Maintanance & Repair of Two Wheelers & Three Wheelers -II

V O C A T I O N A L H I G H ER S EC O N D A RY MAINTENANCE AND REPAIRS OF TW TWO O WH WH EE EELERS LERS AN D THREE TH REE WH E ELE ELERS RS

T EA C H ERS’

S O U RC EB O O K

SE CON D YE YE AR

GOVERNMENT OF KERALA

Department of Education

2006 STATE COUNCIL OF E DUCATIONAL RESEARCH & T RAINING (SCERT) YABH AVAN, P OOJAPPURA, T HI RUVANA RUVANANT NT H APURAM APURAM -12 VID YABH -12 KERALA

Prepared by:

State Council of Educational Research & T raining (SCERT (SCERT ) Vidyabhavan, Poojappura, Thiruvananthapuram -12 Kerala E -m ail:sce ail:scertk rtkerala@a erala@asian sianetin etin dia.com dia.c om

T ype setting setting by: SCERT Computer Lab.

© Governm Governm ent of Kerala Kerala Education Department 2006

Prepared by:

State Council of Educational Research & T raining (SCERT (SCERT ) Vidyabhavan, Poojappura, Thiruvananthapuram -12 Kerala E -m ail:sce ail:scertk rtkerala@a erala@asian sianetin etin dia.com dia.c om

T ype setting setting by: SCERT Computer Lab.

© Governm Governm ent of Kerala Kerala Education Department 2006

F oreword Dear Teachers,

T his

Teacher’s 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 process-oriented and learner-centred learner-centred . The realisation realisation that learning is not m ere storing information information in mem ory and that real learning is construction of knowledge through observation, comp comp arison, classi classifi ficati cation on an d analysis has led us to give a new thrust to the teaching-learning process at Vocational Higher Second econd ary level to make it more meaningful and learner-fri learner-friendly. endly. This sourcebook has been developed primarily for the benefit of teachers teachers w ho teach Mainten ance 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 succe success ss of the app roach roach d epends u pon th e vision vision and comm comm itment of the teacher. teacher. They They are expected expected to m ake use of this sourcebook sourcebook at all stages of their teaching pr ocess. ocess. It is also also expected th at th e teacher wou ld seek help help and guida nce from from other sources like like libraries libraries and websites. Hop e that th is sourcebook sourcebook w ill ill help the teacher to d evelop evelop the skills skills and experience required for effec effective tive classroom classroom transaction. Creative critic criticism ism and suggestions for improvem ent are m ost welcome. welcome. With regards,

Thiruvananthapuram

Dr E. Valsala Kum ar

July, 2006

Director SCERT, Kerala

C onte ntents nts PART I General Approach ....... .......... ....... ....... ...... ....... ....... ...... ....... ....... ...... ....... ....... ..... ..

05

Learning Learning Strategie Strategiess ..... ....... .... ..... ..... .... .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..

22

Curriculu Curriculum m Objectiv Objectives es .... ....... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ....

33

Syllabus Syll abus ....... .......... ....... ....... ...... ....... ....... ....... ....... ...... ....... ....... ...... ....... ....... ...... ....... ....... ..... ..

37

List of Practica Practicall works .... ....... ..... .... .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..

39

Planni Pla nning ng ....... .......... ....... ....... ...... ....... ....... ....... ....... ...... ....... ....... ...... ....... ....... ...... ....... ....... ..... ..

41

Subject Approach Approach ....... .......... ...... ....... ....... ....... ....... ...... ....... ....... ...... ....... ....... ...... ...

48

Evaluati Eval uation on .... ...... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..

51

PART II 1 Cooling Cooling System System .... ...... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....

65

2 Lubric Lubricati ation on System.. System.... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....

69

3 Clutch Clut ch ..... ....... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..

73

4 Transmission .... ...... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....

78

5 Differ Different ential ial and Rear Rear axle axle .... ...... .... .... .... .... .... .... .... .... .... .... .... .... ....

85

6

Chass Chassis is and and Susp Suspens ension ion Syst System em .... ...... .... .... .... .... .... .... .... ..

90

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

94

8 Whee Wheels ls and Tyres Tyres .... ...... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....

100

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

104

PART III Sample Sample Questions Quest ions ............. .................... .............. ............. ............. ......... ..

108

Reference Books .... ...... ..... ..... .... .... ..... ..... .... .... .... ..... ..... .... .... ..... ..... .... .... ..

110

• M aintenance aintenance and and Repairs of Two wheelers wheelers and and Three wheelers wheelers

I

GENERAL APPROACH

SIGNIFICANCE OF VOCATIONAL EDUCATION T h e u l t i m a t e a i m o f e d u c a t i o n i s h u m a n r e f i n e m e n t . E d u c a t i o n s h o u l d enable the learner to formulate a positive outlook towards life and to accept a

s t a n d w h i c h s u i t s t h e w e ll ll b e in in g o f t h e s o c ie ie t y a n d t h e in i n d i vi vi d u a l a s w e ll ll . The attitude and potential to work has determined the destiny, progress a n d c u l t u r a l d e ve ve llo o p m e n t o f t h e h u m a n r a c e . As As w e a l l a r e a w a r e , t h e o b j e ct c t i ve ve o f e d u c a t i o n i s t o fo fo r m a s o c ie ie t y a n d i n d ivi d u a l s h a vi n g a p o s i t i ve ve w or or k c u l t u r e . The educational process expected in and outside our formal schools should c o n c e n t r a t e u p o n in c u l c a t i n g co co n c e p t s , a b i li li t i es es , a t t i t u d e s a n d v a lu lu e s in in t u n e with these work culture. Hence vocationalised education cannot be isolated fr o m t h e m a in s t r e a m o f e d u c a t i on on . I n a n o t h e r s e n s e , e ve ve r y ed ed u c a t i on on a l p r oc oc e s s s h o u l d b e vo vo c a t i o n a l is is e d . H o w e ve ve r d u e t o o u r i n a b i li li t y t o u t i li li ze ze t h e r e s o u r c e s w is is e l y, y, s c a r c i t y o f j ob ob o p p o r t u n i t ie ie s i s a s e v e r e is is s u e o f t h e p r e s e n t s o c i e t y. y. F o r overcoming this deep crisis, emergent techniques have to be sorted out and a p p r o p r i a t e r e s e a r c h e s h a v e t o b e s e r i ou ou s l y c a r r i e d ou o u t . It It is is i n t h is s e n s e t h a t the content and methodology of Vocational Higher Secondary Education have t o b e a p p r o a c h e d . Th Th e n e e d f or or m e a n i n g fu fu l l in in k a g e s b e t w e e n t h e w or or l d o f w or or k a n d w o r ld ld o f e d u c a t i on on i s w e ll ll r e c o g n i ze ze d . Th Th e e s s e n c e of of t h e r e c o m m e n d a t i o n s made by various commissions and committees is that the vocationalisation should be the main feature of the future system of education at the higher s e c o n d a r y s t a g e , it it c a n b e e x t e n d e d t o s c h o o l l ev ev el el a l s o . Vo c a t io io n a l e d u c a t i on on is i s a s y s t e m of of e d u c a t i on on w h i ch ch in in t e n d s t o p r e p a r e students for identified occupations , spanning several areas of activities. Th e Vocationa Vocationa l Higher Higher Second ar y cour cour se is envisa envisa ged as a pa rt of th e Nat Nat ion ion al P o li li cy cy on on E d u c a t i o n w it it h t h e n o b le le i d e a o f s e c u r i n g a j o b a l o n g wi w it h e d u c a t i o n . Th e r e l ev eva n c e o f vo c a t i on on a l e d u c a t i o n i s v e r y gr gr e a t i n t h i s a g e o f u n e m p l oy oy m e n t . Th i s e d u c a t i on on s y s t e m , w h ic i c h e n s u r e s a j o b a l on on g w it it h h i gh g h e r e d u c a t i on on s t a n d s a l o of of fr o m o t h e r s y s t e m s o f e d u c a t i o n . This education imparts the life skills required by the youth to enter the w or or l d o f w or or k a n d a s s u m i n g t h e r e s p o n s i b il il it it i es es o f a d u lt h o od od . As As p e r t h e e x p e r t meeting report (2001) of UNESCO, the life skills are grouped under fo ur

5

Teachers Teachers'' Sourcebook VH SE II year year

categories. They are 1.

s ki k i l l s fo r p er er s on on a l fu lf l fi l m en en t

2.

s ki k i l l s fo r l i v i n g i n so s o c ie t y

3.

s ki k i l l s fo fo r d ea ea li li n g w i t h ch c h a n gi gi n g e c o n om o m ie ie s

4.

s k i l ls fo fo r de d e a li li n g w i t h ch c h a n gi gi n g w o r k p a tt t t er e r n s. s.

Vocational Education ensures fulfilment of manpower requirement for n a t i on o n a l d e ve v e lo l o p m e n t a n d s o c ia i a l s e c u r i t y fo r t h e c it i t i ze ze n s t h r o u g h s e l ffe m p l o ym ym e n t . It It a l s o h e l p s t o r e d u c e t h e m i gr gr a t i on o n o f r u r a l yo yo u t h t o u r b a n a r e a s a n d t h u s h e l p s in in r u r a l d e ve ve llo opment. The learners of Vocational Education get an opportunity to avail one year a p p r e n t i c e s h i p t r a i n i n g i n i n d u s t r i e s t o i m p r o v e t he i r p r a c t i c a l s k i l l . D u r i n g t h e c o u r s e o f s t u d y , on on t h e jo jo b t r a i n i n g (O (O J T) fo r 1 0 d a y s in in a y e a r i s a r r a n g e d to im im prove the sk ill ill an d eff efficien icien cy of th e lear lear n er. Th Th is edu cat ion ion s ystem m otivat otivat es t h e a t t i t u d e t ow o w a r d s s e lf l f –e m p l oy oy m e n t t h r o u g h P r o d u c t i on on / S e r vi v i c e Cu Cu m Training Centres. (PTC)

Ob jectives jectives of Vocational Vocational E ducation duca tion The National policy on education has accorded very high priority to the pr ogram m e of vocat vocat ion ion alisat ion ion of edu cat ion ion , cons idering th e fol follo lowi win n g objectiv objectives. es. 1.

To fu fu l fi fil n a t io i o n a l go go a ls ls o f d e ve ve lo lo p m e n t a n d t h e r e m o va va l of o f u n e m p lo l o ym ym e n t and poverty.

2.

To im im p a r t e d u c a t io i o n r el e l e va va n t t o in in c r e a s e d p r od o d u c t io i o n a n d p r o d u c t iv ivit y, y, e c on on o m ic d e v e lo lo p m e n t a n d i n d i vi vid u a l p r o s p e r it it y .

3.

To m a k e a v a il i l a b l e s k il il l e d wo w o r k fo fo r ce c e a t a l l l e ve ve ls ls t o a ll l l e vi vi a t e t h e r u r a l unemployment and for the development of nation.

4.

To d ev e ve lo lo p en e n vi v i r on o n m e n t a l a w a r en en e s s t o en e n s u r e s u s t a in i n a b l e d e ve ve lo lo p m en en t .

5.

To d ev e ve lo lo p vo vo ca ca t io i o n a l a p t it i t u d e , wo w o rk r k c u l t u r e , va l u e s a n d a t t it it u d e s o f t h e l e a r n e r s s o a s t o e n r i ch ch t h e p r o d u c t i vi vi t y of o f t h e n a t i on on .

6.

To d e ve ve lo lo p e n t r e p r e n e u r iiaa l c om o m p e t e n c i es e s a n d s k i l l s of o f l e a r n e r s fo fo r s e lf lf r e li l i a n c e a n d t o u n d e r t a k e ga ga i n f u l s e lf lf e m p l o ym ym e n t .

7.

T o fa fa c il i l i t a t e t h e e xp x p a n s i on o n o f h i gh gh e r e d u c a t io i o n a n d e xp x p lo l o re r e fu fu t u r e o p p o r t u n i t i e s t h r o u g h i n n o v a t i v e g u i d a n c e a n d p r o g ra m m e s .

8.

To d e ve ve lo lo p vo vo ca c a t i on on a l c om o m p e t e n c i es e s , cr c r e a t iv i ve t h in i n k i n g i n t h e r el e la t e d a r e a s a n d f a c il il it it a t e t r a i n i n g .

9.

To cr c r ea e a t e a wa wa r e n es e s s o n m e n t a l, l, p h ys ys ic i c a l a n d s o ci c i a l h e a lt lt h .

10.

To a c q u i r e a w a r e n e s s a b o u t d if iffe r e n t jo jo b a r e a s a n d t o p r o vi vi d e b a c k gr gr o u n d s for acquiring higher level training in subjects concerned.

6

• M aintenance and Repairs of Two wheelers and Three wheelers

Learning Le a r n in g i s c on s t r u c t io n o f k n o wle d g e t h r o u g h a c o n t i n u o u s m e n t a l p r oc e s s . It i s a n a d v a n c e m e n t t h r o u g h a d d i n g a n d c o r r e ct in g i n t h e ligh t o f c om p a r i n g t h e n e w is s u e w it h t h e p r e v io u s ly le a r n e d c o n c e p t s . I t is a n in t e ll ec t u a l p r o c e s s r a t h e r t h a n t h e m e r e m e m o r is a t i on o f fa c t s . It is a c o n g l om e r a t i o n o f a va r i e t y of activities like problem solving, finding out co-relations, prediction, arriving at conclus ions , rationa l as well as critical think ing, finding app lications, group ing fo r o t h e r p o s s i b i lit i e s a n d e x t r a c t i n g t h e c r u x . Wh e n o p p o r t u n i t i e s a r e p r o vid e d fo r i n t e l l e c t u a l p r o c e s s e s l e a r n i n g w il l b e c o m e e ffe c t i ve a n d i n t e l le c t u a l a b i li t y w il l g e t s t r e n g t h e n e d .

Th eoretical found ations of learning Education is the best device that can be adopted for creation of a ne w s o c ie t y . It s h o u l d b e d e m o c r a t i c in c o n t e n t a n d p r o c e s s a n d s h o u l d a c k n o wle d g e t h e r i gh t s o f t h e le a r n e r . It s h o u l d a l s o p r o vi d e op p o r t u n i t y fo r b e t t e r c i t i ze n s h i p 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 c a s t e a n d r e l ig io n . Th e le a r n e r s h o u l d b e c o m e c og n i s e n t o f t h e im p l ic a t i o n s o f p r i va t i s a t i on , li b e r a l is a t i on , g lo b a l is a t i on e t c . They should develop a discrimination to use the acquired learning as a l ib e r a t i ve w e a p o n . Th e y s h o u l d b e a b l e t o vi ew e d u c a t i o n a n d l ife w it h t h e p e r s p e c t i ve o f s o c i a l w e ll b e in g . Th e y s h o u l d ge t o p p o r t u n i t y t o r e c o gn i s e t h a t c o -o p e r a t i on i s b e t t e r t h a n c om p e t it i on a n d t h a t c o - op e r a t i o n i s t h e k e y t o s o c ia l life a n d c u lt u r e . 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 c o m p e t i t io n s a n d m a r k e t i s a t i on i s o n l y a c o m p r e h e n s i ve v ie w of l ife . It is h i gh t i m e t h a t e d u c a t i o n w a s r e c o gn iz e d on t h e b a s i s of t h e p h i l os o p h y of h u m a n e d u c a t i on . Th e h u m a n a p p r o a c h t o e d u c a t i on h a s t o r e fle c t in it s c o n t e n t , l e a r n i n g p r o c e s s a n d o u t l oo k . Th e p e r s p e c t ive o f ‘le a r n i n g t o b e ’ a n d ‘le a r n i n g t o l ive t o g e t h e r ’ a s e x p r e s s e d b y t h e U NE S C O a n d t h e c o n c e p t s o f existential, intrapersonal and interpersonal intelligence. Th e b a s i s o f n e w a p p r o a c h e s o n c u r r ic u l u m a n d t e a c h in g - le a r n i n g p r o c es s a r e d e r ive d fr o m t h e d e ve lo p m e n t s t o ok p l a c e in t h e e a s t a n d w e s t o f t h e w or l d . Wh e n w e b e gin t o s e e t h e l e a r n e r a t t h e c e n t r e o f t h e le a r n in g p r o c e s s , t h e t e a c h in g p r o c e s s h a s t o b e c h a n g e d t i m e ly . It i s t h e r e s u lt o f t h e r a p id g r o wt h an d developm ent of Scien ce an d Techn ology and Pedagogy. If we wan t to u n dergo

7

Teachers' Sourcebook VH SE II year

the changing process, we have to imbibe the modern hypothesis regarding le a r n e r t h a t t h e y h a ve l

G r e a t c u r i os i t y

l

Good ima gin at ion

l

Nu m e r o u s o t h e r q u a lit ie s a n d i n t e r e s t s

l

Independent individuality

l

In t e r e s t i n fr e e t h i n k i n g a n d w or k i n g in a fe a r l e s s a t m o s p h e r e .

l

In t e r e s t in e n q u i r i n g a n d q u e s t i on i n g .

l

Ability to reach conclusions after logical thinking.

l

Ab i li t y fo r m a n i fe s t a n d e s t a b l is h fr e e l y t h e c o n c l u s i on s a r r i ve d a t .

l

In t e r e s t fo r r e c o g n i t io n i n t h e s o c i e t y.

l

D e t e r m i n a t i on t o fa c e t h e in t e r fe r e n c e o f s o c ie t y a n d m a k e c o m p o n e n t s which is a part of social life.

When we consider the learning system, the domains to be stressed in e d u c a t i on a c c o r d in g t o t h e m o d e r n d e v e lo p m e n t b e c o m e s r e le va n t . Th e k n o w l e d g e d o m a in c o n s is t s o f l

Facts

l

Ideas

l

Laws

l

Th e t e m p o r a r y c o n c lu s i on s a n d p r in c i p le s u s e d p r e s e n t l y b y s c ie n t i s t s .

Learning is a process. The continuous procedures we undergo to reach a p a r t i c u l a r g o a l is p r o c e s s . Th e s k i lls w h i c h a r e p a r t s o f t h e p r o c e s s t o a n a l yz e t h e c ol le c t e d i d e a s a n d p r o o fs a n d c o m e t o a c o n c l u s i on i s c a l le d proce s s s k ills . S o m e im p o r t a n t p r o c e s s s k i l l s a r e l

To observe

l

To c ol le c t d a t a a n d r e c o r d

l

To cla ss ify

l

To m e a s u r e a n d p r e p a r e c h a r t s

l

To e x p e r i m e n t

l

To pr edict

l

To r e c o gn i z e a n d c o n t r o l t h e v a r i a b l e s

l

To r a i s e q u e s t i on s

l

To gen era lize

l

To fo r m a h y p o t h e s is a n d c h e c k .

8

• M aintenance and Repairs of Two wheelers and Three wheelers l

To conclude

l

To co m m u n i c a t e

l

To p r e d i c t a r i d i n fe r

l

To u se t ools.

In a d d it i on t o t h is , c o n s i d e r t h e s k i ll s r e la t e d t o creative domain a l s o , t h e y a r e s k i ll s : l

To visu a lize

l

To c on n e c t fa c t s a n d i d e a s i n n e w wa y s .

l

To fin d o u t n e w a n d u n c o m m o n u s e s o f o b je c t s

l

To fan ta size

l

To dream

l

To develop creative isolated thoughts

Again, the following factors consisting in the A t t i t u d i n a l d o m a i n a r e a l s o important as; l

Self confidence

l

Love for scientific knowledge

l

At t i t u d e t o k n o w a n d va l u e h i s t o r y

l

R es p e c t h u m a n e m o t io n s

l

D e cid e w it h r e a s o n a b l e p r e s e n t p r o b l em s

l

Ta k e l og ic a l d e c i s i on s r e g a r d i n g p e r s o n a l v a lu e s As r e g a r d s t h e a p p l i c a t i on d o m a i n t h e im p o r t a n t fa c t o r s a r e t h e a b ilit y t o :

l

o b s e r v e i n d a i l y l ife e x a m p l e s o f id e a s a c q u i r e d .

l

t a k e t h e h e l p o f s c i e n t i fi c p r o c e s s t o s o lv e t h e p r o b l e m s o f d a i ly li fe .

l

choose a scientific life style

l

c o n n e c t t h e id e a s a c q u i r e d wit h o t h e r s u b j ec t s .

l

in t e g r a t e t h e s u b je c t s w it h o t h e r s u b j ec t s .

S o m e b a s i c s t a n d s h a ve t o b e t a k e n o n t h e n e w s c ie n t i fic k n o wle d g e a b o u t intelligence learning and teaching. When such basic concepts are accepted c h a n g e s a r e r e q u ir e d i n t h e fo llo wi n g fa c t o r s . l

Th e v is i on , a p p r o a c h , s t r u c t u r e a n d c on t e n t o f t h e c u r r i cu lu m .

l

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

l

R ole o f t h e t e a c h e r a n d t h e le a r n e r .

l

Le a r n e r a t m o s p h e r e , le a r n in g m a t e r ia l s a n d l ea r n in g t e c h n iq u e s .

9


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 pra cticed in n ew situ at ion s relating them with th e previou sly acqu ired knowledge a n d e x p e r i e n c e . Th a t i s a s s i m i la t e d i n t o t h e c o gn i t i ve s t r u c t u r e o f o n e ’s k n o wl ed g e . Th is m e t h o d w h i c h g ive s p r i or i t y t o c r it i c a l t h i n k i n g a n d p r o b l e m solving provides opportu n ity for self m otivat ed learn ing.

Social Constructivism S o c ia l c o n s t r u c t i vis m i s a b r a n c h o f c o n s t r u c t i vi s m . K n o w le d g e is fo r m e d , s p r e a d a n d im b i b e d a n d i t b e co m e s r e l e va n t i n a s o c ia l e n vi r on m e n t . In t e r a c t i ve learning, group learning, co-operative participatory learning, all these a re c o n c e p t s p u t f or w a r d b y s o c ia l c o n s t r u c t ivis m . Th e m a i n p r o p o u n d e r s o f c o n s t r u c t i vis m a r e P i a ge t , Vy go t s k y a n d B r u n e r . D is c o ve r y le a r n i n g a n d i n t e r a c t i ve l e a r n i n g h a v e p r i m e i m p o r t a n c e . Le a r n in g takes place as a part of the attempt for problem solving. The activities of a le a r n e r w h o c o n fr o n t s c o gn i t ive d i s e q u i lib r i u m i n a le a r n in g s i t u a t i o n w h e n h e tries to overcome it leads to the renewal of cognitive structure. It is through t h is p r o c e s s c o n s t r u c t io n o f n e w k n o w le d ge a n d t h e a s s im i la t i on o f t h e m t a k e p l a c e . Ob s e r v a t io n a n d e n q u ir y a r e u n a vo id a b le fa c t o r s . Th e le a r n e r a d va n c e s t o wa r d s n e w a r e a s o f a c q u is i t io n o f k n o w le d g e wh e r e h e t r i es t o c o m p a r e h i s new findings with the existing concepts. Le a r n i n g is a l iv e m e n t a l p r o c e s s . R a t h e r t h a n t h e a b i li t y fo r m e m o r i za t i on of facts cognitive process has to be given emphasis. The process of problem a n a l y s is , e l u c i d a t i o n , c r i t ic a l t h i n k i n g , r a t i o n a l t h i n k i n g , fi n d i n g o u t c o r e l a t i o n , prediction, hypothesis formation, application, probing for other possibilities, e x t r a c t i n g t h e c r u x a n d o t h e r p r o c e s s e s a r e o f c r it i ca l im p o r t a n c e in le a r n in g . C o n s t r u c t i vi s m g ive s g r e a t e r p r e d o m i n a n c e t o c o- o p e r a t i ve le a r n i n g . S oc i a l a n d c u lt u r a l fa c t o r s in fl u e n c e l e a r n in g . S h a r i n g o f k n o wle d g e a n d e x p e r i en c e a m o n g le a r n e r s , c o ll ec t ive e n q u ir y , a s s e s s m e n t a n d i m p r o v em e n t , g r o u p a c t i vit y an d collab orat ive lear n ing by sha ring resp ons ibilities with th e objective of pu blic act ivity, p rovide opport u n ity for effective lear n ing. In le a r n in g i n t e r n a l m o t i va t i on is m o r e im p o r t a n t t h a n e x t er n a l m o t iva t i on . Th e le a r n e r s h o u l d h a v e in t e r e s t a n d i n i t ia t i ve in le a r n in g . Le a r n in g s it u a t i o n s h o u l d b e c a p a b l e o f fo r m i n g a s e n s e o f o wn e r s h i p i n t h e l ea r n e r r e ga r d in g t h e l ea r n in g p r o c e s s . Le a r n i n g i s n o t a l in e a r p r o c e s s . It p r o g r e s s e s i n a s p i r a l le d w a y a d v a n c in g d e e p e r a n d w id e r .

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N ew Concepts of Learning 1. Discovery Learning Th e t e a c h e r h a s t o c r e a t e a m o t i va t i n g a t m o s p h e r e f or t h e l ea r n e r t o d i s c ove r concepts and facts, instead of listening always. Creating occasion to progress towar ds d iscovery is pr eferred . In st ead of telling everyth ing before an d com pellin g to imitate the models, situations are to be created to help the children act m o d e ls a s t h e m s e l ve s .

2. Learning by discussion D is c u s s i o n l e a d s t o le a r n in g i s B u r n e r ’s t h e o r y . He r e d i s c u s s i on i s n o t o p p o s in g e a c h o t h e r . I t is a s h a r i n g o n t h e p l a n e o f id e a s . Ne w id e a s a r e a r r i ve d a t b y s e e k in g e x p la n a t i o n s , b y m u t u a l givin g a n d t a k i n g of id e a s a n d b y p r o b l e m solving.

3. Problem solving and learning O n l y w h e n t h e le a r n e r fe e ls t h a t s o m e t h in g i s a p r o b le m t o b e s o lve d t h a t h e t a k e s t h e r e s p o n s i b i li t y o f l ea r n i n g it . It i s a n i n b o r n t e n d e n c y t o a c t t o s o lve a p r o b le m t h a t c a u s e s c o gn i t ive d i s e qu ilib r i u m in a p a r t i c u l a r a r e a . It i s a l s o n e e d e d t o h a v e c on fi d e n c e t h a t o n e is c a p a b l e o f d o i n g it . Th e p r o b l e m s a r e t o be presented in consideration of the ability and level of attainment of the learner.

