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

VOCATIONAL HIGHER SECONDARY MAINTENANCE AND REPAIRS OF TWO WHEELERS ANDTHREE WHEELERS
TEACHERS
SOURCEBOOK
SECOND YEAR
GOVERNMENT OF KERALA Department of Education
2006
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING (SCERT) VIDYABHAVAN, POOJAPPURA, THIRUVANANTHAPURAM -12 KERALA
Prepared by: State Council of Educational Research & Training (SCERT) Vidyabhavan, Poojappura, Thiruvananthapuram -12 Kerala
E-mail:scertkerala@asianetindia.com
Type setting by: SCERT Computer Lab.
Government of Kerala Education Department 2006
Foreword
Dear Teachers,
This Teachers Sourcebook on
Maintenance and Repairs of Two Wheelers and Three Wheelers introduces the teacher to the main principles and practices of the revised pedagogy which is activitybased, process-oriented and learner-centred. The realisation that learning is not mere storing information in memory and that real learning is construction of knowledge through observation, comparison, classification and analysis has led us to give a new thrust to the teaching-learning process at Vocational Higher Secondary level to make it more meaningful and learner-friendly. This sourcebook has been developed primarily for the benefit of teachers who teach Maintenance and Repairs of Two Wheelers and Three Wheelers at Vocational Higher Secondary level. The subject matter has been dealt with utmost care, in tune with the revised curriculum and pedagogic principles. It is hoped that this book will enable the teacher to provide suitable learning activities for effective learning. The success of the approach depends upon the vision and commitment of the teacher. They are expected to make use of this sourcebook at all stages of their teaching process. It is also expected that the teacher would seek help and guidance from other sources like libraries and websites. Hope that this sourcebook will help the teacher to develop the skills and experience required for effective classroom transaction. Creative criticism and suggestions for improvement are most welcome. With regards,
Thiruvananthapuram July, 2006
Dr E. Valsala Kumar Director SCERT, Kerala
Contents
PART I
General Approach ................................................. Learning Strategies ............................................... Curriculum Objectives ......................................... Syllabus .................................................................. List of Practical works .......................................... Planning .................................................................. Subject Approach .................................................. Evaluation .............................................................. 05 22 33 37 39 41 48 51
PART II
1 Cooling System ................................................. 2 Lubrication System........................................... 3 Clutch ................................................................. 4 Transmission ..................................................... 5 Differential and Rear axle ............................... 6 Chassis and Suspension System .................... 65 69 73 78 85 90 94 100
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7 Brake System ..................................................... 8 Wheels and Tyres ............................................. 9 Emission Control ..............................................
PART III
Sample Questions .......................................... Reference Books ............................................
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Maintenance and Repairs of Two wheelers and Three wheelers
GENERAL APPROACH
SIGNIFICANCE OF VOCATIONAL EDUCATION

The ultimate aim of education is human refinement. Education should enable the learner to formulate a positive outlook towards life and to accept a stand which suits the well being of the society and the individual as well. The attitude and potential to work has determined the destiny, progress and cultural development of the human race. As we all are aware, the objective of education is to form a society and individuals having a positive work culture. The educational process expected in and outside our formal schools should concentrate upon inculcating concepts, abilities, attitudes and values in tune with these work culture. Hence vocationalised education cannot be isolated from the main stream of education. In another sense, every educational process should be vocationalised. However due to our inability to utilize the resources wisely, scarcity of job opportunities is a severe issue of the present society. For overcoming this deep crisis, emergent techniques have to be sorted out and appropriate researches have to be seriously carried out. It is in this sense that the content and methodology of Vocational Higher Secondary Education have to be approached. The need for meaningful linkages between the world of work and world of education is well recognized. The essence of the recommendations made by various commissions and committees is that the vocationalisation should be the main feature of the future system of education at the higher secondary stage, it can be extended to school level also. Vocational education is a system of education which intends to prepare students for identified occupations , spanning several areas of activities. The Vocational Higher Secondary course is envisaged as a part of the National Policy 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 stands aloof from other systems of education. This education imparts the life skills required by the youth to enter the world of work and assuming the responsibilities of adulthood. As per the expert meeting report (2001) of UNESCO, the life skills are grouped under four
Teachers' Sourcebook VHSE II year
categories. They are 1. 2. 3. 4. skills for personal fulfilment skills for living in society skills for dealing with changing economies skills for dealing with changing work patterns.
Vocational Education ensures fulfilment of manpower requirement for national development and social security for the citizens through selfemployment. It also helps to reduce the migration of rural youth to urban areas and thus helps in rural development. The learners of Vocational Education get an opportunity to avail one year apprenticeship training in industries to improve their practical skill. During the course of study, on the job training (OJT) for 10 days in a year is arranged to improve the skill and efficiency of the learner. This education system motivates the attitude towards self employment through Production/ Service Cum Training Centres. (PTC)
Objectives of Vocational Education

The National policy on education has accorded very high priority to the programme of vocationalisation of education, considering the following objectives. 1. 2. 3. 4. 5. 6. 7. 8. 9. To fulfil national goals of development and the removal of unemployment and poverty. To impart education relevant to increased production and productivity, economic development and individual prosperity. To make available skilled work force at all levels to alleviate the rural unemployment and for the development of nation. To develop environmental awareness to ensure sustainable development. To develop vocational aptitude, work culture, values and attitudes of the learners so as to enrich the productivity of the nation. To develop entrepreneurial competencies and skills of learners for self reliance and to undertake gainful self employment. To facilitate the expansion of higher education and explore future opportunities through innovative guidance and programmes. To develop vocational competencies, creative thinking in the related areas and facilitate training. To create awareness on mental, physical and social health.
10. To acquire awareness about different job areas and to provide backgrounds for acquiring higher level training in subjects concerned.
Learning
Learning is construction of knowledge through a continuous mental process. It is an advancement through adding and correcting in the light of comparing the new issue with the previously learned concepts. It is an intellectual process rather than the mere memorisation of facts. It is a conglomeration of a variety of activities like problem solving, finding out co-relations, prediction, arriving at conclusions, rational as well as critical thinking, finding applications, grouping for other possibilities and extracting the crux. When opportunities are provided for intellectual processes learning will become effective and intellectual ability will get strengthened.
Theoretical foundations of learning

Education is the best device that can be adopted for creation of a new society. It should be democratic in content and process and should acknowledge the rights of the learner. It should also provide opportunity for better citizenship training. The concept of equality at all areas should get recognition in theory and practice. There should be conscious programme of action to develop nationality, humaness and love against the encroachment of sectarianism of caste and religion. The learner should become cognisent of the implications of privatisation, liberalisation, globalisation etc. They should develop a discrimination to use the acquired learning as a liberative weapon. They should be able to view education and life with the perspective of social well being. They should get opportunity to recognise that co-operation is better than 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 all students. The remnants of perspectives formed in us during the colonial period still influence our educational philosophy. The solution to the present day perplexities of the society which approaches education on the basis of competitions and marketisation is only a comprehensive view of life. It is high time that education was recognized on the basis of the philosophy of human education. The human approach to education has to reflect in its content, learning process and outlook. The perspective of learning to be and learning to live together as expressed by the UNESCO and the concepts of existential, intrapersonal and interpersonal intelligence. The basis of new approaches on curriculum and teaching- learning process are 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, the teaching process has to be changed timely. It is the result of the rapid growth and development of Science and Technology and Pedagogy. If we want to undergo
the changing process, we have to imbibe the modern hypothesis regarding learner that they have
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Great curiosity Good imagination Numerous other qualities and interests Independent individuality Interest in free thinking and working in a fearless atmosphere. Interest in enquiring and questioning. Ability to reach conclusions after logical thinking. Ability for manifest and establish freely the conclusions arrived at. Interest for recognition in the society. Determination to face the interference of society and make components which is a part of social life.
When we consider the learning system, the domains to be stressed in education according to the modern development becomes relevant. The knowledge domain consists of
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Facts Ideas Laws The temporary conclusions and principles used presently by scientists.
Learning is a process. The continuous procedures we undergo to reach a particular goal is process. The skills which are parts of the process to analyze the collected ideas and proofs and come to a conclusion is called process skills. Some important process skills are
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To observe To collect data and record To classify To measure and prepare charts To experiment To predict To recognize and control the variables To raise questions To generalize To form a hypothesis and check.

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To conclude To communicate To predict arid infer To use tools.
In addition to this, consider the skills related to creative domain also, they are skills:
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To visualize To connect facts and ideas in new ways. To find out new and uncommon uses of objects To fantasize To dream To develop creative isolated thoughts
Again, the following factors consisting in the Attitudinal domain are also important as;
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Self confidence Love for scientific knowledge Attitude to know and value history Respect human emotions Decide with reasonable present problems Take logical decisions regarding personal values As regards the application domain the important factors are the ability to:
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observe in daily life examples of ideas acquired. take the help of scientific process to solve the problems of daily life. choose a scientific life style connect the ideas acquired with other subjects. integrate the subjects with other subjects.
Some basic stands have to be taken on the new scientific knowledge about intelligence learning and teaching. When such basic concepts are accepted changes are required in the following factors.
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The vision, approach, structure and content of the curriculum. The vision, approach, structure and content of the textbooks. Role of the teacher and the learner. Learner atmosphere, learning materials and learning techniques.
Some scientific perspectives accepted by modern world in Educational Psychology are given below.
Constructivism
This approach puts forward the concept that the learner constructs knowledge. New knowledge is constructed when ideas are examined and practiced in new situations relating them with the previously acquired knowledge and experience. That is assimilated into the cognitive structure of ones knowledge. This method which gives priority to critical thinking and problem solving provides opportunity for self motivated learning.
Social Constructivism
Social constructivism is a branch of constructivism. Knowledge is formed, spread and imbibed and it becomes relevant in a social environment. Interactive learning, group learning, co-operative participatory learning, all these are concepts put forward by social constructivism. The main propounders of constructivism are Piaget, Vygotsky and Bruner. Discovery learning and interactive learning have prime importance. Learning takes place as a part of the attempt for problem solving. The activities of a learner who confronts cognitive disequilibrium in a learning situation when he tries to overcome it leads to the renewal of cognitive structure. It is through this process construction of new knowledge and the assimilation of them take place. Observation and enquiry are unavoidable factors. The learner advances towards new areas of acquisition of knowledge where he tries to compare his new findings with the existing concepts. Learning is a live mental process. Rather than the ability for memorization of facts cognitive process has to be given emphasis. The process of problem analysis, 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. Social and cultural factors influence learning. Sharing of knowledge and experience among learners, collective enquiry, assessment and improvement, group activity and collaborative learning by sharing responsibilities with the objective of public activity, 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 situation should be capable of forming a sense of ownership in the learner regarding the learning process. Learning is not a linear process. It progresses in a spiralled way advancing deeper and wider.
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New Concepts of Learning

1. Discovery Learning
The teacher has to create a motivating atmosphere for the learner to discover concepts and facts, instead of listening always. Creating occasion to progress towards discovery is preferred. Instead of telling everything before and compelling to imitate the models, situations are to be created to help the children act models as themselves.
2. Learning by discussion
Discussion leads to learning is Burners theory. Here discussion is not opposing each other. It is a sharing on the plane of ideas. New ideas are arrived at by seeking explanations, by mutual giving and taking of ideas and by problem solving.
3. Problem solving and learning

Only when the learner feels that some thing is a problem to be solved that he takes the responsibility of learning it. It is an inborn tendency to act to solve a problem that causes cognitive disequilibrium in a particular area. It is also needed to have confidence that one is capable of doing it. The problems are to be presented in consideration of the ability and level of attainment of the learner.
4. Collaborative learning
This is the learning in which the responsibilities are distributed among the members of the group keeping common learning objectives. The common responsibility of the group will be successful only if each member discharges his duties. All the members will reach a stage of sharing the result of learning, equally through the activity with mutual understanding. The teachers who arrange collaborative learning will have to make clear the responsibilities to be discharged. This is possible through the discussion with the learners. Collaborative learning will help to avoid the situations of one person working for the whole group.
5. Co-operative learning
This is the learning in which the learners help one another. Those who have more knowledge, experience and competency, will help others. By this exchange of resources the learners develop a plane of social system in learning also. As there are no high ups and low ones according to status among the learners they can ask the fellow students doubts and for helps without any hesitation or in hesitation. Care should be taken not to lead this seeking of help to mechanical copying. It should be on the basis of actual needs. So even while encouraging this exchange of ideas, among the members of the group cautious acceptance is to be observed as a convention. There should be an understanding 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 the achievement of all the members
6. Zone of Proximal Development

