Dis

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and

Dem

onst

ratio

n

Ref

eren

ce b

ook

Diff

eren

t typ

es o

ffin

s,R

efer

ence

boo

ks

Cha

rts a

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udio

-vi

sual

aid

s

Kno

wle

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ofco

ncep

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Und

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andi

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ncep

t

Und

erst

andi

ngfa

cts

and

skill

s

66


IntroductionIn the I st year syllabus students have learned the construction, working

and Maintenances of different types of engines. Cooling system is one of thesystems essential for the efficient and smooth working of an IC engine. Theburning fuels in an automobile engine produces temperature up to 2000o C andit is enough to damage various engine parts. The cooling system absorbs anddissipates the excess heat conducted to cylinder walls, cylinder head, Pistonand valves etc and thus keep the engine temperature within the safe limits,Most of the two wheelers and three wheelers uses air cooling system.

The prime objective of this unit is to make the student aware of thefundamentals of various cooling systems, its need and working.

SyllabusNecessity of cooling system- types of engine cooling system- principlesand operation of air cooling system advantages and disadvantages of aircooling systems Cooling fins- fan cooling. Fundamentals of water coolingsystems.

Curriculum Objectives1.1 To know the purpose of cooling and methods of cooling, through

discussion, demonstration and to prepare notes.

1.2 To understand the principle and working of water cooling and air coolingsystems, construction and material of fins through general and groupdiscussion and to prepare notes.

1.3 To compare air cooling system with water cooling system, to study themerits and demerits of each system through debate and to record theoutcome of debate.

COOLING SYSTEMUNIT

I

67


Syllabus:

Necessity of cooling – Types of cooling system.Activity: 1 Discussion

Discussion Pointsl Need of cooling system

l Heat produced during combustion

l Effect of over heating

l Concept of optimum working temperature

l Function of cooling system

l Methods of engine cooling system

Activity: 2. DemonstrationThe teacher demonstrates the methods of cooling systems.

Syllabus:Air cooling system- Principle of working- cooling fins – fundamentals (working

only)

Activity 1 Discussion

Discussion Pointsl Principles of air cooling

l Engine design

l Cooling Fins- purpose, material, dimensions.

l Forced/fan cooling in scooters and autorikshaws.

l Lay out & working of water-cooling system.

Syllabus Advantages and Disadvantages of air-cooling.

Activity 1 DebateLet the students be divided into two groups. Let one group discuss and find

out all the possible merits of air-cooling. Let the other group find out thedemerits. Let each group present the points in the form of a debate. Onestudent or the teacher can act as the moderator.

CE Items1. Debate

68


Output /Outcome1. Discusion notes

2. Charts

69


UN

IT A

T A

GL

AN

CE

Lub

rica

tion

Syst

em

Cur

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2.1

To

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te a

war

enes

sab

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bjec

tives

of

engi

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atio

n

2.2

To e

nabl

e th

e stu

dent

sto

cla

ssify

eng

ine

oils

and

unde

rsta

nd t

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ritie

s of

oils

.

2.3

To

unde

rsta

nd

the

wor

king

of

pe

troi

llu

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atio

n,

spla

shlu

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and

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lub

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2.4

To

unde

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on

and

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of o

il fil

ter,

oil

pum

p.

2.5

To

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nd

the

proc

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mai

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lub

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Wea

r

Type

of o

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icat

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syst

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Con

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form

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iden

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Con

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dev

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pre

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once

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atio

n ob

serv

ing,

reas

onin

g

Dis

cuss

ion

Gro

up d

iscu

ssio

nas

sign

men

ts

Sem

inar

s

Dis

cuss

ion

Dem

onst

ratio

n

Dem

onst

ratio

n

Visu

al a

ids

Ref

eren

ce b

ook

man

uals

Ref

eren

ce b

ooks

Diff

eren

t oil

filte

rsan

d oi

l pum

ps

Lubr

icat

ion

syst

em

Und

ersta

ndin

g of

fact

s

Kno

wle

dge

of d

ata

Und

ersta

ndin

g of

fact

s

Kno

wle

dge,

Wor

king

Und

ersta

ndin

g o

ffa

cts a

ndPr

oces

s sk

ill

70


IntroductionDuring the working of an IC engine large number of metal parts are sliding

and rotating over, one another, which creates friction and wear. Lubricationbetween the moving parts is also important as engine cooling to keep the goodengine performance and efficiency. The properties of the lubricating oils andthe mechanism used to supply the lubricating oil to the required parts is thefocusing area of this unit. The students should aware about the variouslubricating oils available in the market, their international ratings and prizes.The constructional details and importants of the oil filters and oil pumps arealso coming under this unit.

SyllabusObjectives of the lubrication system- Lubricating Oils- Properities ofLubricating Oils – Viscosity- Viscosity rating –Viscosity index –

Types of Lubrication Systems- Petroil lubrication System- Splashlubrication System- Pressure System of Lubrication Components oflubrication System- Oil Filter- Oil Pump- Gear type and Rotor type- Careand maintain of Lubrication system.

Curriculum Objectives2.1 To create awareness about the objectives of engine lubrication, through

discussion and to make notes.

2.2 To enable the students to classify engine oils and understand the propertiesof oil through assignments.

2.3 To understand the working of petroil lubrication, splash lubrication, andpressure system of lubrication through seminars.

2.4 To understand the construction and working of oil filters and oil pumpsthrough discussion and demonstration and to prepare notes.

2.5 To understand the procedure of lubrication system, through discussion.

LUBRICATION SYSTEMUNIT

2

71


Syllabus:Objectives of LubricationActivity 1 : Discussion

Discuss about the primary and secondary objectives of engine lubrication.

SyllabusTypes of lubricants- properties of lubricating oil- viscosity- viscosity rating –

viscosity index.

Activity 2 : AssignmentSyllabus:

Types of lubrication – petroil- splash and pressure lubrication system.

Activity : SeminarSubtopicsl Petroil lubrication

l Splash lubrication

l Pressure lubrication

Syllabus Components of Lubrication system oil filter, oil pumb- gear pump and roterpump.