4. Collaborative learning Th i s i s t h e le a r n in g in w h i ch t h e r e s p o n s ib i li t ie s a r e d i s t r ib u t e d a m o n g t h e members of the group keeping common learning objectives. The common responsibility of the group will be successful only if each member discharges h is d u t i e s . Al l t h e m e m b e r s w il l r e a c h a s t a g e o f s h a r i n g t h e r e s u l t of l ea r n i n g , equally through the activity with mutual understanding. The teachers wh o a r r a n g e c ol la b o r a t i v e l ea r n i n g wi ll h a v e t o m a k e c l e a r t h e r e s p o n s i b il it i e s t o b e discharged. This is possible through the discussion with the learners. C o lla b o r a t i ve l e a r n in g w il l h e l p t o a v o id t h e s i t u a t i o n s o f o n e p e r s o n w or k i n g for th e whole grou p.

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 e x c h a n g e of r e s o u r c e s t h e l ea r n e r s d e ve lo p a p l a n e o f s o c ia l s y s t e m in le a r n i n g 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 h e lp t o m e c h a n ic a l c op y in g . It s h o u l d b e o n t h e b a s i s of a c t u a l n e e d s . S o e ve n 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 a c h i eve m e n t o f a l l t h e m e m b e r s

6. Zone of Proximal Development Vygotsky observes that there is a stage of achievement where a learner c a n r e a c h b y h i m s e l f a n d a n o t h e r h i gh e r z on e w h e r e h e c a n r e a c h w it h t h e h e l p o f h i s t e a c h e r s , p e e r s a n d e ld e r s . E v e n t h o u g h s o m e o f t h e m c a n fu lfil t h e l ea r n i n g a c t i vi t y b y t h e m s e l ve s t h e r e i s t h e p o s s i b il it y o f a h i gh e r e x c e ll en c e . If a p p r o p r i a t e h e lp i s p r o vi d e d e ve r y le a r n e r c a n b e t t e r h i m s e l f.

7. Scaffolding It is natural that the learner may not be able to complete his work if he d o e s n o t ge t s u p p o r t a t t h e p r o p e r t i m e . Th e l ea r n e r m a y r e q u i r e t h e h e lp o f the teacher in several learning activities. Here helping means to make the l e a r n e r c o m p l et e t h e a c t i vi t y t a k i n g r e s p o n s i b il it y b y h i m s e l f. Th e t e a c h e r h a s t o k e e p i n m i n d t h e o b je c t i ve o f e n a b l in g t h e le a r n e r t o t a k e t h e r e s p o n s i b i li t y a n d t o m a k e it s u c c e s s fu l.

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 l

R e t r ie ve s / r e c o ll ec t s / r e t e l ls i n fo r m a t i on

l

R ea d i ly m a k e s c o n n e c t io n s t o n e w in f or m a t i o n b a s e d o n p a s t e x p e r ie n c e s a n d fo r m u la t e s i n i t ia l id e a s / c o n c e p t s .

l

D e t e c t s s i m i la r i t ie s a n d d i ffe r e n c e s

l

C la s s i fie s / c a t e g or i s e s / o r ga n is e s in f or m a t i on a p p r o p r ia t e l y.

l

Tr a n s la t e s / t r a n s fe r s k n o wle d ge o r u n d e r s t a n d in g a n d a p p l ie s t h e m in a n e w s i t u a t io n .

l

E s t a b l is h e s c a u s e - e ffe c t r e la t i o n s h ip s

l

Ma k e s c o n n e c t i on s / r e la t e s p r i or k n o wle d g e t o n e w i n fo r m a t io n / a p p lie s r e a s o n i n g a n d d r a w in f er e n c e s

l

C om m u n i ca t e s k n o w le d ge / u n d e r s t a n d in g t h r o u g h d iffe r en t m e d i a .

l

Im a g in e s / fa n t a s is e s / d e s i gn s / p r e d i ct s b a s e d on r e c eive d in f or m a t io n

l

J u d ge s / a p p r a i s e s / e va l u a t e s t h e m e r it s o r d e m e r it s o f a n id e a / d e ve lo p s o wn s o lu t i on s t o a p r o b le m .

9. Intrinsic Mot ivation Intrinsic motivation is given more importance than extrinsic motivation. The teacher has to arouse the internal motivation of the learner. A perso n in t e r n a lly m o t i va t e d a l on e c a n i m m e r s e i n l e a r n i n g a n d o wn it s r e s p o n s i b il it y .

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10. Multiple intelligence The Theory of Multiple Intelligence put forward by Howard Gardener has c r e a t e d a t u r n in g p oin t i n t h e fie ld of e d u c a t i on . Th e Na t i o n a l c u r r ic u l u m documents has recommended that the curriculum is to be designed taking i n t o c o n s i d e r a t i on o f t h i s t h e o r y .

Main Fa ctors of the In tellect 1. Verbal/ linguistic Intelligence Ability to read and write, making linguistic creations, ability to lecture, c o m p e t e n c y t o effe c t ive c om m u n i c a t i on , a ll t h e s e c om e u n d e r t h i s . Th i s c a n b e d e v el op e d b y e n g a g in g in l a n g u a g e g a m e s a n d b y t e a c h in g o t h e r s .

2. Logical/ mathematical Intelligence Th i n k i n g r a t io n a l ly wi t h c a u s e s a n d e ffe c t r e la t i o n a n d fin d in g o u t p a t t e r n s a n d r e la t i o n s c o m e u n d e r t h i s a r e a . F in d i n g o u t r e la t i o n s , e xp l a in i n g t h i n g s , s e q u e n t i a l a n d a r i t h m e t ic a l ca l c u l a t i on s e t c . a r e c a p a b l e o f d e ve lo p in g t h is a r e a o f i n t e l l ig e n c e .

3. Visual/ spatial Intelligence In those who are able to visualize models and bringing what is in th e imagination into visual form and in philosophers, designers and sculptors this a r e a o f i n t e l li ge n c e is d e ve l op e d . Th e a c t i vi t ie s l ik e m o d e l li n g u s i n g c la y a n d pulp, making of art equipments, sculpture, and giving illustrations to stories c a n h e l p t h e d e v el op m e n t o f t h i s a b i li t y.

4. Bodily Kinesth etic In telligence Th e a c t i vi t ie s u s i n g b o d y la n g u a g e co m e u n d e r t h i s . Th i s a r e a o f in t e l lig e n c e is m o r e d e ve lo p e d in d a n c e r s a n d a c t o r s w h o a r e a b le t o e xp r e s s id e a s t h r o u g h b o d y m o ve m e n t s a n d i n e x p e r t s in s p o r t s , g ym n a s t i c s e t c .

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 w h o c a n h e r e a n d e n jo y s o n g s . P la y in g m u s i c a l in s t r u m e n t s , im i t a t i n g t h e songs of musicians, listening silently to the rhythms and activities like this a r e c a p a b l e of d e v e lo p i n g t h i s a r e a o f in t e l li ge n c e .

6. Interpersonal I ntelligence Th o s e in w h o m t h i s a r e a o f i n t e l li ge n c e is d e v e lo p e d s h o w q u a l i t ie s o f le a d e r s h ip a n d b e h a ve wit h o t h e r s i n a n o b l e m a n n e r . Th e y a r e c a p a b l e o f u n d e r s t a n d i n g t h e t h o u g h t o r o t h e r s a n d c a r r y in g o n a c t ivit ie s l ik e d i s c u s s io n successfully.

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7. Intrapersonal Intelligence Th i s i s t h e a b il it y t o u n d e r s t a n d o n e s e l f. Th e s e p e o p l e c a n r e c o gn i s e t h e ir o w n a b i l i t i e s a n d d i s a b i l i t i e s . W r i t i n g d i a r i e s t r ut h f u l l y a n d i n a n a n a l y s i n g way and assessing the ideas and activities of others will help developing this areas of intelligence

8. N aturalistic Intelligence A g r ea t i n t e r e s t i n t h e flo r a a n d fa u n a o f t h e n a t u r e , lo ve t o w a r d s fe llo w beings interest in spiritual and natural factors will be capable of developing this area.

9. Existential Intelligence Th e a b i lit y t o s e e a n d d i s t i n g u i s h o u r s o wn e x is t e n c e a s a p a r t o f t h e u n i ve r s e , a b ili t y t o d i s t i n g u i s h t h e m e a n in g a n d m e a n in g l es s n e s s o f life , t h e a b il it y t o r e a l is e t h e u lt im a t e n a t u r e o f m e n t a l a n d p h y s ic a l e xis t e n c e s , a l l t h e s e a r e t h e p e c u l ia r i t ie s o f t h i s fa c u l t y o f i n t e l l ig e n c e .

E motional Quotient Th e c o n c e p t o f em o t i on a l in t e l li ge n c e p u t fo r w a r d b y D a n i e l Go lm a n i s u s e d i n fr a m i n g t h e n e w cu r r i c u l u m . Th e fa c t t h a t o n e ’s E m o t i on a l Q u o t i e n t (E . Q ) i s t h e g r e a t e s t fa c t o r a f fe c t in g s u c c e s s i n l ife i s n o w wi d e ly a c c e p t e d . Th e t e a c h e r w h o a i m s t o fo c u s o n i m p r o vi n g t h e e m o t i o n a l i n t e l li ge n c e of s t u d e n t s n e e d t o c o n c e n t r a t e o n t h e fo ll ow in g .

i) Ability to take d ecisions Rather than imposing decision on students while planning and executing activities, the students may be allowed to take part in the decision makin g p r o c e s s . Ta k i n g d e c is i on s t h r o u g h o p e n d i s c u s s io n i n t h e c l a s s , i n v it i n g s t u d e n t s suggestions on common problems etc. are habits to be cultivated.

ii) Ability to reach consensus l

Wh e n d i ffe r e n t o p i n io n s , i d e a s a n d p o s it io n s a r i s e , t h e s t u d e n t s m a y b e g ive n t h e r e s p o n s ib i lit y t o r e a c h a c o n s e n s u s .

l

Im a g in i n g wh a t w o u ld b e t h e c o u r s e o f a c t i o n i n s o m e s i t u t a t i o n s , a l lo win g t o in t e r ve n e i n a h e a lt h y wa y i n p r o b l e m s b e t w e en in d ivid u a l s .

iii) Problem solving l

D e ve lo p in g t h e id e a t h a t t h e r e i s r e a s o n a n d s o l u t i on t o a n y p r o b le m .

l

Tr a i n i n g i n fi n d i n g r e a s o n s fo r p r o b l e m s .

l

S u g ge s t i n g s o l u t i on s t h r o u g h i n d i vid u a l o r g r o u p e ffo r t s .

l

D is c u s s i n g s o c ia l p r o b l e m s .

l

An a ly s in g t h e s h o r t c o m i n g s in m e t h o d s t o s o l ve p r o b l e m s .

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Whether plastic can be banned within school premises can be given as a p r o b l em . G r o u p d i s c u s s i on w il l p r o vid e r e a s o n s a n d s o lu t i on s . P r o b le m s , w h i c h can influence classroom learning and for which the learner can actively c o n t r ib u t e s o lu t io n n e e d t o b e p os e d l

S e l f c r i t ic i s m , e v a l u a t i on

l

Ability to face prob lem-situation in life

l

Th in k i n g w h a t o n e w o u l d d o i f p l a c e d i n t h e s i t u a t i o n o f o t h e r s , h o w o n e w ou l d r e s p o n d t o c e r t a i n e x p e r i e n c e s o f o t h e r s - Al l t h e s e fo s t e r t h e g r ow t h o f e m o t i o n a l in t e l l ig e n c e .

iv) Life skills Life skills need to be given a prominent place in education. W.H.O. has l is t e d : s k i ll s r e q u i r e d fo r - s u c c e s s i n l ife . l

S e lf a w a r e n e s s

l

Empathy

l

In t e r p e r s o n a l r e la t i o n s

l

Communication

l

Critical thinking

l

C r e a t i ve t h in k i n g

l

Decision making

l

Problem solving

l

Copin g with em otion

l

C o p in g wit h s t r e s s

Th e new curriculum a ddresses these areas Kn o w in g t h e c h a r a c t e r i s t ic s o f t h e le a r n e r , r o le o f t h e t e a c h e r a n d h o w t o u s e t h e t e a c h e r s h a n d b o o k h e lp t h e t e a c h e r t o p l a n a n d e ffe c t ive ly im p l em e n t learning activities.

Role of a Teacher In t h e e a r l ie r a p p r o a c h t h e t e a c h e r w a s m a i n ly d e p en d i n g o n t h e le c t u r e m e t h o d fo r t e a c h i n g. B u t i n t h e n e w m e t h o d o f e d u c a t i o n t h e s t u d e n t c e n t e r e d a p p r o a c h i s give n m o r e im p o r t a n c e t h a n t h e t e a c h e r c en t e r e d a p p r o a c h . Un d e r t h i s c h a n ge d s c e n a r i o t h e t e a c h e r h a s t o p e r f o r m t h e f o l l o w i n g r o l e s i n t h e classroom. Th e t e a c h e r s h o u l d b e l

A fa cilitat or of lear n ing

l

A g u i d e t o t h e o ve r a l l d e v e lo p m e n t o f t h e s t u d e n t

l

A good observer and motivator

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Teachers' Sourcebook VH SE II year l

Able to consider the activities, needs, special features and age group of s t u d e n t s a t h ig h e r s e c o n d a r y le ve l.

l

Ab l e t o u n d e r s t a n d t h e l im it a t i o n s o f le a r n e r a n d t h e ir l ea r n in g p r o b l e m s .

l

An in s t r u c t io n a l m a t e r i a l d e ve lo p e r

l

A good comm u n icator

l

An inn ovat or

l

Ab l e t o r a i s e l e a d e r s h i p q u a l it i e s a n d s e lf c o n fi d e n c e o f t h e l e a r n e r

l

An authoritarian in the concerned subject

l

Ab l e t o a r r e s t a n d s u s t a i n t h e a t t e n t i o n o f t h e l e a r n e r

l

Ab l e t o b r in g o u t a n d e n c ou r a g e t h e i n b o r n t a l e n t s .

l

A r e s o u r c e m a n a g e r t o e n s u r e t h e o p t im u m u t i lis a t i on o f r e s o u r c e s .

l

A s y s t e m a t ic r e c o r d k e e p e r

l

A c o n t r o lle r t o is s u e gu id a n c e t o t h e s t u d e n t s

l

A person with high level of practical competency

l

Ab l e t o c o r e la t e a r e a o f s t u d y w it h fa m i li a r e n v i r o n m e n t a l s i t u a t i on s

l

A s e l f e va l u a t o r a n d g o o d l is t e n e r

l

Able to create awareness in social problems

l

A p e r s o n w it h d e m o c r a t ic a n d h u m a n i t a r ia n a p p r o a c h

l

A p r o fe s s i o n a l is t a s w e ll a s p h i lo s o p h e r

l

A good evaluator

l

A good organ isor an d a friend .

l

A c o - le a r n e r a s w e ll a s c o - r e s e a r c h e r

l

Ab l e t o gi ve a s s i s t a n c e a n d a d v ic e in p l a c e m e n t n e e d s a n d s e l f e m p lo ym e n t b y g ivin g m o r a l a n d t e c h n ic a l s u p p o r t

l

Ab l e t o k e e p m o r a l v a lu e s

l

A p e r s o n e q u i p p e d w it h s k il l fo r u s i n g n e w t e c h n i qu e s o f l ea r n i n g

l

O p t im i s t ic a n d im p a r t ia l

Child friendly Class Room Atmosphere Le a r n in g c a n b e e ffe c t ive a n d e n jo ya b le o n l y wh e n t h e c la s s a t m o s p h e r e i s according to the new concept of learning and the characteristics of high er s e c on d a r y t e a c h e r . l

C la s s a n d s e a t i n g a r e a r r a n g e d in a n a t t r a c t ive wa y

l

D em o c r a t ic n a t u r e is u p h e l d

l

Always active

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S t u d e n t s in t e r a c t wit h t e a c h e r s w it h o u t fe a r

l

Oppor tu n ity for a variety of act ivities

l

S t u d e n t s a l l ow e d t o i n v o lve i n t e r e s t i n g g r o u p a c t i v it i e s

l

Learning speed, learning style and different levels of attitudes are c o n s i d e r e d . H e lp i s e xt e n d e d w h e n e ve r n e e d e d .

l

S u ffic ie n t in s t r u c t io n a l m a t e r i a l s a r e a va i la b l e

l

Th e r e i s fr e e d o m o f e x p r e s s io n , s t u d e n t s s h a r e t h e ir i d e a s a n d e x p e r ie n c e s

l

S t u d e n t s a r e give n a c c e p t a n c e a n d e n c ou r a ge m e n t

l

Healthy atmosphere

l

Needs of each student is given consideration. Happy and energetic atmosphere

l

Te a c h e r s w or k c o n s i d e r in g t h e r i gh t s o f s t u d e n t s

l

P r t ob l em s h a n d le d in a p a t i e n t w a y

l

Te a c h e r s lo ok a t a ll e ve n t s fr o m t h e s t u d e n t s v ie w p o in t

Th e r e w il l b e s t u d e n t s o f va r i ou s a b i li t y l e ve l s in a n y cl a s s b e c a u s e l e a r n i n g 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 a n e x p e ct e d l eve l a n d e x t e n d e d t h e b r e a d t h a n d d e p t h o f t h e s k i lls o f t h e h i gh activities. B y r e p e a t i n g e x p e r ie n c e s , i n t r o d u c in g v a r i a t i on s in a l ea r n in g e x p e r i en c e to suit different levels and if needed, formulating additional experiences the pr oblem of varyin g ability levels can be t ack led.

Characteristics of Learner at Vocational H igher Secondary Level Th e l e a r n e r i n s e c on d y ea r h a s u n d e r go n e a l ea r n e r c en t e r e d a n d p r o c es s oriented learning experience up to first year. The learner at this age i s 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 an d profession as he wishes. The aspirations about future life is framed in this p a r t i c u l a r a g e fo r s e e in g n a t i on a l a n d i n t e r n a t i o n a l jo b o p p o r t u n i t ie s . S o m e o f t h e p e c u l ia r i t ie s o f le a r n e r a t t h i s s t a g e a r e l

P h y s ic a l , in t e lle c t u a l a n d e m o t io n a l p l a n s h a ve in t e n s ive c h a n g es d u r i n g t h e a g e a n d t h e ir r e fl ec t i on s c a n b e o b s e r v e d

l

Ab i li t y t o e n q u i r e d is c o v e r a n d e s t a b l is h c a u s e e ffe c t r e l a t i o n s h i p b e t w e e n phenomena

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Teachers' Sourcebook VH SE II year l

R ea d i n e s s t o u n d e r t a k e c h a l le n g e s

l

C a p a c it y t o s h o u l d e r l ea d e r s h i p r o l es

l

At t e m p t t o i n t e r p r e t o n e s e lf

l

Susceptibility to different pressures

l

D ou b t s , a n x ie t ie s a n d e a g e r n e s s a b o u t s e x

l

Im aging for social r ecognition

N eeds of Learner l

To make acquaintance with a job or self employment through vocational education

l

To a c q u i r e m o r e k n o wle d g e in t h e c on c e r n e d a r e a t h r o u g h h ig h e r e d u c a t i on

l

To r e c o gn iz e a n d e n c o u r a g e t h e p e c u li a r p e r s o n a l it y o f t h e l a t e r a d o le s c e n t period

l

To e n a b le h i m t o d e fe n d a g a i n s t t h e u n f a vo r a b l e cir c u m s t a n c e s w i t h o u t a n y h e lp

Role of learner l

Ac t i ve p a r t i c ip a n t in t h e le a r n i n g p r o c e s s

l

Ac t a s a r e s e a r c h e r

l

S h a r e r o f in fo r m a t i on

l

S h a r e r o f r e s p o n s i b il it i e s

l

Collect inform a tion

l

Ta k e s l ea d e r s h i p

l

In volves in grou p work

l

Ac t a s a c o -p a r t i cip a n t

l

O b s e r ve s h is e n vir o n m e n t

l

E x p e r im e n t s a n d r e a lis e s

l

Ma k e in t e r p r e t a t io n s a n d d r a w i n fe r e n c e s

l

Mo u l d h i m s e l f i n t o a n a c t i ve c o n t r i b u t o r fo r t h e w e lfa r e o f t h e s o c i e t y

Evaluation In vo ca t i on a l h i gh e r s e c on d a r y e d u c a t io n , a n e w a p p r o a c h t o e d u c a t io n a n d evaluation should be made. Evaluation must be a systematic and continuous p r o c e s s . As t h e c u r r i cu lu m is b a s e d o n vo c a t i on a l s t r e a m , c a p a c it y b u il d in g is a most important part and it should be evaluated accordingly. The technical s k i lls , i n t e r e s t i n t h e p a r t i c u l a r f ie ld , c o m m u n ic a t i o n s k i ll, a n a l ys i n g , o r ga n i zi n g

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a n d p r e s e n t a t io n s k i lls e t c h a ve t o b e e v a lu a t e d . T h e p e r s o n a l a n d s o cia l q u a lit ie s also have to be evaluated. Therefore, evaluation should be transparent, continuous and comprehensive.

Supporting System In le a r n e r c e n t e r e d vo c a t io n a l e d u c a t i on , a le a r n in g m e t h o d o lo gy h a s t o b e organ ised a nd a pr oper learn in g atmosp here is to be provided. Many organ izations can support the learning activity. They are:-

1. School Resource Group (SRG) Comprising all teachers (vocational and non vocational), instructors, and la b a s s i s t a n t s w it h a c a d e m i c h e a d a s t h e g r ou p le a d e r .

2. School Support Group (SSG) Compr isin g PTA pres ident, m emb ers of local bodies, mem bers of social club s, s u b j ec t e xp e r t s e t c wh o c a n c o n t r i b u t e gu id a n c e / t e c h n o lo gy / in f r a s t r u c t u r e / fin a n c i a l a s s is t a n c e e t c .

3. Parent Teacher Association (PTA) C a n p r o v id e a d e q u a t e fu n d s f or fi el d t r ip s , p r o d u c t io n c u m t r a i n i n g c e n t e r s (PTC), exhibition, On th e J ob tr ain ing (OJ T) etc.

4. Local bodies Grama Panchayat, District Panchayat and Block Panchayat can provide infrastructure ie, class rooms, laboratory, library, seminar hall, audiovisual e q u ip m e n t s e t c .

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, s e r v i ce s e t c .

6. Nod al Schools B a s e d o n e x c e ll en c y , d is t r i ct w is e n o d a l s c h o o ls m a y b e s e l ec t e d t o p r o vi d e facilities like central library, museums, video conferencing etc.

7. Institution Industry Interaction Project (III P) Th i s s h o u l d b e im p l e m e n t e d i n e ve r y in s t i t u t i on t o u p d a t e k n o wl ed g e . Th i s also h elps for OJ T , PTC an d field visit.

Monitoring system Education is a sort of journey from darkness to light satisfying the needs a n d t h e w a n t s o f t h e in d ivid u a l a n d t h e s o c ie t y. Th e m o d e r n iz a t io n o f ed u c a t i on through activity oriented system enhances free thinking and working i n 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 h a v e t h e fo ll ow in g fe a t u r e s . l

It m u s t b e t r a n s p a r e n t .

l

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

l

It m u s t b e t im e b o u n d a n d r a t i on a l.

l

It m u s t m o t iva t e t h e fa c i lit a t o r t o a d o p t n e w s t r a t e g ie s .

l

It must be recordable and ensure effective feedback for the effective m o n it o r in g o f t h e s y s t e m , t h r e e le ve ls o f t h e m e c h a n is m s h o u l d b e s e t u p . 1.

S ch ool level m on it or in g gr ou p .

2.

Region a l level m on it or in g gr ou p .

3.

S t a te level m on it or in g gr ou p

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

Featu res of Learning Process in th e N ew System of E ducat ion In the new system of education the learning process should be modified in such a way as to enable the learner to construct t he kno wledge of his own t hrou gh ob servation, co-operation, problem solving, social interaction etc. The learning process should consider the nature, ability, social setup, inbo rn talents and sub ject selected by the learner. Th erefore the learning process should be: l

A c on t i n u o u s m e n t a l p r o c es s

l

S im p le - le a r n e r m u s t fe e l t h a t h e i s a b l e t o u n d e r t a k e t h e t a s k

l

E n a b l e t h e le a r n e r t o a t t a i n t h e c u r r i c u l u m o b je c t ive

l

Interesting

l

S u it a b l e t o t h e a g e a n d a t t i t u d e o f t h e l e a r n e r

l

Future possibilities

l

En ab le grou p a ctivity

l

Challenging

l

Time bound

l

C o n s t r u c t ive a n d c u r i os i t y d e ve lo p in g

l

Possibilities for evalu at ion

l

C a p a c it y t o g en e r a t e in d e p e n d e n t t h i n k in g

l

Ab i li t y t o e n q u i r e , d is c o ve r a n d e s t a b li s h c a u s e e f fe c t r e l a t i o n s h i p b e t w e e n phenomena.