Vygotsky observes that there is a stage of achievement where a learner can reach by himself and another higher zone where he can reach with the help 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 he does not get support at the proper time. The learner may require the help of the teacher in several learning activities. Here helping means to make the learner complete the activity taking responsibility by himself. The teacher has to keep in mind the objective of enabling the learner to take the responsibility and to make it successful.
8. Learning - An active mental process

Learning being a cognitive process, the teacher needs to know cognitive processes to facilitate the creation of learning opportunities. Learning can be made effective by providing learning experiences involving mental processes like
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Retrieves/recollects/retells information Readily makes connections to new information based on past experiences and formulates initial ideas /concepts. Detects similarities and differences Classifies/categorises/organises information appropriately. Translates/transfers knowledge or understanding and applies them in a new situation. Establishes cause-effect relationships Makes connections/relates prior knowledge to new information/applies reasoning and draw inferences Communicates knowledge/understanding through different media. Imagines/fantasises/designs/predicts based on received information Judges /appraises/evaluates the merits or demerits of an idea/develops own solutions to a problem.
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9. Intrinsic Motivation
Intrinsic motivation is given more importance than extrinsic motivation. The teacher has to arouse the internal motivation of the learner. A person internally 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 has created a turning point in the field of education. The National curriculum documents has recommended that the curriculum is to be designed taking into 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 can be developed by engaging in language games and by teaching others.
2. Logical/mathematical Intelligence
Thinking rationally with causes and effect relation and finding out patterns and relations come under this area. Finding out relations, explaining things, sequential and arithmetical calculations etc. are capable of developing this area of intelligence.
3. Visual/spatial Intelligence
In those who are able to visualize models and bringing what is in the imagination into visual form and in philosophers, designers and sculptors this area of intelligence is developed. The activities like modelling using clay and pulp, making of art equipments, sculpture, and giving illustrations to stories can help the development of this ability.
4. Bodily Kinesthetic Intelligence

The activities using body language come under this. This area of intelligence is more developed in dancers and actors who are able to express ideas through body movements and in experts in sports, gymnastics etc.
5. Musical Intelligence
This is an area of intelligence which is highly developed in those who are able to recognise the different elements of music, in musicians and in those who can here and enjoy songs. Playing musical instruments, imitating the songs of musicians, listening silently to the rhythms and activities like this are capable of developing this area of intelligence.
6. Interpersonal Intelligence
Those in whom this area of intelligence is developed show qualities of leadership and behave with others in a noble manner. They are capable of understanding the thought or others and carrying on activities like discussion successfully.
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7. Intrapersonal Intelligence
This is the ability to understand oneself. These people can recognise their own abilities and disabilities. Writing diaries truthfully and in an analysing way and assessing the ideas and activities of others will help developing this areas of intelligence
8. Naturalistic Intelligence
A great interest in the flora and fauna of the nature, love towards fellow beings interest in spiritual and natural factors will be capable of developing this 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 to realise the ultimate nature of mental and physical existences, all these are the peculiarities of this faculty of intelligence.
Emotional Quotient
The concept of emotional intelligence put forward by Daniel Golman is used in framing the new curriculum. The fact that ones Emotional Quotient (E.Q) is the greatest factor affecting success in life is now widely accepted. The teacher who aims to focus on improving the emotional intelligence of students need to concentrate on the following.
i) Ability to take decisions

Rather than imposing decision on students while planning and executing activities, the students may be allowed to take part in the decision making process. Taking decisions through open discussion in the class, inviting students suggestions on common problems etc. are habits to be cultivated.
ii) Ability to reach consensus

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When different opinions, ideas and positions arise, the students may be given the responsibility to reach a consensus. Imagining what would be the course of action in some situtations, allowing to intervene in a healthy way in problems between individuals.
iii) Problem solving

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Developing the idea that there is reason and solution to any problem. Training in finding reasons for problems. Suggesting solutions through individual or group efforts. Discussing social problems. Analysing the shortcomings in methods to solve problems.
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Whether plastic can be banned within school premises can be given as a problem. Group discussion will provide reasons and solutions. Problems, which can influence classroom learning and for which the learner can actively contribute solution need to be posed
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Self criticism, evaluation
Ability to face problem-situation in life

Thinking what one would do if placed in the situation of others, how one would respond to certain experiences of others - All these foster the growth of emotional intelligence.
iv) Life skills

Life skills need to be given a prominent place in education. W.H.O. has listed : skills required for-success in life.
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Self awareness Empathy Inter personal relations Communication Critical thinking Creative thinking Decision making Problem solving Coping with emotion Coping with stress
The new curriculum addresses these areas

Knowing the characteristics of the learner, role of the teacher and how to use the teachers handbook help the teacher to plan and effectively implement learning activities.
Role of a Teacher
In the earlier approach the teacher was mainly depending on the lecture method for teaching. But in the new method of education the student centered approach is given more importance than the teacher centered approach. Under this changed scenario the teacher has to perform the following roles in the classroom. The teacher should be
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A facilitator of learning A guide to the overall development of the student A good observer and motivator
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Able to consider the activities, needs, special features and age group of students at higher secondary level. Able to understand the limitations of learner and their learning problems. An instructional material developer A good communicator An innovator Able to raise leadership qualities and self confidence of the learner An authoritarian in the concerned subject Able to arrest and sustain the attention of the learner Able to bring out and encourage the inborn talents. A resource manager to ensure the optimum utilisation of resources. A systematic record keeper A controller to issue guidance to the students A person with high level of practical competency Able to corelate area of study with familiar environmental situations A self evaluator and good listener Able to create awareness in social problems A person with democratic and humanitarian approach A professionalist as well as philosopher A good evaluator A good organisor and a friend. A co-learner as well as co-researcher Able to give assistance and advice in placement needs and self employment by giving moral and technical support Able to keep moral values A person equipped with skill for using new techniques of learning Optimistic and impartial
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Child friendly Class Room Atmosphere

Learning can be effective and enjoyable only when the class atmosphere is according to the new concept of learning and the characteristics of higher secondary teacher.
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Class and seating are arranged in an attractive way Democratic nature is upheld Always active
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Students interact with teachers without fear Opportunity for a variety of activities Students allowed to involve interesting group activities Learning speed, learning style and different levels of attitudes are considered. Help is extended whenever needed. Sufficient instructional materials are available There is freedom of expression, students share their ideas and experiences Students are given acceptance and encouragement Healthy atmosphere Needs of each student is given consideration. Happy and energetic atmosphere Teachers work considering the rights of students Prtoblems handled in a patient way Teachers look at all events from the students view point
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There will be students of various ability levels in any class because learning style, learning speed, varying exposure to language experiences, physical and psychological problems and varying socio-cultural background. The learning experiences provided must help to bring the low activities to an expected level and extended the breadth and depth of the skills of the high activities. By repeating experiences, introducing variations in a learning experience to suit different levels and if needed, formulating additional experiences the problem of varying ability levels can be tackled.
Characteristics of Learner at Vocational Higher Secondary Level

The learner in second year has undergone a learner centered and process oriented learning experience up to first year. The learner at this age is in awakening stage and he is enthusiastic about environment. He needs recognition and encouragement from environment and also recognise as a grown up man. He is adequately competent to select vocational subjects according to his aptitude and interest and to acquire higher education and profession as he wishes. The aspirations about future life is framed in this particular age for seeing national and international job opportunities. Some of the peculiarities of learner at this stage are
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Physical, intellectual and emotional plans have intensive changes during the age and their reflections can be observed Ability to enquire discover and establish cause effect relationship between phenomena
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Readiness to undertake challenges Capacity to shoulder leadership roles Attempt to interpret oneself Susceptibility to different pressures Doubts, anxieties and eagerness about sex Imaging for social recognition
Needs of Learner
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To make acquaintance with a job or self employment through vocational education To acquire more knowledge in the concerned area through higher education To recognize and encourage the peculiar personality of the later adolescent period To enable him to defend against the unfavorable circumstances without any help
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Role of learner
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Active participant in the learning process Act as a researcher Sharer of information Sharer of responsibilities Collect information Takes leadership Involves in group work Act as a co-participant Observes his environment Experiments and realises Make interpretations and draw inferences Mould himself in to an active contributor for the welfare of the society
Evaluation
In vocational higher secondary education, a new approach to education and evaluation should be made. Evaluation must be a systematic and continuous process. As the curriculum is based on vocational stream, capacity building is a most important part and it should be evaluated accordingly. The technical skills, 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 qualities also have to be evaluated. Therefore, evaluation should be transparent, continuous and comprehensive.
Supporting System
In learner centered vocational education, a learning methodology has to be organised and a proper learning atmosphere is to be provided. Many organizations can support the learning activity. They are:-
1. School Resource Group (SRG)

Comprising all teachers (vocational and non vocational), instructors, and lab 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 provide infrastructure ie, class rooms, laboratory, library, seminar hall, audiovisual equipments etc.
5. Subject club
All vocational teachers handling same vocational subjects should form a subject club at regional level or district level. This will helps to share the knowledge and practical facilities, production and marketing of materials, services etc.
6. Nodal Schools
Based on excellency, district wise nodal schools may be selected to provide facilities like central library, museums, video conferencing etc.
7. Institution Industry Interaction Project (III P)