Actvity 1: DiscussionDiscussion Pointsl Function of each component

l Construction of oil filter catridge type

l Construction and working of gear pump

l Construction and working of roter pump

Activity 2 : Demonstration

Each component may be demonstrated in the class room

Syllabus: Troubles in lubrication system

Activity: Discussion

A general discussion is made about the possible troubles and their remediesin lubrication system.

72


CE Items1. Assignment

2. Seminar

Outcome/Output1. Discussion notes

2. Assignment

3. Seminar Report

4. Chart

73


UN

IT A

T A

GL

AN

CE

Clu

tch

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

3.1

To

unde

rsta

nd

the

func

tion

requ

irem

ents

and

type

s of c

lutc

h us

edin

aut

omob

iles

3.2

To

unde

rsta

nd

the

prin

cipl

e co

nstr

ucti

onan

d w

orki

ng o

f si

ngle

plat

e,

mul

tipl

ate,

and

cent

rifug

al c

lutc

hes

3.3

To

get

an i

dea

abou

tm

ater

ial u

sed

for m

akin

gcl

utch

face

3.4

To st

udy

the

adju

stm

ents

of c

lutc

h

3.5

To b

ecom

e fa

mili

ar w

ithth

e co

mm

on t

roub

les

incl

utch

and

abl

e to

sugg

est

rem

edie

s

Nee

d of

clu

tch

and

vario

us ty

pes

Prin

cipl

e of

clu

tch

cons

truct

ion

and

wor

king

of s

ingl

epl

ate

clut

ch,

Mul

tipla

te c

lutc

hce

ntrif

ugal

clu

tch

Diff

eren

t fric

tion

mat

eria

ls

Adj

ustm

ent i

ncl

utch

es

Trou

bles

and

rem

edie

s

Con

cept

form

atio

n

Con

cept

dev

elop

men

t,id

entif

icat

ion,

com

paris

on, o

bser

ving

,sk

ill o

f ser

vici

ng

Und

erst

andi

ng,

Diff

eren

tiatin

g,O

bser

ving

Und

erst

andi

ngte

chni

ques

Obs

ervi

ng,

iden

tific

atio

n,R

easo

ning

Inte

rpre

tatio

n

Dem

onst

ratio

ndi

scus

sion

Dis

cuss

ion,

wor

ksho

p pr

actic

e

Wor

ksho

p pr

actic

e

Act

ual p

ract

ice

disc

ussi

on

Sem

inar

Diff

eren

t typ

es o

fcl

utch

refe

renc

e bo

ok

Cha

rts, D

iagr

ams,

sing

le p

late

clu

tch

mul

tipla

te c

lutc

hce

ntrif

ugal

clu

tch

Clu

tch

faci

ng,

diag

ram

s

Veh

icle

man

uals

,refe

renc

ebo

oks.

Dif

fere

nt d

amag

edcl

utch

es

Und

erst

andi

ng

ofco

ncep

t

Proc

ess

skill

Proc

ess

skill

,K

now

ledg

e of

dat

a

Proc

ess

skill

know

ledg

e

Kno

wle

dge

ofco

ncep

t,pr

oces

s sk

ill

74


Introduction

In the 1st year, students have learned the engine construction, engineperformance and various systems.

The power developed inside the engine cylinder is ultimately aimed to turnthe wheels, so that the motor vehicle can move on the road. Transmissionsystem serves this function. Clutch is the first component in the transmissionsystem. The main object of this unit is to enable the students to know theworking of various clutches used in two and three wheelers, their constructions,major troubles and their remedies etc.

SyllabusFunction of a clutch – Requirements of clutch – dry type and wet type(only definitions)- Different types of clutch. Single plate clutch- multiplateclutch- centrifugal clutch- clutch components – Clutch plate – Clutchlinings- Adjustment of clutch- Possible defects and remedies.

Curriculum Objectives3.1 To understand the function, requirements and types of clutch used in an

automobile, through discussion and demonstration.

3.2 To understand the principles, construction and working of single plate,multiplate and centrifugal clutches through chart discussion and workshoppractice and to prepare notes with diagrams.

3.3 To get an idea about the materials used to make clutch facing throughdiscussion and to prepare notes.

3.4 To study the adjustments of clutch through discussion and actual practiceand to make a report.

3.5 To become familiar with the common troubles in clutch and to be able tosuggest remedies, through seminar and prepare trouble shooting chart.

CLUTCHUNIT

3

75


Syllabus:Function of clutch- Requirements of clutch

Activity 1 : DiscussionDiscussion Pointsl Need for disengaging engine and transmission

l Situations of disengaging

l Function of clutch

l Requirements of clutches

l Common types of clutches

Syllabus Single plate clutch

Activity (1) Discussion

Discussion pointsl Principle of operation

l Constructional details

l Working

Activity 2. Actual practice Let the students dismantle, study and re-assemble single plate clutch.

Syllabus Mutiplate clutch

Activity 1 Discussion

Discussion pointsl Principle of operation

l Constructional details

l working

l Comparison with single plate clutch

l Why does multiplate clutch is used in two& three wheelers

Acivity : 2 Actual practice

Let the students disassemble, study and re-assemble the multiplate clutch

76


Syllabus :Centrifugal clutch

Activity 1 DiscussionDiscussion points

l Principle of operation

l Construction

l· Working

l Areas of operation

l Comparison with conventional types

Activity 2 : Actual practiceLet the students disassemble, study and re-assemble the multiplate clutch

linings.

Syllabus: Clutch plate- clutch linings

Activity 1 : DiscussionDiscussion Points

l Functions of clutch plate

l Construction

l Purpose of cushion spring and torsional springs

l Materials used for clutch livings.