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Learning Aids To m a k e t h e t e a c h i n g a n d l e a r n i n g p r o c es s s i m p l e a n d e ffe c t ive , c e r t a i n learning aids and necessary use of such aids for transacting a complex idea m a k e t h e c la s s r o o m l ive a n d s t u d e n t s g e t m o r e a n d m o r e in v o lve d . Th e a d v a n c e s i n s c ie n c e a n d t e c h n o lo gy m a y b e e ffe c t iv el y u t i li s e d fo r t h i s p u r p o s e . S o m e o f t h e l ea r n i n g a i d s a r e l is t e d b e l ow . l

Multimedia

l

Over Hea d Projector

l

Computer

l

Internet

l

Liquid Cr ysta l display Projector

l

TV, VCD, DVD an d t ap e record ers

l

Working m odels

l

Charts

l

Slides

l

Video Con feren cing facility

l

Library

l

Text book

l

Source b ook

Society Th e n e w e d u c a t i on a l p o lic y u p lift s t h e s o c ia l c o m m it m e n t o f t h e l ea r n e r . Th e r e fo r e t h e s o c ie t y c a n a l s o give s o m e v a l u a b l e c on t r i b u t i on s i n t h i s c h a n g in g s i t u a t i o n . Th e n e w s ys t e m a l s o en s u r e s t h a t t h e le a r n e r c a n p e r fo r m c e r t a i n useful services for the betterment of society. The social obligations can be i ll u s t r a t e d a s fo ll ow s . l

To e n r i c h s o c ia l va l u e s , a p t i t u d e a n d a b i lit y in le a r n e r

l

To d e ve lo p e n t r e p r e n e u r i a l a p t i t u d e a n d a b i li t y w h i c h h e l p s s o c i a l w e lfa r e a n d s e lf e m p l o ym e n t

l

Ne w s ys t e m o f e d u c a t i o n a d o p t s O J T, P TC e t c a s a p a r t o f vo c a t i o n a l c u r r ic u l u m w h i ch h e l p s t o m a k e c lo s e c on t a c t w it h t h e s o c ie t y.

l

Th e resou rces a vailab le from ou r society can be pos itively u tilised to convene seminars, interview etc.

l

Social organisations can help learners to make their education socially committed.

l

The social clubs like NSS, Tourism Club, Eco Club, Energy Club etc fu n c t i o n in g i n s c h o o ls c a n m a k e d i r e c t lin k w it h t h e s o c ie t y.

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II

LEARNING STRATEGIES

In the modern era of globalization the introduction of new technologies e n s u r e s o n l y t h e s u r v iva l o f t h e fi t t e s t . S o it b e c o m e s a n e c e s s i t y t o e q u i p t h e l ea r n e r s t o fa c e t h e g r ow in g c h a l le n g e s i n t h e c o m p e t it i ve w o r ld . H e n c e t h e traditional approach to learning is no more relevant in the present context. Th e t e a c h e r s h o u l d u s e i n s t r u c t io n a l t ec h n iq u e s t h a t m o t iva t e t h e s t u d e n t t o c o n s t r u c t h is o w n k n o wle d g e. No w t h e le a r n e r s a r e n o t p a s s i ve li s t e n e r s , b u t they are the active participants in the construction of knowledge. Here the t e a c h e r – s t u d e n t i n t e r a c t io n s h o u l d b e g ive n m u c h i m p o r t a n c e . In t h e n e w in s t r u c t i on a l s t r a t e g y w h i le s e l ec t in g t h e m e t h o d s o f t e a c h i n g , the social and psychological aspects of the learner is to be taken into c o n s i d e r a t i on . Th e g ive n a c t i vi t ie s f or l e a r n i n g a r e o n l y s u g ge s t e d o n e . I t c a n b e a l t e r e d a c c or d i n g t o t h e d i s c r e t io n o f t h e t e a c h e r . To ob t a i n t h e o b je c t i ve s , t h e n e w s y s t e m o f e d u c a t i o n i s in t r o d u c e d i n t h e Vocational Higher Secondary Education for attaining the objectives of the c o u r s e s in t h is s y s t e m , we ca n a d o p t t h e fo ll ow in g s t r a t e g ie s .

1. Assignment Assignment is some specific work assigned to the students as a part of t h e ir a c a d e m i c e n r i c h m e n t . Th e r e a r e le a r n in g a c t ivi t ie s u n d e r t a k e n a s a continuation of class room activities to realize the curriculum objectives to a b r o a d e r e x t e n t . Th e y s h o u ld b e c o m p l e t ed i n t i m e b o u n d m a n n e r . Th e y h e l p t o l ea d l ea r n e r t o h i g h e r l eve l o f le a r n i n g fr o m t h e p r e s e n t s t a t u s . C h a l le n g i n g a s s i gn m e n t c a n m o t i va t e t h e s t u d e n t s t o in v o lve in g r o u p d y n a m ic s a n d a c h ie ve fr u it fu l r e s u l t s . Th e t e a c h e r s m a y a c t a s a g u i d e. As s i g n m e n t s m a y b e gi ve n o n i n d i vid u a l s o r g r ou p b a s is . As s i gn m e n t includes preparation of notes, preparation of charts, models, collection, of materials from institutions etc. Assignment develop skills of reference, o b s e r v a t i o n , e n q u i r e r e p o r t i n g e t c . It e n s u r e t h e e ffe c t i ve u t i li za t i on o f l e is u r e t im e o f t h e s t u d e n t s .

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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 e it h e r o n e s t u d e n t o r a g r o u p o f s t u d e n t s . Aft e r t h e p r e s e n t a t io n , t h e r e w il l b e a d is c u s s i on / in t e r a c t i on i n wh i c h a l l t h e s t u d e n t s c a n p a r t i cip a t e . Th e s t u d e n t s g et a n o p p o r t u n it y t o c le a r t h e ir d o u b t s a n d m a k e c la r i fic a t i on . S e m in a r h e lp s t o d e v el op c o m m u n i c a t i o n s k i ll a n d o ve r c o m e s t a g e fr i gh t .

Stages i.

S elect ion of Top ic Th e t o p ic o f s e m i n a r s h o u l d b e r e l eva n t t o t h e s u b j e ct o f s t u d y

ii .

As s ign m e n t of t op ic t o in d i vid u a l s t u d e n t or t ea m Th e t o p i c m a y b e a s s i gn e d t o o n e s t u d e n t o r s u b t o ip c s m a y b e give n t o a g r ou p o f s t u d e n t s

i ii.

C olle c t io n o f r e le va n t i n fo r m a t i on Information required for seminar can be collected from various sources n a m e l y b o ok s , m a g a z in e s , i n t e r n e t , in s t i t u t i on s , p la c e a n d p e r s o n s .

iv.

Pr ep a ra t ion o f d r a ft p a p er B a s e d o n t h e in f or m a t i o n c ol le c t e d t h e s t u d e n t m a y p r e p a r e a d r a ft p a p e r a n d s u b m it it t o t h e t e a c h e r s fo r c om m e n t s . Re vis e t h e d r a ft p a p e r b a s e d on the comments of the teachers. The required drafts is submitted for approval.

v.

Pr ogr a m m e Sc h ed u lin g Th e d a t e , t i m e a n d v en u e o f t h e s e m in a r i s fi xe d . A s e m i n a r l e a d e r m a y b e s e le c t ed fr o m t h e s t u d e n t s

vi.

S e m in a r p ap er p re s en t a tion Th e s t u d e n t / s t u d e n t s s h a l l p r e s e n t t h e p a p e r in t h e s e m in a r . Th e t e a c h e r m a y fu n c t i o n a s t h e m o d e r a t o r d u r i n g t h e in i t i a l s t a g es .

vi i. D is c u s s i on / In t e r a c t i on 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 Th e m o d e r a t o r s u m s u p t h e d e lib e r a t i on

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ix . E va l u a t i on / F e ed b a c k B ot h t e a c h e r s a n d s t u d e n t s e va l u a t e t h e p r o gr a m m e . x. Preparation of final report A final seminar report is prepared covering all the additional points d i s c u s s e d a n d c o n s o lid a t e d .

3. Panel Discussion It i s a le a r n in g s t r a t e g y in w h i ch a p a n e l o f e x p e r t s a r e a l lo we d t o d i s c u s s a s p e c i fi c s u b j e c t u n d e r t h e c o n t r o l a n d d i r e ct i on o f a m o d e r a t o r . S u b j e c t c a n b e d i vid e d a c c o r d i n g t o t h e n u m b e r o f p a n e l m e m b e r s . Nu m b e r o f p a n e l m e m b e r s a r e fi xe d a c c o r d i n g t o s u b d i vis i o n o f p o i n t s i n t h e s u b j e c t . R e le va n t m a t e r i a l s a n d h a n d o u t m a y b e g ive n in a d va n c e t o t h e le a r n e r s . Th e m o n i t or o r moderator introduces the subject of discussion and invite a panel member to s t a r t t h e d i s c u s s io n . E a c h p a n e l m e m b e r is in v it e d fo r d i s c u s s io n a ft e r w a r d s . Aft e r b r i e fin g b y t h e p a n e l m e m b e r s t h e q u e s t i on a r e r a i s e d fr o m t h e a u d i en c e and the panel members give suitable answer to them. A report should be s u b m i t t e d b y ea c h le a r n e r t o t h e m o d er a t o r .

4. Project P r o je c t i s a s e lf- le a r n in g s t r a t e g y w h i c h c a n e x e r t g r e a t i n flu e n c e o n t h e o ve r a l l d e v e lo p m e n t o f t h e le a r n e r . P r o je c t a s l e a r n i n g s t r a t e g y i s t o b e s e l e c t e d where a problem arises in any part of the curriculum. The students may be d i vi d e d in t o gr o u p s a n d a s s i gn e d d i ffe r e n t a s p e c t s o f t h e p r o b l em . E a c h g r o u p works independently .Specific aspects of the problem such as data collection, c la s s ific a t io n , a n a l ys i s , r e p or t p r e p a r a t i on a n d p r e s e n t a t i o n i s t o b e u n d e r t a k e n b y e a c h o f t h e m e m b e r s . E v e n t h o u g h t h e w or k i s d i vid e d a m o n g t h e m e m b e r s , i t m u s t b e e n s u r e d t h a t t h e e x ec u t i on o f e a c h a n d e v er y a c t ivi t y is d o n e w it h the active participation of all. After analyzing data collected from different s o u r c e s , t h e l ea r n e r a r r i ve s a t a c o n c lu s i on t h a t c a n h e l p t o s o lve t h e p r o b l e m . Th e r e b y le a r n e r le a r n s t h e t o p ic t h r o u g h h is o w n a c t i vit y . Th e o t h e r a d v a n t a g e o f t h i s le a r n in g a c t ivit i e s is t h a t i t h e lp s t h e l e a r n e r t o s c i en t i fi ca l ly h a n d l e any problematic situation. It helps in the development of scientific thinking a n d t h e r e b y b u ild s u p t h e s t u d e n t s a p t i t u d e fo r t h e s u b je c t .

Stages of the project i. Selection of a topic Th e p r o j ec t s e le c t e d s h o u ld b e r e l a t e d t o t h e c u r r i cu lu m a n d it s h o u l d n o t 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) H yp o t h e s iz in g : H yp o t h e s iz in g m e a n s m a k i n g a s s u m p t i on s b a s e d o n t h e a v a i la b le p r i m a r y in f or m a t i o n . (B ) Me t h o d s a n d Te c h n iq u e : Th e m e t h o d s a n d Te c h n iq u e s h o u ld b e b a s e d on the aim and Hypothesizing of the Project. The nature of the project, s u it a b ilit y o f t h e t o o ls , a n d t h e m e t h o d s o f le a r n in g s h o u l d b e r e l a t e d t o each other.

iii . Collection and Tabulation of Data Th e d a t a m a y b e p r im a r y , S e c on d a r y o r t e r it ia r y . E it h e r c e n s u s o r s a m p lin g m e t h o d c a n b e u s e d b a s e d o n t h e o b j e ct ive o f t h e p r o je c t . S u i t a b l e qu e s t i on n a i r e s ar e to be prepa red fo r t h e c o lle c t i on o f p r i m a r y d a t a . Th e c o ll ec t e d d a t a i s t o b e cla s s i fie d a n d t a b u la t e d s o a s t o m a k e it e a s i ly understandable.

iv . Analysis of data and formulation of conclusion B y a n a ly zin g t h e d a t a , t h e r e lia b i lit y o f t h e h y p ot h e s is c a n b e e x a m in e d . P r e p a r a t i on o f g r a p h s a n d d i a g r a m s a n d m a p s w ill p o s i t ive ly h e l p t h e a n a ly s is . The similarities, relations and differences gathered from the analyzed i n fo r m a t i on w o u l d t e ll w h e t h e r t h e h y p o t h e s i s s h o u l d b e a c c e p t e d o r r e je c t e d .

V. Preparation of Report The cover page should have the title of the project, the period of study, n a m e (s ) o f i n v es t i g a t o r / g r ou p , a n d t h e a d d r e s s o f t h e s c h o o l . Th e r e p o r t should be structured in the following order. l

Title

l

Preface

l

H yp o t h e s i s a n d a im

l

Methodology

l

Sour ces of da ta

l

An a l ys i s a n d c o n c lu s i on

l

Su ggest ion s (if an y)

l

References

l

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

6. Presentation of the Project Wh e n t h e p r o je c t is p r e s e n t e d , t h e l ea r n e r is b e i n g eva l u a t e d a n d a c c e p t e d . It i s t h r o u g h t h is p r e s e n t a t io n t h a t i d e a s a r e s h a r e d w it h o t h e r s in t h e c l a s s a n d s o c ie t y.

25


Th e p r o je c t m e t h o d s p r o m o t e s s c i en t ific s e l f le a r n in g a n d m a k e s h i m c a p a b l e o f s o l vi n g t h e p r o b l e m a r i s in g in r e a l li fe s i t u a t i on s .

5. Debate D e b a t e is a h o t a n d i n t e r e s t in g le a r n in g a c t i vi t ie s . A d e b a t e c a n b e o r g a n i z e d only on a topic on which t h ere is differen ce of opinion. Therefore a topic su itab le fo r d e b a t e h a s t o b e fo u n d . 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 i d e n t i fi ed f or d i s c u s s i on . Th o s e w h o h a v e s i m i la r o p i n i on s h o u l d j o in t o g et h e r to form a side . Those who hold the opposite view will form the other side. It w ou l d b e g oo d t o w r it e d o w n t h e t o p i c o f t h e d e b a t e a n d d i s p l a y e d i n a d va n c e . Th e r e s h o u l d a l s o a p e r s o n t o c on t r o l d e b a t e . Students should be given opportunity to absorb the ideas obtained from discussion and debate, develop the idea through reading and study, and t o e x p r e s s t h e m t h r o u g h w r it i n g o r ot h e r m e a n s

Stages of Debate l

Topic Selection

l

S e le c t io n o f p a n e l s k e e p in g in b a l a n c e w it h i n t e l li ge n c e , g e n d e r e t c .

l

S e l ec t i on o f m o d e r a t o r

l

C o ll e ct i o n o f i n fo r m a t i on g u i d e d b y t h e t e a c h e r

l

Conducting the debate under the control of moderator by avoiding any sort of pers ona l con flicts

l

C o n c l u s i o n b y t h e m o d e r a t o r e x p r e s s i n g h i s fi n a l ve r s i o n o r v er d i c t .

6. Case Study A c a s e m a y b e a p e r s o n , in s t it u t io n o r a c o m m u n i t y. C a s e s t u d y is a n indepth analysis of an actual event or situation. It presents real pictures o f s i t u a t io n w it h f a c t s , in f or m a t io n o r d a t a . Le a r n e r s a n a l ys e t h e c a s e t o in t e r p r e t , predict and resolve issues associated with it. The case study provides the le a r n e r a n o p p o r t u n it y t o a n a l ys e a n d a p p l y c on c e p t s , d a t a a n d t h e o r y t a u gh t fr o m t h e c la s s . Le a r n e r s c a n w o r k i n d i vi d u a l ly or i n g r o u p s . B y s t u d y in g r e a l is t i c c a s e s i n t h e c la s s r o o m , s t u d e n t s d e ve lo p n e w i n s i gh t s into the solution of specific on – the – job problem and also acquire knowledge o f t h e la t e s t c o n c e p t s a n d p r i n c i p l es u s e d i n p r o b le m s o lvi n g . C a s e m a y b e p r e s e n t e d b y t h e t e a c h e r o r m a y b e p r o vid e d i n p r i n t fo r m . A s i m p le c a s e s t u d y m a y h a ve t h e fo llo wi n g s t e p s l

Collection of da ta

l

Conversion of data into information

26

• M aintenance and Repairs of Two wheelers and Three wheelers l.

An a lys is of t h e ca s e in gr ou p s

l

P r e s e n t a t i on o f t h e fi n d i n g b y e a c h g r o u p l e a d e r .

l

Evaluation

In a d d i t io n t o t h e a b o ve m e n t i on e d l e a r n in g s t r a t e g y t h e r e a r e m a n y o t h e r l ea r n in g s t r a t e g ie s wh i c h c a n b e u s e d in a p p r o p r i a t e s i t u a t i on s t o e n r i c h l ea n i n g p r o c e s s s u c h a s p r o b l e m s o l vin g , R ol e p l a y , b r a in s t o r m in g , d e b a t e e t c .

7. Brain Storming Th is is th e best m eth od for solving creat ive problem s. It facilita tes gen era tion of ideas qu ickly. R u l e s fo r c on d u c t i n g B r a i n s t o r m i n g . l

No r e s p o n s e i s w r o n g . S o w e lc o m e e v e r y r e s p o n s e .

l

We lc om e a s m a n y r e s p o n s e s a s p o s s i b le

l

No criticism is allowed

l

Allow to work on ot h ers idea

Steps in Brain stormin g l

P r e s s e n t a t i on o f t h e p r o b l e m

l

Provide relevant information

l

Record the ideas put forth by the participants

l

Combine similar ideas

l

E va l u a t e ea c h i d e a / s o lu t i on

l

S e l e ct i o n o f t h e b e s t s o l u t i o n

If b r a in s t o r m i n g is u s e d a s a n i n s t r u c t io n s t r a t e gy, t h e la s t s t e p is n o t essential

8. Discussion D is c u s s i o n is e s s e n t i a l fo r t h e s t u d e n t t o s h a r e n e w fi n d i n g , id e a a n d conclusion at each stage of learning with fellow students and teachers. In g en e r a l d i s c u s s i on t h e t e a c h e r s s h o u l d g u i d e t h e d i s c u s s io n t h o u g h q u e s t io n i n g a n d s u m m a r i zi n g . Th e m a j o r s t e p s i n v ol ve d a r e l

In t r o d u c t io n i n i t ia t e d b y t h e t e a c h e r

l

Developm en t of discu ss ion b y giving lead points an d follow up in tera ctions

l

Tr a n s i t io n s t a g e in w h i ch t h e k e y p o in t s a r e r e vie w ed b y t h e t e a c h e r a n d

l

S u m m a r i zin g s t a g e in w h ic h t e a c h e r p r o vid e s a d d i t io n a l s u p p o r t m a t e r i a ls t o e n s u r e t h e a c h i eve m e n t o f t h e o b je c t ive s

27


9.Group Discussion Group discussion is an ideal method to develop Co-operation, democratic a t t it u d e , fr i en d li n e s s a n d c o m p r o m i s i n g a t t i t u d e w h i c h a r e t h e u lt i m a t e a i m s o f e d u c a t io n . D u r i n g gr o u p d is c u s s i on t h e t e a c h e r m a y o b s e r ve e a c h g r o u p a n d if n e e d e d h e lp t h e m t o C h a n n e l t h e d i s c u s s io n t o wa r d s t h e c om m o n o b je c t ive s . Al l s t u d e n t s m a y b e gi ve n o p p o r t u n i t y t o t a k e p a r t a n d e xp r e s s t h e ir id e a s w it h in a t i m e li m it . Th e c o n c u ls i on r e a c h e d m a y b e e n t e r e d b y e a c h s t u d e n t . A g r ou p r e p r e s e n t a t ive m u s t p r e s e n t t h i s d u r in g c o n s o lid a t i o n in wh i c h t h e teacher may correct or add information to ensure that all the relevant ideas h a v e b e e n c o ve r e d

10. Collection Collection is a continuous learning activity, which ensure complete p a r t i c ip a t i on o f s t u d e n t s . Th e C o ll ec t e d it e m m a y b e m a t e r i a ls , p i c t u r e s , c h a r t s , i d e a s , d a t a e t c . C o ll e ct i o n p r o vi d e s d i r e c t e x p e r i e n c e t o le a r n e r s . An e x h i b i t io n o f c o ll ec t e d m a t e r i a l s w i ll h e l p t o s t r e n g t h e n t h e c o n c e p t .

11. Practical works Experimentation contains the process skill in an integrated way. In the n e w a p p r o a c h o f c u r r i c u l u m t h e s t u d e n t f or m s id e a a n d c om e s t o c on c l u s i on t h r o u g h p r o c e s s . T h e t e r m ‘P r a c t ic a l ‘ w h e n a s s o c ia t e d w it h a s c i en c e s u b j ec t u s u a l ly m e a n s a n e x p e r i m e n t . Th e ob j e c t ive o f d o i n g e x p e r i m e n t i s t o v er i fy s o m e p r i n c ip l es a s s o c ia t e d w it h t h e or y . Th e S u b j ec t s e n d h e r e . Bu t t h is i s n o t t h e c a s e w it h ‘Vo c a t i o n a l P r a c t i c a l ’ The ultimate goal of a Vocational Education is to generate skill through c o n t i n u o u s p r a c t ic e a l on g w it h in v e s t i ga t i o n a n d i n v en t io n . C o n t i n u o u s p r a c t ic e t r a n s fo r m s t h e u n s k i lle d t o t h e s k i lle d . Th i s i s t h e s i gn i fic a n c e a n d i m p o r t a n c e o f p r a c t i c a l s in t h e Vo c a t i o n a l s t r e a m . H e n c e it is v e r y c r u c i a l t h a t V oc a t i on a l t e a c h e r s a s w e ll a s i n s t r u c t o r s h o u l d u n d e r s t a n d t h e im p o r t a n c e of vo ca t i o n a l p r a c t ic a l a n d a c t a c c o r d i n g ly .

10. Quiz Q u i z p r o gr a m m e c a n b e u s e d a s a n in t e r e s t i n g cla s s r o om t o ol fo r t r a n s a c t i on o f c u r r i c u l u m o b j e c t iv es a s w e l l a s t o ev a l u a t e t h e e ffe c t i ve n e s s o f t r a n s a c t i o n a n d a c h ie ve m e n t o f s t u d e n t s . For conducting a quiz programme a topic should be selected based on the a bove objective Th e s t u d e n t s a r e a s k e d t o p r e p a r e q u e s t i on b a s e d o n t h e t o p ic in d ivid u a l ly. Th e n e xt d a y / n e x t h o u r t h e s t u d e n t s a r e g r ou p e d in t o 3 - 4 gr o u p s r a n d o m l y. A q u e s t i on i s r a i s ed b y a p a r t i cu la r t e a m a n d t h e ot h e r t e a m s t o a n s w e r t h e m . If t h e y c a n a n s w e r t h e q u e s t i on t h e y ge t p o in t s f or t h a t . If a l l ot h e r t e a m s f a il t o a n s w e r t h e q u e s t i on r a i s e d b y t h e t e a m , t h e n t h e t e a m it s e lf a n s w e r s t h e q u e s t i on a n d e x p la i n t h e b a c k g r ou n d if n e c e s s a r y . All t h e t ea m s g et e q u a l n u m b e r o f c h a n c e s t o a s k t h e q u e s t i on . Tim e l im i t is a l s o p r e s c r ib e d fo r t h e

28


c on d u c t io n o f t h e p r o gr a m m e . Th e t e a m w h o s c or e s m a x im u m p o in t s w in s All t h e p a r t ic ip a n t s c a n m a k e n o t e s o n t h e q u e s t io n s a s k e d , a n s w er s a n d t h e ir e x p la n a t i o n w h i ch h e lp t h e m i n l ea r n in g

13. Models Models are used in learning process. It enhances the learing experience. Th is i s b a s e d o n ‘s e e in g is b e lie vi n g ”. It h e lp s t h e le a r n e r a c h a n c e t o s e e a n d fe e l t h e m o d e l p r e s e n t e d . S t ill m o d e ls a n d w or k i n g m o d e ls h e lp t h e s t u d e n t s t o u n d e r s t a n d t h e s t r u c t u r e , w or k i n g p r in c i p le s , a c t u a l op e r a t i on e t c . S t e p s i n vo lve d i n m o d e l p r e p a r a t i o n a r e l

Feeling the problem

l

Plan n ing th e type of m odel accordin g to co’s

l

Grouping the students

l

B r ie fi n g t h e t a s k s - Aim - Ne e d - Ma t e r i a l r e q u i r e d - Source of Materials - Cost of m at erials - Division of La bou r - Guidance - Fixin g of a tim e lim it

l

Presentation by each group about - H ow t h e m o d e ls w e r e p r e p a r e d - D e t a i ls o f - E x p e n s e s - Working and principles

l l

D oc u m e n t a t io n o f t h e p r o c e s s Evaluation - B y o t h e r gr o u p s a n d b y t h e t ea c h e r

14. Games C la s s r o o m s c a n b e m a d e a t t r a c t i ve b y in t r o d u c in g d i ffe r e n t t y p e s o f g a m e s . G a m e s s h o u l d b e in t e r e s t i n g a s w e ll a s i n f or m a t i ve . S o m e o f s u it a b le ga m e s a re 1.

Od d m a n ou t

2.

Cr os s wor d p u zzles

29


3.

Ma t ch t h e followin g

4.

'As wa m ed h am '

5.

Lin k ga m e – An s we r u s in g clu e s .

15. Survey This strategy involves collection of data from a group under study (books, p e r s o n s , m a t e r i a ls e t c . ) It d e ve lo p s t h e s o c ia l i n t e r a c t i on a n d c o m m u n i c a t i on ability of the learner. It also provide a scope for discovery learning.