This should be implemented in every institution to update knowledge . This also helps for OJT , PTC and field visit.
Monitoring system
Education is a sort of journey from darkness to light satisfying the needs and the wants of the individual and the society. The modernization of education through activity oriented system enhances free thinking and working in a fearless atmosphere. It is a qualitative process not a quantitative one. This
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necessitates a proper monitoring system. The system of monitoring should have the following features.
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It must be transparent. It must enrich the ideas of the facilitator through innovative process. It must be time bound and rational. It must motivate the facilitator to adopt new strategies. It must be recordable and ensure effective feedback for the effective monitoring of the system, three levels of the mechanism should be set up. 1. 2. 3. School level monitoring group. Regional level monitoring group. State level monitoring group
Moreover a social auditing system is advisable to achieve the objective effectively.
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:
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A continuous mental process Simple-learner must feel that he is able to undertake the task Enable the learner to attain the curriculum objective Interesting Suitable to the age and attitude of the learner Future possibilities Enable group activity Challenging Time bound Constructive and curiosity developing Possibilities for evaluation Capacity to generate independent thinking Ability to enquire, discover and establish cause effect relationship between phenomena.
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Learning Aids
To make the teaching and learning process simple and effective , certain learning aids and necessary use of such aids for transacting a complex idea make the class room live and students get more and more involved. The advances in science and technology may be effectively utilised for this purpose. Some of the learning aids are listed below.
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Multimedia Over Head Projector Computer Internet Liquid Crystal display Projector TV, VCD, DVD and tape recorders Working models Charts Slides Video Conferencing facility Library Text book Source book
Society
The new educational policy uplifts the social commitment of the learner. Therefore the society can also give some valuable contributions in this changing situation. The new system also ensures that the learner can perform certain useful services for the betterment of society. The social obligations can be illustrated as follows.
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To enrich social values, aptitude and ability in learner To develop entrepreneurial aptitude and ability which helps social welfare and self employment New system of education adopts OJT, PTC etc as a part of vocational curriculum which helps to make close contact with the society. The resources available from our society can be positively utilised to convene seminars, interview etc. Social organisations can help learners to make their education socially committed. The social clubs like NSS, Tourism Club, Eco Club, Energy Club etc functioning in schools can make direct link with the society.
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II
LEARNING STRATEGIES
In the modern era of globalization the introduction of new technologies ensures only the survival of the fittest. So it becomes a necessity to equip the learners to face the growing challenges in the competitive world. Hence the traditional approach to learning is no more relevant in the present context. The teacher should use instructional techniques that motivate the student to construct his own knowledge. Now the learners are not passive listeners , but they are the active participants in the construction of knowledge. Here the teacher 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 into consideration. The given activities for learning are only suggested one. It can be altered according to the discretion of the teacher. To obtain the objectives, the new system of education is introduced in the Vocational Higher Secondary Education for attaining the objectives of the courses in this system, we can adopt the following strategies.
1. Assignment
Assignment is some specific work assigned to the students as a part of their academic enrichment. There are learning activities undertaken as a continuation of class room activities to realize the curriculum objectives to a broader extent . They should be completed in time bound manner. They help to lead learner to higher level of learning from the present status. Challenging assignment can motivate the students to involve in group dynamics and achieve fruitful results . The teachers may act as a guide. Assignments may be given on individuals or group basis. Assignment includes preparation of notes, preparation of charts, models, collection, of materials from institutions etc. Assignment develop skills of reference, observation, enquire reporting etc. It ensure the effective utilization of leisure time of the students.
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2. Seminar
Seminar is a learning strategy involving an in-depth analysis of specific topic, preparation of a paper and presentation . The paper is presented by either one student or a group of students. After the presentation, there will be a discussion/ interaction in which all the students can participate . The students get an opportunity to clear their doubts and make clarification.Seminar helps 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 a group of students iii. Collection of relevant information Information required for seminar can be collected from various sources namely books, magazines, internet, institutions, place and persons. iv. Preparation of draft paper Based on the information collected the student may prepare a draft paper and submit it to the teachers for comments. Revise the draft paper based on the comments of the teachers. The required drafts is submitted for approval. v. Programme Scheduling The date, time and venue of the seminar is fixed. A seminar leader may be selected from the students vi. Seminar paper presentation The student/ students shall present the paper in the seminar. The teacher may function as the moderator during the initial stages. vii. Discussion / Interaction Welcome maximum number of responses from the students. Make comments on the topic. This will be followed by a general discussion. All the group members should actively participate in discussion. viii. Summing up deliberation The moderator sums up the deliberation
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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 points discussed and consolidated.
3. Panel Discussion
It 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 be divided according to the number of panel members. Number of panel members are fixed according to subdivision of points in the subject. Relevant materials and hand out may be given in advance to the learners. The monitor or moderator introduces the subject of discussion and invite a panel member to start the discussion. Each panel member is invited for discussion afterwards. After briefing by the panel members the question are raised from the audience and the panel members give suitable answer to them. A report should be submitted by each learner to the moderator .
4. Project
Project is a self-learning strategy which can exert great influence on the overall development of the learner. Project as learning strategy is to be selected where a problem arises in any part of the curriculum. The students may be divided into groups and assigned different aspects of the problem. Each group works independently .Specific aspects of the problem such as data collection, classification, analysis, report preparation and presentation is to be undertaken by 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 with the active participation of all. After analyzing data collected from different sources, the learner arrives at a conclusion that can help to solve the problem. Thereby learner learns the topic through his own activity. The other advantage of this learning activities is that it helps the learner to scientifically handle any problematic situation. It helps in the development of scientific thinking and thereby builds up the students aptitude for the subject.
Stages of the project

i. Selection of a topic
The 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 the curriculum.
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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 based on the aim and Hypothesizing of the Project. The nature of the project, suitability of the tools, and the methods of learning should be related to each other.
iii. Collection and Tabulation of Data

The data may be primary, Secondary or teritiary. Either census or sampling method can be used based on the objective of the project. Suitable questionnaires are to be prepared for the collection of primary data. The collected data is to be classified and tabulated so as to make it easily understandable.
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 analyzed information 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 report should be structured in the following order.
l l l l l l l l l
Title Preface Hypothesis and aim Methodology Sources of data Analysis and conclusion Suggestions (if any) References Appendices (Questionnaire, Observation schedule, check list Etc.)
6. Presentation of the Project

When the project is presented , the learner is being evaluated and accepted. It is through this presentation that ideas are shared with others in the class and society.
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The project methods promotes scientific self learning and makes him capable of solving the problem arising in real life situations.
5. Debate
Debate 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 suitable for debate has to be found. Debate can be on relevant topic that is different and interesting to the students and relevant to society. Students with different opinion have to be identified for discussion. Those who have similar opinion should join together to form a side . Those who hold the opposite view will form the other side. It would 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 from discussion and debate, develop the idea through reading and study, and to express them through writing or other means
Stages of Debate
l l l l l
Topic Selection Selection of panels keeping in balance with intelligence, gender etc. Selection of moderator Collection of information guided by the teacher Conducting the debate under the control of moderator by avoiding any sort of personal conflicts 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 an indepth analysis of an actual event or situation. It presents real pictures of situation with facts, information or data . Learners analyse the case to interpret, predict and resolve issues associated with it. The case study provides the learner an opportunity to analyse and apply concepts, data and theory taught from the class. Learners can work individually or in groups. By studying realistic cases in the classroom, students develop new insights into the solution of specific on the job problem and also acquire knowledge of 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 l
Collection of data Conversion of data into information
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l. l l
Analysis of the case in groups Presentation of the finding by each group leader. Evaluation
In addition to the above mentioned learning strategy there are many other learning strategies which can be used in appropriate situations to enrich leaning 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 generation of ideas quickly. Rules for conducting Brain storming.
l l l l
No response is wrong. So welcome every response. Welcome as many responses as possible No criticism is allowed Allow to work on others idea
Steps in Brain storming

l l l l l l
Pressentation of the problem Provide relevant information Record the ideas put forth by the participants Combine similar ideas Evaluate each idea/ solution Selection of the best solution
If brainstorming is used as an instruction strategy, the last step is not essential
8. Discussion
Discussion is essential for the student to share new finding, idea and conclusion at each stage of learning with fellow students and teachers. In general discussion the teachers should guide the discussion though questioning and summarizing. The major steps involved are
l l l l
Introduction initiated by the teacher Development of discussion by giving lead points and follow up interactions Transition stage in which the key points are reviewed by the teacher and Summarizing stage in which teacher provides additional support materials to ensure the achievement of the objectives
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9.Group Discussion
Group discussion is an ideal method to develop Co-operation, democratic attitude, friendliness and compromising attitude which are the ultimate aims of education. During group discussion the teacher may observe each group and if needed help them to Channel the discussion towards the common objectives. All students may be given opportunity to take part and express their ideas within a time limit. The conculsion reached may be entered by each student. A group representative must present this during consolidation in which the teacher may correct or add information to ensure that all the relevant ideas have been covered
10. Collection
Collection is a continuous learning activity, which ensure complete participation of students. The Collected item may be materials, pictures, charts, ideas, data etc. Collection provides direct experience to learners. An exhibition of collected materials will help to strengthen the concept.
11. Practical works

Experimentation contains the process skill in an integrated way. In the new approach of curriculum the student forms idea and comes to conclusion through process. The term Practical when associated with a science subject usually means an experiment. The objective of doing experiment is to verify some principles associated with theory. The Subjects end here. But this is not the case with Vocational Practical The ultimate goal of a Vocational Education is to generate skill through continuous practice along with investigation and invention. Continuous practice transforms the unskilled to the skilled. This is the significance and importance of practicals in the Vocational stream. Hence it is very crucial that Vocational teachers as well as instructor should understand the importance of vocational practical and act accordingly.
10. Quiz
Quiz programme can be used as an interesting class room tool for transaction of curriculum objectives as well as to evaluate the effectiveness of transaction and achievement of students. For conducting a quiz programme a topic should be selected based on the above 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. A question 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 fail to answer the question raised by the team, then the team itself answers the question and explain the background if necessary. All the teams get equal number of chances to ask the question . Time limit is also prescribed for the
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conduction of the programme. The team who scores maximum points wins All the participants can make notes on the questions asked, answers and their 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 and feel the model presented . Still models and working models help the students to understand the structure , working principles, actual operation etc. Steps involved in model preparation are
l l l l
Feeling the problem Planning the type of model according to cos Grouping the students Briefing the tasks - Aim - Need - Material required - Source of Materials - Cost of materials - Division of Labour - Guidance - Fixing of a time limit
Presentation by each group about - How the models were prepared - Details of - Expenses - Working and principles
l l
Documentation of the process Evaluation - By other groups and by the teacher
14. Games
Class rooms can be made attractive by introducing different types of games. Games should be interesting as well as informative. Some of suitable games are 1. 2. Odd man out Cross word puzzles
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3. 4. 5.
Match the following 'Aswamedham' Link game Answer using clues.
15. Survey
This strategy involves collection of data from a group under study (books, persons, materials etc.) It develops the social interaction and communication ability of the learner. It also provide a scope for discovery learning.
Steps involved in survey

l l l
Objective of survey Selection of area for survey/sampling frame Selection of survey method - Direct method - With help of questionnaire/schedule
l l
Tabulation and analysis Consolidation and Presentation
16. Exhibition
It is a learning strategy by which the learner can get a chance to show the skill developed. It provides the intrinsic motivation and exposure. Exhibition item can be conducted either individually or as a group task. It can be conducted at school / Regional/State/National Level. Necessary publicity and other arrangement can be provided. Presentation, documentation participation and innovative skills of the learner can be evaluated.
17. Interview
Interview is one of the important learning strategy taking the help of a resource person. Interview is an innerview. It provide opinion and information about a topic. An interview is conducted through the following steps
l l l l l l
Introducing a problem? Invite a resource person Decide the questions by learners Decide the time, place etc. How to discuss ? How many students to participate?
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7. 8.
Implementation of the interview Conclusion (Facilitator)
Interview Schedule should be prepared before conducting an interview . It contains list of questions prepared by learners, Selection of students, selected names sequence of question etc.
18. Field Visit

Field visit is an inevitable vocational tool to be implemented in vocational Higher Secondary Education. This helps the students to familarise with the modern technologies and new situation in a different atmosphere. It provides learning though viewing. It is based on the principle that seeing is better than hearing. It enables the learner to retain the learned informations longer and to make the subject more interesting. It motivates and give more confidence in his/her particular vocation. A suitable centere or institution or site should be identified and prior permission from the authorities should be obtained before conducting the field visit. Give instructions to the learners for collection data/information/materials/ Specimens. Teacher may assign different duties to learners by working in different 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 visit is conducted After the visit, learner should acquire the ability to apply the ideas/concepts in his future carrier. Each learner should submit a detailed report about the field visit.
20. Demonstration
Through demonstration we can present an item/product and emphasize its features very effectively Eg:- To understand the functioning of a computer Demonstration Process includes
l l l l l
Introduction about the item/Material Principles Working Operation Components Merits of the item
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20. Chart display

It 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 is abbreviate, brief and clear. It is prepared by students.
Major benefits of Chart display

l l l l
A learner gets clear idea about the concept The leaner can retain the ideas in his mind for longer periods A complicated idea can be simplified though a chart Cheap method of teaching aid.
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III
CURRICULUM OBJECTIVES
Unit I - COOLING SYSTEM

1.1 1.2 To know the purpose of cooling and methods of cooling, through discussion, demonstration and to prepare notes. To understand the principle and working of water cooling and air cooling systems, construction and material of fins through general and group discussion and to prepare notes. To compare air cooling system with water cooling system, to study the merits and demerits of each system through debate and to record the outcome of debate.
1.3
Unit II - LUBRICATION SYSTEM

2.1 To create awareness about the objectives of engine lubrication, through discussion and to make notes. 2.2 2.3 To enable the students to classify engine oils and understand the properties of oil through assignments. To understand the working of petroil lubrication, splash lubrication, and pressure system of lubrication through seminars.
2.4 To understand the construction and working of oil filters and oil pumps through discussion and demonstration and to prepare notes. 2.5 To understand the procedure of lubrication system, through discussion.
Unit III -CLUTCH