Syllabus:Clutch Adjustments

Activity 1 : DiscussionDiscussion pointsl Free pedal play adjustment

l Effects of less play and excess play

l Floor board clearance adjustment

l Travel adjustment

Activity 2 : Actual practiceThe students may practice different clutch adjustments in two and three

wheelers

Syllabus:Troubles & remedies of clutch

77


Activity seminarSub topicsl Clutch drags

l Clutch slip

l Clutch judder

l Clutch rattle

l Any other trouble

CE Items1. Seminar

Output/Outcome1. Seminar Report

2. Chart

3. Discussion note

78


UN

IT A

T A

GL

AN

CE

Tra

nsm

issi

on

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

Nee

d of

tran

smis

sion

Man

ual,

auto

mat

ic a

ndse

mia

utom

atic

trans

mis

sion

Gea

r rat

io s

pur,h

elic

albe

vel a

nd w

orm

gea

rs

Prin

cipl

es o

f slid

ing

mes

h ge

ar b

ox

Con

cept

dev

elop

men

t

Con

cept

dev

elop

men

t

Ana

lysi

s ca

lcul

atio

ncl

assi

fyin

g

Con

cept

form

atio

n

Obs

ervi

ng,

Iden

tifyi

ng a

naly

sis

Dis

cuss

ion

dem

onst

ratio

n

Gro

up d

iscu

ssio

n

Dis

cuss

ion

Dis

cuss

ion

Dem

onst

ratio

n

Dis

cuss

ion,

Fie

ld v

isit

Act

ual p

ract

ice

Ref

eren

ce b

ook

Vid

ual A

ids

Dif

fere

nt g

ears

,dr

awin

gs

Ref

eren

ce b

ook

spur

, hel

ical

, bev

elan

d w

orm

gea

rsvi

sual

aid

s

Vis

ual a

ids,

mod

els

of s

lidin

g m

esh

gear

box,

Act

ual g

ear b

ox

Gea

r box

es o

f2&

3 w

heel

ers

Con

stru

ctio

n an

dw

orki

ng o

f 2&

3w

heel

er g

ear

box

Kno

wle

dge

ofco

ncep

t

Kno

wle

dge

ofco

ncep

t

Kno

wle

dge

ofco

ncep

t, pr

oces

ssk

ills

Und

erst

andi

ng o

fpr

inci

ples

Und

erst

andi

ng o

fpr

inci

ples

and

wor

king

pro

cess

ski

ll

4.1

To

have

a

clea

run

ders

tand

ing

of t

hene

ed o

f tra

nsm

issi

on in

an a

utom

obile

4.2

To g

et a

n id

ea a

bout

the

type

of

m

anua

l,au

tom

atic

an

ds

em

iau

tom

ati

ctr

ansm

issi

on s

yste

ms

empl

oyed

in

an

auto

mob

ile

4.3

To g

et a

n id

ea a

bout

the

vari

ous

type

s of

gea

rsan

d to

int

rodu

ce t

heco

ncep

t of

gear

rat

io

4.4

To

unde

rsta

nd

the

wor

king

pri

ncip

les

ofsl

idin

g m

esh

gear

box

4.5

To

unde

rsta

nd

the

cons

truc

tion

an

dw

orki

ng o

f pr

ogre

ssiv

ety

pe c

onst

ant

mes

htra

nsm

issi

on u

sed

in 2

and

3 w

heel

ers

79


UN

IT A

T A

GL

AN

CE

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

4.6

To

get

an i

dea

ofpr

inci

ple

ofsy

nchr

oniz

ing

devi

ce

4.7

To m

ake

an id

ea a

bout

cons

truc

tion

an

dw

orki

ng o

f au

tom

atic

tran

smis

sion

sys

tem

used

in

two

and

thre

ew

heel

ers.

4.8

To

beco

me

fam

ilia

rw

ith t

he m

aint

enan

cean

d co

mm

on tr

oubl

es in

the

trans

mis

sion

and

toge

t th

e ca

pabi

lity

to

sugg

est

rem

edie

sth

roug

h gr

oup

disc

ussio

nan

d to

re

cord

th

eou

tcom

es o

f dis

cuss

ion

Prin

cipl

es o

f syn

chro

mes

h de

vice

Con

stru

ctio

n an

dw

orki

ng o

f aut

omat

ictra

nsm

issi

on

Mai

nten

ance

and

troub

les

intra

nsm

issi

on

Con

cept

dev

elop

men

t

Obs

ervi

ng a

naly

zing

wor

king

ski

ll

Obs

ervi

ng/in

terp

retin

gR

easo

ning

Dis

cuss

ion

Ass

ignm

ent A

ctua

lpr

actic

e

Gro

up d

iscu

ssio

n

Sync

hron

izin

g

Ref

eren

ce b

ook

,au

tom

atic

trans

mis

sion

Gea

r box

Vec

hicl

e Se

rvic

em

anua

l

Proc

ess

skill

Und

erst

andi

ng o

ffa

cts

proc

esse

s sk

ill

Proc

ess

skill

80


IntroductionNext to the clutch is the transmission in the transmission system of a

motor vehicle. The word “transmission” is used for a device that is locatedbetween the clutch and the propeller shaft. It may be a gearbox, a torqueconvertor, overdrive fluid drive, or hydraulic drive. In this chapter we willdescribe gear box (transmission) in details. The student should have the conceptabout the purpose of gearbox at different operating conditions of a vehicle.They should enable to rectify the major troubles and their remedies of differentgearbox used in two and three wheelers.

SyllabusNeed of Gear box- Functions of gear box- Study of different types- Principlesof Sliding mesh gear box-Detailed Study of progressive type Constantmesh gear box –Principles of Synchronizing device introduction to automaticTransmission- Gear ratio- Over drive- Gear shift mechanism- gearadjustments – Possible troubles and remedies.

Curriculum Objectives4.1 To have a clear understanding of the need of transmission in an automobile

through discussion and demonstration.

4.2 To get an idea about the types of mannual, automatic and semi automatictransmission systems employed in an automobile, through group discussionand to make a report.

4.3 To get an idea about the various types of gears and to introduce the conceptof gear ratio through discussion.

4.4 To understand the working principle of sliding mesh gearbox throughdiscussion and demonstration and to make a report.

4.5 To understand the construction and working of progressive type constantmesh gear transmissions used in two and three wheelers, throughdiscussion, field visit and actual practice and make reports.

TRANSMISSIONUNIT

4

81


4.6 To get idea of principle of synchronizing device through discussions.

4.7 To make construction and working of automatic transmission system usedin two and three wheeler through assignments and actual practice.

4.8 To become familiar with the maintenance and common troubles intransmission and to get the capability to suggest remedies through groupdiscussion and to record the outcomes of discussion and prepare troubleshooting chart.