Steps involved in survey l

Objective of su rvey

l

S e l ec t i on o f a r e a fo r s u r v e y/ s a m p l in g fr a m e

l

S e l ec t i on o f s u r v e y m e t h o d - D ir e c t m e t h o d - Wit h h e l p o f q u e s t i o n n a ir e / s c h e d u le

l

Ta b u la t i on a n d a n a l ys i s

l

C on s o lid a t i o n a n d P r es e n t a t i on

16. Exhibition It i s a le a r n in g s t r a t e g y b y wh i c h t h e le a r n e r c a n g e t a c h a n c e t o s h o w t h e s k il l d e v el op e d . I t p r o v id e s t h e i n t r i n s i c m o t i va t i o n a n d e x p o s u r e . E x h i b i t io n i t e m c a n b e c o n d u c t e d e i t h e r i n d i vid u a l ly or a s a g r o u p t a s k . It c a n b e c o n d u c t e d a t s c h o o l / R e gio n a l / S t a t e / Na t i o n a l Le ve l. Ne c e s s a r y p u b l ic it y 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 r e s o u r c e p e r s o n . I n t e r v ie w is a n i n n e r v ie w . It p r o vid e o p i n i o n a n d i n f or m a t i o n a b o u t a t o p ic . An in t e r v ie w is c o n d u c t e d t h r o u g h t h e fo ll ow in g s t e p s l

In t r o d u c in g a p r o b le m ?

l

In v it e a r e s o u r c e p e r s o n

l

D e c id e t h e q u e s t i on s b y le a r n e r s

l

D e c id e t h e t i m e , p l a c e e t c .

l

H ow t o d is c u s s ?

l

H ow m a n y s t u d e n t s t o p a r t i c ip a t e ?

30


7.

Im p le m en t a t ion o f t h e in t er vie w

8.

Con c lu s ion (Fa cilit a tor )

Interview Schedule should be prepared before conducting an interview . It c o n t a in s l is t o f q u e s t i on s p r e p a r e d b y l ea r n e r s , S e l ec t io n o f s t u d e n t s , s e l e c t e d n a m e s s e q u e n c e o f q u e s t i on e t c .

18. Field Visit F ie ld v is i t i s a n i n e vit a b l e vo c a t i o n a l t o o l t o b e i m p l em e n t e d i n vo c a t i on a l Higher Secondary Education. This helps the students to familarise with the m o d e r n t e c h n o lo gie s a n d n e w s i t u a t i on i n a d i ffe r e n t a t m o s p h e r e . It p r o vid e s l ea r n in g t h o u g h vie win g . It i s b a s e d o n t h e p r i n c ip l e t h a t s e e in g i s b e t t e r t h a n h e a r in g . It e n a b l e s t h e le a r n e r t o r e t a i n t h e l ea r n e d i n fo r m a t i on s lo n g er a n d t o m a k e t h e s u b j e ct m o r e in t e r e s t i n g . It m o t iva t e s a n d g ive m o r e c o n f id e n c e in h i s / h e r p a r t i c u l a r vo ca t i on . A s u i t a b l e c e n t e r e or in s t i t u t i o n or s it e s h o u l d b e id e n t i fi e d a n d p r i or p e r m i s s i on fr o m t h e a u t h o r it i e s s h o u l d b e o b t a i n e d b e fo r e c o n d u c t i n g t h e fi el d vis i t . G ive i n s t r u c t io n s t o t h e l ea r n e r s f or c o lle c t io n d a t a / in f or m a t i o n / m a t e r ia l s / Specimens. Teacher may assign different duties to learners by working in d i ffe r e n t g r o u p s . Each learner should take utmost care and interest during the visit. He/ S h e s h o u ld o b s e r ve a n d i n t e r a c t a t t h e c e n t r e / in s t it u t io n w h e r e t h e fie ld v is i t is c o n d u c t e d Aft e r t h e vi s it , le a r n e r s h o u l d a c q u i r e t h e a b i li t y t o a p p l y t h e id e a s / c o n c e p t s in his future carrier. Each learner should submit a detailed report about the field visit .

20. Demonstration Th r o u g h d e m o n s t r a t io n w e ca n p r e s e n t a n it e m / p r o d u c t a n d e m p h a s i ze it s fe a t u r e s v e r y e ffe c t i v e ly E g :- To u n d e r s t a n d t h e fu n c t i o n i n g of a c o m p u t e r D e m o n s t r a t io n P r oc e s s in c l u d e s l

In t r o d u c t io n a b o u t t h e it e m / Ma t e r i a l

l

Principles – Workin g

l

Operation

l

Components

l

Merits of th e item

31


20. Chart display It i s a l s o o n e o f t h e im p o r t a n t t e a c h i n g a i d s . It c a n b e u s e d i n e ve r y a c t i vi t ie s of a learn ing process. C h a r t d i s p l a y is a w r it t e n o r p i c t or i a l r e p r e s e n t a t i on o f i d e a o r c o n c e p t . I t is abbreviate, brief and clear. It is prepared by students.

Major ben efits of Chart display l

A le a r n e r g et s c l e a r i d e a a b o u t t h e c o n c e p t

l

Th e l e a n e r c a n r e t a i n t h e i d e a s i n h i s m i n d f or l on g e r p e r i od s

l

A c o m p l ic a t e d i d e a c a n b e s i m p l ifie d t h o u g h a c h a r t

l

Cheap meth od of teaching aid.

32


III

CURRICULUM OBJECTIVES

Unit I - COOLIN G SYSTE M 1.1

To k n o w t h e p u r p o s e of c oo lin g a n d m e t h o d s o f c oo lin g , th r o u g h d i s c u s s i o n , d em o n s t r a t i o n a n d t o p r ep a r e n o t e s .

1.2

To u n d e r s t a n d t h e p r in c ip le a n d w or k in g o f wa t e r c oo lin g a n d a i r co olin g s y s t e m s , c o n s t r u c t io n a n d m a t e r i a l o f fin s t h r o u g h g e n e r a l a n d g r ou p d i s c u s s i on a n d t o p r e p a r e n o t es .

1.3

To co m p a r e a i r co olin g s ys t e m w it h wa t e r c oo lin g s ys t e m , t o s t u d y t h e merits and demerits of each system through debate and to record the outcome of debate.

Unit II - LUBRICATI ON SYSTE M 2.1

To c r ea t e a w a r e n e s s a b o u t t h e o b je ct ive s o f e n g in e l u b r i ca t i on , t h r o u gh d is c u s s i on a n d t o m a k e n o t e s .

2.2

To en a b le t h e s t u d e n t s t o cla s s i fy e n g in e o ils a n d u n d e r s t a n d t h e p r op e r t ie s of oil through assignments.

2.3

To u n d e r s t a n d t h e wo r k in g of p e t r o il lu b r i ca t i on , s p l a s h l u b r i c a t io n , a n d p r e s s u r e s ys t e m o f lu b r i ca t i on t h r o u g h s e m in a r s .

2.4

To u n d e r s t a n d t h e co n s t r u c t io n a n d w o r k in g of o il filt e r s a n d o il p u m p s t h r o u g h d is c u s s i on a n d d e m o n s t r a t io n a n d t o p r e p a r e n o t es .

2.5

To u n d e r s t a n d t h e p r o ce d u r e of lu b r i ca t io n s ys t e m , t h r ou g h d i s cu s s io n .

Unit I II -CLUTCH 3.1

To u n d e r s t a n d t h e fu n c t io n , re qu i r em e n t s a n d t yp e s of c lu t c h u s e d in a n a u t o m o b ile , t h r o u g h d i s cu s s i on a n d d e m o n s t r a t io n .

3.2

To u n d e r s t a n d t h e p r i n c ip le s , c on s t r u c t io n a n d w or k in g o f s in g le p la t e , m u lt ip la t e a n d c e n t r ifu g a l c lu t c h e s t h r o u g h c h a r t d i s c u s s io n a n d w or k s h o p p r a c t i c e a n d t o p r e p a r e n o t e s w it h d ia g r a m s .

33


3.3

To ge t a n id e a a b o u t t h e m a t e r ia l s u s e d t o m a k e clu t c h fa c in g t h r o u gh d i s cu s s i on a n d t o p r ep a r e n o t es .

3.4

To s t u d y t h e a d ju s t m e n t s o f c lu t c h t h r ou g h d is c u s s i on a n d a c t u a l p ra c t ic e a n d t o m a k e a r e p o rt .

3.5

To b ec om e fa m ilia r w it h t h e co m m o n t r o u b le s in c lu t c h a n d t o b e a b le t o s u gg es t r e m e d i e s , t h r o u g h s e m in a r a n d p r e p a r e t r o u b le s h o o t in g c h a r t .

Unit I V -TRAN SMISSIO N 4.1

To h a ve a cle a r u n d e r s t a n d in g of t h e n e e d of t r a n s m is s i on i n a n a u t o m o b i le through discussion and demonstration.

4.2

To g et a n i d e a a b o u t t h e t y p es of m a n n u a l , a u t o m a t i c a n d s e m i a u t o m a t i c tran sm ission system s employed in an au tomobile, thr ough group discus sion a n d t o m a k e a r e p o rt .

4.3

To ge t a n i d ea a b o u t t h e va r i ou s t yp e s o f ge a r s a n d t o in t r o d u c e t h e c on c e p t o f g ea r r a t i o t h r o u g h d i s c u s s i o n .

4.4

To u n d e r s t a n d t h e w or k in g p r in c i p le of s lid in g m e s h ge a r b o x t h r o u g h d i s cu s s i on a n d d e m o n s t r a t io n a n d t o m a k e a r ep o r t .

4.5

To u n d e r s t a n d t h e c on s t r u c t io n a n d w or k in g o f p r ogr e s s ive t yp e c on s t a n t mesh gear transmissions used in two and three wheelers, through d i s c u s s io n , fie ld v is i t a n d a c t u a l p r a c t ic e a n d m a k e r e p o r t s .

4.6

To ge t i d ea o f p r i n c ip le o f s y n c h r o n i zin g d e vic e t h r o u gh d i s c u s s i on s .

4.7

To m a k e co n s t r u c t io n a n d w or k in g of a u t o m a t ic t r a n s m i s s io n s ys t e m u s e d in t w o a n d t h r e e w h e e le r t h r o u g h a s s i gn m e n t s a n d a c t u a l p r a c t ic e .

4 .8

To b e c om e fa m ilia r w it h t h e m a in t e n a n c e a n d c o m m o n t r o u b l es in t r a n s m is s i on a n d t o g et t h e c a p a b ilit y t o s u g ge s t r e m e d i e s t h r o u g h g r ou p d is c u s s i on a n d t o r e c or d t h e o u t c o m e s o f d is c u s s i on a n d p r e p a r e t r o u b l e s h o ot in g c h a r t .

Unit V - DI FFEREN TI AL AN D RE AR AXLE 5.1

To u n d e r s t a n d t h e fu n c t io n , wo rk in g a n d c o n s t r u c t io n o f p r op e lle r s h a ft a n d t h e j oin t s a s s o cia t e d w it h i t , t h r o u g h d i s c u s s io n a n d d e m o n s t r a t i on .

5.2

To b e co m e a w a r e of fin a l d r ive s u s in g c h a i n a n d g ea r s t h r o u gh d is c u s s io n a n d d e m o n s t r a t io n a n d t o p r e p a r e n o t es .

5.3

To u n d e r s t a n d t h e fu n c t io n o f d iffe r en t i a l t h r o u g h d is c u s s i on a n d t o p r ep a r e notes.

5.4

To s t u d y t h e a c t u a l c o n s t r u c t io n a n d w or k i n g o f d i ffe r e n t i a l t h r o u g h discussion and actual practice.

34


5.5

To s t u d y a n d i d en t ify t h e c on s t r u c t io n o f s e m i flo a t in g t y p e r e a r a x l e t h r o u g h a s s i gn m e n t s .

5.6

To id e n t i fy va r i o u s t r o u b l es i n r e a r a x le a n d d iffe r e n t i a l a n d t o b e a b le t o s u gge s t r e m e d i e s , t h r o u g h g r ou p d i s c u s s io n a n d p r e p a r e t r o u b l e s h o ot in g chart.

Unit VI -CHASSIS AN D SUSPE N SIO N SYSTEM 6.1

To ge t a n id e a a b o u t t h e m a t e r ia l s a n d t y p es o f c h a s s is fr a m e s u s e d i n t wo a n d t h r e e w h e ele r s t h r o u gh d is c u s s io n a n d p r p a r e n o t e s .

6 .2

To u n d e r s t a n d t h e n e e d a n d fu n c t ion s o f s u s p e n s i on s y s t em i n a n automobile through discussion

6.3

To in t r o d u c e t h e co n c ep t o f s p r u n g a n d u n s p r u n g we igh t t h r ou g h d i s cu s s io n a n d d e m o n s t r a t io n .

6.4

To u n d e r s t a n d t h e fu n c t i on , c on s t r u c t io n a n d wo r k in g of c oil s p r i n g le a f s p r i n g a n d t e le s c op ic s h o ck a b s o r b e r t h r o u g h d is c u s s i on , d e m o n s t r a t io n a n d a c t u a l p r a c t ic e a n d t o p r e p a r e n o t es

6.5

To s t u d y t h e fe a t u r e s a n d a d va n t a ge s of in d e p e n d e n t s u s p e n s i on t h r o u g h d i s cu s s i on a n d m a k e a r e p or t .

6.6

To s t u d y t h e m a jo r t yp e s of fr on t a n d r e a r s u s p e n s i on s y s t e m in t w o a n d t h r e e w h e e le r s t h r o u g h a c t u a l p r a c t i c e a n d fi el d vi s it .

Unit VII - BRAKE SYSTEM 7.1

To in t r o d u c e t h e c on c e p t o f b r a k e e ffic ie n c y a n d s t o p p i n g d i s t a n c e t h r o u gh d i s cu s s i on a n d t o p r ep a r e n o t es .

7.2

To u n d e r s t a n d t h e p r in c ip le s a n d c on s t r u c t io n of d is c a n d d r u m b r a k e s , through discussion and demonstration and to make a report of the discussion.

7.3

To g et t h e c on c e p t r e ga r d i n g b a s i c p r i n c ip l es o f m e c h a n ic a l a n d h y d r a u lic brake systems, through discussion and demonstration.

7.4

To u n d e r s t a n d t h e fu n c t io n , co n s t r u c t io n a n d w or k in g of m a s t e r c ylin d e r a n d w h e e l c ylin d e r t h r o u g h d i s c u s s io n a n d a c t u a l p r a c t ic e

7.5

To u n d e r s ta n d t h e m a i n t a n c e a n d a d j u s t m e n t p r oc ed u r e of b r a k e s th r o u g h d i s cu s s i on s a n d t o r e c o r d t h e o u t c om e o f d i s c u s s i on .

7.6

To ge t a n id e a a b ou t h a n d b r a k e th r ou g h a s s ign m e n t s .

7.7

To id e n t i fy t h e v a r io u s t r o u b l es r e la t e d t o b r a k e s a n d t o b e co m e c a p a b l e o f suggesting remedies through discussions and prepare trouble shooting chart.

35


Unit VIII -WH EELS AN D TYRES 8.1

To b e c om e a wa r e o f t h e d i ffe r en t t yp e s o f w h e els t h r o u g h d i s c u s s i on a n d to prepare notes.

8.2

To u n d e r s t a n d t h e d iffe r en t t yp e s of t yr e s co n s t r u c t io n of t yr e a n d s p e c ific a t io n s t h r o u gh gr o u p d is c u s s i on a n d p r e p a r e d i s c u s s io n n o t es .

8.3

To ge t a n id e a a b o u t t y p e p r es s u r e a n d e ffe c ts o f o ve r a n d u n d e r i n fla t io n s t h r o u g h d is c u s s io n a n d m a k e t h e n o t es .

Unit IX - EMISSION CON TROL 9.1

To u n d e r s t a n d t h e c o n s t r u c t io n a n d wo rk in g of s ile n c er t h r o u g h d is c u s s i on s a n d t o m a k e a r e p o rt .

9.2

To ge t a n i d e a a b o u t t h e d iffe r en t p o llu t a n t s a n d t h e i r effe c t s t h r o u g h discussion.

9.3

To in t r o d u c e t h e c on c e p t r e ga r d i n g E u r o n a m e s fo r p ollu t io n c on t r o l, t h r o u g h a s s i gn m e n t s .

9.4

To u n d e r s t a n d t h e im p o r t a n t em i s s io n co n t r o l m e t h o d s in t w o& t h r e e w h e e le r s t h r o u gh a s s i gn m e n t s .

36


IV

SYLLABUS To t a l Ho u r s : 1 4 0 h r s

Unit - 1 COOLIN G SYSTEM

(10hrs)

Necessity of cooling system- types of engine cooling system- principles a n d o p e r a t i o n o f a i r c oo li n g s y s t e m a d v a n t a g e s a n d d i s a d v a n t a g e s o f a i r c o ol in g s y s t e m s C o ol in g fin s - f a n c o oli n g . F u n d a m e n t a l s o f w a t e r c o ol in g systems.

Unit - 2 LUBRICATION SYSTE M

(18 hrs)

Objectives of the lubrication system- Lubricating Oils- Properities of Lu br icatin g Oils – Viscosity- Viscosity ra ting –Viscosity ind ex – Types of Lubrication Systems- Petroil lubrication System- Splash lubrication System- Pressure System of Lubrication Components of l u b r i c a t i o n S y s t e m - O il F il t e r - O il Pu m p - G e a r t y p e a n d R o t o r t y p e - C a r e a n d m a i n t a i n o f Lu b r i ca t i on s y s t e m .

Unit - 3 CLUT CH

(18 hrs)

Function of a clutch – Requirements of clutch – dry type and wet type (only definitions )- Differen t types of clut ch . Single plat e clu tch - mu ltiplate clutch- centrifugal clutch- clutch components – Clutch plate – Clutch linings- Adjustment of clutch- Possible defects and remedies.

Unit - 4 GE AR BOX (TRAN SMISSION )

(19 hrs)

Need of Gear b ox- Fun ctions of gear b ox- Stu dy of differen t t ypes- Principles of Sliding mesh gea r box-Detailed Stu dy of pr ogres sive type Cons ta n t m esh gear box –Prin ciples of Synch ronizin g device in trodu ction to au toma tic Transmission- Gear ratio- Over drive- Gear shift mechanism- gear a d j u s t m e n t s – Po s s i b le t r o u b l e s a n d r e m e d i e s .

37


Unit - 5 DIFFERE N TIAL AN D 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 r e a r a x l e a n d d i ffe r e n t i a l .

Unit - 6 CH ASSIS AN D SUSPE N SION SYSTE M

(20hrs)

Types of cha ss is fram e- Cha nn el types, Box type an d Tu bu lar 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 S y s t e m - Ad v a n t a g e s o f In d e p e n d e n t S u s p e n s i o n S y s t e m - R ea r w h e e l (Li ve Ax le ) In d e p e n d e n t S u s p e n s i on in a u t o r ik s h a w -

Unit - 7 BRAKE SYSTE M

(19hrs)

F u n c t i on s o f b r a k e s – C a u s e s o f a c c i d e n t s – B r a k e e ffi cie n c y a n d s t o p p i n g distances – Different types of brake system- Mechanical and Hydraulic bra ke s ystem – (Deta iled s tu dy) – Disc br ak e –(fixed ca liper) Mas ter cylinder and wheel cylinder- principles of hand brake – Maintenance and a d j u s t m e n t s – Tr o u b l e s a n d R e m e d i es o f b r a k e s y s t e m .

Unit - 8 WH E E LS AN D TYRE S

(8 hrs)

Types of Wheels – Functions of tyres- Tyre Construction – Radial tyretyre and tube specifications- Tyre pressure- Effect of over inflation and u n d e r in f la t i o n – C a r e a n d Ma i n t e n a n c e of t y r e

Unit - 9 E MISSION CON TROL

(10 hrs)

Silensor- Pollutants from the engine- Euro Norms -Different Emission Control Systems – Brief description of – positive crank case ventilation (PCV) Air Injection s ystem – Cata lyst ic convert or.

38


V

LIST OF PRACTICAL WORKS

Unit-1 Cooling system u

Stu dy of Coolin g fins

u

S t u d y o f a i r c o o li n g s y s t e m i n s c o ot e r s .

Unit-II Lubricating system u

R e p l a c e m e n t o f O il fi lt e r

u

Inspection of clogged oil lines and oil passages

u

Servicin g of oil pu m p

u

Cha n gin g of oil

Unit-III Clutch u

D is m a n t l in g a n d R e- a s s e m b l in g o f c lu t c h u s e d in t w o a n d t h r e e wh e e l e r s .

u

S t u d y of c om m o n c lu t c h t r o u b le s a n d t h e ir c a u s e s

u

C lu t c h a d ju s t m e n t

Unit-IV Transmission u

D is m a n t l in g a n d a s s e m b l in g o f c on s t a n t m e s h , s lid i n g m e s h g ea r b o xe s

u

O ve r h a u l in g t h e ge a r b o x

u

Lubrication of gear box

u

S t u d y o f c om m o n t r o u b l es a n d t h e i r r e m e d i es i n g e a r b o x

Unit-V Differential and Rear Axle u

D is m a n t l in g a n d R e fi t t in g o f p r o p e l le r s h a f t

39


u

D is m a n t l in g a n d r e fi t t i n g o f d i ffe r e n t i a l

u

D is m a n t l in g a n d r e f it t i n g o f R e a r a x le

u

Lubrication of differential

u

Study of common troubles and their remedies of a differential.

Unit-VI Chasis and susp ension system u

C h e c k i n g fr a m e a l ig n m e n t

u

D is m a n t l in g of Le a f s p r i n g a s s e m b l y

u

D is m a n lt in g fr o n t s u s p e n s i on in s c o ot e r s .

u

D is m a n t l in g r ea r s u s p e n s i on in m o t o r b i k e s

u

D is m a n t l in g fr o n t fo r k i n m o t o r c y c le s

u

Study and testing of shock absorber

Unit-VII Brakes u

Servicing of hydraulic brake

u

S e r v ic in g o f m e c h a n i ca l b r a k e

u

Servicing of living and hose

u

Servicing of disc b ra ke

u

Ser vicing of Mas ter Cylin der

u

Ser vicin g of Wheel cylin der

u

B le e d i n g o f b r a k e s

u

Relining of brake shoe

u

B ra k e a d ju s t m e n t

Unit-VIII Wheel and Tyre u

Cha n gin g of tyre

u

C h e c k in g p u n c t u r e a n d r e p a i r in g

u

S t u d y a n d p r a c t i c e on p r e c a u s t i on s t o b e t a k e n w h ile r e m o vin g t y r e s

Unit-IX E mission Control u

D is m a n t l in g a n d r e f it t i n g o f m u ffl e r

u

Replacing of Catalystic converter.

40


VI

PLANNING

UNIT PLAN (SAMPLE) Na m e of t e a ch er

:

Na m e of Sch ool

:

S u b ject

:

Ma in t e n a n c e & Re p a ir s of Two wh e e le r s a n d Th r e e wheelers

Un it

:

Lu b r ica t ion S ys t em

Cla s s

:

VHS E II yea r

Tim e

:

Curriculum Objectives 1.

To cr e a t e a wa r e n e s s a b o u t t h e o b je ct ive s of e n gin e l u b r ic a t io n

2.

To e n a b le t h e s t u d e n t s t o cla s s i fy e n gin e oils a n d u n d e r s t a n d t h e p r op e r tie s of oils.

3.

To u n d e r s t a n d t h e wo rk in g of p e t r oil lu b r i ca t io n , s p la s h lu b r i ca t io n a n d pressure lubrication systems.

4.

To u n d e r s t a n d t h e co n s t r u c t io n a n d w or k in g of o il filt e r s , O il p u m p s

5.

To u n d e r s ta n d t h e p r oc ed u r e of m a i n t en a n c e o f lu b r ic a t ion s y s te m .

Syllabus Objecives of Lubrication System Lu b r ica t in g Oils

-

Pr op er t ies of oils - vis cos t iy- vis cos it y r a t i n g - vi s c o s t y in d e x

Typ es of Lu b r ica t ion

-

Pet r oil lu br ica t ion -s p la s h lu br ica t ion p r e s s u r e l u b r i c a t io n

41


Com p on en t s of Lu b rica tion

-

Oil filt er -oil p u m p- gea r t yp e & r ot or t yp e

C a r e a n d M a in t e n a n c e oil Lubrication

Learning Activities 1.

D is c u s s ion on ob je ct ive s of lu b r ic a t ion

2.

As s ign e m n t on t yp es a n d p r op e rt ie s of lu b r ic a n t s

3.

S em in a r on t yp es of lu b r ic a tion s ys t em s

4.

D is c u s s ion o n com p o n en t s of lu b r ic a tion s ys t em

5.

D em o n s t ra t ion o f c om p o n en t s of lu b r ic a tion

6.

Dis cu s s ion o n t r ou b le s in l u b ric a tion s y s te m

Concepts/ Ideas/ Terms u

Objectives of lu bricat ion

u

F r ic t io n a n d w e a r

u

Types of lubr ican ts

u

P r o p e r t ie s o f lu b r i c a n t s

u

Vi s c o s t y a n d vi s c o s t y in d e x

u

Petroil lub ricat ion

u

S p l a s h lu b r i c a t io n

u

P r e s s u r e l u b r i ca t i o n

u

Oil filters

u

Oil pumps

u

Tr o u b l es i n l u b r i ca t i o n s y s t e m .

Learning Mat erials Charts, OHP, Reference books, service manuals, oil filters, Gear pump, R ot o r p u m p e t c .

Output D is c u s s i o n n o t e s , As s i gn m e n t R ep o r t , S e m i n a r r e p o r t

CE Itmes Seminar, Assignment

42


DAILY PLAN (SAMPLE) Na m e of t e a ch er

:

Na m e of Sch ool

:

S u b ject

:

Ma in t e n a n c e & Re p a ir s of Two wh e e le r s a n d Th r e e wheelers

Un it

:

Lu b r ica t ion S ys t em

Cla s s

:

VHS E II yea r

Tim e

:

1 h ou r

Curriculum Objectives 1.

To cr e a t e a wa r e n e s s a b o u t t h e o b je ct ive s o f e n gin e l b ric a t io n

Content Specification 1.

Id e a of fr ic t io n in d i ffe r e n t a r e a s of a u t o m ob ile

2.

F r ic t io n r e d u c t io n , p r im a r y o b je ct ive s o f lu b r i ca t io n

3.

Wea r Red u ct ion

4

S ea lin g Act ion

5.

Clea n in g a ct ion

6.

Cu s h ion in g e ffec t

7.

Coolin g a ct ion

Activity G e n e r a l Di s c u s s i on

Learning Mat erials P r o n t e d n o t e s , c h a r t s e t c . D is c u s s i o n e t c .