3.1 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 workshop practice and to prepare notes with diagrams.
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3.3 To get an idea about the materials used to make clutch facing through discussion and to prepare notes. 3.4 To study the adjustments of clutch through discussion and actual practice and to make a report. 3.5 To become familiar with the common troubles in clutch and to be able to suggest 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 automobile through discussion and demonstration. 4.2 To get an idea about the types of mannual, automatic and semi automatic transmission systems employed in an automobile, through group discussion and to make a report. 4.3 To get an idea about the various types of gears and to introduce the concept of gear ratio through discussion. 4.4 To understand the working principle of sliding mesh gearbox through discussion and demonstration and to make a report. 4.5 To understand the construction and working of progressive type constant mesh gear transmissions used in two and three wheelers, through discussion, 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 used in two and three wheeler through assignments and actual practice. 4.8 To become familiar with the maintenance and common troubles in transmission and to get the capability to suggest remedies through group discussion and to record the outcomes of discussion and prepare trouble shooting chart.
Unit V - DIFFERENTIAL AND REAR AXLE

5.1 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 discussion and demonstration and to prepare notes. 5.3 To understand the function of differential through discussion and to prepare notes. 5.4 To study the actual construction and working of differential through discussion and actual practice.
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5.5 To study and identify the construction of semi floating type rear axle through assignments. 5.6 To identify various troubles in rear axle and differential and to be able to suggest remedies, through group discussion and prepare trouble shooting chart.
Unit VI -CHASSIS AND SUSPENSION SYSTEM

6.1 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 an automobile through discussion 6.3 To introduce the concept of sprung and unsprung weight through discussion and demonstration. 6.4 To understand the function, construction and working of coil spring leaf spring and telescopic shock absorber through discussion, demonstration and actual practice and to prepare notes 6.5 To study the features and advantages of independent suspension through discussion and make a report. 6.6 To study the major types of front and rear suspension system in two and three wheelers through actual practice and field visit.
Unit VII - BRAKE SYSTEM

7.1 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 the discussion. 7.3 To get the concept regarding basic principles of mechanical and hydraulic brake systems, through discussion and demonstration. 7.4 To understand the function, construction and working of master cylinder and wheel cylinder through discussion and actual practice 7.5 To understand the maintance and adjustment procedure of brakes through discussions 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 of suggesting remedies through discussions and prepare trouble shooting chart.
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Unit VIII -WHEELS AND TYRES

8.1 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 and specifications through group discussion and prepare discussion notes. 8.3 To get an idea about type pressure and effects of over and under inflations through discussion and make the notes.
Unit IX - EMISSION CONTROL

9.1 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 through discussion. 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& three wheelers through assignments.
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IV
Unit - 1 COOLING SYSTEM
SYLLABUS
Total Hours : 140 hrs
(10hrs)
Necessity of cooling system- types of engine cooling system- principles and operation of air cooling system advantages and disadvantages of air cooling systems Cooling fins- fan cooling. Fundamentals of water cooling systems.
Unit - 2
LUBRICATION SYSTEM (18 hrs)
Objectives of the lubrication system- Lubricating Oils- Properities of Lubricating Oils Viscosity- Viscosity rating Viscosity index Types of Lubrication Systems- Petroil lubrication System- Splash lubrication System- Pressure System of Lubrication Components of lubrication System- Oil Filter- Oil Pump- Gear type and Rotor type- Care and maintain of Lubrication system.
Unit - 3
CLUTCH (18 hrs)
Function of a clutch Requirements of clutch dry type and wet type (only definitions)- Different types of clutch. Single plate clutch- multiplate clutch- centrifugal clutch- clutch components Clutch plate Clutch linings- Adjustment of clutch- Possible defects and remedies.
Unit - 4
GEAR BOX (TRANSMISSION) (19 hrs)
Need of Gear box- Functions of gear box- Study of different types- Principles of Sliding mesh gear box-Detailed Study of progressive type Constant mesh gear box Principles of Synchronizing device introduction to automatic Transmission- Gear ratio- Over drive- Gear shift mechanism- gear adjustments Possible troubles and remedies.
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Unit - 5
DIFFERENTIAL AND REAR AXLE (18hrs)
Propeller shaft- Universal joint- Slip joint Final drivechain and gear type. Final drives-detailed study of differential-types of rear axleSemifloating rear axle and Bearings-possible troubles and remedies in rear axle and differential.
Unit - 6
CHASSIS AND SUSPENSION SYSTEM (20hrs)
Types of chassis frame- Channel types, Box type and Tubular type. Materials used for chassis. Need and Function of Suspension system-Sprung & unsprung weight - Coil spring and leaf spring Spring shackle- Shock absorbers-Single acting and double acting Independent Suspension System-Advantages of Independent Suspension System- Rear wheel (Live Axle) Independent Suspension in autorikshaw-
Unit - 7
BRAKE SYSTEM (19hrs)
Functions of brakes Causes of accidents Brake efficiency and stopping distances Different types of brake system- Mechanical and Hydraulic brake system (Detailed study) Disc brake (fixed caliper) Master cylinder and wheel cylinder- principles of hand brake Maintenance and adjustments Troubles and Remedies of brake system.
Unit - 8
WHEELS AND TYRES (8 hrs)
Types of Wheels Functions of tyres- Tyre Construction Radial tyretyre and tube specifications- Tyre pressure- Effect of over inflation and under inflation Care and Maintenance of tyre
Unit - 9
EMISSION CONTROL (10 hrs)
Silensor- Pollutants from the engine- Euro Norms -Different Emission Control Systems Brief description of positive crank case ventilation (PCV) Air Injection system Catalystic convertor.
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V
Unit-1
Cooling system
u u
LIST OF PRACTICAL WORKS
Study of Cooling fins Study of air cooling system in scooters.
Unit-II
Lubricating system
u u u u
Replacement of Oil filter Inspection of clogged oil lines and oil passages Servicing of oil pump Changing of oil
Unit-III
Clutch
u u u
Dismantling and Re-assembling of clutch used in two and three wheelers. Study of common clutch troubles and their causes Clutch adjustment
Unit-IV
Transmission
u u u u
Dismantling and assembling of constant mesh, sliding mesh gear boxes Overhauling the gear box Lubrication of gear box Study of common troubles and their remedies in gear box
Unit-V
Differential and Rear Axle
u
Dismantling and Refitting of propeller shaft
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u u u u
Dismantling and refitting of differential Dismantling and refitting of Rear axle Lubrication of differential Study of common troubles and their remedies of a differential.
Unit-VI
Chasis and suspension system
u u u u u u
Checking frame alignment Dismantling of Leaf spring assembly Dismanlting front suspension in scooters. Dismantling rear suspension in motor bikes Dismantling front fork in motor cycles Study and testing of shock absorber
Unit-VII
Brakes
u u u u u u u u u
Servicing of hydraulic brake Servicing of mechanical brake Servicing of living and hose Servicing of disc brake Servicing of Master Cylinder Servicing of Wheel cylinder Bleeding of brakes Relining of brake shoe Brake adjustment
Unit-VIII
Wheel and Tyre
u u u
Changing of tyre Checking puncture and repairing Study and practice on precaustions to be taken while removing tyres
Unit-IX
Emission Control
u u
Dismantling and refitting of muffler Replacing of Catalystic converter.
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VI
PLANNING
UNIT PLAN (SAMPLE)

Name of teacher Name of School Subject Unit Class Time : : : : : : Maintenance & Repairs of Two wheelers and Three wheelers Lubrication System VHSE II year
Curriculum Objectives
1. 2. 3. 4. 5. To create awareness about the objectives of engine lubrication To enable the students to classify engine oils and understand the properties of oils. To understand the working of petroil lubrication, splash lubrication and pressure lubrication systems. To understand the construction and working of oil filters, Oil pumps To understand the procedure of maintenance of lubrication system.
Syllabus
Objecives of Lubrication System
Lubricating Oils Types of Lubrication Properties of oils- viscostiy- viscosity rating- viscosty index Petroil lubrication-splash lubricationpressure lubrication
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Components of Lubrication Care and Maintenance oil Lubrication
Oil filter-oil pump- gear type & rotor type
Learning Activities
1. 2. 3. 4. 5. 6. Discussion on objectives of lubrication Assignemnt on types and properties of lubricants Seminar on types of lubrication systems Discussion on components of lubrication system Demonstration of components of lubrication Discussion on troubles in lubrication system
Concepts/Ideas/Terms
u u u u u u u u u u u
Objectives of lubrication Friction and wear Types of lubricants Properties of lubricants Viscosty and viscosty index Petroil lubrication Splash lubrication Pressure lubrication Oil filters Oil pumps Troubles in lubrication system.
Learning Materials
Charts, OHP, Reference books, service manuals, oil filters, Gear pump, Rotor pump etc.
Output
Discussion notes, Assignment Report, Seminar report
CE Itmes
Seminar, Assignment
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DAILY PLAN (SAMPLE)

Name of teacher Name of School Subject Unit Class Time : : : : : : Maintenance & Repairs of Two wheelers and Three wheelers Lubrication System VHSE II year 1 hour
1. To create awareness about the objectives of engine lbrication
Content Specification
1. 2. 3. 4 5. 6. 7. Idea of friction in different areas of automobile Friction reduction, primary objectives of lubrication Wear Reduction Sealing Action Cleaning action Cushioning effect Cooling action
Activity
General Discussion
Learning Materials
Pronted notes, charts etc. Discussion etc.
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Learning process/Activity The teacher by asking some questions, invites the general and previous knowledge of students about lubrication. The teacher gives a brief introduction of lubrication The teacher recollects the previous knolwdge of students about friction by asking questions The teacher initiates a discussion about the primary features of lubrication, like friction and wear reduction. The teacher initiates a discusion about the secondary function of lubrication The teacher supplies some learning materials regarding the topic. The students are divided into groups. Let each group preapre a report of the outcome of discussion. Let each group present the report and the teacher consolidates the report.
l
Response The learners did not respond as expects. Their knowledge about lubrication is poor. The learner respond well to the question about friction The learner actively particiapte in the discussion The learners utilized the materials effectively. Reports prepared by the students contained some mistakes which showed some misunderstandings.
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YEAR PLAN MRTWTW