Syllabus: Need of transmission and functions

Activity 1: Discussion

Discussion pointsl Different operating conditions of vehicle (starting, accelelarting, hill

climbing etc..........)

l Necessity of different torque at different conditions

l Engine should rotate at higher speed than wheels

l Role of transmission

l Functions of transmission

l Idling, reverse movements etc

Syllabus : Types of transmission (introduction only)

Activity : Discussion

Discussion Pointsl Manual gear box

l Overdrive

l Semi-automatic

l Hydromatic drive

l Torque converters

Syllabus :Types of gear, Gear Ratio

Activity DiscussionDiscussion Pointsl Spur, helical, bevel and worm gears

l Application of each

82


l No of teeth and rpm-their relation

l Idea of gear ratio & gear reduction

l Simple problems involving gear ratio

Syllabus:Sliding mesh gear box-principle

Activity 1: Discussion

Discussion pointsl Different shafts and gears

l Arrangement of gears

l Shifting gears

l Different combinations-selection of required ratio

l Figures

l Reverse gear

l Neutral position

Activity 2 DemonstrationThe working of sliding mesh gearbox may be demonstrated using charts,

models a or actual gearbox.

Syllabus:Detailed study of progressive type constant mesh gear box in two wheeler.

Activity 1 Discussion.

Discussion pointsl Features of constant mesh gears box

l Use of bevel gear

l Methods of gear selection (several)

l Gears selection in two/ three wheelers- progressive type

l Construction – shafts, bearing etc

Activity 2: Actual practice

The students must disassemble, study and reassemble gear boxes used intwo and three wheelers

Activity 3 : Field visit

Visit to a workshop or service centers or industry can be conducted forstudying different gear box used in two and three wheelers.

83


Syllabus:Principles of synchromesh device (brief description)

Activity 1DiscussionDiscussion points

l Limitations in constant mesh gear box

l Principles of synchronizing device

l Area of application.

Syllabus:Automatic transmission used in two wheelers and three wheelers.

Activity 1: Assignment

An assignment is given on automatic transmission. Let the students studythe topic, and prepare a report. The teacher may consolidate the reports.

Activity 2: Actual practice

The students may study the automatic transmission by hands on- experience.

Syllabus :Maintenance & troubles

Activity: group discussion

Discussion pointsl Maintenances – checking and replacing oil

l Checking of linkages

l Common troubles

l Noises

l Gear slipping

l Shifting difficulty

l Oil leak

l Other troubles

l Remedial measures

The teacher shall consolidate the outcome of discussion. A report should bemade.

84



2. Field Visit

Outcome /Output1. Discussion notes

2. Assignment report

3. Field visit report

4. Chart

85


UN

IT A

T A

GL

AN

CE

Diff

eren

tial a

nd R

ear

Axl

e

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

5.1

To

unde

rsta

nd t

hefu

nctio

n, w

orki

ng a

ndco

nstr

ucti

on

ofpr

opel

ler s

haft

and

the

join

ts a

ssoc

iate

d w

ith it

5.2

To

beco

me

awar

e of

final

driv

es u

sing

cha

inan

d ge

ar

5.3

To

unde

rsta

nd

the

func

tion

of d

iffer

entia

l

5.4

To

stud

y th

e ac

tual

cons

truc

tion

an

dw

orki

ng o

f diff

eren

tial

5.5

To s

tudy

and

ide

ntify

the c

onst

ruct

ion

of se

mi

float

ing

type

rear

axl

e

5.6

To s

tudy

and

ide

ntify

the

cons

truct

ion

of se

mi

float

ing

type

rear

axl

e

Func

tions

, w

orki

ng a

ndco

nstru

ctio

n of

pro

pelle

rsh

aft,

univ

ersa

l joi

nts a

ndsli

p jo

ints

Fina

l driv

e ch

ain

driv

e

Func

tion

of d

iffer

entia

l

Con

stru

ctio

n an

dw

orki

ng o

f diff

eren

tial

Sem

i flo

atin

g re

ar a

xle

Sem

i flo

atin

g re

ar a

xle

Con

cept

ualiz

atio

n,ob

serv

ing/

iden

tific

atio

n

Obs

ervi

ng

Con

cept

ualiz

atio

n

Obs

ervi

ng ,

wor

ksho

p sk

ill

Obs

ervi

ng,

Iden

tifyi

ng

Obs

ervi

ng,

Iden

tifyi

ng

Dis

cuss

ion,

Dem

onst

ratio

n

Dis

cuss

ion

dem

onst

ratio

n

Dis

cuss

ion

Dis

cuss

ion

Act

ual p

ract

ice

Ass

ignm

ent

Ass

ignm

ent

Prop

elle

rsh

aft,u

nive

rsal

join

tsm

odel

s (u

nive

rsal

join

ts in

soc

ket

span

ner s

et)

Cha

in d

rive

gear

driv

e /v

ehic

les

Visu

al A

ids

Cha

rts d

iffer

entia

l

Ref

eren

ce b

ooks

,Se

mi f

loat

ing

axle

Ref

eren

ce b

ooks

,Se

mi f

loat

ing

axle

Und

erst

andi

ng o

ffa

cts

Und

erst

andi

ng o

ffa

ct

Und

erst

andi

ng o

ffa

cts

Proc

ess

skill

s

Und

erst

andi

ng o

ffa

cts

Und

erst

andi

ngs

offa

cts

86


IntroductionIn addition to the clutch and transmission some more components are there

in the power transmission system like the propeller shaft, universal joint, finaldrive, differential ‘and rear axle. Each component in the transmission systemperforms a specific function. Transmission system of two and three wheelershas some special features. It is noticable that two wheelers and some threewheelers use a chain drive in the transmission system. In this unit the studentsis familiar with the various components of transmission system, their function,construction, working and the common troubles encountered in these parts.

SyllabusPropeller shaft- Universal joint- Slip joint – Final drivechain and geartype. Final drives-detailed study of differential-types of rear axle-Semifloating rear axle and Bearings-possible troubles and remedies inrear axle and differential.

Curriculum Objectives5.1 To understand the function, working and construction of propeller shaft

and the joints associated with it, through discussion and demonstration.

5.2 To become aware of final drives using chain and gears through discussionand demonstration and to prepare notes.

5.3 To understand the function of differential through discussion and to preparenotes.

5.4 To study the actual construction and working of differential throughdiscussion and actual practice.

5.5 To study and identify the construction of semi floating type rear axlethrough assignments.

5.6 To identify various troubles in rear axle and differential and to be able tosuggest remedies, through group discussion and prepare trouble shootingchart.