43


Lea r n in g p r oces s / Act ivit y

l

l

l

The teacher by asking some q u e s t i o n s , i n vit e s t h e g en e r a l a n d previous knowledge of students a b o u t l u b r i c a t io n . Th e t e a c h e r g ive s a b r i e f introduction of lubrication T h e t e a c h e r r e c o ll e c t s t h e previous knolwdge of students a b o u t fr i c t i on by asking questions·

l

Th e teach er in it i a t e s a d is c u s s io n a b o u t t h e p r im a r y fe a t u r e s o f l u b r i ca t i on , l ik e fr i ct i on a n d w e a r r e d u c t io n .

l

Th e t e a c h e r i n i t i a t e s a d is c u s i on about the secondary function of lubrication

l

Th e t e a c h e r s u p p l ie s s o m e le a r n in g m a t e r ia l s r e ga r d i n g t h e t o p ic .

l

The students are divided into g r ou p s . Le t e a c h g r o u p p r e a p r e a report of the outcome of discussion.

l

Le t e a c h g r ou p p r e s e n t t h e r e p o r t a n d t h e t e a c h e r c on s o lid a t e s t h e report.

44

Res p on s e l

Th e l e a r n e r s d id n o t r e s p o n d as expects. Their knowledge about lubrication is poor.

l

The learner respond well to t h e q u e s t i on a b o u t fr i c t io n

l

Th e learn er a c t i ve l y p a r t ic ia p t e in t h e d i s c u s s io n

l

The learners utilized the m a t e r i a l s e ffe c t i ve l y.

l

Reports prepared by the s t u d e n t s c o n t a in e d s o m e m i s t a k e s wh i c h s h o we d s o m e misunderstandings.


s k r a m e R

l a c i t c a r P

. o s N r l u o a t H o f T o

N A W L T P W R T A R E M Y

s r u o h f o . o N

s t i n U

h t n o M

m r e T

s e n i n i l m l e r i t e o s t l d y i s s f e n g l i i g n F i g O l l o g o f e n C o o i g c l f t a o r s o n i o e n s c a a p m f f o i r e o o e c t l i c a e o y d y t o l d p p d s u t u o n t c e I n a S S S R . . . . 1 2 3 1

r e g l n e i e l h b w . m s e 3 h e c s t s d u s u p a l n a e c a m R 2 n c u r p l d o i e n l i n i i h t o o a d m f g e m d f n o o i n u o c a l g h g f t s n c n o n i t e i l a u y b c g l i n c d u v a m s f r u o t e h i r S C D o S t . . . 4 . 3 2 1

f o y l b m e s s a t n d e n m a t s u g j n i d x t a l o n a h b c t m a s r u i l e C D g . 3 . 2

9 1

9 1

8 1

0 1

0 1

9 1

n o i s s i m s n a r T 4 t i n U

e l x a r a e R d n n a o l i s a s i t i n m s e r e n f a r f i T D 4 - 5 t i t n i n U U

0 1 9

m e t s m y e S t s g y n S i g t a c n i i l r o b o u C L 1 - 2 t i t n i n U U

e n u J

9

m e t s y S g n i a c i r b u L 2 t i n U

y l u J

0 1

h c t u l C 3 t i n U

8

h c t u l C 3 t i n U

t s u g u A

t n e r e f f i d e h t f o g n i l u a x o h b r r e v a e O g . 4

& s e x l b x o o u b b o r r t a r e a n e g o g n m i f o m s o n e c i o i d f t o e a c i y m e r r d b u r u t i L S e . h . 2 t 1

r e b m e p m e S

I

45


s k r a m e R

l a c i t c a r P

f o g n i t t i f e r d n a t f a g h n s i l t r n e a l l e m s p i o D r p . 3

f o g n i t t i f e r d n a g n l i a l i t t n a n e r e m f s i f i D d . 4

r a e R f o g n i t t i f e r t r a g n i l t n a m e s l i a D x . 5

l a i t n e r e f f i d f o n o i t a c i r b u L . 6

& l a t i s t n g e l n n i e m b r r e u e n p f s o r f g f i t i d l a a n e o a e l f m f o m o a m s r g o f e n c i i d l g f t e n n l y o m i a k b y e r c m d e i s m u e r h t i s e C D s S h a . . . t 1 2 3

. o s N r l u o a t H o f T o s r u o h f o . o N

s t i n U

h t n o M

m r e T

46

r o t n n o o o i i m s s n n n e e i p p s s u k r u o S f s t r t a n n e o o r r R s f f e g g g i n k n i n i b i l r l l t t t e r t n n o n a t a o o a o m m m e c s s i s m i s l i c D i n D y n D i . . . c 1 2 3

8 1

8 1

7 1 1

8 1

e l x n a i o r s a e n e R p s u d n S a d l a n i a t n s i e r s e s f a f i h D C 5 - 6 t t i i n n U U

n o i s n e p s u S d n a s i s s a h C 6 t i n U

r e b o t c O

r e b m e v o N I I

• M aintenance and Repairs of Two wheelers and Three wheelers s k r a m e R

l a c i t c a r P

r e d n e i l k e s y a k k e r c c a s b r o o r b h l e h t e s a c s k c d i f a i l a n o r n u a a b m a g r h f g n c d c i n i s o t e y i s n g H m i e n l D i T f f f f o o i o n d o i n g t g g g i a r n i n i n d n i e i b c c c n r c r i e i i y o v i o v v d v d c r r s r r n u e e e e e i t b S S S S R l S A . . 3 . 4 . 5 . 6 . y c 1 2

. o s N r l u o a t H o f T o s r u o h f o . o N

s t i n U

h t n o M

m r e T

r g e n i d r i n i a l p y e c r l e & e h s g w s e n o i r h f s e t u o k s n e h r a e e y g r t c n n b k m a i t u f r s f n o p b j o u o i f t g g i g o d n i n a d i n i g g k n e d c n k n o e i e c a l a e e l e r h h R B R B C C . 2 . 5 . 6 . 3 . 4 . 1

r e l s f r f n . o u t o s i r t e m e r u v y f a t n o c o e g r c g n p i n i c v t i n t t o i o m f s y e e r l e a r c t i g d t e i n n a c l c i a a f c r h n p w a g o l n g d a i l n n t n b e i a k n l c a a e a y t l e m d s p e h i u b e t S o W D R . t 2 . 3 . . 4 1

0 1

8 1

1 9

0 1 8

0 1

n o i s n e p s u S m d e t n a s s s y i s e s k a h a r C B 6 - 7 t t i n i n U U

s e r y T m e d t s y n a S s e l e k e a r h B W 7 - 8 t t i n i u U U

n o i t u l l o P 9 t i n U

r e b m e c e D

y r a u n a J

y r a u r b e F

I I

I I I

47


VII

SUBJECT APPROACH

Introduction S p e e d i s g ove r n i n g t h e w o r ld . It i s a t h r i ll a n d n e c e s s i t y fo r h u m a n r a c e . To a d j u s t w it h t h e s p e e d in m o ve m e n t , w e h a v e t o d e p en d t o t a lly on t h e a u t o m o b ile s . A w or l d w it h o u t a u t o m o b i le is a d e a d w or l d . O u r d e p e n d e n c e o n a u t o m o b i le 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 m a t e r ia l s u s e d f or a u t o m o b ile i n d u s t r y a r e a ls o s o u r c e s o f e m p l o ym e n t . Wh e n an industry or business flourishes, the related fields will also flourish. This d e v el op m e n t is i n t h e fie ls o f m a n u fa c t u r i n g s a l e s , s e r vic e , m a i n t e n a n c e a n d r e p a ir i n g o f a u t o m o b i le s . Au t o m o b i le in d u s t r y is a fa s t a d va n c in g a r e a o f d e v el op m e n t . Th e b u s i n e s s o f m a k i n g a n d s e r v ic in g a u t o m o b i le s h a s b e c o m e o n e o f t h e b i gg e s t b u s i n e s s e s 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. Tw o im p o r t a n t la n d m a r k s i n t h e h i s t o r y o f In d i a n a u t o m o b i le in d u s t r y w er e t h e a d v e n t o f Ma r u t i in 1 9 8 1 a n d t h e l ib e r a liz a t i on o f E c o n o m y b y G o ve r n m e n t of India in 1992. By the latter, the license restrictions for establishing car m a n u fa c t u r i n g fa c i li t ie s w e r e r e m o ve d , e x c is e a n d i m p o r t d u t i e s w e r e lo we r e d and the import of auto components and raw materials were brought und er O G L. As a r e s u l t , m a n y r e p u t e d v e h i cle m a n u fa c t u r e s f r om a l l ove r t h e w o r ld have already opted to enter India through joint ventures. To them India offers considerable attractions - a large domestic market, low cost manufacturing b a s e a n d a b u n d a n t a v a i la b i lit y of s k i lle d m a n p o w er . In d i a i s t h e s e c o n d l a r g e s t t w o -w h e e l e r p r o d u c e r in t h e wo r l d . Di vi d e d in t o S c o ot e r s , M ot o r c yc le s a n d Mo p e d s s e g m e n t s , t h e m a r k e t h a s b e e n t r a d i t io n a l ly dominated by the Scooter, mainly due to its positioning as the family vehicle. Th e fa s t e s t g r o wi n g s e g m e n t o f t w o - wh e e le r i n d u s t r y is t h a t o f t h e Mo t o r c y c le . O n t h e ot h e r h a n d , t h r e e - wh e e le r s a r e t h e m o s t c o m m o n ly u s e d c o m m e r c ia l vehicle of ordinary people. In August 2005, while the overall growth of Indian

48


a u t o m o b i le in d u s t r y w a s a l m o s t 1 8 % , ove r t o t h e s a m e m o n t h o f p r e v io u s y ea r , the three-wheeler segment alone grew by almost 29%. This explains the r e l e va n c e o f s p e c i a l iz e d s t u d y o f t w o -w h e e l e r s a n d t h r e e w h e e l e r s . R ec e n t l y, t h e a u t o m o b ile in d u s t r i e s in I n d i a p r o d u c e d m o r e t h a n 3 0 l a k h s a u t o m o b i le s e v er y ye a r . T h e r e a r e a ls o t h o u s a n d s o f e n g in e - p o w e r e d m a c h i n e s built each year for agricultural, construction and manufacturing operations. S m a l l e n g in e s a r e a ls o m a d e f or l a w n m o ve r s , p o w er s a w s , s n o w r e m o ve r s a n d similar equipments. One of the most important jobs in the world today is to k e e p a l l t h e s e p o we r e d e q u i p m e n t s o p e r a t i n g a n d o n l y t r a in e d p e o p le c a n d o 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 O bjective The prime objective of the course is to equip the student with innovative technologies and skill necessary to perform maintenance and repairs of a u t o m o b i le s , e s p e c ia l ly , t w o a n d t h r e e wh e e l e r s . By m a i n t e n a n c e a n d r e p a ir s , 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 a u t o m o b i le i n p e r fe c t ly r u n n i n g o r d e r a s a n e w o n e . T h e l ea r n e r a c h i eve s s e lfs u ffic ie n c y in r e p a i r in g a n d m a i n t e n a n c e ; t h r o u g h t h is f in d s h is e m p l oy m e n t and can have a decent life in the society. Moreover, the student can seek fu r t h e r a va i la b i l it y in h ig h e r e d u c a t i o n , i f h e is in t e r e s t e d .

Curriculum Objectives 1 . To le a r n t h e c o n s t r u c t io n , fu n c t i on a n d w or k in g o f va r i ou s u n i t s in a n automobile. 2 . To u n d e r s t a n d t h e p o s s ib le d e fe c ts a n d t h e ir s y m p t o m s i n d i ffe r en t a r e a s o f a u t o m o b i le s , in p a r t i c u l a r , t w o a n d t h r e e wh e e l e r s . 3 . To d e ve lo p s k i lls f or p r o v id i n g p e r io d ic a n d s y s t e m a t i c m a in t e n a n c e t o automobiles. 4 . To d e ve lo p m a n p o we r h a v in g t e c h n ic a l k n o w le d ge a n d s k i ll in t h i s fie ld . 5 . To m a k e h i m a d e p t i n m a n a g in g a n i n d u s t r y or s e lf- em p l oym e n t u n it . 6 . To ge t s o c ia b i lit y in c h a r a c t e r t h r o u g h i n d i vid u a l a n d s o cia l r e la t i on s h i p . 7 . Ac q u i r e p o we r o f o b s e r va t i o n , e x p e r im e n t a l s k ill, k n o wle d g e of d a t a , a n a ly s is , a n d i n t e r p r e t a t i o n e t c . a n d t h e a b i lit y t o g en e r a t e k n o wle d g e . 8 . Ac q u i r e t h e a b i lit y t o s o lve p r o b l e m s fa c i n g i n t h e d a y -t o - d a y li fe , e n v ir o n m e n t a l is s u e s , s o c ia l p r o b l em s e t c .

49


9 . E q u ip t h e s t u d e n t s fo r h igh e r s t u d ie s a n d c op u p w it h t h e gr o win g d e m a n d s in t h e e m p l oym e n t m a r k .

Learning Approach Th e s t u d e n t s h o u l d c h a n g e t h e i r r o le fr o m a p a s s i ve li s t e n e r t o a n a c t i ve p a r t ic ip a n t i n t h e t e a c h i n g le a r n in g p r o c e s s . Th e t e a c h e r s h o u l d b e a g u i d e o r fa c ilit a t o r w h o a s s is t s s t u d e n t s t o a c q u i r e k n o wle d ge . A s t u d e n t c a n u n d e r s t a n d b a s i c s o f a u t o m o b i le , on ly if it i s t a u g h t t h r o u g h a c t i vi t ie s a n d e x p e r i m e n t s . Th i s l ea r n e r - c en t e r e d a n d a c t i vit y b a s e d a p p r o a c h is t h e im p o r t a n t fe a t u r e o f t h e n e w cu r r ic u l u m .

50


VIII

EVALUATION

Evaluation is a systematic process of collecting, analysing, synthesising a n d i n t e r p r e t i n g e vid e n c e s o f s t u d e n t s ’ p r o gr e s s a n d a c h ie ve m e n t s b o t h i n c o gn it i ve a n d n o n - c o gn i t i ve a r e a s o f l ea r n i n g . E va l u a t i o n h a s t o p l a y s i gn ific a n t role in m ak ing th e lear n ing process m ore effective. It pr ovides divers e experience t o t h e l e a r n e r s , k e e p i n g in vie w t h e s k ill t o b e a t t a i n e d c o n t i n u o u s ly b y t h e m . As t h e c u r r i c u l u m is b a s e d o n a p a r t i cu la r v oc a t i on t h e s e l e ct e d s t r e a m i s the most important part and it should be evaluated accordingly. Technica l skills, interest and devotion in the field, communication skills, organisational skill and presentation skills are to be evaluated. Evaluation of the personal a n d s o c ia l q u a l it i es a l s o s h o u l d b e d o n e . S o t h e e va l u a t i on s h o u l d b e c on t in u o u s and comprehensive.

Continuous an d Comprehensive E valuation (CCE ) Our traditional evaluation methods measure only the memory and r e c o ll ec t io n c a p a c it y o f t h e l e a r n e r . To e li m i n a t e / o ve r c o m e t h e l im i t a t io n t h e e va l u a t i o n s h o u l d b e d o n e o n m u lt i d im e n s i on a l wa y s b y m e a s u r in g m u lt ip l e i n t e l le c t u a l c a p a c it i e s o f t h e le a r n e r . S o it i s b e t t e r t o e v a lu a t e t h e le a r n e r i n a c o n t in u o u s a n d c om p r e h e n s ive m a n n e r . CC E h e lp s t h e le a r n e r t o u n d e r s t a n d and develop his own progress and to develop adequate strategies for further improvement.

Merits l

Assess the allround development of the learner on a continuous basis t h r o u g h a va r i et y o f a c t i vi t ie s .

l

Effective feed back is possible

l

R e m e d i a l d i a g n o s t i c t e a c h i n g is p o s s i b l e

l

P r oc e s s a s w ell a s p r o d u c t s a r e a s s e s s e d .

Components of Evaluation In order to floursigh continuous and comprehensive evaluation we make u se of th e followin g com pon en ts of evalu at ion 1.

Con t in u o u s E va lu a t ion (CE )

2.

Ter m in a l E va lu a t ion (TE )

51


3.

Pr a ct ica l E va lu a t ion (PE )

1. Continous E valuation (CE ) In the activity based classroom, teacher provides variety of experiences through different tools. Brain storming sessions, group work, discussions, p r o j e c t , s e m i n a r , d e b a t e , fi e ld s vi s it s , p r a c t i c a l w or k s e t c . w il l r e a l ly fl ou r i s h jo yfu l le a r n in g. By con s id e r in g t h e p r a ct ic a b ilit y a n d t h e n a t u r e of t h e s u b je ct t h e fo ll ow in g t o o ls a r e a d vi s e d fo r c o n t i n u o u s e va l u a t i on . A s e r i e s o f l ea r n i n g a c t i vi t ie s a r e g r o u p e d i n t o f iv e m a j o r t h r u s t a r e a s a s fo ll ow s

Investigative activit ies Activities which create a spirit of enquiry, investigation and a mind for r e s e a r c h in t h e le a r n e r b e lo n g t o t h i s g r ou p . F o r e x a m p le . l

Study project

l

Case stu dy

l

F ie ld s t u d y

Interactive activit ies Activities which im pr ove th e comm u n ication sk ill, act ivities of sh ar ing idea s, etc. For example l

Seminar

l

P a n e l d i s c u s s i on

l

Debate

l

G r ou p d is c u s s i on

Assigned task Ac t ivit ie s a s s i gn e d t o t h e le a r n e r s t o e n r i ch / s t r e n g t h e n t h e c o n c e p t s a n d ideas. For example l

Assignment

l

Collections

Perform ance task (T ests) Ac t i vi t ie s r e l a t e d t o t h e a c h i e ve m e n t s o f t h e l ea r n e r . For example l

C la s s t e s t (o r a l/ w r it t e n / p e r fo r m a n c e t es t )

l

Quiz

52


O p e n b o ok e x a m i n a t i o n

l

Interview

Practical based activities F o r e x a m p le l Lab orat ory

work

l Album l Improvisation

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 fi ve a r e a s d u r i n g t h e c ou r s e o f t h e t wo ye a r s .

1. Investigative activity a) Study Project

Sl.No. Stages 1.

Planning

Criteria Relevance of the study, Identification of problem, Ability to select appropriate tools,

Score

Total Scores

4/3/2/1

ability to select suitable learing method. 2.

Data collection

3.

Ability to collect sufficient and relevant data. Ability to classify and arrange data for analysis. Reliability and authenticity of the data collected.

Analysis and

Ability to analyses the data, Systematic

inference

arrangements. Ability to draw inferences

4/3/2/1

4/3/2/1

based on analysis. Ability to give suggestions based on inference. 4.

Report

Ability to present in logical and sequential

Presentation

order, authenticity of report, time bound com-

4/3/2/1

parison. 5.

Viva-Voice

Knowledge of content and process. Ability to analyse data. Ability to justify inference.

4/3/2/1

Ability to explain strategies and methods adopted. Total

20

53


b. Case Study Sl.No

Criteria

Score

1.

Identifying the problem

4/3/2/1

2.

Approach to the problem

4/3/2/1

3.

Time bound Action

4/3/2/1

4.

Analysis of the problem

4/3/2/1

5.

Problem solving / Reporting

4/3/2/1

Total Scores

c. Field study Sl.No

Criteria

Score

1.

Attitude and readiness towards the task

4/3/2/1

2.

Capacity for Observation

4/3/2/1

3.

Data collection

4/3/2/1

4.

Application of ideas

4/3/2/1

5.

Documentation / Recording

4/3/2/1

Total Scores

II. Interactive Activities a. Seminar Sl.No

Criteria

Score

1.

Planning and Organization

4/3/2/1

2.

Collection of data / content

4/3/2/1

3.

Observation / appraisal and clarity

4/3/2/1

4.

Content knowledge

4/3/2/1

5.

Presentation

4/3/2/1

Total Score

b Debate/ Panel Discussion Sl.No

54

Criteria

Score

1.

Readiness to participate

4/3/2/1

2.

Depth of subject knowledge

4/3/2/1

3.

Communication skill

4/3/2/1

4.

Ability to justify the stand in a democratic way

4/3/2/1

5.

Presentation

4/3/2/1

Total Score


c. Group Discussion Sl.No

Criteria

Score

1.

Readiness to participate

4/3/2/1

2.

Depth of subject knowledge

4/3/2/1

3.

Communication skill

4/3/2/1

4.

Ability to justify in a democratic way

4/3/2/1

5.

Leadership quality

4/3/2/1

Total Score

III.Assigned Task a. Assignment Sl.No

Criteria

Score

1.

Awareness of the content

4/3/2/1

2.

Comprehensiveness of the content

4/3/2/1

3.

Systematic and sequential arrangement

4/3/2/1

4.

Observation/suggestion/views/judgment/evaluation

4/3/2/1

5.

Timely Submission

4/3/2/1

Total Scores

b. Collection Sl.No

Criteria

Score

1.

Collection of materials / documents

4/3/2/1

2.

Relevance and comprehensiveness

4/3/2/1

3.

Presentation

4/3/2/1

4.

Awareness of the content

4/3/2/1

5.

Time bound progress of work

4/3/2/1

Total Score

IV Perfomance task (Test) a. Interview Sl.No

Criteria

Score

1.

Planning

4/3/2/1

2.

Preparation of Questions

4/3/2/1

3.

Communication skill

4/3/2/1

4.

Participation

4/3/2/1

5.

Report preparation and presentation

4/3/2/1

Total Score

55


b. Quiz Sl.No

Criteria

Score

1.

Preparation of Questions

4/3/2/1

2.

Relevance of Questions

4/3/2/1

3.

Presentation

4/3/2/1

4.

Active Participation

4/3/2/1

5.

Time managment and final report

4/3/2/1

Total Score

V. Practical bases activity a. Practical work

Sl.No

Criteria

Score

1.

Involvement and Handling of tools

4/3/2/1

2.

Skills in doing work

4/3/2/1

3.

Time bound action

4/3/2/1

4.

Capacity for observation, analysis and innovation

4/3/2/1

5.

Documentation and recording

4/3/2/1

Total Score

b. Model Preparation Sl.No

56

Criteria

Score

1.

Relevance

4/3/2/1

2.

Improvisation Skill

4/3/2/1

3.

Creativity

4/3/2/1

4.

Awareness of content

4/3/2/1

5.

Model display/ Report

4/3/2/1

Total Score


c. Album

Sl.No

Criteria

Score

1.

Comprehensiveness

4/3/2/1

2.

Relevents

4/3/2/1

3.

Presentation

4/3/2/1

4.

Awareness of content

4/3/2/1

5.

Time bound completion

4/3/2/1

Total Score

Terminal or Term E nd E valuation (TE ) It i s t h e w r i t t e n f or m o f e va l u a t i on a i m e d a t e va l u a t i n g t h e fa c t s , c o n c e p t s a n d i d e a s g a in e d b y t h e l e a r n e r . Th e t e s t s h o u l d n o t b e a i m e d t o e va l u a t e t h e m e m o r y a l on e . Q u e s t i on s a r e fr a m e d in s u c h a w a y t h a t t h e le a r n e r s a r e a b l e to apply different mental process while answering. The Terminal Evaluation q u e s t i o n s g ive m o r e e m p h a s i s o n a p p l ic a t i on , a n a l ys i s a n d s y n t h e s is le ve l. The maximum scores for TE is 80 and the minimum is 24 (30%). The q u e s t io n s s h o u ld b e fo r m u la t e d t a k i n g in t o c o n s i d e r a t i on t h e t i m e r e q u ir e d t o r e a d , t h i n k , u n d e r s t a n d a n d w r it e a n s w er s . Th e s e a s p e c t s s h o u ld b e c on s id e r e d 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 o b je c t ive s . O p e n e n d e d q u e s t i on s m a y b e in c l u d e d . C h o i ce q u e s t i on s , i f in c l u d e d a l s o s h o u ld b e b a s e d o n t h e s a m e c u r r i c u l a r o b je c t ive s .

Vocational Comp etency Evaluation (VCE ) Vocational Competency Evaluation is to evaluate the vocational skill and a p t i t u d e d e ve lo p e d b y t h e le a r n e r s d u r i n g t h e le a r n i n g p r o c e s s . Th i s i s a s y s t e m to judiciously evaluate the required value addition and consequent capacity building in the concerned vocational curriculum. The vocational education is a i m e d a t d e ve l op i n g i n t e r e s t , s k i l ls a n d d e vo t i on i n s p e c i fi c vo c a t i o n a l fi e ld s . As o t h e r e va l u a t io n c o m p o n e n t s l ik e C E . P E a n d T E c a n n o t a s s e s s t h e vo ca t i on a l c o m p e t e n c ie s a n d p r o fe s s i o n a l s k i ll s , a c q u i r e d b y t h e le a r n e r s a n in t e r n s h i p e va l u a t i on (IE ) c om p o n e n t h a s b e e n i n t r o d u c e d t o m e e t t h i s r e q u i r e m e n t . In t e r n s h ip e va l u a t i o n s h o u l d b e d o n e b a s e d o n t h e fo llo win g c o m p o n e n t s li k e r e g u l a r i t y a n d p u n c t u a l it y , va l u e a d d i t io n a n d c a p a c it y b u i ld i n g .

1. Regularity and pu nctuality R e gu la r i t y a n d p u n c t u a l it y h a s v it a l r o le in v oc a t i o n a l e d u c a t i on a s l e a r n i n g is a continuous process, the regular presence of the learner is a must for attaining maximum efficiency.

57


2 Value Addition Va l u e a d d i t io n is t h e q u a l it a t i ve m e a s u r e o f t h e l e a r n e r ’s in t e r e s t , d e vo t io n pers everan ce an d efficiency. Valu e add ition ca n b e evalu ated t h rough con du cting fi e ld v is i t s / vo c a t i o n a l s u r v e y. Th e e x p e r i e n c e s g a i n e d t h r o u g h f ie ld v is i t / vocat ion al su rvey increa ses t h e level of intrin sic motivat ion a n d positive att itud e t o w a r d s t h e v o c a t i o n a l fi e l d a n d t h e r e b y in c r e a s e h i s v a l u e a s a semiprofessional.