Units No.of hours Total No. of Hours Practical Remarks
Term
Month
June Unit-2 Lubricating System Scooter 3. Replacement of Oil filter Unit-2 Lubricaing System Unit-3 Clutch 10 19 9 9
Unit-1 Cooling System
10
19
1. Study of cooling Fins 2. Study of air cooling system in
July
1. Inspection of Clogged oil lines and oil passage 2. Servicing of oil pump 3. Changing of oil 4. Dismantling and Reassembling of clutch ued in 2 and 3 wheeler
Unit-3 Clutch Unit-4 Transmission 10
8 18
1. Study of common clutch troubles and their causes. 2. Clutch adjustment 3. Dismantling and assembly of gear box 4. Over hauling of the different gear box
August
Sempember
Unit-4 Transmission Unit-5 Differential and Rear axle
9 1 10
1. Lubrication of gear box 2. Study of common troubles & their remedies in gear box
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46
Term
Month
Units
No.of hours
Total No. of Hours
Practical
Remarks
3. Dismantling and refitting of propeller shaft 4. Dismantling and refitting of differential 5. Dismantling art refitting of Rear axle 6. Lubrication of differential Unit-5 Differential and Rear axle Unit-6 Chassis and Suspension 1 18 17 1. Study of common troubles & their remedies of a differential 2. Checking frame alignemnt 3. Dismantling of leaf spring assembly Unit-6 Chassis and Suspension 18 18 1. Dismantling front suspension in scooter 2. Dismantling Rear Suspension in motor bikes 3. Dismantling front fork in motor cycle
October
II
November
Term
Month
Units
No.of hours
Total No. of Hours
Practical
Remarks
II Unit-7 Brake system 9 10 Absorber
December
Unit-6 Chassis and Suspension
1. Study and Testing of shock 2. Servicing of Hydraulic brake 3. Servicing of mechanical brake 4. Servicing if lining and hoses 5. Servicing of Disc brake 6. Reconditioning of master cylinder cylinder
January 18
Unit-7 Brake System Uuit-8 Wheels and Tyres
10 8
1. 2. 3. 4. 5. 6.
Reconditioning of wheel cylinder Bleeding of brakes Reling of brake shoes Brake adjustment Changing of tyres Checking punchuring & repairing 1. Study and practice on precautions to be taken while removing tyres. 2. Wheel balancing 3. Dismantling and refitting of muffler 4. Replacing of catalystic convertor
III
February
Unit-9 Pollution
10
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VII
Introduction
SUBJECT APPROACH
Speed 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 is not only with respect to speed but for development purpose also. It is a fast growing business inthe world. It provides employment for thousand of people and large number of people gets livelihood from this industry. The different materials used for automobile industry are also sources of employment. When an industry or business flourishes, the related fields will also flourish. This development is in the fiels of manufacturing sales, service, maintenance and repairing of automobiles. Automobile industry is a fast advancing area of development. The business of making and servicing automobiles has become one of the biggest businesses in the world. An automobile industry employs thousands of men and women directly. Also 'because of the enormous quantities of raw materials such as steel, cloth, glass and rubber, that the auto industry uses, it provides jobs for millions of other people in related industries. Two important landmarks in the history of Indian automobile industry were the advent of Maruti in 1981 and the liberalization of Economy by Government of India in 1992. By the latter, the license restrictions for establishing carmanufacturing facilities were removed, excise and import duties were lowered and the import of auto components and raw materials were brought under OGL. As a result, many reputed vehicle manufactures from all over the world have already opted to enter India through joint ventures. To them India offers considerable attractions - a large domestic market, low cost manufacturing base and abundant availability of skilled manpower. India is the second largest two-wheeler producer in the world. Divided into Scooters, Motorcycles and Mopeds segments, the market has been traditionally dominated 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 commercial vehicle of ordinary people. In August 2005, while the overall growth of Indian
48
automobile industry was almost 18%, over to the same month of previous year, the three-wheeler segment alone grew by almost 29%. This explains the relevance of specialized study of two-wheelers and three wheelers. Recently, the automobile industries in India produced more than 30 lakhs automobiles every year. There are also thousands of engine-powered machines built each year for agricultural, construction and manufacturing operations. Small engines are also made for lawn movers, power saws, snow removers and similar equipments. One of the most important jobs in the world today is to keep all these powered equipments operating and only trained people can do that. Men who know how to service and repair automobiles, have great opportunities for better career in automobile industries. A golden age of automobiles is in store-both for the technician and for the skilled labours.
Course Objective
The prime objective of the course is to equip the student with innovative technologies and skill necessary to perform maintenance and repairs of automobiles, especially, two and three wheelers. By maintenance and repairs, we mean periodic checking of various parts of the automobile, making adjustments to the different mechanisms when necessary, replacing and reconditioning parts when they wear out or gets damaged, and keeping the automobile in perfectly running order as a new one. The learner achieves selfsufficiency in repairing and maintenance; through this finds his employment and can have a decent life in the society. Moreover, the student can seek further availability in higher education, if he is interested.
1. 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.
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9. Equip the students for higher studies and cop up with the growing demands in the employment mark.
Learning Approach
The student should change their role from a passive listener to an active participant in the teaching learning process. The teacher should be a guide or facilitator who assists students to acquire knowledge. A student can understand basics of automobile, only if it is taught through activities and experiments. This learner-centered and activity based approach is the important feature of the new curriculum.
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VIII
EVALUATION
Evaluation is a systematic process of collecting, analysing, synthesising and interpreting evidences of students progress and achievements both in cognitive and non-cognitive areas of learning. Evaluation has to play significant role in making the learning process more effective. It provides diverse experience to 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 is the most important part and it should be evaluated accordingly. Technical skills, interest and devotion in the field, communication skills, organisational skill and presentation skills are to be evaluated. Evaluation of the personal and social qualities also should be done. So the evaluation should be continuous and 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 the evaluation should be done on multi dimensional ways by measuring multiple intellectual capacities of the learner. So it is better to evaluate the learner in a continuous and comprehensive manner. CCE helps the learner to understand and develop his own progress and to develop adequate strategies for further improvement.
Merits
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Assess the allround development of the learner on a continuous basis through a variety of activities. Effective feed back is possible Remedial diagnostic teaching is possible Process as well as products are assessed.
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Components of Evaluation
In order to floursigh continuous and comprehensive evaluation we make use of the following components of evaluation 1. 2. Continuous Evaluation (CE) Terminal Evaluation (TE)
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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 flourish joyful learning. By considering the practicability and the nature of the subject the 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 for research in the learner belong to this group. For example.
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Study project Case study Field study
Interactive activities
Activities which improve the communication skill, activities of sharing ideas, etc. For example
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Seminar Panel discussion Debate Group discussion
Assigned task
Activities assigned to the learners to enrich/ strengthen the concepts and ideas. For example
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Assignment Collections Activities related to the achievements of the learner.
Performance task (Tests)

For example
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Class test (oral/ written/ performance test) Quiz
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Open book examination Interview For example

l Laboratory l Album l Improvisation
Practical based activities

work
From the above five group of activities, the teacher has the freedom to choose any three areas for evaluation purpose. However the teacher must make sure that the learner should undergo activities related to all the five areas during the course of the two years.
1. Investigative activity a) Study Project Sl.No. Stages 1. Planning Criteria Score Total Scores
Relevance of the study, Identification of 4/3/2/1 problem, Ability to select appropriate tools, ability to select suitable learing method. Ability to collect sufficient and relevant data. 4/3/2/1 Ability to classify and arrange data for analysis. Reliability and authenticity of the data collected.
2.
Data collection
3.
Analysis and inference
Ability to analyses the data, Systematic arrangements. Ability to draw inferences 4/3/2/1 based on analysis. Ability to give suggestions based on inference. Ability to present in logical and sequential 4/3/2/1 order, authenticity of report, time bound comparison. Knowledge of content and process. Ability to analyse data. Ability to justify inference. Ability to explain strategies and methods adopted. Total 20 4/3/2/1
4.
Report Presentation
5.
Viva-Voice
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b. Case Study Sl.No 1. 2. 3. 4. 5. Criteria Identifying the problem Approach to the problem Time bound Action Analysis of the problem Problem solving / Reporting Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Scores
c. Field study Sl.No 1. 2. 3. 4. 5. Criteria Attitude and readiness towards the task Capacity for Observation Data collection Application of ideas Documentation / Recording Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Scores
II. Interactive Activities a. Seminar Sl.No 1. 2. 3. 4. 5. Criteria Planning and Organization Collection of data / content Observation / appraisal and clarity Content knowledge Presentation Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score
b Debate/ Panel Discussion Sl.No 1. 2. 3. 4. 5. Criteria Readiness to participate Depth of subject knowledge Communication skill Ability to justify the stand in a democratic way Presentation Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score
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c. Group Discussion Sl.No 1. 2. 3. 4. 5. Criteria Readiness to participate Depth of subject knowledge Communication skill Ability to justify in a democratic way Leadership quality Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score
III.Assigned Task a. Assignment Sl.No 1. 2. 3. 4. 5. b. Collection Sl.No 1. 2. 3. 4. 5. Criteria Collection of materials / documents Relevance and comprehensiveness Presentation Awareness of the content Time bound progress of work Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score Criteria Awareness of the content Comprehensiveness of the content Systematic and sequential arrangement Observation/suggestion/views/judgment/evaluation Timely Submission Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Scores
IV Perfomance task (Test) a. Interview Sl.No 1. 2. 3. 4. 5. Criteria Planning Preparation of Questions Communication skill Participation Report preparation and presentation Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score
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b. Quiz Sl.No 1. 2. 3. 4. 5. Criteria Preparation of Questions Relevance of Questions Presentation Active Participation Time managment and final report Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score
V. Practical bases activity a. Practical work
Sl.No 1. 2. 3. 4. 5.
Criteria Involvement and Handling of tools Skills in doing work Time bound action Capacity for observation, analysis and innovation Documentation and recording
Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1
Total Score
b. Model Preparation Sl.No 1. 2. 3. 4. 5. Criteria Relevance Improvisation Skill Creativity Awareness of content Model display/ Report Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 Total Score
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c. Album
Sl.No 1. 2. 3. 4. 5.
Criteria Comprehensiveness Relevents Presentation Awareness of content Time bound completion
Score 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1
Total Score
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 the memory alone. Questions are framed in such a way that the learners are able to apply different mental process while answering. The Terminal Evaluation questions give more emphasis on application, analysis and synthesis level. The maximum scores for TE is 80 and the minimum is 24 (30%). The questions should be formulated taking into consideration the time required to read, think, understand and write answers. These aspects should be considered while fixing the scores also. To avoid blind guessing, multiple choice and application level questions may be mixed. The total number of questions may vary from time to time. All the questions should be based on the curricular objectives. Open ended questions may be included. Choice questions, if included also 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 system to judiciously evaluate the required value addition and consequent capacity building in the concerned vocational curriculum. The vocational education is aimed at developing interest, skills and devotion in specific vocational fields. As other evaluation components like CE. PE and TE cannot assess the vocational competencies and professional skills, acquired by the learners an internship evaluation (IE) component has been introduced to meet this requirement. Internship evaluation should be done based on the following components like regularity and punctuality, value addition and capacity building.
1. Regularity and punctuality

Regularity and punctuality has vital role in vocational education as learning is a continuous process, the regular presence of the learner is a must for attaining maximum efficiency.
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2 Value Addition
Value addition is the qualitative measure of the learners interest, devotion perseverance and efficiency. Value addition can be evaluated through conducting field visits/ vocational survey. The experiences gained through field visit / vocational survey increases the level of intrinsic motivation and positive attitude towards the vocational field and thereby increase his value as a semiprofessional.
3. Capacity Building
It gives a quantitative measure of the learners 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 1. 2. 3.
Items Regularity and punctuality
Scores 10
Field visit / survey (anyone) vocational 20 project (anyone) OJT/Simulated experiment performance Camp/exhibition/clinic Performance PTC /Practical skills (anyone) 20 TOTAL 50
Sl.No Items 1. Regularity 2. Puntuality
1 Never regular Never punctual
2 Often regular Often punctual
3 Equally regular Usually Punctual
4 Most of the time regular Most of the time punctual
5 Always regular Always punctual
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item Regularity and punctuality Value addition
Evaluation indicators 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 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
scores
Score 10
4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 20 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1
Capacity Building
4/3/2/1 4/3/2/1 4/3/2/1 4/3/2/1 20 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
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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 noncognitive 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 80-89 70-79 60-69 50-59 40-49 30-39 20-29 Below 20
A+ A B+ B C+ C
D+ D E
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IX. LEARNER EVALUATION PROFILE

Course : MRTWTW Y ear : Ist Year Name of Subjects I Part I 1. English CE TE Total Grade CE TE Total Grade CE TE Total Grade Total Grade IE Grade CE TE PE Total Grade CE TE PE Total Grade CE TE Total Grade Term II III I II Year Term II III Mini. Max Score Score
2. GFC
Part II Voc. Theory
Voc. Practical VCE
Paper III Paper I Physics
Paper II Chemistry
Paper III Mathematics
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Consolidated Statement of VCE

Course : MRTWTW Class:
Roll No Name of Pupil Regularity of Value addition Punctuality (10) (20) Capacity Building (20) Total Score (50) Grade
Y ear:
Consolidated Grade Record of Vocational Subjects

Course : MRTWTW Class: Vocational Theory Roll. Name of No Pupil CE 20 TE Total Grade 80 100 Vocational Practical PE 150 Grade VCE IE 50 Grade Y ear:
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CE Item Calculation
Course Class
Sl. No
: :
Name 1
(4)
CE Items Evaluation Indicators 2 3