DIFFERENTIAL AND REAR AXLEUNIT

5

87


Syllabus:Propeller shaft – universal joint – slip joint

Activity 1 : Discussion

Discussion Pointsl Function of propeller shaft

l Requirements& material

l Universal joint – need and construction

l Types of joints hook joint, c.v.joint

l Slip joint

l Advantages& disadvantages of propeller shaft.

Activity 2 : Demonstration

The principle of universal joint can be demonstrated using models or realcomponents. Propeller shaft also may be demonstrated.

Syllabus:Final drives- gear drivechain drive


Discussion pointsl Functions of final drive

l To change direction of rotation, to provide permanent reduction

l Types of final drive – gear & chain drives

l Gear Drives- crown wheel and pinion

l Chain drives

Activity 2: Demonstration

Final drive in two and three wheelers may be demonstrated in the workshop.

Syllabus: Need of differential


Discussion pointsl Vehicle taking a turn

l Different in speed of inner and outer wheel

88


l Role of differential

l A note may be prepared

Syllabus :Construction and working of differential

Activity 1. Demonstration/ Actual practice Differential system of autorikshaw can be studied in the workshop.


Discussion Points:l Construction of differential

l Crown wheel and cage

l Sun& planet gears-arrangement

l Differential action

l Operation on straight roads and curves.

Syllabus:Semi floating rear axle in autorikshaws

Activity : Assignment

An assignment is given to the students on the topic. Let the students observeand study the methods pf construction of semi-floating axle and prepare areport.

Syllabus:Troubles and remedies in rear axle

Activity: Group discussion

Discussion pointsl Humming noise

l Knocking

l Drive not to be transmitted

l Troubles in differential

89


Let the students discuss in small groups. The teacher may consolidate theout come of discussion.


Outcome/Output1. Discussion note

2. Assignment

3. Charts

90


UN

IT A

T A

GL

AN

CE

Cha

ssis

and

Sus

pens

ion

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

6.1

To g

et a

n id

ea a

bout

the

mat

eria

ls a

nd ty

peof

cha

ssis

fra

me

used

in

two

and

thre

ew

heel

ers

6.2

To u

nder

stan

d th

e ne

edan

d fu

ncti

on

ofsu

spen

sion

sys

tem

in

auto

mob

ile

6.3

To

intr

oduc

e th

eco

ncep

t of

spru

ng a

ndun

spru

ng w

eigh

t

6.4

To

unde

rsta

nd t

hefu

nctio

n, c

onst

ruct

ion

and

wor

king

of

coil

sprin

g, le

af s

prin

g an

dte

lesc

opic

sh

ock

abso

rber

6.5

To

stud

y th

e fe

atur

esan

d ad

vant

ages

of

inde

pend

ent

susp

ensi

onsy

stem

6.6

To

stud

y th

e fe

atur

esan

d ad

vant

ages

of

inde

pend

ent

susp

ensi

onsy

stem

Cha

ssis

type

mat

eria

ls

Nee

d an

d fu

nctio

n of

susp

ensi

on s

yste

m

Spru

ng a

nd u

nspr

ung

wei

ght

Coi

l spr

ing,

leaf

spr

ing,

shoc

k ab

sorb

er

Inde

pend

ent

susp

ensi

on

Fron

t and

rear

susp

ensi

on in

2&

3w

heel

ers

Con

cept

ualiz

atio

nid

entif

icat

ion

conc

eptu

aliz

atio

n

Con

cept

ualiz

atio

n

Obs

ervi

ng,

wor

king

ski

ll

Con

cept

form

atio

n

Wor

king

ski

llO

bser

ving

Iden

tifyi

ng

Dis

cuss

ion

Dis

cuss

ion

Dis

cuss

ion

Dem

onst

ratio

n

Dis

cuss

ion

Dem

onst

ratio

nA

ctua

l pra

ctic

e

Dis

cuss

ion

Act

ual p

ract

ice,

field

visi

t

Ref

eren

ce b

ooks

Vis

ual a

ids

mod

els

Mod

els

vehi

cles

Coi

l spr

ing

leaf

sprin

g sh

ock

abso

rber

Visu

al a

ids

Two

and

thre

ew

heel

er v

ehic

les

Und

erst

andi

ng o

ffa

cts

Und

erst

andi

ng fa

cts

Kno

wle

dge

ofco

ncep

t

Und

erst

andi

ng o

fco

ncep

t Dis

cuss

ion

note

s

Und

erst

andi

ng o

ffa

cts

Dis

cuss

ion

note

s

Fiel

d vi

sit

91


Introduction The chassis frame supports various components of the automobile as wellas the body. The chassis is mounted on the axles, not direct but through thecomponents of suspension system. Function of suspension system is to isolatethe automobile from road shock and the system basically consists of a springand damper. In this unit after introducing the basic features of chassis frame,the students are to study the function and working of various components ofsuspension system and the common methods and suspension employed in twoand three wheelers.

SyllabusTypes of chassis frame- Channel types, Box type and Tubular type. Materialsused for chassis. Need and Function of Suspension system-Sprung &unsprung weight - Coil spring and leaf spring – Spring shackle- Shockabsorbers-Single acting and double acting – Independent SuspensionSystem-Advantages of Independent Suspension System- Rear wheel (LiveAxle) Independent Suspension in autorikshaw-

Curriculum Objectives6.1 To get an idea about the materials and types of chassis frames used in

two and three wheelers through discussion and prpare notes.

6.2 To understand the need and functions of suspension system in anautomobile through discussion

6.3 To introduce the concept of sprung and unsprung weight through discussionand demonstration.

6.4 To understand the function, construction and working of coil spring leafspring and telescopic shock absorber through discussion, demonstrationand actual practice and to prepare notes

6.5 To study the features and advantages of independent suspension throughdiscussion and make a report.

CHASSIS AND SUSPENSIONUNIT

6

92


6.6 To study the major types of front and rear suspension system in two andthree wheelers through actual practice and field visit.