3. Capacity Building It g iv es a q u a n t i t a t i ve m e a s u r e o f t h e le a r n e r ’s s k il l i n g r a d e d a r e a e x p o s u r e . C a p a c it y b u i ld i n g c a n b e e v a l u a t e d t h r o u g h c o n d u c t i n g t h e fo ll ow in g a c t i vit i e s . 1 . O J T / S im u la t ed exp er im e n t 2 . P er fo r m a n c e – c a m p / e xh i b it io n / c lin i c 3 . P e r fo r m a n c e – P r od u c t io n / S e r vic e cu m T r a i n in g c e n t r e (P TC ) These components help the learner to practice the acquired skills in t h e r e a l s i t u a t i on a n d t h e r e b y in c r e a s i n g s e lf- c on fid e n c e a n d p r o m o t in g s e l f reliance.

Vocational Competency E valuation I ndicators

No

Item s

Scores

1.

R eg u l a r it y a n d p u n c t u a lit y

10

2.

Field visit / su rvey (an yone) vocationa l project (anyone) O J T/ S im u la t e d e xp e r im e n t p e r fo r m a n c e – C a m p / e xh i b it io n / c lin i c Perform an ce – PTC / Pract ical sk ills (an yone)

20

3.

TOTAL

58

Sl.N o 1.

Items Regu larity

1 Never regular

2 Often regular

3 Equally regular

2.

P u n t u a l it y

N ev er punctual

Often punctual

Usually Punctual

20 50

4 Most of the time regular Most of the time punctual

5 Always regular Always punctual


item R eg u l a r it y a n d punctuality Valu e a dd ition

Capacity Building

E valuation indicat ors

Field visit • At t it u d e a n d r e a d in e s s t o wa r d s the task • Capacity for observation • Dat a collection • Application of ideas • D oc u m e n t a t io n / r e co r d in g Or Survey • Planning • Dat a collection • C o n s o l id a t io n o f d a t a a n d analysis • Drawing inference • Reporting OJ T/ S im u la t e d e x p e r im e n t / P ra c t ic a l skill • In vo lve m e n t / p a r t i cip a t io n • Skills in doing work/ c o m m u n ic a t i on s k i lls • Time bound action • C a p a c it y fo r o b s e r va t i o n , a n a l ys i s a n d in n o v a t io n • D o cu m e n t a t io n , r e c or d i n g a n d display Or P e r fo r m a n c e i n c a m p / e x h ib it i o n / c li n ic • Ability for p lan n ing an d organizing • Mastery of subject • Ability for comm u n icat ion • Innovation • In vo lve m e n t / s o c ia l c o m m it m e n t Or P e r fo r m a n c e i n p r o d u c t io n / s e r vic e c u m t r a i n i n g c e n t r e (P T C ) • Mastery of vocational skills • Managerial capacity • Prom oting self confiden ce • Innovation approach • Promot in g self relian ce

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

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

59


Grading C o n t i n u o u s E v a l u a t i o n i s e s s e n t i a l f o r a c t i v i t y b a s ed l e a r n i n g p r o c e s s . But the skills achieved by the students cannot be completely measured in term s of m ar king system .

Ma r k i n g s y s t e m p r o v ed u n s c i e n t i fi c i n e va l u a t i n g

t h e g o w t h a n d d e v e l o p m e n t o f i n d i v i d u a l s t u d e n t s b ot h i n c o g n i t i v e a n d n o n c o gn i t ive a r e a s .

To ove r c o m e t h i s li m i t a t i on , a p o p u la r m o d e o f e va l u a t i n g

s t u d e n t s ’ p e r fo r m a n c e k n o w n a s gr a d in g s ys t e m h a s b e e n i n t r o d u c e d .

A 9

p o in t s c a l e a b s o l u t e g r a d i n g s y s t e m i s u s e d t o r e c o r d t h e e va l u a t io n .

Th e s c o r e p e r c e n t a g e a n d c o r r e s p o n d i n g l e t t e r g r a d e i s g ive n b e l ow :

Score

60

in

percentage

Grade

90-100

A+

80-89

A

70-79

B+

60-69

B

50-59

C+

40-49

C

30-39

D+

20-29

D

Below 20

E


IX. LEARNER EVALUATION PROFILE Course : MRTWTW Year :

Name of Subjects I Part I 1. English

CE TE Total Grade

2. GFC

CE TE Total Grade

Part II Voc. Theory

CE TE Total Grade

Voc. Practical

Total Grade

VCE

IE Grade

Paper III Paper I Physics

CE TE PE Total Grade

Paper II Chemistry

CE TE PE Total Grade

Paper III Mathematics

CE TE Total Grade

Ist Year

II Year

Term

Term

II

III

I

II

Mini. Score

Max Score

III

61


Consolidated Statement of VCE Course : MRTWTW

Year:

Class: Roll N o

Name of Pupil

Regularity of Value ad dition Punctuality (10) (20)

Cap acity Building (20)

Total Score (50)

Grad e

Consolidated Grade Record of Vocational Subjects Course : MRTWTW

Year:

Class:

Vocation al Th eory Roll. No

62

Name of Pupil

CE 20

TE 80

Total Grade 100

Vocation al Practical PE 150

Grade

VCE IE 50

Grade


CE Item Calculation Course

:

Class

:

Sl. No

Name

CE Items Evaluation Indicators 1

2

3

4

5

(4)

(4)

(4)

(4)

(4)

Total Score 20

PRACTICAL E VALUATI ON DE TAILIN G Introduction In vo c a t i o n a l s u b j e c t s , t h e r e i s a n e m i n e n t r ol e fo r p r a c t i c a l w or k s . Th e sk ill is developed th rou gh repea ted pra ctices. Th e gener al gu idelines for practical E v a lu a t i o n a r e in c l u d e d i n t h e ge n e r a l a p p r o a c h . As m e n t i on e d t h e r e , d u r in g t h e p r a c t i c a l E va l u a t io n o f t h i s ye a r , t h e wh o l e c u r r i c u l u m d u r i n g t h e p e r i od o f s t u d y i s t o b e e va l u a t e d . Th e d e t a il ed s p l it u p fo r c o n d u c t i n g t h e p r a c t i ca l evaluation in MRTWTW subject is given below.

Sl.No

Particulars

%

Score

1.

Record or observation book

10

15

2.

Tools and Materials requaired

10

15

3.

Proceedure with diagram

20

30

4.

Working skill and handling of tools

30

45

5.

Result or output

10

15

6.

Viva and identification of tools

20

30

Total

100

150

Minimum for pass

40

60

63


Practical Evaluation Course

:

Class

:

S. L N o.

64

Year N ame

PE Indications

Total 150

: Grade

M aintenance and Repairs of Two wheelers and Three wheelers

f n o o i e t g a d u e t l l p a e v w c o E n n c K o

e h t g n i d n a t t s p r e e c d n n U o c

k o o s b l a e i c r e n t r a e e M f e R

f s o k s o e o p b y t e t c n n e e r r e , e f f s f i i n e D f R

s e i t i v i t c A

E C N m A t L e s y G S g l A i i n l l T o k s A o S s C e T c I o r N P U

a e d I / s t p e c n o C

d n n o a i t n a r o t i s s s n u o c s i m e D d t n e m p o l e v e d t s i p s e y c l a n o n C A

, g n i l o o c n o i f o t a i a d e a d I R f n o f o u c o s i e s i t s d . s a o o d e r s p t e h h v r t s t i u t e g n o u c p n m o e e d r o j h e r b t n h t m e a O w a g , d p g o , e r n n n n i m k p i l l u o d o l o o i u c o c s s n a c T o i r r 1 . u 1 C

d n n o a i t a n r o t i s s n s o u c s i m e D D

g n i v r e s b O t a e s d n h u , a f i o a e o r n r , i o n a a l v s t o h e c i a c s u t r a g l a i d i u e f a t d o r a n e r t u o a h S m C R t m , d h p o r e g e m n t n g h u t i t k a t u e a o o w s r r d o d d r h y t g n n w n s a n s a a d s t n d o i e g n s i t f n n r t n a o o f e a i c l o l i n d l o u l s g t r o n e a a s p c i r n s i r u e u i r r e c a l c e i n t n a o o a n s p o i e i e r T r p f o o c C m g d p 2 . 1

g s n l i l i d k n s a d t s n r a e s d n t c a U f o i d u a d s n d a i a s l t r a a u s h C i v

d n n o a i t a n r o t i s s n s o u c s i m e D D

n o , i t g a n i c i v f r i t e s n e b O d I s t i r r e t a , e w m m e f e D g o t n s i d l s y n e s a o l o p g s c i t n r i c i l r n i a o e i r o f P c M o r h d h e t i m t c i t a t e n a a a b u w s t s e e o y e i s r d h e m t r f e h e g o g d a t n m u r p s i e s o r o m y s l o c h t t h e o o i t r c d y r c g . n o e e m r i u m t e t l t e t d m o o a s e s o d y T o c w t s n a o c 3 . 1

65

Teachers' Sourcebook V H SE II year

UNIT

I

COOLING SYSTEM

Introduction In t h e I s t y ea r s y lla b u s s t u d e n t s h a ve le a r n e d t h e c on s t r u c t io n , wo r k in g 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 b u r n i n g fu e ls i n a n a u t o m o b ile e n g in e p r o d u c e s t e m p e r a t u r e u p t o 2 0 0 0 o C a n d it is enough to damage various engine parts. The cooling system absorbs and d i s s i p a t e s t h e e x c e s s h e a t c o n d u c t e d t o c y lin d e r w a l ls , c y lin d e r h e a d , P i s t o n a n d v a lve s e t c a n d t h u s k e e p t h e e n g in e t e m p e r a t u r e w it h i n t h e s a fe lim i t s , M os t o f t h e t w o w h e e le r s a n d t h r e e w h e e le r s u s e s a i r c oo li n g s y s t e m . 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 a n d o p e r a t i o n o f a i r c oo lin g s y s t e m a d v a n t a g e s a n d d i s a d v a n t a g e s o f a i r c o ol in g s y s t e m s C o ol in g fin s - f a n c o oli n g . F u n d a m e n t a l s o f w a t e r c o ol in g systems.

Curriculum Objectives 1.1

To k n o w t h e p u r p o s e of c oo lin g a n d m e t h o d s o f c oo lin g , t h r ou g h d i s c u s s i on , d e m o n s t r a t i on a n d t o p r e p a r e n o t e s .

1.2

To u n d e r s t a n d t h e p r in c i p le a n d w or k i n g o f w a t e r co olin g a n d a ir c oo lin g s y s t e m s , c o n s t r u c t io n a n d m a t e r i a l o f fin s t h r o u g h g e n e r a l a n d g r ou p d i s cu s s i on a n d t o p r e p a r e n o t e s .

1.3

To c om p a r e a ir c oo lin g s ys t e m w it h w a t e r c oo lin g s ys t e m , t o s t u d y t h e merits and demerits of each system through debate and to record the outcome of debate.

66


Syllabus: N ecessity of co oling – Types of co oling system. Activity: 1 Discussion

Discussion Points l

Need of coolin g syst em

l

H e a t p r o d u c e d d u r in g c om b u s t i on

l

Effect of over h eat ing

l

C on c e p t o f o p t im u m w o r k in g t e m p e r a t u r e

l

Function of cooling system

l

Methods of engine cooling system

Activity: 2. Demonstration Th e t e a c h e r d e m o n s t r a t e s t h e m e t h o d s o f c o ol in g s y s t e m s .

Syllabus: Air cooling syst em - Principle of workin g- cooling fins – fu n da m en ta ls (workin g only)

Activity 1 Discussion

Discussion Points l

Principles of air cooling

l

E n g in e d e s i g n

l

C o oli n g Fin s - p u r p o s e , m a t e r i a l , d i m e n s i o n s .

l

F or c e d / fa n c oo lin g i n s c o ot e r s a n d a u t o r ik s h a w s .

l

Lay ou t & workin g of water -cooling syst em .

Syllabus Ad v a n t a g e s a n d D is a d v a n t a g e s o f a i r - c oo li n g .

Activity 1 Debate Le t t h e s t u d e n t s b e d i vi d e d in t o t wo gr o u p s . Le t o n e g r ou p d i s c u s s a n d fin d 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 s t u d e n t o r t h e t e a c h e r ca n a c t a s t h e m o d e ra t o r .

CE Items 1.

Deb a t e

67


Output / Outcome 1.

Dis c u s ion n ot es

2.

Ch a r t s

68


n o i t a u l a v E

s l a i r e t a M

s e i t i v i t c A

a t a d f o e g d e l w o n K

f o g n i d n a t s r e t s d n c a U f

, e g g d e i n l k w r o o n W K

k o o b e c s n l e a r u e f a e n R m

s k o o b e c n e r e f e R

s r e t l i f s l p i o m u t p n e l i r e o f f i d D n a

m e t s y s n o i t a c i r b u L

n o i s s u c s i D

n o i s s s u t c n s i d e m p n u g i o r s G s a

s r a n i m e S

n o i t a n r o t i s s n s o u c s e i m D D

C

g n i y f i t n e d i g n i y f i s s a l C

t g n n e i t c m i p d o e l r e p v e d n o s t i r p a e p c n o m C o c

n o i t a r t s n o m e D , g n i v r e s b o n o i t g a c i n i f n i t o n s e a d I e r


s d i a l a

u s i V

E C m N t A e s y L S G n o n o t A i l i l t a i c k a T i r S m A b r s o f s u T e t I L c p e o N c r n U P o a e d I / s t p e c n o C s e v i t c e j b O m u l u c i r r u C

r a e W

f s o s e s e n e v n i r o a t i c t e w a c a j b i r o b e t e u a l h t e e r n c t u i o g o b T a n e 1 . 2

l i s o i e f t o r e e p p y o T r p

s l s e t i n t . o h e d s e d l u i i n t n o s g a f t e n o h t e s r s e i e e f y d l t i i b n r s a s u e n a e l s c d p o o n o T t a r p 2 . 2

n o i t s a c m i r t e b u s L y s

e l d n i h s o h o t t a r l n a i t a p c s i d e p n r a f , , b t u s o n n l r o i o e e i d g t t r a n a n i c i c u u k i m e s r r s r b t e s o o u b r u p y T w l l s 3 . 2

t p e c n o c g n n i o y i t f i a t n e m r d o I f

s s p r e m t l i f u p l i l i O O

i e d l o h t n , a r e t d l i n f a l n t o i o s i r f e t o d c u g n t r i . n p u s k r o m o n o T c w u p 4 . 2

f o g n l i l i d k n a d s t s n s r a s e s e c d o c n t r a P U f

n o i t a c m i e r t b u s L y s

e n e t o h n i t i t a a c d m i n r a f b t o l u s r e e f d r u o . n d e m u e e c c t o o a s r n T p n y s 5 . 2

69


UNIT

2

LUBRICATION SYSTEM

Introduction D u r i n g t h e w o r k in g o f a n IC e n g in e la r g e n u m b e r o f m e t a l p a r t s a r e s l id i n g a n d r o t a t i n g o ve r , o n e a n o t h e r , w h i ch c r e a t e s fr ic t io n a n d w ea r . L u b r i c a t i on b e t w e e n t h e m o v in g p a r t s i s a l s o im p o r t a n t a s e n g i n e c o oli n g t o k e e p t h e g o od engine performance and efficiency. The properties of the lubricating oils and t h e m e c h a n i s m u s e d t o s u p p l y t h e lu b r i ca t i n g oil t o t h e r e q u i r e d p a r t s i s t h e focusing area of this unit. The students should aware about the various l u b r i c a t i n g oi ls a va i la b le in t h e m a r k e t , t h e ir i n t e r n a t i o n a l r a t i n g s a n d p r i ze s . The constructional details and importants of the oil filters and oil pumps are a l s o co m i n g u n d e r t h i s u n it .

Syllabus Objectives of the lubrication system- Lubricating Oils- Properities of Lu br icatin g Oils – Viscosity- Viscosity ra ting –Viscosity ind ex – Types of Lubrication Systems- Petroil lubrication System- Splash lubrication System- Pressure System of Lubrication Components of l u b r i c a t i o n S y s t e m - O il F il t e r - O il Pu m p - G e a r t y p e a n d R o t o r t y p e - C a r e a n d m a i n t a i n o f Lu b r i ca t i on s y s t e m .


To c r ea t e a w a r e n e s s a b o u t t h e o b je ct ive s o f e n g in e l u b r i ca t i on , t h r o u g h d is c u s s i on a n d t o m a k e n o t es .

2.2

To en a b l e t h e s t u d e n t s t o c la s s i fy en g in e o ils a n d u n d e r s t a n d t h e p r o p er t ie s of oil through assignments.

2.3

To u n d e r s t a n d t h e w or k in g of p e t r o il lu b r i ca t i on , s p l a s h l u b r i c a t io n , a n d p r e s s u r e s ys t e m o f lu b r i ca t i on t h r o u g h s e m in a r s .

2.4

To u n d e r s t a n d t h e c on s t r u c t io n a n d w or k in g of o il filt e r s a n d o il p u m p s t h r o u gh d i s c u s s io n a n d d e m o n s t r a t io n a n d t o p r e p a r e n o t e s .

2.5

To u n d e r s t a n d t h e p r o ce d u r e of lu b r i ca t io n s ys t e m , t h r ou g h d i s cu s s io n .

70


Syllabus: Objectives of Lubrication Activity 1 : Discussion D is c u s s a b o u t t h e p r i m a r y a n d s e c o n d a r y o b je c t ive s o f e n g in e lu b r i c a t i on .

Syllabus Types of lu brican ts- prop erties of lu bricat ing oil- viscosity- viscosity ra ting – viscosity index.

Activity 2 : Assignm ent

Syllabus: Ty p e s o f lu b r i c a t i on – p e t r o il - s p l a s h a n d p r e s s u r e l u b r i c a t i o n s y s t e m .

Activity : Seminar Subtopics l

Petroil lub ricat ion

l

S p l a s h lu b r i c a t io n

l

P r e s s u r e l u b r i ca t i o n

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

Actvity 1: Discussion

Discussion Points l

F u n c t io n o f e a c h c om p o n e n t

l

Cons tru ction of oil filter ca tridge type

l

C on s t r u c t io n a n d w o r k in g o f g ea r p u m p

l

C on s t r u c t io n a n d w o r k in g o f r o t e r p u m p

Activity 2 : Dem onst ration E a c h c o m p o n e n t m a y b e d e m o n s t r a t e d in t h e c la s s r o om

Syllabus: Tr o u b l e s in l u b r i c a t i o n s y s t e m

Activity: Discussion A g en e r a l d is c u s s i on is m a d e a b o u t t h e p o s s i b le t r o u b l e s a n d t h e ir r e m e d ie s in lu b r i ca t i on s y s t e m .

71


CE Items 1.

As s ign m e n t

2.

S e m in a r

Outcome/ Output 1.

Dis c u s s ion n ot es

2.

As s ign m e n t

3.

S em in a r Rep or t

4.

Ch a r t

72


n o i t a u l a v E

s l a i r e t a M

E C N A L G h c t u A l T C A T I N U

s e i t i v i t c A

l l i k S s s e c o r P

a e d I / s t p e c n o C s e v i t c e j b O m u l u c i r r u C

f o g n i d n a t t s r e p e d c n n U o c

l l i k s s s e c o r P

f o s k e o p o y b t t e c n e n r h e e r c f t e f i l u f D c e r

, h s c h h c t m c t u t a r l l u u c l g c a t e c l i e a t a D l a g , p l u s p f i t e i r l r t t a g l n u h n C i s m e c

n o i t a r n t o s i n s o s u m c s e i D d

e c i t c a r p , n p o i o s h s s u k c s r o i D w

e c i t c a r p p o h s k r o W

e c i t c a n r o p i l s s a u u t c s c i A d

n o i t a m r o f t p e c n o C

, , t g n n e i v r m e p s g o b n l , o i e c n i , v o v e n i r d t o e s a t s i c r p i f a f e i o p l c t n n l m i o e o k C d i c s

, g , g n n i i t d a g n t a i n t i n s e v r r r e e e f d s n f i b U D O

g n i d s n e a u t s q r i e n d n h c e U t

d n a h c s t u e p l c t y f o s u d o i e e r N a v s d e t e h t n e s u h d m e c r t n i u s a u l t c l e s q f r e e r o i b d n s o n o e m p u i y t t t o u c a o n d u n T f n a i 1 . 3

h h c d l e h t c c t u n g t l u a n u l c i , l c s h n c f l f o o t c e i t t a e c o a g u l l g l u u p n c p f r i i i i t t r c k e l t t r n s n u n i a o r P o c w l p M e c d e n l o e n h g t i a t , n c i e s s t u e d t r f l a h n c s a n o i p t t u t s g l l o r c c n u e i l d l k r m a g n e p o , f u u i i c w t e r n d a t o i l n T r p n a p e c 2 . 3

a t a d , f o l l i e k g s d e s l s e w c o o r n P K

, g n i c a s f m h c a r t g u i a l C d

n o i t c i r f t s l n a e i r r e e f t f i a D m t g u i n o k b a a m a e r o d i f d e e n a s u c a t l a f e i g r c e h t o t a u T m l c 3 . 3

l l i e k s d g s e s l e w c o r o n P k e c n e r e f e r , s l e . l s c a u i k n h e a o o V m b

n i t n e s m e t s c u h j u d t l A c s t n e m t s u j d a e h t y h d c u t t u s l c o f T o 4 . 3

f o l l i e k g s , d t e s l p s e e w c c o o n n o K c r p d e g a m a d t n s e e r h e c f f i t u D l c

r a n i m e S

, n n o i o , t i g t g a n t n a i i c e i n r v f r o i p t e r s s n a t e b d e e n O i R I s e i d e m e r d n a s e l b u o r T h n t s t i i e g w s g e r l u a b s i l i u o t r o m t e a l f b n e o a m m d s n o e a m i c e o d h b c t c e o e l u m T h t c e r 5 . 3

73


UNIT

3

CLUTCH

Introduction In the 1st year, students have learned the engine construction, engine p e r fo r m a n c e a n d v a r io u s s ys t e m s . Th e p o w er d e ve lo p e d i n s i d e t h e e n g in e c y li n d e r i s u lt i m a t e ly a i m e d t o t u r n the wheels, so that the motor vehicle can move on the road. Transmission s y s t e m s e r ve s t h is fu n c t i o n . C lu t c h i s t h e fir s t c o m p o n e n t i n t h e t r a n s m i s s io n system. The main object of this unit is to enable the students to know the w or k i n g o f va r i o u s c l u t c h e s u s e d i n t w o a n d t h r e e wh e e l e r s , t h e i r c on s t r u c t io n s , m a jo r t r o u b l es a n d t h e i r r e m e d ie s e t c .

Syllabus Function of a clutch – Requirements of clutch – dry type and wet type (only definitions )- Differen t types of clut ch . Single plat e clut ch - mu ltiplat e clutch- centrifugal clutch- clutch components – Clutch plate – Clutch linings- Adjustment of clutch- Possible defects and remedies.


To u n d e rs t a n d t h e fu n c t ion , r e qu i r em e n t s a n d t y p es o f c lu t c h u s e d in a n a u t o m o b ile , t h r o u g h d is c u s s i on a n d d e m o n s t r a t io n .

3.2

To u n d e r s t a n d t h e p r i n c ip le s , c on s t r u c t io n a n d w or k in g o f s in g le p la t e , m u lt ip l a t e a n d c e n t r ifu g a l c lu t c h e s t h r o u g h c h a r t d i s c u s s i o n a n d w or k s h o p p r a c t i c e a n d t o p r e p a r e n o t e s w it h d ia g r a m s .

3.3

To ge t a n id e a a b o u t t h e m a t e r ia l s u s e d t o m a k e clu t c h fa c in g t h r ou gh d i s cu s s i on a n d t o p r ep a r e n o t es .

3.4

To s t u d y th e a d ju s t m e n t s o f c lu t c h t h r ou g h d i s cu s s i on a n d a c t u a l p ra c t ic e a n d t o m a k e a r e p o rt .

3.5

To b ec om e fa m ilia r w it h t h e c om m o n t r ou b l e s in c lu t c h a n d t o b e a b le t o s u gg es t r e m e d i e s , t h r o u g h s e m in a r a n d p r e p a r e t r o u b le s h o o t in g c h a r t .

74


Syllabus: Function of clutch- Requirements of clutch

Activity 1 : Discussion

Discussion Points l

Ne e d fo r d i s e n g a g in g e n g in e a n d t r a n s m i s s io n

l

S i t u a t i on s o f d i s e n g a g i n g

l

F u n c t i o n o f c lu t c h

l

Requirements of clutches

l

C o m m o n t y p e s o f c lu t c h e s

Syllabus S i n g le p l a t e c l u t c h

Activity (1) Discussion

Discussion points l

Principle of operation

l

C on s t r u c t io n a l d e t a i ls

l

Working

Activity 2. Actu al practice Le t t h e s t u d e n t s d is m a n t le , s t u d y a n d r e -a s s e m b l e s in g le p la t e c lu t c h .

Syllabus Mu t i p la t e c lu t c h

Activity 1 Discu ssion

Discussion points l


l

C on s t r u c t io n a l d e t a i ls

l

working

l

C o m p a r i s o n w it h s i n g le p l a t e c lu t c h

l

Wh y d o e s m u lt i p la t e c l u t c h i s u s e d i n t w o& t h r e e wh e e le r s

Acivity : 2 Actu al practice Le t t h e s t u d e n t s d is a s s e m b l e, s t u d y a n d r e -a s s e m b le t h e m u lt ip la t e c lu t c h

75


Syllabu s : Centrifugal clutch

Activity 1 Discussion D is c u s s i o n p o i n t s l


l

Construction

l

·

Wor k in g

l

Area s of opera tion

l

C o m p a r i s o n w it h c o n v en t i on a l t yp e s

Activity 2 : Actual practice Le t t h e s t u d e n t s d is a s s e m b l e , s t u d y a n d r e -a s s e m b l e t h e m u lt ip la t e c lu t c h linings.