(4) (4)
4
(4)
5
(4)
Total Score 20
PRACTICAL EVALUATION DETAILING Introduction

In vocational subjects, there is an eminent role for practical works. The skill is developed through repeated practices. The general guidelines for practical Evaluation are included in the general approach. As mentioned there, during the practical Evaluation of this year, the whole curriculum during the period of study is to be evaluated. The detailed split up for conducting the practical evaluation in MRTWTW subject is given below.
Sl.No 1. 2. 3. 4. 5. 6.
Particulars Record or observation book Tools and Materials requaired Proceedure with diagram Working skill and handling of tools Result or output Viva and identification of tools Total Minimum for pass
% 10 10 20 30 10 20 100 40
Score 15 15 30 45 15 30 150 60
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Practical Evaluation
Course Class
S. L No.
: :
Name PE Indications Total 150
Year
:
Grade
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UNIT AT A GLANCE
Cooling System
Concepts/Idea Concept development Analysis Process Skill Activities Materials Reference book Evaluation
Discussion and
demonstration
Knowledge of
concept
1.1 To know the purpose of Idea of cooling, cooling and methods of Radiation cooling, through discu ssion, demonstration and prepare notes. Observing Discussion and Demonstration
1.2 Surface area, materials, Conduction and Radiation of heat through various metals
To understand the principle and working of air cooling and water cooling system, Construction and material of fins through general and group discussion and to prepare notes
Different types of fins, Reference books
Understanding the concept
1.3 Principles of water cooling system, Merits and Demerits of air cooling
To compare air cooling system with water cooling system to study the merits and demerits of each system through debate and to record the outcome.
Observing, Identification
Discussion and Demonstration
Understanding
facts and skills
Charts and audiovisual aids
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UNIT
I
Introduction
COOLING SYSTEM
In the I st year syllabus students have learned the construction, working and Maintenances of different types of engines. Cooling system is one of the systems essential for the efficient and smooth working of an IC engine. The burning fuels in an automobile engine produces temperature up to 2000o C and it is enough to damage various engine parts. The cooling system absorbs and dissipates the excess heat conducted to cylinder walls, cylinder head, Piston and 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 the fundamentals of various cooling systems, its need and working.
Syllabus
Necessity of cooling system- types of engine cooling system- principles and operation of air cooling system advantages and disadvantages of air cooling systems Cooling fins- fan cooling. Fundamentals of water cooling systems.
1.1 1.2 To know the purpose of cooling and methods of cooling, through discussion, demonstration and to prepare notes. To understand the principle and working of water cooling and air cooling systems, construction and material of fins through general and group discussion and to prepare notes. To compare air cooling system with water cooling system, to study the merits and demerits of each system through debate and to record the outcome of debate.
1.3
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Syllabus: Necessity of cooling Types of cooling system.

Activity: 1 Discussion
Discussion Points
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Need of cooling system Heat produced during combustion Effect of over heating Concept of optimum working temperature Function of cooling system Methods of engine cooling system The teacher demonstrates the methods of cooling systems.
Activity: 2. Demonstration
Syllabus:
Air cooling system- Principle of working- cooling fins fundamentals (working only)
Activity 1 Discussion
Discussion Points
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Principles of air cooling Engine design Cooling Fins- purpose, material, dimensions. Forced/fan cooling in scooters and autorikshaws. Lay out & working of water-cooling system.
Syllabus
Advantages and Disadvantages of air-cooling.
Activity 1 Debate
Let 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 the demerits. Let each group present the points in the form of a debate. One student or the teacher can act as the moderator.
CE Items
1. Debate
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Output /Outcome
1. 2. Discusion notes Charts
68
UNIT AT A GLANCE
Lubrication System
Concepts/Idea Process Skill Activities Discussion Materials Evaluation
2.1 To create awareness Wear about the objectives of engine lubrication Visual aids
Type of oil properties Classifying identifying Group discussion assignments Reference book manuals
Concept formation
Understanding of facts
2.2 To enable the students to classify engine oils and understand the prosperities of oils.
Knowledge of data
2.3 To understand the working of petroil lubrication, splash lubrication, and pressure lubrication system
Concept development comparison predicting Seminars Oil filters Oil pumps Identifying concept formation Discussion Demonstration
Lubrication systems
Reference books
2.4 To understand the construction and working of oil filter, oil pump.
Lubrication system
Different oil filters and oil pumps
Knowledge, Working
2.5 To understand the procedure of mainte nance of lubrication system.
Identification observing, reasoning
Demonstration
Lubrication system
Understanding of facts and Process skill
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UNIT
2
Introduction
LUBRICATION SYSTEM
During the working of an IC engine large number of metal parts are sliding and rotating over, one another, which creates friction and wear. Lubrication between the moving parts is also important as engine cooling to keep the good engine performance and efficiency. The properties of the lubricating oils and the mechanism used to supply the lubricating oil to the required parts is the focusing area of this unit. The students should aware about the various lubricating oils available in the market, their international ratings and prizes. The constructional details and importants of the oil filters and oil pumps are also coming under this unit.
Syllabus
Objectives of the lubrication system- Lubricating Oils- Properities of Lubricating Oils Viscosity- Viscosity rating Viscosity index Types of Lubrication Systems- Petroil lubrication System- Splash lubrication System- Pressure System of Lubrication Components of lubrication System- Oil Filter- Oil Pump- Gear type and Rotor type- Care and maintain of Lubrication system.
2.1 To create awareness about the objectives of engine lubrication, through discussion and to make notes. 2.2 2.3 To enable the students to classify engine oils and understand the properties of oil through assignments. To understand the working of petroil lubrication, splash lubrication, and pressure system of lubrication through seminars.
2.4 To understand the construction and working of oil filters and oil pumps through discussion and demonstration and to prepare notes. 2.5 To understand the procedure of lubrication system, through discussion.
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Syllabus: Objectives of Lubrication

Activity 1 : Discussion
Discuss about the primary and secondary objectives of engine lubrication.
Syllabus
Types of lubricants- properties of lubricating oil- viscosity- viscosity rating viscosity index.
Activity 2 : Assignment
Syllabus:
Types of lubrication petroil- splash and pressure lubrication system.
Activity : Seminar Subtopics

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Petroil lubrication Splash lubrication Pressure lubrication
Syllabus
Components of Lubrication system oil filter, oil pumb- gear pump and roter pump.
Actvity 1: Discussion
Discussion Points
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Function of each component Construction of oil filter catridge type Construction and working of gear pump 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 remedies in lubrication system.
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CE Items
1. 2. 1. 2. 3. 4. Assignment Seminar Discussion notes Assignment Seminar Report Chart
Outcome/Output
72
UNIT AT A GLANCE
Clutch
Concepts/Idea Need of clutch and various types Concept formation Demonstration discussion Different types of clutch reference book Process Skill Activities Materials Evaluation Understanding of concept
3.1 To understand the function requirements and types of clutch used in automobiles Principle of clutch construction and working of single plate clutch, Multiplate clutch centrifugal clutch Concept development, identification, comparison, observing, skill of servicing Discussion, workshop practice Understanding, Differentiating, Observing Workshop practice Charts, Diagrams, single plate clutch multiplate clutch centrifugal clutch
3.2 To understand the principle construction and working of single plate, multiplate,and centrifugal clutches
Process skill
3.3 To get an idea about Different friction material used for making materials clutch face
Clutch facing, diagrams
Process skill, Knowledge of data
3.4 To study the adjustments Adjustment in clutches of clutch
Understanding techniques
Actual practice discussion
Vehicle Process skill manuals,reference knowledge books.
3.5 To become familiar with Troubles and remedies the common troubles in clutch and able to suggest remedies
Observing, identification, Reasoning Interpretation
Seminar
Different damaged Knowledge of concept, clutches process skill
73
UNIT
3
Introduction
CLUTCH
In the 1st year, students have learned the engine construction, engine performance and various systems. The power developed inside the engine cylinder is ultimately aimed to turn the wheels, so that the motor vehicle can move on the road. Transmission system serves this function. Clutch is the first component in the transmission system. The main object of this unit is to enable the students to know the working of various clutches used in two and three wheelers, their constructions, major troubles and their remedies etc.
Syllabus
Function of a clutch Requirements of clutch dry type and wet type (only definitions)- Different types of clutch. Single plate clutch- multiplate clutch- centrifugal clutch- clutch components Clutch plate Clutch linings- Adjustment of clutch- Possible defects and remedies.
3.1 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 workshop practice and to prepare notes with diagrams. 3.3 To get an idea about the materials used to make clutch facing through discussion and to prepare notes. 3.4 To study the adjustments of clutch through discussion and actual practice and to make a report. 3.5 To become familiar with the common troubles in clutch and to be able to suggest remedies, through seminar and prepare trouble shooting chart.
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Syllabus:
Function of clutch- Requirements of clutch
Discussion Points
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Need for disengaging engine and transmission Situations of disengaging Function of clutch Requirements of clutches Common types of clutches
Syllabus
Single plate clutch
Activity (1) Discussion
Discussion points
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Principle of operation Constructional details Working
Activity 2. Actual practice

Let the students dismantle, study and re-assemble single plate clutch.
Syllabus
Mutiplate clutch
Discussion points
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Principle of operation Constructional details working Comparison with single plate clutch 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
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Syllabus :
Centrifugal clutch
Discussion points
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Principle of operation Construction Working Areas of operation Comparison with conventional types
Activity 2 : Actual practice

Let the students disassemble, study and re-assemble the multiplate clutch linings.
Syllabus:
Clutch plate- clutch linings
Activity 1 : Discussion Discussion Points

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Functions of clutch plate Construction Purpose of cushion spring and torsional springs Materials used for clutch livings.
Syllabus:
Clutch Adjustments
Discussion points
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Free pedal play adjustment Effects of less play and excess play Floor board clearance adjustment Travel adjustment
Activity 2 : Actual practice

The students may practice different clutch adjustments in two and three wheelers
Syllabus:
Troubles & remedies of clutch
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Activity seminar Sub topics

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Clutch drags Clutch slip Clutch judder Clutch rattle Any other trouble
CE Items
1. Seminar
Output/Outcome
1. 2. 3. Seminar Report Chart Discussion note
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UNIT AT A GLANCE
Transmission
Concepts/Idea Need of transmission Concept development Discussion demonstration Reference book Vidual Aids Process Skill Activities Materials Evaluation Knowledge of concept
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4.1
To have a clear understanding of the need of transmission in an automobile Concept development Group discussion Different gears, drawings
4.2
To get an idea about the type of manual, Manual, automatic and automatic and semiautomatic s e m i a u t o m a t i c transmission transmission systems employed in an automobile Analysis classifying calculation Discussion
Knowledge of concept
4.3
To get an idea about the Gear ratio spur,helical various types of gears bevel and worm gears and to introduce the concept of gear ratio Concept formation
Reference book spur, helical, bevel and worm gears visual aids
Knowledge of concept, process skills
4.4
To understand the Principles of sliding working principles of mesh gear box sliding mesh gear box Observing, Identifying analysis
Discussion Demonstration
Visual aids, models Understanding of of sliding mesh gear principles box, Actual gear box Discussion, Field visit Actual practice Gear boxes of 2&3 wheelers Understanding of principles and working process skill
4.5
To understand the Construction and construction and working of 2&3 working of progressive wheeler gear box type constant mesh transmission used in 2 and 3 wheelers
UNIT AT A GLANCE
Concepts/Idea Concept development Discussion Synchronizing Process Skill Activities Materials Evaluation Process skill
4.6
To get an idea of principle of synchronizing device Observing analyzing working skill Assignment Actual practice
Principles of synchro mesh device
4.7
To make an idea about Construction and construction and working of automatic working of automatic transmission transmission system used in two and three wheelers.
Reference book , automatic transmission
Understanding of facts processes skill
4.8
Maintenance and To become familiar troubles in with the maintenance transmission and common troubles in the transmission and to get the capability to suggest remedies through group discussion and to record the outcomes of discussion Observing/interpreting Reasoning
Group discussion
Gear box Vechicle Service manual
Process skill
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UNIT
4
Introduction
TRANSMISSION
Next to the clutch is the transmission in the transmission system of a motor vehicle. The word transmission is used for a device that is located between the clutch and the propeller shaft. It may be a gearbox, a torque convertor, overdrive fluid drive, or hydraulic drive. In this chapter we will describe gear box (transmission) in details. The student should have the concept about the purpose of gearbox at different operating conditions of a vehicle. They should enable to rectify the major troubles and their remedies of different gearbox used in two and three wheelers.
Syllabus
Need of Gear box- Functions of gear box- Study of different types- Principles of Sliding mesh gear box-Detailed Study of progressive type Constant mesh gear box Principles of Synchronizing device introduction to automatic Transmission- Gear ratio- Over drive- Gear shift mechanism- gear adjustments Possible troubles and remedies.
4.1 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 automatic transmission systems employed in an automobile, through group discussion and to make a report. 4.3 To get an idea about the various types of gears and to introduce the concept of gear ratio through discussion. 4.4 To understand the working principle of sliding mesh gearbox through discussion and demonstration and to make a report. 4.5 To understand the construction and working of progressive type constant mesh gear transmissions used in two and three wheelers, through discussion, field visit and actual practice and make reports.
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4.6 To get idea of principle of synchronizing device through discussions. 4.7 To make construction and working of automatic transmission system used in two and three wheeler through assignments and actual practice. 4.8 To become familiar with the maintenance and common troubles in transmission and to get the capability to suggest remedies through group discussion and to record the outcomes of discussion and prepare trouble shooting chart.
Syllabus:
Need of transmission and functions
Activity 1: Discussion
Discussion points
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Different operating conditions of vehicle (starting, accelelarting, hill climbing etc..........) Necessity of different torque at different conditions Engine should rotate at higher speed than wheels Role of transmission Functions of transmission Idling, reverse movements etc
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Syllabus :
Types of transmission (introduction only)
Activity : Discussion
Discussion Points
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Manual gear box Overdrive Semi-automatic Hydromatic drive Torque converters
Syllabus :
Types of gear, Gear Ratio
Activity Discussion
Discussion Points
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Spur, helical, bevel and worm gears Application of each
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l l l
No of teeth and rpm-their relation Idea of gear ratio & gear reduction Simple problems involving gear ratio
Syllabus:
Sliding mesh gear box-principle
Discussion points
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Different shafts and gears Arrangement of gears Shifting gears Different combinations-selection of required ratio Figures Reverse gear Neutral position
Activity 2 Demonstration
The 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 points
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Features of constant mesh gears box Use of bevel gear Methods of gear selection (several) Gears selection in two/ three wheelers- progressive type Construction shafts, bearing etc
Activity 2: Actual practice