Syllabus:Types of Chassis Frames Materials

Activity: Discussion

Discussion points

l Channel type frame

l Box type frame

l Tubular frame

l Types used in two and three wheelers

l Materials used for chassis

Syllabus:Need & functions of suspension system

Activity discussionDiscussion pointsl Method of connecting axle & frame

l Spring devices

l Need of suspension – preventing road shocks

l Functions of suspension.

Syllabus:Sprung and Unsprung Weight

Activity : Discussion on this topic

Syllabus: Function, construction and working of coil spring, leaf spring and shock absorber

Acivity :1 DiscussionDiscussion Pointsl Functions of coil spring & action

l Manner of fixing

l Construction of leaf spring

l Purpose of shackle

l Manner of fitting leaf spring

93


l Functions of shock absorber- damping.

l Constructions & working of telescopic type

l Single & double acting types.

Activity 2 Demonstration/actual practice.

Let the students dismantle and study of coil spring, leaf spring and shockabsorber.

Syllabus

Features and advantages of independent suspension.

Activity : DiscussionDiscussion pointsl Comparison of rigid axle & independent suspension

l Advantages of independent suspension

l Common methods.

Syllabus: Front and rear suspension in 2 and 3 Wheelers-

Activity : Actual practice

Let the students observe, dismantle and study the features of commonmethods of front and rear suspension in motor cycles, scooters and threewheelers.

Outcome/Output1. Discussion notes

2. Practical work report

94


UN

IT A

T A

GL

AN

CE

Bre

ake

Syst

em

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

7.1

To

intr

oduc

e th

eco

ncep

t of

br

ake

effic

ienc

y an

d st

oppi

ngdi

stan

ce

7.2

To

unde

rsta

nd t

heco

ncep

t of

pri

ncip

les

and

cons

truct

ion

of d

iscan

ds d

rum

bra

ke

7.3

To

get

the

conc

ept

rega

rdin

g ba

sic

prin

cipl

es o

f mec

hani

cal a

ndhy

drau

lic

brak

e sy

ste

m.

7.4

To

unde

rsta

nd t

hefu

nctio

n co

nstru

ctio

nan

d w

orki

ng o

f mas

ter

cyli

nder

and

whe

elcy

linde

r

Bra

ke e

ffic

ienc

yst

oppi

ng d

ista

nce

Dis

c an

d D

rum

Bra

ke

Mec

hani

cal a

ndhy

drau

lic b

rake

sys

tem

Mas

ter c

ylin

der w

heel

cylin

der

Con

cept

ualiz

atio

n

Obs

ervi

ng c

ompa

ring

wor

king

ski

ll

Con

cept

ualiz

atio

n

Obs

ervi

ng id

entif

ying

wor

king

ski

ll

Dis

cuss

ion

Com

mun

icat

ion

Dis

cuss

ion

Dem

onst

ratio

n

Dem

onst

ratio

nD

iscu

ssio

n

Dis

cuss

ion

Act

ual

prac

tice

Gra

ph /c

harts

Ref

eren

ce b

ook

Dis

c an

d D

rum

brak

es

Cha

rts

Mas

ter c

ylin

der

whe

el c

ylin

der

Dis

cuss

ion

repo

rt

Kno

wle

dge

ofco

ncep

tD

iscu

ssio

nOn

Rep

ort

Und

erst

andi

ng o

fpr

inci

ples

dis

cuss

ion

repo

rts

Dis

cuss

ion

repo

rt

95


Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

7.5

To

unde

rsta

nd t

hem

aint

enan

ce a

nd a

djus

tmen

t pr

oced

ure

ofbr

akes

7.6

To

unde

rsta

nd t

hem

aint

ains

an

dad

just

men

t pr

oced

ure

of b

rake

s

7.7

To

iden

tify

th

eva

riou

s tr

oubl

esre

late

d to

bra

kes a

ndto

bec

ome

capa

ble

of

sugg

esti

ngre

med

ies

Mai

nten

ance

and

adju

stm

ent o

f bra

ke

Han

d B

rake

s

Trou

bles

in b

rake

syst

em

Pred

ictin

g, id

entif

ying

Obs

ervi

ng

Pred

ictin

g re

ason

ing

crea

tive

thin

king

Com

mun

icat

ion

disc

ussi

on

Ass

ignm

ent

Dis

cuss

ion

Visu

al a

ids

Ref

eren

ce B

ooks

Ref

eren

ce B

ooks

Ass

ignm

ent

Rep

ort

Proc

ess

skill

Dis

cuss

ion

Rep

ort

Proc

ess

Skill

Dis

cuss

ionO

nR

epor

t

96


IntroductionThe history of vehicles and automobiles starts from the invention of wheels.

Once the vehicle starts moving, it must be stopped according to our requirements.A brake system is so important and its development has been started alongwith wheels. Now with the advancement in technology the braking system inautomobiles also developed with complicated techniques and parts.

The prime objectives of this unit are to make aware of the students, thevarious modern brake systems used in automobiles, especially in two wheelersand three-wheelers. Any minor complaints in braking system lead to severeaccidents. So the students also should have a good knowledge about brakebleeding, damage in linkages hoses and linings etc.

SyllabusFunctions of brakes – Causes of accidents – Brake efficiency and stoppingdistances – Different types of brake system- Mechanical and Hydraulicbrake system – (Detailed study) – Disc brake –(fixed caliper) Master cylinderand wheel cylinder- principles of hand brake – Maintenance andadjustments – Troubles and Remedies of brake system.

Curriculum Objectives7.1 To introduce the concept of brake efficiency and stopping distance through

discussion and to prepare notes.

7.2 To understand the principles and construction of disc and drum brakes,through discussion and demonstration and to make a report of thediscussion.

7.3 To get the concept regarding basic principles of mechanical and hydraulicbrake systems, through discussion and demonstration.

7.4 To understand the function, construction and working of master cylinderand wheel cylinder through discussion and actual practice

7.5 To understand the maintance and adjustment procedure of brakes throughdiscussions and to record the outcome of discussion.

BRAKE SYSTEMUNIT

7

97


7.6 To get an idea about hand brake through assignments.

7.7 To identify the various troubles related to brakes and to become capable ofsuggesting remedies through discussions and prepare trouble shootingchart.

Syllabus:Functions of brakes, brake efficiency and stopping distance.