Syllabus: Clutch plate- clutch linings

Activity 1 : Discussion Discussion Points l

F u n c t io n s o f c lu t c h p l a t e

l

Construction

l

P u r p o s e o f c u s h i o n s p r in g a n d t o r s i on a l s p r i n g s

l

Ma t e r i a l s u s e d fo r c l u t c h l ivi n g s .

Syllabus: C lu t c h Ad j u s t m e n t s


Discussion points l

F r e e p e d a l p la y a d j u s t m e n t

l

E ffe c t s o f l es s p l a y a n d e x c e s s p l a y

l

F lo or b o a r d c le a r a n c e a d ju s t m e n t

l

Tr a v e l a d j u s t m e n t

Activity 2 : Actual practice Th e s t u d e n t s m a y p r a c t ic e d iffe r e n t c lu t c h a d j u s t m e n t s in t w o a n d t h r e e wheelers

Syllabus: Tr o u b l e s & r e m e d i e s o f c l u t c h

76


Activity seminar Sub topics l

C lu t c h d r a g s

l

C lu t c h s l ip

l

C lu t c h ju d d e r

l

C lu t c h r a t t l e

l

Any other trouble

CE Items 1.

S e m in a r

Output/ Outcome 1.


2.

Ch a r t

3.

Dis cu s s ion n ot e

77


n o i t a u l a v E

E C N A n o L i s s G i s A m a T n r A T T I N U

f o e g d e t l p e w c o n n K o c

s s e f o c o r e p g , d t e l p e w s c l o l i n n K o c k s l e v k r e s o b a o e , b l g a e c s i m c d l r i n e a o l e h r w , a e r f u d s e u i n p R s a v

k o o s b l s d a e i i c r A e n l e t r a f e a u d M e i R V

, s r a e g t s n g e n r i e f f a i w r D d

n s o i e t i n a t r o t i i v s s i s n t o c u c s m A i e D d

n o i s s u c s i d p u o r G

t n e m p o l e v e d t p e c n o C

t n e m p o l e v e d t p e c n o C

n o i s s i m s n a r t f o d e e N r e i n a h e t n l o c f i o s s a g i e n m l i s i e d n b a n v r o a t a t m f h s o t o r u e d a o d e e T n u n n a

d n a c i t a m c o i t t a n u o i a m s , o s l t i a u u a m i s n a m n a r M e s t , e l d c s n h a n i m a t u a t t t e u n a s o a y n b a m m s i a o n e t i d i f i c u o d l e s o n t i s e a i a a y b i m o o t e m l m g e t o m s n o o p u e a p t y a s t r m T t e u a

l s r a a c i e l g e h , m r r u o p s w o d i t n a a r l r e a e v e G b e s e r h h a t t o e t i t g u e o f c a b u r r a o d a a s e o e e r g d t f i p y n t i o n a t s t o p u e o t e g i d c n o r a T v n a o c

2 . 4

3 . 4



s e v i t c e j b O m u l u c i r r 1 . u 4 C

78

f o e g d e t l p e w c o n n K o c

n o i s s u c s i D n o i t a l u c l a c s g i n s i y y f l s a i s n l a A c

f o g n i d n s a l e t s p r i e c d n n i U r p r s a l e e g d x o h o s b m e , m r s a e d g i g a i n l l d a a i l u , u t s s f x c i o A V o b

n o i t a n r o t i s s n s o u c s e i m D D n o i t a m r o f t p e c n o C g n i d i l s x o f o b r s a e e l g p i h c n s i r e P m e f o h t s x o e b d l p r a n i e a c t g n s i h r r e p s d g e n n m u i g n k i o r d o l T w i s 4 . 4

l l i k s f o s s g e d c n i n a o d r n p s a e t g l s n p i r i e c k d n r n i o U r p w

f r o s e l s e e e x h o b w r 3 a e & G 2

e c i t c , a n t r i o i s i p s v l s a u d u l c t e s c i i D F A s i s y l a n a , g g n i n i y f v i r t e s n e b d I O

x d 3 o n a & b 2 r n a o f e i o t g c r g u e n l r i t s k r e e n o o h C w w h 2 e d e v s h n i t n e i a s s m d d e r t e n g s a n o n u s r t r a e s p t l n o r i e s o f e t o n i e s d c h o s u n r g w n c i u t i m 3 s k e s r d o n p n o a o y t r n T c w t a 5 . 4


n o i t a u l a v E

s l a i r e t a M

s e i t i v i t c E A

C N A L G l A l i T k S A s s e T I c o r N P U

l l i k f o s s g e n s i s d e n c a o t r s p r e t s d n c a U f


g n i z i n o r h c n y S

, k o o b n o e i c s c i s t n i a e r m s e m o f n e t a u r R a t

e c i v r e S x e l o l c a b i u r h n a e c e a G V m

n o i s s u c s i D

l a u t c A t n e m e n c i g t i c s s a A r p


g n i z y l a n l a l i k g n s i g v n r i e k s b r o O w

g n i t e r p r e t n i / g g n n i i n v r o e s s b a e O R


t n e m p o l e v e d t p e c n o C o r h c n a y e s d f I / o e s c s t i e v p l e e p d i c c n n h o i r s C P e m

s e v i t c e j b O m u l u c i r r u C

f f o o e c i a v e e d d i g n n a i z i e t l n e i o p r g c h n c o i n T r p y s

c i t a d m n o a t u n a n o f o i o i t s c s g i u r i n m t s k r s n o o n a r C w t t d i c m e u n t e e r o a a t b h t a m s a o y s d t e n u d i n a n a o o o f i n a i s t o w . s t e c g i s r k u n l a t r i e n m i s d e m s k e e o n r o n a h s r T o c w t u w

6 . 4

7 . 4

d n a e n c o n i n a i s s n s e l e i t n b m s i n a u a o r r t M t r o s n o t e n n t a e i e i c o h o i i i s t l s s i n d y e d s a l n t s e u n i a b m u l c d e u c a i s m r n i s f t o b e i o n r i o a r d c d i t e a n s p e s p u r f a m m o i o o c r o s e m m t g s c e o e s n m e h t h t m h e a o b c t r t g g o u h c d t t g o o t d e i r e n u u T w n h h a t g s t a o 8 . 4

79


UNIT

4

TRANSMISSION

Introduction Ne xt t o t h e c lu t c h is t h e t r a n s m is s i on i n t h e t r a n s m is s i on s y s t e m o f 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 d e s c r i b e ge a r b o x (t r a n s m is s i o n ) in d e t a i ls . Th e s t u d e n t s h o u l d h a ve t h e c o n c e p t a b o u t t h e p u r p o s e o f g ea r b o x a t d iffe r e n t o p e r a t i n g c on d i t io n s o f a v e h i c le . Th e y s h o u l d e n a b l e t o r e c t ify t h e m a j o r t r o u b le s a n d t h e ir r e m e d i es o f d iffe r e n t g ea r b o x u s e d i n t w o a n d t h r e e w h e e le r s .

Syllabus Need of Gear b ox- Fun ctions of gear b ox- Stu dy of differen t t ypes- Principles of Sliding mesh gea r box-Detailed Stu dy of pr ogres sive type Cons ta n t m esh gear box –Prin ciples of Synch ronizin g device in trodu ction to au toma tic Transmission- Gear ratio- Over drive- Gear shift mechanism- gear a d j u s t m e n t s – Po s s i b le t r o u b l e s a n d r e m e d i e s .


To h a ve a cle a r u n d e r s t a n d in g of t h e n e e d of t r a n s m is s i on i n a n a u t o m o b i le through discussion and demonstration.

4.2

To g et a n i d e a a b o u t t h e t y p es of m a n n u a l , a u t o m a t i c a n d s e m i a u t o m a t i c tran sm ission system s employed in an au tomobile, thr ough group discus sion a n d t o m a k e a r e p o rt .

4.3

To ge t a n i d ea a b o u t t h e va r i ou s t yp e s o f ge a r s a n d t o in t r o d u c e t h e c on c e p t o f g ea r r a t i o t h r o u g h d i s c u s s i o n .

4.4

To u n d e r s t a n d t h e w or k in g p r in c i p le of s lid in g m e s h ge a r b o x t h r o u g h d i s cu s s i on a n d d e m o n s t r a t io n a n d t o m a k e a r ep o r t .

4.5

To u n d e r s t a n d t h e c on s t r u c t io n a n d w or k in g o f p r ogr e s s ive t yp e c on s t a n t mesh gear transmissions used in two and three wheelers, through d i s c u s s io n , fie ld v is i t a n d a c t u a l p r a c t ic e a n d m a k e r e p o r t s .

80


4.6

To ge t i d ea o f p r i n c ip le o f s y n c h r o n i zin g d e vic e t h r o u gh d i s c u s s i on s .

4.7

To m a k e co n s t r u c t io n a n d w or k in g of a u t o m a t ic t r a n s m is s i on s y s t em u s e d in t w o a n d t h r e e wh e e le r t h r o u g h a s s i gn m e n t s a n d a c t u a l p r a c t ic e .

4 .8

To b e c om e fa m ilia r w it h t h e m a in t e n a n c e a n d c o m m o n t r o u b l es in t r a n s m is s i on a n d t o g et t h e c a p a b ilit y t o s u g ge s t r e m e d i e s t h r o u g h g r ou p d is c u s s i on a n d t o r e c or d t h e o u t c o m e s o f d is c u s s i on a n d p r e p a r e t r o u b l e s h o ot in g c h a r t .

Syllabus: Ne e d o f t r a n s m is s i on a n d f u n c t io n s

Activity 1: Discussion

Discussion points l

Different operating conditions of vehicle (starting, accelelarting, hill climbing etc..........)

l

Ne c e s s i t y of d iffe r e n t t o r q u e a t d i ffe r e n t c o n d i t i on s

l

E n g in e s h o u ld r o t a t e a t h i gh e r s p e e d t h a n w h e e ls

l

R ol e o f t r a n s m i s s i on

l

F u n c t io n s o f t r a n s m is s i on

l

Idling, reverse movements etc

Syllabu s : Types of transmission (introduction only)

Activity : Discu ssion

Discussion Points l

Ma n u a l ge a r b o x

l

Overdrive

l

Semi-automatic

l

Hydromatic drive

l

To r q u e c o n v e r t e r s

Syllabu s : Ty p e s o f ge a r , G e a r R a t i o

Activity Discussion

Discussion Points l

S p u r , h e l ic a l , b e ve l a n d w o r m g e a r s

l

App lica tion of ea ch

81


l

No of teeth and rpm-their relation

l

Id e a o f g e a r r a t i o & g e a r r e d u c t i o n

l

Simp le problems involving gear ra tio

Syllabus: Sliding mesh gear box-principle


Discussion points l

D iffe r e n t s h a f t s a n d g e a r s

l

Arrangement of gears

l

S h i ft i n g g e a r s

l

D iffe r e n t c o m b i n a t i o n s - s e l e ct i o n o f r e q u i r e d r a t i o

l

Figures

l

R e ve r s e g e a r

l

Neutral position

Activity 2 Demonstration The working of sliding mesh gearbox may be demonstrated using charts, m o d e ls a o r a c t u a l ge a r b o x .

Syllabus: D e t a i le d s t u d y o f p r o g r e s s i ve t y p e c on s t a n t m e s h g e a r b o x in t w o w h e e l e r .

Activity 1 Discussion.

Discussion points l

Featu res of consta nt m esh gears box

l

Use of bevel gear

l

M e t h o d s o f g e a r s e l e c t io n (s e v e r a l )

l

G e a r s s e le c t io n i n t w o / t h r e e w h e e le r s - p r o g r e s s i ve t y p e

l

C on s t r u c t io n – s h a ft s , b e a r in g e t c

Activity 2: Actual practice Th e s t u d e n t s m u s t d i s a s s e m b l e, s t u d y a n d r e a s s e m b l e ge a r b o xe s u s e d i n t w o a n d t h r e e wh e e l e r s

Activity 3 : Field visit Visit to a workshop or service centers or industry can be conducted for s t u d y in g d i ffe r e n t g e a r b o x u s e d in t w o a n d t h r e e w h e e le r s .

82


Syllabus: P r in c ip l e s o f s y n c h r o m e s h d e v ic e (b r i e f d e s c r i p t io n )

Activity 1Discussion

Discussion points l

Lim i t a t i on s in c on s t a n t m e s h g ea r b o x

l

Principles of syn ch ron izing device

l

Area of application.

Syllabus: Au t o m a t i c t r a n s m is s i on u s e d i n t w o w h e e le r s a n d t h r e e w h e e le r s .

Activity 1: Assignment An a s s i gn m e n t i s give n o n a u t o m a t ic t r a n s m is s i o n . Le t t h e s t u d e n t s s t u d y t h e t o p ic , a n d p r e p a r e a r e p o r t . Th e t e a c h e r m a y c on s o lid a t e t h e r e p o r t s .

Activity 2: Actual practice Th e s t u d e n t s m a y s t u d y t h e a u t o m a t i c t r a n s m is s i on b y h a n d s o n - e xp e r ie n c e .

Syllabu s : Maintenance & troubles

Activity: group d iscussion

Discussion points l

Ma i n t e n a n c e s – c h e c k in g a n d r e p l a c in g o il

l

C h e c k i n g o f l in k a g e s

l

Common troubles

l

Noises

l

G e a r s li p p in g

l

Shifting difficulty

l

O i l le a k

l

Other troubles

l

R em e d i a l m e a s u r e s

Th e t e a c h e r s h a l l c o n s o l id a t e t h e o u t c o m e o f d i s c u s s i on . A r e p o r t s h o u l d b e made.

83


CE Items 1.

As s ign m e n t

2.

F ie ld Vis it

Outcome / Output 1.


2.

As sign m en t rep or t

3.

Fie ld vis it r ep or t

4.

Ch a r t

84


n o i t a u l a v E

s l a i r e t a M

e E l x C A N r A a e L R G d n a A l a T i t A n e r T e I f f N i U D

f o g n i d n a t s r e t s d n c a U f s t n l i o a s j t r l e e a v k s ) i c r t n e o e u s v r ( n s i e n l s i r e l l u , e e t s n t p f d n n a o a o i r h o p P s m j s

n s o e i i t t , i a n r v i t o i s t s c s n o A u c s e i m D D n o i t a , i c l n l f i i o i t k t n a S i e z d s l i s / a e u g c t n i o v e r p r P c e n s o b C o r d e d n l l a a e n s p t g a n n o i r e i o p k d j r I f l / o s w o a s t r n e p , o i v s e s t i c n t c n n o n u u i i r t o c t , o t j f C n s n a p u h i F o c s l s t e d f e i o h n h t h t a t s i d e g d w n v n a d i n i t t a k e c r n f e t a t s a o i o h i j r c s b e w t o c , r d s O n n u l e s r a o l t e m u i s t s t p c u o n n o i n l o r u u T o f c p j c i r r 1 u . C 5

f o g n i d n a t s r e t d n c a U f r a e s e g l c e i v h i r e d v n / i e a i v h r C d

n o i t n a r o t i s s s n u o c s i m e D d

g n i v r e s b O e v i r d n i a h c e v i r d l a n i F f n o i a h e r a c g w n a i s e u m s e o v r i c r a e e b d g l d o a n T i f n a 2 . 5


s d i A l a u s i V

s l l i k s s s e c o r P l a i t n e r e f f i d s t r a h C

n o i s s u c s i D

e c i t c n r o a i p s l s a u u c t s i c D A

n o i t a z i l a u t p e c n o C l a i t n e r e f f i d f o n o i t c n u F e l h a t i t n d e r n e f a f t i s d r e f d o n n u i o t o c n u T f 3 . 5

l l i , k s g n p i o v h r s e k s b r o O w d l a n a i t n e r e f n f o i d i t c f o u g r t n s i k n r o o C w l l a d a i u n t t a n c a e r e e f f h i n t o d t f y i o d c u g u r i t n s t s k o n r o T o c w 4 . 5


f o s g n i d n a t s r e t s d n c a U f

, e s l k x o a o g b i n e t c a o n l e f r e i f e m e R S

, e s l k x o a o g b i n e t a c o n l e f r i e f e m e R S

t n e m n g i s s A

t n e m n g i s s A

, g g n i n i y f v i r t e s n e b d O I

, g g n n i i y f v i r t e s n e b d I O

e l x a r a e r g n i t a o l f i m e S y i e f m i l t e x n s a e f r d i o a n e r d o i n t a c e p u y y r t t d s u n g t n i s o t c o e a o T h t l f

e l x a r a e r g n i t a o l f i m e S y i f m i e t l e n s e f x a d i o r a n d o e r i n e a t c p u y r y t t d s g u t n o s n i c t o e a o T h t l f 6 . 5

5 . 5

85


UNIT

5

DIFFERENTIAL AND REAR AXLE

Introduction In a d d i t io n t o t h e c lu t c h a n d t r a n s m is s i on s o m e m o r e co m p o n e n t s a r e t h e r e i n t h e p o w er t r a n s m i s s i o n s y s t e m lik e t h e p r o p e lle r s h a f t , u n ive r s a l jo in t , fin a l d r i ve , d iffe r e n t i a l ‘a n d r e a r a x le . E a c h c o m p o n e n t i n t h e t r a n s m is s i o n s y s t e m performs a specific function. Transmission system of two and three wheelers has some special features. It is noticable that two wheelers and some three w h e e le r s u s e a c h a in d r i ve in t h e t r a n s m i s s i on s y s t e m . In t h is u n i t t h e s t u d e n t s is fa m ilia r w it h t h e va r i ou s c o m p o n e n t s o f t r a n s m is s i o n s y s t e m , t h e ir fu n c t i on , c o n s t r u c t io n , wo r k in g a n d t h e c o m m o n t r o u b l e s e n c o u n t e r e d in t h e s e p a r t s .

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 r e a r a x l e a n d d i ffe r e n t i a l .


To u n d e r s t a n d t h e fu n c t io n , wo rk in g a n d c o n s t r u c t io n o f p r op e lle r s h a ft a n d t h e j oin t s a s s o cia t e d w it h i t , t h r o u g h d i s c u s s io n a n d d e m o n s t r a t i on .

5.2

To b e co m e a w a r e of fin a l d r ive s u s in g c h a i n a n d g ea r s t h r o u gh d is c u s s io n a n d d e m o n s t r a t io n a n d t o p r e p a r e n o t es .

5.3

To u n d e r s t a n d t h e fu n c t io n o f d iffe r en t i a l t h r o u g h d is c u s s i on a n d t o p r ep a r e notes.

5.4

To s t u d y t h e a c t u a l c o n s t r u c t io n a n d w or k i n g o f d i ffe r e n t i a l t h r o u g h discussion and actual practice.

5.5

To s t u d y a n d i d en t ify t h e c on s t r u c t io n o f s e m i flo a t in g t y p e r e a r a x l e t h r o u g h a s s i gn m e n t s .

5.6

To id e n t i fy va r i o u s t r o u b l es i n r e a r a x le a n d d iffe r e n t i a l a n d t o b e a b le t o s u gge s t r e m e d i e s , t h r o u g h g r ou p d i s c u s s io n a n d p r e p a r e t r o u b l e s h o ot in g chart.

86


Syllabus: Propeller shaft – universal joint – slip joint


Discussion Points l

F u n c t i o n o f p r o p e l le r s h a ft

l

R eq u i r e m e n t s & m a t e r ia l

l

U n i ve r s a l j oin t – n e e d a n d c o n s t r u c t io n

l

Types of join ts h ook join t, c.v.joint

l

Slip join t

l

Ad v a n t a g e s & d i s a d v a n t a g e s o f p r o p e l le r s h a ft .

Activity 2 : Demonstration The principle of universal joint can be demonstrated using models or real c o m p o n e n t s . P r op e lle r s h a ft a ls o m a y b e d e m o n s t r a t e d .

Syllabus: F in a l d r i ve s - g e a r d r i ve - c h a i n d r i ve


Discussion points l

Fu n ctions of final dr ive

l

To c h a n g e d ir e c t i on o f r o t a t i o n , t o p r o v id e p e r m a n e n t r e d u c t i on

l

Types of fina l drive – gear & cha in d rives

l

G e a r D r i ve s - c r o w n w h e e l a n d p i n i on

l

C h a in d r i ve s

Activity 2: Demonstration F in a l d r ive i n t w o a n d t h r e e w h e e le r s m a y b e d e m o n s t r a t e d i n t h e w or k s h o p .

Syllabus: Need of differential

Activity 3 : Discu ssion

Discussion points l

Ve h i c le t a k i n g a t u r n

l

D iffe r e n t i n s p e e d o f i n n e r a n d o u t e r w h e e l

87


l

Role of differe n tia l

l

A note m ay be prepa red

Syllabu s : C o n s t r u c t i on a n d w or k i n g of d i ffe r e n t i a l

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


Discussion Points: l

C o n s t r u c t i on o f d i ffe r e n t i a l

l

C r o wn w h e e l a n d c a g e

l

S u n & p la n e t ge a r s - a r r a n g em e n t

l

Differential action

l

O p e r a t io n o n s t r a ig h t r o a d s a n d c u r v es .

Syllabus: S e m i flo a t i n g r e a r a x le i n a u t o r ik s h a w s

Activity : Assignm ent An a s s i gn m e n t i s g ive n t o t h e s t u d e n t s o n t h e t o p ic . Le t t h e s t u d e n t s o b s e r v e and study the methods pf construction of semi-floating axle and prepare a report.

Syllabus: Tr o u b le s a n d r e m e d i es i n r e a r a x le

Activity: Group d iscussion

Discussion points l

H u m m i n g n o is e

l

Knocking

l

D r ive n o t t o b e t r a n s m i t t e d

l

Tr o u b l e s i n d i ffe r e n t i a l

88


Le t t h e s t u d e n t s d i s c u s s i n s m a l l g r ou p s . Th e t e a c h e r m a y c o n s o lid a t e t h e o u t c o m e o f d i s c u s s i on .

CE Items 1 . As s ign m e n t

Outcome/ Output 1.


2.

As s ign m e n t

3.

Ch a r t s

89


n o i t a u l a v E


s k o o s b l a e i c r n e e t a r e f M e R

E n C i o N s e A n L p s u G S A d n T a s A i s s T a I h N C U

s e i t i v i t c A


f o e g d e t l p e w c o n n K o c s e l c i h e v s l e d o M

n o i s s u c s i D

n o i s s u c s i D


n o i t a z n i l o i a u t a t c p i f e i t c n n e o d C i

n o i t a z i l a u t p e c n o c

n o i t a z i l a u t p e c n o C

s l a i r a e e t a d I / s m e t p p y e t c i s n o s s a C h C t d e e u e e p o s r y u h b s t a d e t e v a n i t e a m d c a d i r n s f e j n l a s a b a i r e i s O t t r o s s e e a a l w m g m h t e e u o e c h l f u n T h t o i w c i r r 1 . u 6 C

90

s t c a f g n i d n a t s r e d n U s l e d o m s d i a l a u s i V

n o f i o s s g n u c i s i d n D a t t s p r e s e c t e d n n o U c o n f a e k l c g o r n i h r s e p b s g n r l o i i s o r b p C s a

e n c i o t i t c a n r a r t o i p s s n l s o a u u c s e t c i m D D A

l l i k , s g n g i n v i r k e s r o b O w , g n i r p s f r a e e b l , r o g s n b i r a p s k c l i o o h C s

f s o t e g n o n i d n n o a i t s s s r u e s t c d s n c i a D U f

t i s i v d l e i F

s d i a l a u s i V

s e l e c e r i h h t e v d r n e a l o e e w h T w

n o i s s u c s i D

, e c i t c a r p t i s l i a v u d t l c e A i f


l l i k g s g n n i g i y n v f i r i k t e r s n o b e W O d I

f o g n 3 n m u o t e r & i t p 2 s r c s y a t n n n s e n u n u r i f n e n o d d d o o s i d i i n n s n r n s s a e a n e a n n l p e t t g e e e d e p h n n p p e e s d g o u s h e s i u n r r u u I s p e N s F s w S w f i f n s d s f n l e d k e e d e n o n i o i e o o o r n e h r c n i o h o s u n m t a t i a o t u s t c t n n s e c s h g a e e a g e f t e h t d u e s e n e e p n t n p s r o f h i f n g s o u t g c r g a s s r y i d a u a u u p i t s p e t e t g n s t n s s e c d s s h a h n n o n t t t t t n r i c n o f w e c k a i a n s a n e t r f o l r u i o g d v e i y , v e r y e p f e r s l t b d n p n n n o , o e d d d d d d i n o n o u u a n u a e m t n c b i u e e w r t g e r t m s u d p m s s p n e o p p c e o o c i s n t t d o n s t e e o s r l n d d s o d d e s n o o u n b T a u T p e u T s a c u f a s t a T n n y n y a i s T n a i s 2 3 4 . . . 5 6 . . 6 6 6 6 6


UNIT

6

CHASSIS AND SUSPENSION

Introduction Th e c h a s s is f r a m e s u p p o r t s v a r io u s c om p o n e n t s o f t h e a u t o m o b ile a s w ell as the body. The chassis is mounted on the axles, not direct but through the c om p o n e n t s o f s u s p e n s io n s ys t e m . F u n c t i on o f s u s p e n s io n s ys t e m is t o is o la t e t h e a u t o m o b ile fr o m r o a d s h o ck a n d t h e s y s t e m b a s i c a lly c on s is t s o f a s p r i n g a n d d a m p e r . In t h is u n i t a ft e r in t r o d u c in g t h e b a s i c fe a t u r e s o f c h a s s i s fr a m e , t h e s t u d e n t s a r e t o s t u d y t h e fu n c t i on a n d w or k in g o f va r i ou s c o m p o n e n t s o f s u s p e n s io n s ys t e m a n d t h e co m m o n m e t h o d s a n d s u s p e n s io n em p l o ye d in t w o a n d t h r e e wh e e le r s .

Syllabus Types of ch as sis fra m e- Cha n n el types, Box type and Tu bu lar type. Mat erials 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 S y s t e m - Ad v a n t a g e s o f In d e p e n d e n t S u s p e n s i on S y s t e m - R e a r w h e e l (Li ve Ax le ) In d e p e n d e n t S u s p e n s i on in a u t o r ik s h a w -


To ge t a n id e a a b o u t t h e m a t e r ia l s a n d t y p es o f c h a s s is fr a m e s u s e d i n t wo a n d t h r e e w h e ele r s t h r o u gh d is c u s s io n a n d p r p a r e n o t e s .