The students must disassemble, study and reassemble gear boxes used in two and three wheelers
Activity 3 : Field visit

Visit to a workshop or service centers or industry can be conducted for studying different gear box used in two and three wheelers.
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Syllabus:
Principles of synchromesh device (brief description)
Activity 1Discussion
Discussion points
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Limitations in constant mesh gear box Principles of synchronizing device 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 study the 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 points
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Maintenances checking and replacing oil Checking of linkages Common troubles Noises Gear slipping Shifting difficulty Oil leak Other troubles Remedial measures
The teacher shall consolidate the outcome of discussion. A report should be made.
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CE Items
1. 2. Assignment Field Visit
Outcome /Output
1. 2. 3. 4. Discussion notes Assignment report Field visit report Chart
84
UNIT AT A GLANCE
Differential and Rear Axle
Concepts/Idea Functions, working and Conceptualization, construction of propeller observing/identification shaft, universal joints and slip joints Discussion, Demonstration Observing Discussion demonstration Process Skill Activities Materials Evaluation
5.1
To understand the function, working and construction of propeller shaft and the joints associated with it Chain drive gear drive /vehicles
Propeller Understanding of shaft,universal joints facts models (universal joints in socket spanner set) Understanding of fact
5.2
To become aware of Final drive chain drive final drives using chain and gear Function of differential Conceptualization Discussion
5.3
To understand the function of differential
Visual Aids
5.4
and Observing , To study the actual Construction workshop skill construction and working of differential working of differential
Discussion Actual practice
Charts differential
Process skills
5.5
To study and identify Semi floating rear axle the construction of semi floating type rear axle Observing, Identifying
Observing, Identifying
Assignment
Reference books, Semi floating axle
5.6
To study and identify Semi floating rear axle the construction of semi floating type rear axle
Assignment
Reference books, Semi floating axle
Understandings of facts
85
UNIT
5
Introduction
DIFFERENTIAL AND REAR AXLE
In addition to the clutch and transmission some more components are there in the power transmission system like the propeller shaft, universal joint, final drive, differential and rear axle. Each component in the transmission system performs a specific function. Transmission system of two and three wheelers has some special features. It is noticable that two wheelers and some three wheelers use a chain drive in the transmission system. In this unit the students is familiar with the various components of transmission system, their function, construction, working and the common troubles encountered in these parts.
Syllabus
Propeller shaft- Universal joint- Slip joint Final drivechain and gear type. Final drives-detailed study of differential-types of rear axleSemifloating rear axle and Bearings-possible troubles and remedies in rear axle and differential.
5.1 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 discussion and demonstration and to prepare notes. 5.3 To understand the function of differential through discussion and to prepare notes. 5.4 To study the actual construction and working of differential through discussion and actual practice. 5.5 To study and identify the construction of semi floating type rear axle through assignments. 5.6 To identify various troubles in rear axle and differential and to be able to suggest remedies, through group discussion and prepare trouble shooting chart.
86
Syllabus:
Propeller shaft universal joint slip joint
Discussion Points
l l l l l l
Function of propeller shaft Requirements& material Universal joint need and construction Types of joints hook joint, c.v.joint Slip joint Advantages& disadvantages of propeller shaft.
Activity 2 : Demonstration
The principle of universal joint can be demonstrated using models or real components. Propeller shaft also may be demonstrated.
Syllabus:
Final drives- gear drivechain drive
Discussion points
l l l l l
Functions of final drive To change direction of rotation, to provide permanent reduction Types of final drive gear & chain drives Gear Drives- crown wheel and pinion Chain drives
Activity 2: Demonstration
Final drive in two and three wheelers may be demonstrated in the workshop.
Syllabus:
Need of differential
Discussion points
l l
Vehicle taking a turn Different in speed of inner and outer wheel
87

l l
Role of differential 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 l l l l
Construction of differential Crown wheel and cage Sun& planet gears-arrangement Differential action 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 observe and study the methods pf construction of semi-floating axle and prepare a report.
Syllabus:
Troubles and remedies in rear axle
Activity: Group discussion
Discussion points
l l l l
Humming noise Knocking Drive not to be transmitted Troubles in differential
88
Let the students discuss in small groups. The teacher may consolidate the out come of discussion.
CE Items
1. Assignment
Outcome/Output
1. 2. 3. Discussion note Assignment Charts
89
UNIT AT A GLANCE
Chassis and Suspension
Concepts/Idea Conceptualization identification Discussion Reference books Process Skill Activities Materials Evaluation Understanding of facts
90
6.1
To get an idea about Chassis type materials the materials and type of chassis frame used in two and three wheelers conceptualization Discussion Visual aids models
6.2
To understand the need Need and function of and function of suspension system suspension system in automobile Conceptualization Discussion Demonstration Discussion Demonstration Actual practice
Understanding facts
6.3
To introduce the Sprung and unsprung concept of sprung and weight unsprung weight Observing, working skill
Models vehicles Coil spring leaf spring shock absorber
Knowledge of concept Understanding of concept Discussion notes
6.4
To understand the Coil spring, leaf spring, function, construction shock absorber and working of coil spring, leaf spring and telescopic shock absorber Independent suspension Concept formation Discussion
6.5
To study the features and advantages of independent suspension system Working skill Observing Identifying
Visual aids
Understanding of facts Discussion notes Actual practice, field visit Two and three wheeler vehicles Field visit
6.6
To study the features Front and rear and advantages of suspension in 2&3 independent suspension wheelers system
UNIT
6
Introduction
CHASSIS AND SUSPENSION
The chassis frame supports various components of the automobile as well as the body. The chassis is mounted on the axles, not direct but through the components of suspension system. Function of suspension system is to isolate the automobile from road shock and the system basically consists of a spring and damper. In this unit after introducing the basic features of chassis frame, the students are to study the function and working of various components of suspension system and the common methods and suspension employed in two and three wheelers.
Syllabus
Types of chassis frame- Channel types, Box type and Tubular type. Materials used for chassis. Need and Function of Suspension system-Sprung & unsprung weight - Coil spring and leaf spring Spring shackle- Shock absorbers-Single acting and double acting Independent Suspension System-Advantages of Independent Suspension System- Rear wheel (Live Axle) Independent Suspension in autorikshaw-
6.1 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 an automobile through discussion 6.3 To introduce the concept of sprung and unsprung weight through discussion and demonstration. 6.4 To understand the function, construction and working of coil spring leaf spring and telescopic shock absorber through discussion, demonstration and actual practice and to prepare notes 6.5 To study the features and advantages of independent suspension through discussion and make a report.
91
6.6 To study the major types of front and rear suspension system in two and three wheelers through actual practice and field visit.
Syllabus:
Types of Chassis Frames Materials
Discussion points
l l l l l
Channel type frame Box type frame Tubular frame Types used in two and three wheelers Materials used for chassis
Syllabus:
Need & functions of suspension system
Activity discussion
Discussion points
l l l l
Method of connecting axle & frame Spring devices Need of suspension preventing road shocks 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 Discussion
Discussion Points
l l l l l
Functions of coil spring & action Manner of fixing Construction of leaf spring Purpose of shackle Manner of fitting leaf spring
92

l l l
Functions of shock absorber- damping. Constructions & working of telescopic type Single & double acting types.
Activity 2 Demonstration/actual practice.

Let the students dismantle and study of coil spring, leaf spring and shock absorber.
Syllabus
Features and advantages of independent suspension.
Discussion points
l l l
Comparison of rigid axle & independent suspension Advantages of independent suspension 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 common methods of front and rear suspension in motor cycles, scooters and three wheelers.
Outcome/Output
1. 2. Discussion notes Practical work report
93
UNIT AT A GLANCE
Breake System
Concepts/Idea Brake efficiency stopping distance Conceptualization Discussion Communication Graph /charts Reference book Process Skill Activities Materials Evaluation Knowledge of concept DiscussionOn Report
94
7.1
To introduce the concept of brake efficiency and stopping distance
7.2
To understand the Disc and Drum Brake concept of principles and construction of disc ands drum brake Observing comparing working skill Conceptualization
Discussion Demonstration
Disc and Drum brakes
Understanding of principles discussion reports
7.3
Discussion report Charts
To get the concept Mechanical and regarding basic princi hydraulic brake system ples of mechanical and hydraulic brake sys tem.
Demonstration Discussion
7.4
To understand the Master cylinder wheel function construction cylinder and working of master cylinder and wheel cylinder
Observing identifying working skill
Discussion Actual practice
Master cylinder wheel cylinder
Discussion report
Curriculum Objectives Predicting, identifying Communication discussion Visual aids
Concepts/Idea
Process Skill
Activities
Materials
Evaluation Process Skill DiscussionOn Report
Maintenance and 7.5 To understand the adjustment of brake maintenance and adjus tment procedure of brakes Reference Books
Hand Brakes Observing Assignment
7.6
To understand the maintains and adjustment procedure of brakes
Assignment Report
7.7 Troubles in brake system
To identify the various troubles related to brakes and to become capable of suggesting remedies
Predicting reasoning creative thinking
Discussion
Reference Books
Process skill Discussion Report
95
UNIT
7
Introduction
BRAKESYSTEM
The 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 along with wheels. Now with the advancement in technology the braking system in automobiles also developed with complicated techniques and parts. The prime objectives of this unit are to make aware of the students, the various modern brake systems used in automobiles, especially in two wheelers and three-wheelers. Any minor complaints in braking system lead to severe accidents. So the students also should have a good knowledge about brake bleeding, damage in linkages hoses and linings etc.
Syllabus
Functions of brakes Causes of accidents Brake efficiency and stopping distances Different types of brake system- Mechanical and Hydraulic brake system (Detailed study) Disc brake (fixed caliper) Master cylinder and wheel cylinder- principles of hand brake Maintenance and adjustments Troubles and Remedies of brake system.
7.1 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 the discussion. 7.3 To get the concept regarding basic principles of mechanical and hydraulic brake systems, through discussion and demonstration. 7.4 To understand the function, construction and working of master cylinder and wheel cylinder through discussion and actual practice 7.5 To understand the maintance and adjustment procedure of brakes through discussions and to record the outcome of discussion.
96
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 of suggesting remedies through discussions and prepare trouble shooting chart.
Syllabus:
Functions of brakes, brake efficiency and stopping distance.
The teacher asks the students;
l
How does accident occur in our roads; Let the students share their ideas, many of them may speak out the term 'Brake' and 'Driver'. The teacher consolidates and explains the role of driver on the road and the usages of 'brakes'. Through discussion the teacher introduces the vehicle speed Vs stopping distance curve (graph)
Syllabus:
Disc brake & Drum brake
Activity 1: Demonstration
Let the student, with the help of the teachers, dismantle and study the construction and working of drum and disc brake.
Activity 2 : Discussion Discussion points

a. b. c. d. e. Construction of drum brake Working of drum brake Construction & working of disc brake Comparison of disc & drum brakes Merits and demerits
Syllabus:
Mechanical Brake system
Discussion points
1. a) b) c) Braking mechanism Linkages Drum, shoes, living and cam
97
2) 3)
Preparation of layout drawing of mechanical brake. Preparation of still model with damage brake parts (Brake pedal, brake shoe and cam)
Syllabus:
Hydraulic brake system
Discussion points
a) b) c) d) Pascal's Law Properties of brake fluid Function, master cylinder and wheel cylinder Brake pedal, linkages, hoses, fluids lines etc.
Syllabus:
Master cylinder & wheel cylinder
Activity 1 : Workshop practice