Activity : Discussion The teacher asks the students;

l How does accident occur in our roads; Let the students share theirideas, many of them may speak out the term 'Brake' and 'Driver'. Theteacher consolidates and explains the role of driver on the road and theusages of 'brakes'.

l Through discussion the teacher introduces the vehicle speed Vs stoppingdistance curve (graph)

Syllabus: Disc brake & Drum brake

Activity 1: Demonstration

Let the student, with the help of the teachers, dismantle and study theconstruction and working of drum and disc brake.


Discussion pointsa. Construction of drum brake

b. Working of drum brake

c. Construction & working of disc brake

d. Comparison of disc & drum brakes

e. Merits and demerits

Syllabus: Mechanical Brake system

Activity 1: DiscussionDiscussion points1. a) Braking mechanism

b) Linkages

c) Drum, shoes, living and cam

98


2) Preparation of layout drawing of mechanical brake.

3) Preparation of still model with damage brake parts (Brake pedal,brake shoe and cam)

Syllabus: Hydraulic brake system

Activity: DiscussionDiscussion points

a) Pascal's Law

b) Properties of brake fluid

c) Function, master cylinder and wheel cylinder

d) Brake pedal, linkages, hoses, fluids lines etc.

Syllabus:Master cylinder & wheel cylinder

Activity 1 : Workshop practiceLet the students dismantle the master cylinder and wheel cylinder and

studying the functions of various components, under the guidance of teachers.


Discussion points1 a) Constructions of master cylinder

b) Functions of various components

c) By pass port, intake port, check valve

d) Primary, cup, secondary cup, air bent.

e) Working of master cylinder

f) Construction & working of wheel cylinder

g) Brake system bleeding.

2) Preparation of layout drawing of hydraulic brake system.

3 )Preparation of skill model with damaged or used compounds (mastercylinder , fluid loses, wheel cylinder and brake shoe)

SyllabusHand brake


Syllabus:Maintenance and adjustments of brakes

99


Activity : SeminarSyllabus

Troubles and remedies

Activity : Discussiona) Brake Bleeding

b) Brake fluid

c) Kerosene and Rubber parts

d) Corrosion of metal parts in brakes.

Activity 2: Assignmenta) Properties of brake

b) Requirements of brake fluid.


2. Seminar

Outcome/Output1. Assignment

2. Seminar Report

3. Discussion note

4. Chart

5. Graph

100


UN

IT A

T A

GL

AN

CE

Whe

els

and

Tyr

es

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

8.1

To b

ecom

e aw

are

ofth

e di

ffer

ent t

ypes

of

whe

els

8.2

To

unde

rsta

nd t

hedi

ffer

ent

type

s of

tyre

,con

stru

ctio

n of

tyre

and

spe

cific

atio

ns

8.3

To g

et a

n id

ea a

bout

tyre

pr

essu

re

and

effe

cts

of o

ver

and

unde

r inf

latio

ns

Type

s of

whe

els

Type

s of

tyre

s,co

nstru

ctio

n an

dsp

ecifi

catio

ns

Tyre

pre

ssur

e ov

erin

flatio

n un

der

infla

tion

Obs

ervi

ng id

entif

ying

Obs

ervi

ng id

entif

ying

Con

cept

aliz

atio

n

Dis

cuss

ion

Gro

up d

iscu

ssio

n

Dis

cuss

ion

Ass

ignm

ent

Dem

onst

ratio

nW

orks

hop

Visi

t

Vis

ual a

ids,

diff

eren

t typ

es o

fw

heel

s

Cha

rtsTy

res

Tyr

e Pr

essu

re -

guag

eTy

re

Und

erst

andi

ng o

ffa

cts

Und

erst

andi

ng o

ffa

cts,

dis

cuss

ion

repo

rt

Dis

cuss

ion

repo

rtw

orks

hop

visi

t rep

ort

Ass

ignm

ent

101


IntroductionIn the previous units students should have got clear idea about transmission

system the power developed by the engine has been transferred through theclutch, gear box, propeller shaft and differential to the rear axles. Wheels areconnected to the rear axle. As the rear axle rotate wheels also rotate and thevehicle moves on the road. In this unit the students learn the construction andmaintenance of wheels, tyre and tube. They should be able to repair thepuncturing removing and refitting tube from the tyre, to maintain the correctair pressure etc.

SyllabusTypes of Wheels – Functions of tyres- Tyre Construction – Radial tyre-tyre and tube specifications- Tyre pressure- Effect of over inflation andunder inflation – Care and Maintenance of tyre

Curriculum Objectives8.1 To become aware of the different types of wheels through discussion and

to prepare notes.

8.2 To understand the different types of tyres construction of tyre andspecifications through group discussion and prepare discussion notes.

8.3 To get an idea about type pressure and effects of over and under inflationsthrough discussion and make the notes.

Syllabus:Types of wheels

Activity : 1: Discussion or AssignmentsDiscussion Pointsa) Different types of wheels

b) Essential parts of wheels

c) Function of wheels

WHEELS AND TYRESUNIT

8

102


d) Requirement of a good wheel

e) General definition (Rim, wheel etc)

Syllabus : Function of Tyres, Tyre construction

Activity 1: Discussiona. Tyre and wheel dimension and Nomenclature

b. functions

Activity 2: AssignmentTypes of tyres- tube type, tubeless type , Tyre construction constituents of

tyres.

Syllabus:Tyre and tube specifications

Activity 1: Assignment(a) Tyre sizes and ply ratings in India for 2 and 3 wheelers

Activity : Discussion

a) Tyre tread patterns

b) Tyre selection

c) Load ratings

Syllabus: Tyre pressure, effect of over and under inflation.


a) Tyre pressure

b) Stages of tyre inflation

c) Proper inflation

Activity 2 : Assignment

(a) Recommended tyre pressure chart for 2 and 3 wheelers

Syllabus :Maintenance of tyre

Activity 1: Group discussion

103


Discussion Pointsa) Causes of tyre wear

b) How to increase life of tyre(consolidate the ideas)


a) Precautions to be taken during tyre replace.

