ࡱ> |~{5@ 4bjbj22 &xXX,NNNNNNNb,b.2zttttSSS-------$O/R1-NSOSSS-NNtt-%%%SNtNt-%S-%8%]rV(TNN(t vC()-0.(262(bbNNNN(2Nt),SS%SSSSS--bb bb This lesson provided by: Author: Peter Cutler System: Chambers County School: Chambers County Career Technology Center Lesson Plan ID: 29873 Title: Automotive Brake Service-Constructing a Brake Trainer Overview/Annotation: A brake trainer can be a valuable assett to teaching students about automotive brakes. On the vehicle brake systems are embedded and difficult to see inthe "big picture" of brake systems. Content Standard(s): TDL(9-12) Transportation, Distribution, and Logistics 5. Demonstrate personal and environmental safety practices for transportation, distribution, and logistics industries associated with clothing; eye protection, hand protection; proper lifting techniques; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of fuels, chemicals, and materials in accordance with federal, state, and local regulations. TDL(9-12) Transportation, Distribution, and Logistics 6. Demonstrate technical tasks associated with the transportation, distribution, and logistics industries, including locating information in technical manuals, practicing technical writing skills, and solving mathematics problems to complete technical applications. TDL(9-12) Transportation, Distribution, and Logistics 7. Apply problem-solving and critical-thinking skills by organizing technical information for scripting a transportation, distribution, and logistics document. TDL(9-12) Transportation, Distribution, and Logistics 9. Demonstrate communication skills related to the transportation, distribution, and logistics industries. TDL(9-12) Transportation, Distribution, and Logistics 11. Utilize information technology tools to access, manage, and integrate information. TDL(9-12) Transportation, Distribution, and Logistics 12. Demonstrate leadership and teamwork skills gained through student organization activities. TDL(9-12) Transportation, Distribution, and Logistics 13. Demonstrate use of various types of tools and equipment used in the transportation, distribution, and logistics industries. TDL(9-12) Automotive Brakes 1. Demonstrate personal and environmental safety practices, including clothing, eye protection, hand tools, power equipment, and proper ventilation related to automotive brake operation and maintenance. TDL(9-12) Automotive Brakes 6. Practice general hydraulic system diagnosis and repair. Local/National Standards: 5. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system; determine necessary action. 6. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging or wear; tighten loose fittings and supports; determine necessary action. 7. Replace brake lines, hoses, fittings, and supports. 8. Fabricate brake lines using proper material and flaring procedures (double flare and ISO types). 9. Select, handle, store, and fill brake fluids to proper level. 10. Inspect, test, and/or replace metering (hold-off), proportioning (balance), pressure differential, and combination valves. 11. Inspect, test, and/or replace components of brake warning light system. 12. Bleed and/or flush brake system. 13. Test brake fluid for contamination. Primary Learning Objective(s): From Plan of Instruction 6. Inspect brake lines, flexible hoses, fittings for leaks, dents, kinks, rust, cracks, bulging, or wear; tighten loose fittings and supports; determine necessary action. 7. Fabricate and/or install brake lines (double flare and ISO types); replace hoses, fittings, and supports as needed. 8. Select, handle, store, and fill brake fluids to proper level. 9. Inspect, test, and/or replace metering [hold-off], proportioning [balance], pressure differential, and combination valves. 10. Inspect, test, and adjust height (load sensing) proportioning valve. 11. Inspect, test, and /or replace components of brake warning light system. 12. Bleed (manual, pressure, vacuum or surge) brake system. 