Let the students dismantle the master cylinder and wheel cylinder and studying the functions of various components, under the guidance of teachers.
Discussion points
1 a) b) c) d) e) f) g) 2) 3 Constructions of master cylinder Functions of various components By pass port, intake port, check valve Primary, cup, secondary cup, air bent. Working of master cylinder Construction & working of wheel cylinder Brake system bleeding.
Preparation of layout drawing of hydraulic brake system. )Preparation of skill model with damaged or used compounds (master cylinder , fluid loses, wheel cylinder and brake shoe)
Syllabus
Hand brake
Syllabus:
Maintenance and adjustments of brakes
98
Activity : Seminar
Syllabus
Troubles and remedies
a) b) c) d) Brake Bleeding Brake fluid Kerosene and Rubber parts Corrosion of metal parts in brakes.
a) b) Properties of brake Requirements of brake fluid.
CE Items
1. 2. Assignment Seminar
Outcome/Output
1. 2. 3. 4. 5. Assignment Seminar Report Discussion note Chart Graph
99
UNIT AT A GLANCE
Wheels and Tyres
Concepts/Idea Types of wheels Observing identifying Discussion Visual aids, different types of wheels Process Skill Activities Materials Evaluation Understanding of facts
100
8.1 To become aware of the different types of wheels
8.2 To understand the different types of tyre,construction of tyre and specifications Group discussion
Types of tyres, construction and specifications Observing identifying
Charts Tyres
Understanding of facts, discussion report
8.3 To get an idea about Tyre pressure over tyre pressure and inflation under effects of over and inflation under inflations Conceptalization
Discussion Assignment Demonstration Workshop Visit
Tyre Pressure guage Tyre
Discussion report workshop visit report Assignment
UNIT
WHEELS AND TYRES
Introduction
In the previous units students should have got clear idea about transmission system the power developed by the engine has been transferred through the clutch, gear box, propeller shaft and differential to the rear axles. Wheels are connected to the rear axle. As the rear axle rotate wheels also rotate and the vehicle moves on the road. In this unit the students learn the construction and maintenance of wheels, tyre and tube. They should be able to repair the puncturing removing and refitting tube from the tyre, to maintain the correct air pressure etc.
Syllabus
Types of Wheels Functions of tyres- Tyre Construction Radial tyretyre and tube specifications- Tyre pressure- Effect of over inflation and under inflation Care and Maintenance of tyre
8.1 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 and specifications through group discussion and prepare discussion notes. 8.3 To get an idea about type pressure and effects of over and under inflations through discussion and make the notes.
Syllabus:
Types of wheels
Activity : 1: Discussion or Assignments Discussion Points

a) b) c) Different types of wheels Essential parts of wheels Function of wheels
101
d) e)
Requirement of a good wheel General definition (Rim, wheel etc)
Syllabus :
Function of Tyres, Tyre construction
a. b. Tyre and wheel dimension and Nomenclature functions
Types of tyres- tube type, tubeless type , Tyre construction constituents of tyres.
Syllabus:
Tyre and tube specifications
(a) Tyre sizes and ply ratings in India for 2 and 3 wheelers
a) b) c) Tyre tread patterns Tyre selection Load ratings
Syllabus:
Tyre pressure, effect of over and under inflation.
a) b) c) Tyre pressure Stages of tyre inflation Proper inflation
Activity 2 : Assignment
(a) Recommended tyre pressure chart for 2 and 3 wheelers
Syllabus :
Maintenance of tyre
Activity 1: Group discussion
102
Discussion Points
a) b) Causes of tyre wear How to increase life of tyre(consolidate the ideas)
a) b) Precautions to be taken during tyre replace. Balancing of wheel
Acticity 3: Demonstration
a) b) Changing of tyre Troubles and remedy
Activity 4:Work shop visit CE Items

1. 2. Assignment Workshop Visit
Output/Outcome
1. 2. 3. 4. Assignment Workshop Visit Report Discussion note Chart
103
UNIT AT A GLANCE
Emission Control
Concepts/Idea Observing conceptualisation Charts silencer Discussion Process Skill Activities Materials Evaluation Discussion report
104
9.1 To understand the Silencer construction and working of silencer
9.2 To get an idea about Pollutants emitted by the different pollutants automobiles and their effects Concept formation Discussion
Visual aids
Discussion report
9.3 To introduce the Euro norms concepts regarding euro norms, for pollution control Concept formation Assignment
Reference book
Assignment report
9.4 To understand the important emission control methods in two and three wheelers PCV Air injection catalytic convener
Conceptualisation
Assignments
Reference book
Assignments reports
UNIT
9
Introduction
EMISSION CONTROL
Other than the emission from factories and refineries, emission from automobiles is a major cause of air pollution. The harmful engine gases emitted from the automobile engine causes serious diseases. The purpose of emission control is to reduce the emission of harmful gases from automobile engine. This is done in two ways, reduce the formation of polluting gases and to destroy them after they have been formed. This unit involves the important emission control systems used in two and three wheelers.
Syllabus
Silensor- Pollutants from the engine- Euro Norms -Different Emission Control Systems Brief description of positive crank case ventilation (PCV) Air Injection system Catalystic convertor.
9.1 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 through discussion. 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& three wheelers through assignments.
105
Syllabus :
Silencer or muffler
Discussion points:
a) b) Need of a muffler in automobiles Requirement of muffler
Syllabus
Different types of muffler
Syllabus :
Pollutants from the engine
Discussion points:
a) b) c) d) Major air pollutants Oxides and Nox and cox Polluting parts of vehicle crankcase,carburettor, fuel tank, exhaust Effects /diseases causes by pollutents.
Syllabus :
Different emission control systems - Positive crankcase ventilation, Air injection system
(a) Different emission control systems in modern vehicles
Activity 2 : Discussion Discussion topics

a) b) Positive crank case ventilation Air injection
106
Activity 3: Field visit
Syllabus :
Catalystic convertor
a) b) 1. 2. 1. 2. 3. 4. Catalystic Nox and Co Assignment Field Visit Assignment Discussion notes Fiels visit Report Chart
CE Items
Out come/ Output
107
SAMPLE QUESTIONS
UNIT 1 1. Air cooling system is not commonly used in light and heavy vehicles. Also water cooling is not used in bikes and scooters. What, ( in your opinion), are the reasons for this ? (Co.1.2) You may have observed the special construction of cylinder block and heads of motor cycles and scooters. what is the purpose of such construction? Explain (Co 1.2)
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) How does pressure lubrication work? Illustrate and Explain? ( Co 2.3)
2.
UNIT 3 1. You accelerate the engine,but the vehicle does not speed up. What trouble in the clutch can cause such a problem? What remedy will you advice? ( Co 3.6) Give the constructional details and working of multiple clutch ( Co. 3.3)
2.
UNIT 4 1. 2. What is the main difference of constant mesh gear box and sliding mesh gear box? Which is better? Why? (Co.4.5) You hear gears clashing while shifting gears. Diagonose the problem and suggest remedies? (Co. 4.8)
UNIT 5 1. You must have observed the propeller shaft of vehicles, rotating at an angle . More over, this angle varies due to road irregularities. How is this managed (Co.5.1) Autorikshaw has a differential while a bike hasn't why? ( Co 5.3)
2.
108
UNIT 6 1. 2. How can you distinguish a defective coil spring from a defective shockabsorber, by conducting a rod test? (Co. 6.2) What are the features of rear suspension in Bajaj RE automobiles ? (Co. 6.6)
UNIT 7 1. 2. What are the consequences, if the by pass part of master cylinder is blocked? (C.o. 7.4) 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 more than the sides. Can you find any connection between this and tyre pressure? (Co. 8.3) Do you know how many type of wheels are used in automobile ? (Co. 8.1)
2.
UNIT 9 1. 2. Why does the exhaust emission from vehicles cause noise? how does a muffler reduce the noise? (Co. 9.1) In some modern bikes, air from the filter is carried to the exhaust gases through a pipe. What is the purpose of this? Explain . (Co.9.4)
109
XI
REFERENCEBOOKS
1. 2. 3. 4.
The Automobile The Automobile Vol.I and II Automotive Mechanisam Automobile Engineering
R.B. Gupta Kripal Singh Crouse and Anglin Narangu
110

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

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VOCATIONAL HIGHER SECONDARY MAINTENANCE AND REPAIRS OF TWO WHEELERS ANDTHREE WHEELERS

GOVERNMENT OF KERALA Department of Education

Type setting by: SCERT Computer Lab.

Government of Kerala Education Department 2006

This Teachers Sourcebook on

Thiruvananthapuram July, 2006

Dr E. Valsala Kumar Director SCERT, Kerala

Maintenance and Repairs of Two wheelers and Three wheelers

SIGNIFICANCE OF VOCATIONAL EDUCATION

Teachers' Sourcebook VHSE II year

Objectives of Vocational Education

Maintenance and Repairs of Two wheelers and Three wheelers

Theoretical foundations of learning

Teachers' Sourcebook VHSE II year

Maintenance and Repairs of Two wheelers and Three wheelers

To conclude To communicate To predict arid infer To use tools.

Teachers' Sourcebook VHSE II year

Maintenance and Repairs of Two wheelers and Three wheelers

New Concepts of Learning

3. Problem solving and learning

Teachers' Sourcebook VHSE II year

6. Zone of Proximal Development

8. Learning - An active mental process

Maintenance and Repairs of Two wheelers and Three wheelers

10. Multiple intelligence

Main Factors of the Intellect

4. Bodily Kinesthetic Intelligence

Teachers' Sourcebook VHSE II year

i) Ability to take decisions

ii) Ability to reach consensus

iii) Problem solving

Maintenance and Repairs of Two wheelers and Three wheelers

Self criticism, evaluation

Ability to face problem-situation in life

iv) Life skills

The new curriculum addresses these areas

Teachers' Sourcebook VHSE II year

Child friendly Class Room Atmosphere

Maintenance and Repairs of Two wheelers and Three wheelers

Characteristics of Learner at Vocational Higher Secondary Level

Teachers' Sourcebook VHSE II year

Maintenance and Repairs of Two wheelers and Three wheelers

1. School Resource Group (SRG)

2. School Support Group (SSG)

3. Parent Teacher Association (PTA)

7. Institution Industry Interaction Project (III P)

Teachers' Sourcebook VHSE II year

Moreover a social auditing system is advisable to achieve the objective effectively.

Features of Learning Process in the New System of Education

Maintenance and Repairs of Two wheelers and Three wheelers

Teachers' Sourcebook VHSE II year

Maintenance and Repairs of Two wheelers and Three wheelers

Teachers' Sourcebook VHSE II year

Stages of the project

Maintenance and Repairs of Two wheelers and Three wheelers

ii. Planning of the Project

iii. Collection and Tabulation of Data

iv. Analysis of data and formulation of conclusion

6. Presentation of the Project

Teachers' Sourcebook VHSE II year

Collection of data Conversion of data into information

Maintenance and Repairs of Two wheelers and Three wheelers