b) Balancing of wheel

Acticity 3: Demonstration

a) Changing of tyre

b) Troubles and remedy

Activity 4:Work shop visit


2. Workshop Visit

Output/Outcome1. Assignment

2. Workshop Visit Report

3. Discussion note

4. Chart

104


UN

IT A

T A

GL

AN

CE

Em

issi

on C

ontr

ol

Cur

ricu

lum

Obj

ecti

ves

Con

cept

s/Id

eaP

roce

ss S

kill

Act

ivit

ies

Mat

eria

lsE

valu

atio

n

9.1

To

unde

rsta

nd

the

cons

truc

tion

an

dw

orki

ng o

f sile

ncer

9.2

To g

et a

n id

ea a

bout

the

diff

eren

t pol

luta

nts

and

thei

r eff

ects

9.3

To

intr

oduc

e th

eco

ncep

ts re

gard

ing

euro

norm

s, f

or p

ollu

tion

cont

rol

9.4

To

unde

rsta

nd t

heim

port

ant

emis

sion

cont

rol m

etho

ds in

two

and

thre

e w

heel

ers

Sile

ncer

Pollu

tant

s em

itted

by

auto

mob

iles

Euro

nor

ms

PCV

Air

inje

ctio

nca

taly

tic c

onve

ner

Obs

ervi

ngco

ncep

tual

isat

ion

Con

cept

form

atio

n

Con

cept

form

atio

n

Con

cept

ualis

atio

n

Dis

cuss

ion

Dis

cuss

ion

Ass

ignm

ent

Ass

ignm

ents

Cha

rts s

ilenc

er

Visu

al a

ids

Ref

eren

ce b

ook

Ref

eren

ce b

ook

Dis

cuss

ion

repo

rt

Dis

cuss

ion

repo

rt

Ass

ignm

ent r

epor

t

Ass

ignm

ents

repo

rts

105


IntroductionOther than the emission from factories and refineries, emission from

automobiles is a major cause of air pollution. The harmful engine gases emittedfrom the automobile engine causes serious diseases.

The purpose of emission control is to reduce the emission of harmful gasesfrom automobile engine. This is done in two ways, reduce the formation ofpolluting gases and to destroy them after they have been formed. This unitinvolves the important emission control systems used in two and three wheelers.

SyllabusSilensor- Pollutants from the engine- Euro Norms -Different EmissionControl Systems – Brief description of – positive crank case ventilation(PCV) Air Injection system – Catalystic convertor.

Curriculum Objectives9.1 To understand the construction and working of silencer through discussions

and to make a report.

9.2 To get an idea about the different pollutants and their effects throughdiscussion.

9.3 To introduce the concept regarding Euro names for pollution control,through assignments.

9.4 To understand the important emission control methods in two& threewheelers through assignments.

EMISSION CONTROL

UNIT9

106


Syllabus :Silencer or muffler

Activity 1: DiscussionDiscussion points:a) Need of a muffler in automobiles

b) Requirement of muffler

SyllabusDifferent types of muffler

Activity 2: AssignmentSyllabus :

Pollutants from the engine


Discussion points:a) Major air pollutants

b) Oxides and Nox and cox

c) Polluting parts of vehicle crankcase,carburettor, fuel tank, exhaust

d) Effects /diseases causes by pollutents.

Syllabus : Different emission control systems - Positive crankcase ventilation, Air injectionsystem

Activity 1: Assignment(a) Different emission control systems in modern vehicles

Activity 2 : DiscussionDiscussion topicsa) Positive crank case ventilation

b) Air injection

107


Activity 3: Field visit

Syllabus :Catalystic convertor

Activity 1: Discussiona) Catalystic

b) Nox and Co


2. Field Visit

Out come/ Output1. Assignment

2. Discussion notes

3. Fiels visit Report

4. Chart

108


SAMPLE QUESTIONS

UNIT 1

1. Air cooling system is not commonly used in light and heavy vehicles. Alsowater cooling is not used in bikes and scooters. What, ( in your opinion),are the reasons for this ? (Co.1.2)

2. You may have observed the special construction of cylinder block andheads of motor cycles and scooters. what is the purpose of suchconstruction? Explain (Co 1.2)

UNIT 2

1. You see the word " SAE 40" written in the bottle of engine oil, you purchased.What does it mean? can you explain the basis of such a classification?(Co.2.2)

2. How does pressure lubrication work? Illustrate and Explain? ( Co 2.3)

UNIT 3

1. You accelerate the engine,but the vehicle does not speed up. What troublein the clutch can cause such a problem? What remedy will you advice? (Co 3.6)

2. Give the constructional details and working of multiple clutch ( Co. 3.3)

UNIT 4

1. What is the main difference of constant mesh gear box and sliding meshgear box? Which is better? Why? (Co.4.5)

2. You hear gears clashing while shifting gears. Diagonose the problem andsuggest remedies? (Co. 4.8)

UNIT 5

1. You must have observed the propeller shaft of vehicles, rotating at anangle . More over, this angle varies due to road irregularities. How is thismanaged (Co.5.1)

2. Autorikshaw has a differential while a bike hasn't why? ( Co 5.3)

X

109


UNIT 6

1. How can you distinguish a defective coil spring from a defectiveshockabsorber, by conducting a rod test? (Co. 6.2)

2. What are the features of rear suspension in Bajaj RE automobiles ? (Co.6.6)

UNIT 7

1. What are the consequences, if the by pass part of master cylinder isblocked? (C.o. 7.4)

2. Among Disc and Drum brakes, which will you prefer? Justify your decision.(Co. 7.2)

UNIT 8

1. You observe that the middle portion of the tyre of a scooter is worn morethan the sides. Can you find any connection between this and tyrepressure? (Co. 8.3)

2. Do you know how many type of wheels are used in automobile ? (Co. 8.1)

UNIT 9

1. Why does the exhaust emission from vehicles cause noise? how does amuffler reduce the noise? (Co. 9.1)

2. In some modern bikes, air from the filter is carried to the exhaust gasesthrough a pipe. What is the purpose of this? Explain . (Co.9.4)

110


1. The Automobile - R.B. Gupta

2. The Automobile Vol.I and II - Kripal Singh

3. Automotive Mechanisam - Crouse and Anglin

4. Automobile Engineering - Narangu

REFERENCE BOOKSXI

Maintanance & Repair of Two Wheelers & Three Wheelers -II

Documents

Transcript of Maintanance & Repair of Two Wheelers & Three Wheelers -II