13. Flush hydraulic system. Additional Learning Objective(s): Leadership training in organizing ,managing and directing a multi faceted project by students. Approximate Duration of the Lesson: Greater than 120 Minutes Materials and Equipment: 1-1/2" square steel tubing automobile or light truck differential with brake shoes and drums attached. automobile or light truck steering knuckle left and right with disc brake calipers and rotors attached. Flexible brake hoses front and rear for the year make and model of your "donor" parts Master cylinder, brake combination valve and ANY ABS[antilock brake system] components you can get your hands on from your donor vehicle. Steel brake tubing appropriate for your donor vehicle. [Ford Ranger, Mazda 2300-4000 series pick ups are plentiful] Brake tubing bender Brake line flaring tool 1/2" all thread Nuts, bolts and attaching hardware as needed for your configuration. A supply of "bad" parts so you can introduce faults to the trainer and have students diagnose and repair them. Technology Resources Needed: Computer with Internet access  HYPERLINK "http://usa.autodesk.com/adsk/servlet/pc/index?siteID=123112&id=13779270" \o "Autocad " \t "_blank" Autocad,  HYPERLINK "http://www.solidworks.com" \o "Solidworks" \t "_blank" Solidworks or similar design software to design base for trainer Background/Preparation: Keep in mind you are constructing a mock up brake system for a car or light truck. Keep locations as close to factory locations as possible. for example do not mount the master cylinder below the calipers and wheel cylinders as bleeding the system will be next to impossible. Procedures/Activities: When considering the design of the base for your brake trainer keep in mind to use this trainer for on the car brake lathe training the overall height of the disc brake rotor should not exceed 40" The design of the front legs should accomodate the on the car lathe as well. The width dimension of the trainer is dictated by the spring mounts on the rear differential. UsingAuto-cad,Solid-works or similar software create the design for the base of the brake trainer. Collaboration with another program whose primary focus may be design is an acceptable integration of 2 or more programs in a PBL [Project Based Learning] activity. The design should include mounting points for the rear axle assembly, places to attach the 1/2" all thread to mount the steering knuckles on and a plate to attach the master cylinder to. Once the frame is constructed, attaching the brake components to the frame by studentsteaches brake repair techniques in the fabrication of brake line, double flaring procedures on tubing, replacing wheel cylinders and calipers and bleeding brakes. The completed trainer allows for nearly all course of study objectives to be taught, practiced and mastered without the need for an actual vehicle. The teacher can involve as many as 5 groups of students on a single trainer. One for each wheel position and one on the master cylinder. Attachments:**Some files will display in a new window. Others will prompt you to download. Assessment Strategies: Assessment on this project based learning activity can be measured in many ways. Communication between different groups such as frame builder and designer Communication between brake line fabricators and those installing the components on the frame. Problem solving and critical thinking skills in design and construction are measured by the functionality of the finished product. The use of tools and equipment common to tasks associated with the transportation and distribution cluster. Proper selection and use of these tools and equipment will be graded through observation by the teacher. Fabrication of brake lines: Student correctly fabricates ISO double flare without assistance 20 points. Student fabricates single flare without assistance 10 points. Demonstrate proper yse of tubing bender to create specified bends of 45 deg, 90 deg. Score 20 points per correct bend. Proper selection and use of tubing wrenches to secure brake lines 20 points. Extension: The integration of ABS [Antilock Brake System]components, by second year students, to the trainer would satisfy learning objectives in theAnti-lockBrakes lessons not addressed here. Remediation: Students engaged in this project based learning activity would likely be engaged as helpers who would be directed to a task rather than directing the task. Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.  HYPERLINK "/misc/pres_mat.html" \t "_blank" Presentation of Material  HYPERLINK "/misc/environment.html" \t "_blank" Environment  HYPERLINK "/misc/time_demands.html" \t "_blank" Time Demands  HYPERLINK "/misc/materials.html" \t "_blank" Materials  HYPERLINK "/misc/attention.html" \t "_blank" Attention  HYPERLINK "/misc/grps_peers.html" \t "_blank" Using Groups and Peers   HYPERLINK "/misc/reluctant.html" \t "_blank" Assisting the Reluctant Starter  HYPERLINK "/misc/behavior.html" \t "_blank" Dealing with Inappropriate Behavior Be sure to check the student's IEP for specific accommodations. 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