6 .2

To u n d e r s t a n d t h e n e e d a n d fu n c t ion s o f s u s p e n s i on s y s t em i n a n automobile through discussion

6.3

To in t r o d u c e t h e co n c ep t o f s p r u n g a n d u n s p r u n g we igh t t h r ou g h d i s cu s s io n a n d d e m o n s t r a t io n .

6.4

To u n d e r s t a n d t h e fu n c t i on , c on s t r u c t io n a n d wo r k in g of c oil s p r i n g le a f s p r i n g a n d t e le s c op ic s h o ck a b s o r b e r t h r o u g h d is c u s s i on , d e m o n s t r a t io n a n d a c t u a l p r a c t ic e a n d t o p r e p a r e n o t es

6.5

To s t u d y t h e fe a t u r e s a n d a d va n t a ge s of in d e p e n d e n t s u s p e n s i on t h r o u g h d i s cu s s i on a n d m a k e a r e p or t .

91


6.6

To s t u d y t h e m a jo r t yp e s of fr on t a n d r e a r s u s p e n s i on s y s t e m in t w o a n d t h r e e w h e e le r s t h r o u g h a c t u a l p r a c t i c e a n d fi el d vi s it .

Syllabus: Ty p e s o f C h a s s i s F r a m e s M a t e r i a l s

Activity: Discussion

Discussion points l

C h a n n e l t yp e fr a m e

l

Box type fram e

l

Tubular frame

l

Ty p e s u s e d i n t w o a n d t h r e e wh e e l e r s

l

Ma t e r i a l s u s e d f or c h a s s i s

Syllabus: Ne e d & fu n c t i on s o f s u s p e n s i on s y s t e m

Activity discussion

Discussion points l

Method of connecting axle & frame

l

Spring devices

l

Ne e d o f s u s p e n s i on – p r e v e n t i n g r o a d s h o c k s

l

F u n c t io n s o f s u s p e n s io n .

Syllabus: S p r u n g a n d Un s p r u n g We igh t

Activity : Discussion on this topic

Syllabus: Fu nction, con stru ction a nd working of coil spr ing, leaf spr in g an d sh ock absorber

Acivity :1 Discussion

Discussion Points l

Fu n ctions of coil sp ring & action

l

Man n er of fixing

l

C o n s t r u c t i on o f le a f s p r i n g

l

P u r p o s e o f s h a c k le

l

Manner of fitting leaf spring

92

M aintenance and Repairs of Two wheelers and Three wheelers l

F u n c t io n s o f s h o ck a b s o r b e r - d a m p in g .

l

Cons tru ction s & working of telescopic type

l

Single & double acting types.

Activity 2 Demonstration/ actual practice. Let the students dismantle and study of coil spring, leaf spring and shock absorber.

Syllabus F ea t u r e s a n d a d va n t a g es o f in d e p e n d e n t s u s p e n s i on .

Activity : Discu ssion

Discussion points l

C o m p a r i s o n o f r i gid a x le & i n d e p e n d e n t s u s p e n s i on

l

Advantages of independent suspension

l

C om m o n m e t h o d s .

Syllabus: F r on t a n d r e a r s u s p e n s i on in 2 a n d 3 W h e e le r s -

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 t hree wheelers.

Outcome/ Output 1.


2.

Pr act ica l wor k r ep or t

93


n o i t a u l a v E

f n o O e n g i o d t e p s t l s r e u w o c c o s p i n n e K o c D R

k s o o t s l r b a a i e h r c c e / n t e a h r p e f M a r e G R

E C N m A t L e s y G S e A k T a r A e B T I N U

s e i t i v i t c A



m u r D d n a s e c k s i a r D b

t r o p e r n o i s s u c s i D

s t r a h C

n o i t a c n i o n i u s s m u c s i m o D C



g n i r a p m o l c l i k g n s i g v n r i e k s r b o O w


e k a r B m u r D d n a c s i D c e s s e i h l t p d i f d c e n o n i n k r a o a t p i r t s b c r f u e o t r m d t u n p s r d u e n o c c s o n d d T o c n a n a 2 . 7

m e t s y s d e n a k a r l b a c i c i l n a u a h r c e d y M h t i d s c p n n e i s a y c r l n p a e c k o c i c i a n s r a b a h e b h t g c c e i l t n m i e d f u g r o a r . s d m o a g e y e l T e r p h t 3 . 7

e y c c n a n t e s i i c d i f f e g n e i p k p a r t o B s

e e g n h i t k a p s r p e b t o e v i c s t u f d c e d o n j o b t r t a y O i e n p c n c e e n i m c c t a u o n i l s f o i f u T c e d c i r r 1 . u 7 C

94

n o i f s o s u g c s n i i d d n s a l e t s s p t r i r e c d n o p n i U r p e r

n o i t a r n t o i s s n o s u c m s e i D D

t r o p e r n o i s s u c s i D r e r e d n d i n l i l y c y c r e l t e s e a h M w l a u t c A n o i s e s c i u t c s c a i D r p g n i y f i t n e l d i l i k g s n i g v n r i e k s b r o O w l e e h w r e d n i l y c r r e e d t n s a i l M y c l r e n e e o t h e t i s t a h c d u m w r f n t a s o d t n n s g o a r n c e i k d n r r e r n i e o o d u t w i d n n l i d l o c n y u n T f a c y c 4 . 7


n o i t a u l a v E

n l l i O k n o S i s s t s s r e u o c c s p o e r i P D R

s l s a d i i r a e l t a a u s M i V

s e i t i v i t c A

n o i t a c n i n o u i s m s u m c s o i C d


g n i y f i t n e d i , g n i t c i d e r P

e k a a e d r n d b a I / f e s o t c t n p a n e e c n e t m n t o i n s u C a j d M a f e s u h j t d o a e s r d d e u n v n i d a t a t e c s c e e r c j o e r b d n a p O n n t e u t n s e m n e k i u o a a l r m b T m t u c i r 5 . r 7 u C

t n e m t n g r o i s s p e A R s k o o B e c n e r e f e R

l l i n k s i o s s t s s r e u o c c p s o i e r P D R s k o o B e c n e r e f e R

t n e m n g i s s A

n o i s s u c s i D

g n i v r e s b O

g n i n g o n s i a k e n r i h g t n e i t v c i i t d a e r e P r c

s e k a r B d n a H e d e r h u t n a d d e c n o a r t p s r t s e n n e s d i e n t a t k u n m a s r u b o i a j f T m d a o 6 . 7

e k a r b n i s e l m b e u t o r s T y s e s e g e d l n h n t l b a t b s a i u e p s e y a o f g r k c a i t r e g t b u n e s t o m s s e d i i u d o c d o t e e r a b f e o i l a e o o m T v e r t r 7 . 7

95


UNIT

7

BRAKESYSTEM

Introduction Th e h i s t o r y o f v eh i cl e s a n d a u t o m o b i l e s s t a r t s fr o m t h e in ve n t i on o f w h e e l s . O n c e t h e ve h i cle s t a r t s m o vin g , it m u s t b e s t o p p e d a c c o r d in g t o o u r r e q u i r em e n t s . A brake system is so important and its development has been started along w it h w h e e ls . N ow w it h t h e a d va n c e m e n t i n t e c h n o l og y t h e b r a k i n g s y s t e m in automobiles also developed with complicated techniques and parts. The prime objectives of this unit are to make aware of the students, the va r i ou s m o d e r n b r a k e s y s t e m s u s e d i n a u t o m o b i le s , e s p e c ia l ly in t w o wh e e l er s and three-wheelers. Any minor complaints in braking system lead to severe accidents. So the students also should have a good knowledge about brake b l e ed i n g , d a m a g e i n l in k a g e s h o s e s a n d l in in g s e t c .

Syllabus F u n c t i on s o f b r a k e s – C a u s e s o f a c c i d e n t s – B r a k e e ffi cie n c y a n d s t o p p i n g distances – Different types of brake system- Mechanical and Hydraulic bra ke system – (Detailed st u dy) – Disc br ak e –(fixed ca liper) Mas ter cylinder and wheel cylinder- principles of hand brake – Maintenance and a d j u s t m e n t s – Tr o u b l e s a n d R e m e d i es o f b r a k e s y s t e m .


To in t r o d u c e t h e c on c e p t o f b r a k e e ffic ie n c y a n d s t o p p i n g d i s t a n c e t h r o u gh d i s cu s s i on a n d t o p r ep a r e n o t es .

7.2

To u n d e r s t a n d t h e p r in c ip le s a n d c on s t r u c t io n of d is c a n d d r u m b r a k e s , through discussion and demonstration and to make a report of the discussion.

7.3

To g et t h e c on c e p t r e ga r d i n g b a s i c p r i n c ip l es o f m e c h a n ic a l a n d h y d r a u lic brake systems, through discussion and demonstration.

7.4

To u n d e r s t a n d t h e fu n c t io n , co n s t r u c t io n a n d w or k in g of m a s t e r c ylin d e r a n d w h e e l c ylin d e r t h r o u g h d i s c u s s io n a n d a c t u a l p r a c t ic e

7.5

To u n d e r s ta n d t h e m a i n t a n c e a n d a d ju s t m e n t p r oc ed u r e of b r a k e s t h r ou g h d i s cu s s i on s a n d t o r e c o r d t h e o u t c om e o f d i s c u s s i on .

96


7.6

To ge t a n id e a a b ou t h a n d b r a k e th r ou g h a s s ign m e n t s .

7.7

To id e n t i fy t h e v a r io u s t r o u b l es r e la t e d t o b r a k e s a n d t o b e co m e c a p a b l e o f suggesting remedies through discussions and prepare trouble shooting chart.

Syllabus: F u n c t i on s o f b r a k e s , b r a k e e ffi cie n c y a n d s t o p p i n g d is t a n c e .

Activity : Discussion Th e t e a c h e r a s k s t h e s t u d e n t s ; l

H ow d o e s a c c i d e n t oc c u r in o u r r o a d s ; Le t t h e s t u d e n t s s h a r e t h e ir ideas, many of them may speak out the term 'Brake' and 'Driver'. The t e a c h e r c o n s o lid a t e s a n d e x p la i n s t h e r o le o f d r i ve r o n t h e r o a d a n d t h e u s a g es o f ' b r a k e s ' .

l

Th r o u g h d i s c u s s i on t h e t e a c h e r i n t r o d u c e s t h e v e h i cle s p e e d Vs s t o p p in g d i s t a n c e c u r ve (g r a p h )

Syllabus: D is c b r a k e & D r u m b r a k e

Activity 1: Demonstration Let the student, with the help of the teachers, dismantle and study the c on s t r u c t io n a n d w or k in g o f d r u m a n d d i s c b r a k e .

Activity 2 : Discussion Discussion points a.

Con s tr u ct ion of d ru m b ra ke

b.

Wor k in g of d ru m b ra ke

c.

Con s t r u c tion & wor k in g of d is c b r a k e

d.

Com p a r is on of d is c & d ru m b r a kes

e.

Me r it s a n d d e m er it s

Syllabus: Me c h a n ic a l Br a k e s y s t e m


Discussion points 1.

a)

Br a k in g m ech a n is m

b)

Lin k a ge s

c)

Dr u m , s h oes , livin g a n d ca m

97


2)

Pr e pa r a t ion o f la yo u t d r a win g of m e c h a n ic a l b r a k e.

3)

P r ep a r a t i on o f s t ill m o d e l wit h d a m a g e b r a k e p a r t s (B r a k e p e d a l, brake shoe and cam)

Syllabus: H yd r a u lic b r a k e s y s t e m

Activity: Discussion

Discussion points a)

Pa s ca l's La w

b)

Pr op er t ies of b r a k e flu id

c)

F u n c t ion , m a s te r c ylin d er a n d wh ee l c ylin d er

d)

Br a ke p ed a l, lin k a ge s , h os es , flu id s lin e s et c.

Syllabus: Master cylinder & wheel cylinder

Activity 1 : Worksh op practice Le t t h e s t u d e n t s d is m a n t le t h e m a s t e r c ylin d e r a n d w h e e l c ylin d e r a n d s t u d y in g t h e fu n c t i on s o f va r i ou s c o m p o n e n t s , u n d e r t h e g u id a n c e of t e a c h e r s .


Discussion points 1

a)

Con s t r u ct ion s of m a s t e r cylin d e r

b)

Fu n ct ion s of va riou s com pon en ts

c)

By p a ss por t , in ta ke p or t , ch eck va lve

d)

Pr im a ry, cu p , s econ d a ry cu p , a ir b en t.

e)

Wor k in g of m a s t er cylin de r

f)

Con s tr u ct ion & wor kin g of wh eel cylin d e r

g)

Br a k e s ys t e m b le ed in g.

2)

P re p a r a t io n of la y ou t d r a w in g o f h y d r a u l ic b r a k e s ys t e m .

3

)Pr ep a r a t ion of s k ill m o d el wit h d a m a g ed or u s e d com p o u n d s (m a s t e r c yl in d e r , f lu i d lo s e s , w h e e l c yl in d e r a n d b r a k e s h o e )

Syllabus Hand brake

Activity 1: Assign men t

Syllabus: Ma i n t e n a n c e a n d a d ju s t m e n t s o f b r a k e s

98


Activity : Seminar

Syllabus Tr o u b le s a n d r e m e d i es

Activity : Discussion a)

Br a k e Ble e d in g

b)

Br a k e flu id

c)

Ker os en e a n d Ru bb er p a r t s

d)

Cor r os ion of m et a l p a rt s in b r a kes .

Activity 2: Assignment a)

Pr op er t ies of b r a k e

b)

Requ ir em en ts of b r a ke flu id .

CE Items 1.

As s ign m e n t

2.

S e m in a r

Outcome/ Output 1.

As s ign m e n t

2.


3.


4.

Ch a r t

5.

Gra p h

99


f o g n n o i i t d a n a u t l s a r e s v d E n t c a U f f o s e s l , p s y a t i d i r t a n s e l t e l r a a e e u e f s M i f h i V d w

E C N s r A e y L T G d n a A l s T e e A h T I W N U

s e i t i v i t c A



100

n o i s s u c s i D g n i y f i t n e d i g n i v r e s b O

s l e e h w f o s e p y T f o f o e s r a e p w y a t t e n e m r o e c f s f e l b i d e e o e h T h t w 1 . 8

f o n o g s n i i s d u n c s a i t s d r , t r e t s o d n c a p e U f r

s s t r a e r h y C T

t r o p t e r r o t p i e s t r i v n n e p o i o m s h s s n u g k i c s r i o s s D w A e r u s s e r P e e e r g r y a y T u g T


t i n s i o i t t V n a n r p o e t i o s m s h n s n s u g o k i r c m s s i s e o D A D W

g n i y f i t n e d i g n i v r e s b O

n o i t a z i l a t p e c n o C

, d n s a s e r n n y o o i t i t t f a c o u i c r s f t i e s c p e y n T o c p s f s e f o n o h t o n i t a d s o e i c n i t p a y c f i t t u s r c e r t e t s p s d n n d n e o u r c a , n e f e e o f r r y t T i y d t 2 . 8

r e v o r e e r d u n s u s e n r n o i p i o t t e a a r l f f y l n i n T i t d d u n n o a b a a r e e s a e r v n d o i i u o s t s f n a a e r o l f t n p s i e r g e t c e e d o r f y f T t e n u 3 . 8


UNIT

8

WHEELS AND TYRES

Introduction In t h e p r e v io u s u n i t s s t u d e n t s s h o u l d h a v e go t c le a r i d ea a b o u t t r a n s m i s s io n system the power developed by the engine has been transferred through the c lu t c h , g ea r b o x , p r o p e lle r s h a ft a n d d i ffe r e n t i a l t o t h e r e a r a x l es . W h e e ls a r e c o n n e c t e d t o t h e r e a r a x l e. As t h e r e a r a x le r o t a t e wh e e l s a ls o r o t a t e a n d t h e ve h i c le m o ve s o n t h e r o a d . In t h is u n i t t h e s t u d e n t s le a r n t h e c o n s t r u c t io n a n d maintenance of wheels, tyre and tube. They should be able to repair the p u n c t u r in g r e m o v in g a n d r e fit t i n g t u b e f r om t h e t y r e , t o m a i n t a in t h e c or r e c t a i r p r e s s u r e e t c.

Syllabus Types of Wheels – Functions of tyres- Tyre Construction – Radial tyretyre and tube specifications- Tyre pressure- Effect of over inflation and u n d e r in f la t i o n – C a r e a n d Ma i n t e n a n c e of t y r e


To b e c om e a w a r e of t h e d i ffe r en t t yp e s o f w h e els t h r o u g h d i s c u s s i on a n d to prepare notes.

8.2

To u n d e r s t a n d t h e d iffe r en t t yp e s of t yr e s co n s t r u c t io n of t yr e a n d specifications through group discussion and prepare discussion notes.

8.3

To ge t a n id e a a b o u t t y p e p r es s u r e a n d e ffe c ts o f o ve r a n d u n d e r i n fla t io n s t h r o u g h d is c u s s io n a n d m a k e t h e n o t es .

Syllabus: Types of wh eels

Activity : 1: Discussion or Assignmen ts Discussion Points a)

Diffe re n t typ es of wh e els

b)

E s s en t ia l p a rt s of wh e e ls

c)

Fu n c t ion of wh eels

101


d)

Re q u ir em e n t of a good wh e el

e)

G en e r a l d e fin i tio n (Rim , wh e e l e t c)

Syllabu s : F u n c t i on o f Ty r e s , T yr e c o n s t r u c t i on

Activity 1: Discussion a.

Tyr e a n d wh e el d im e n s ion a n d Nom e n cla t u r e

b.

fu n ct ion s

Activity 2: Assignm ent Ty p e s o f t y r e s - t u b e t y p e , t u b e le s s t y p e , Ty r e co n s t r u c t io n c o n s t i t u e n t s o f tyres.

Syllabus: Ty r e a n d t u b e s p e c i fi ca t io n s

Activity 1: Assignm ent (a )

Tyr e s ize s a n d p l y r a t in g s in I n d ia fo r 2 a n d 3 w h e e le r s

Activity : Discussion a)

Tyr e t r e a d p at t e r n s

b)

Tyr e s ele c t ion

c)

Loa d r a t in gs

Syllabus: Ty r e p r e s s u r e , e ffe c t o f o ve r a n d u n d e r i n f la t i on .

Activity 1 : Discussion a)

Tyr e p r e s s u re

b)

S ta ge s of t yr e in fla t ion

c)

Pr op er in fla tion

Activity 2 : Assignm ent (a ) R ec om m e n d e d t y r e p r e s s u r e c h a r t fo r 2 a n d 3 w h e e le r s

Syllabu s : Maintenance of tyre

Activity 1: Group discussion

102

M aintenance aintenance and and Repairs of Two wheelers wheelers and and Three wheelers wheelers

Discussion Points a)

C a u s e s of of t yr yr e w e a r

b)

H ow ow t o in in c r e a s e li l i fe o f t yr y r e (c (c on o n s o li l i d a t e t h e i d ea ea s )

Activity 2: Assignm ssig nm ent a) b)

P r ec e c a u t io io n s t o b e t a k en e n d u r in i n g t yr yr e r ep e p la la c e. e. B a la la n ci c in g o f w h e e l

Acticity 3: Demonstration a)

C h a n gin g o f t yr e

b)

Tr o u b l e s a n d r e m ed ed y

Activity 4:Work 4:Work shop sh op visit CE Items 1.

As s i g n m e n t

2.

Wo r k sh s h op op Vis it it

Output/ Output/ Outcome Outcome 1.

As s i g n m e n t

2.

Wo r ks k s h op op Vi Vis it it Re Re p or or t

3.

D is c u s s io n n ot ot e

4.

Ch a r t

103

Teachers Teachers'' Sourcebook V H SE II year

t r o p e r n o i s s u c s i D

t r o p e r t n e m n g i s s A

s t r o p e r s t n e m n g i s s A

s d i a l a u s i V

k o o b e c n e r e f e R

k o o b e c n e r e f e R

n o i s s u c s i D

n o i s s u c s i D

t n e m n g i s s A

s t n e m n g i s s A

n o i t a s i l g a n t u i v p r e e c s b n o O c



t r o p n e r o i n t o a i u s l s a u c v s E i D r e c s n l e a l i i r s e s t t a r a M h C

E C N l o r A t n L o G C n A i o s T i s A m T I E N U

s e i t i v i t c A



104 10 4

r e c n e l i S e d h a n t r d e c n e n a l t n s s o i r i t e c f d u o n r g n u t i s k r o n o o w T c 1 . 9

y b d e t t i m s e e l s i t b n o a t m u o l l o t u P a t s t u n o a b t a l u s l t a c e o p e d i t f f n e n e r i a r e t f e f e h g i d t e d o h n T t a 2 . 9

s m r o n o r u E e o r n o h u t t e i u g l n l e i o c d r p u a d g r o o r e r f t s n , l i t p s o e r m c t r n o n o o o T c n c 3 . 9

n o i t a s i l a u t p e c n o C r e n e v n n o o c i t c c e i t j y n l V i a r C i t P A a c e n o o t h w t i s r n s s i e d i l s n m d e a e e o h t s h r t t w e n e e d t m a n r l e r h u o o r t t n o p n o d m c T i a 4 . 9

M aintenance aintenance and and Repairs of Two wheelers wheelers and and Three wheelers wheelers

UNIT

9

EMISSION CONTROL

Introduction Other than the emission from factories and refineries, emission from a u t o m o b i le le s i s a m a j o r c a u s e o f a i r p o ll ll u t i on on . T h e h a r m fu l e n g in in e g a s e s e m i t t e d fr o m t h e a u t o m o b il il e e n g in in e c a u s e s s e r io io u s d i s ea ea s e s . Th e p u r p o s e o f e m i s s i on on c o n t r o l is is t o r e d u c e t h e e m i s s i on o n o f h a r m fu l ga ga s e s 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 in v ol olve s t h e im im p o r t a n t e m is s i o n c on on t r o l s y s t e m s u s e d i n t w o a n d t h r e e w h e e l er er s .

Syllabus Silensor- Pollutants from the engine- Euro Norms -Different Emission Control Systems – Brief description of – positive crank case ventilation (PCV) PCV) Air Injection s ystem – Cata lyst lyst ic convert or.


To u n d e r s t a n d t h e c o n s t r u c t io io n a n d w o rk r k in in g of o f s il i le n c er e r t h r o u g h d is i s c u s s i on on s a n d t o m a k e a r e p o rt rt .

9.2

To ge ge t a n i d e a a b o u t t h e d if iffe r en e n t p o ll l l u t a n t s a n d t h e i r ef e ffe c t s t h r o u g h discussion.

9.3

To in in t r o d u c e t h e c on on c e p t r e ga g a r d i n g E u r o n a m e s fo fo r p ol o l l u t io i o n c on o n t r o l, l, t h r o u g h a s s i gn gn m e n t s .

9.4

To u n d e r s t a n d t h e im im p o r t a n t em e m i s s io i o n co c o n t r o l m e t h o d s in i n t w o& o& t h r e e w h e e le le r s t h r o u g h a s s i gn gn m e n t s .

105


Syllabu s : Silencer or muffler


Discussion points: a)

Ne ed of a m u ffle r in a u t om o b ile s

b)

Re q u ir em e n t of m u ffle r

Syllabus Differen t typ es of mu ffler

Activity 2: Assignm ent

Syllabu s : P ollu t a n t s fr o m t h e e n g in e


Discussion points: a)

Ma jor a ir p ollu t an t s

b)

Oxid es a n d Nox a n d cox

c)

Po llu t i n g p a r t s o f ve h ic le c ra n k c a s e ,c a r b u r e tt or , fu e l ta n k , e xh a u s t

d)

E ffe ct s / d is ea s e s c a u s es by p ollu t e n t s .

Syllabu s : Differen t em ission con trol system s - Positive cra n kca se vent ilat ion , Air in jection system

Activity 1: Assignm ent (a )

D iffe r e n t e m is s i on c o n t r o l s y s t e m s in m o d e r n ve h i cle s

Activity 2 : Discu ssion Discussion topics a)

Pos it ive cr a n k ca s e ve n t ila t ion

b)

Air in jec t ion

106


Activity 3: Field visit

Syllabu s : Catalystic convertor

Activity 1: Discussion a)

Ca t a lys t ic

b)

No x a n d C o

CE Items 1.

As s ign m e n t

2.

F ie ld Vis it

Out come/ Output 1.

As s ign m e n t

2.


3.

Fie ls vis it Re p or t

4.

Ch a r t

107


X

SAMPLEQUESTIONS

UNIT 1 1.

Air c o olin g s y s t em is n o t c om m o n ly u s e d i n l igh t a n d h e a vy ve h ic le s . Als o w a t e r c o o li n g is n o t u s e d i n b i k e s a n d s c o o t e r s . Wh a t , ( i n y o u r o p i n i o n ), a r e t h e r e a s o n s fo r t h i s ? (C o . 1 . 2 )

2.

Yo u m a y h a ve ob s e r ve d t h e s p e cia l c on s t r u c t io n of c ylin d e r b lo ck a n d heads of motor cycles and scooters. what is the purpose of such const ru ction? E xplain (Co 1.2)

UNIT 2 1.

Yo u s e e t h e w or d " S AE 4 0 " w rit t e n i n t h e b o t t le o f e n gin e o il, yo u p u r c h a s e d . What does it mean? can you explain the basis of such a classification? (Co.2.2)

2.

H ow d oe s p r es s u r e lu b r i ca t io n wo rk ? Illu s t r a t e a n d E x p la in ? ( C o 2 . 3 )

UNIT 3 1.

Yo u a c c ele r a t e t h e e n gin e , b u t t h e ve h ic le d oe s n o t s p ee d u p . Wh a t t r o u b le in t h e c l u t c h c a n c a u s e s u c h a p r o b le m ? W h a t r e m e d y w ill yo u a d vic e ? ( Co 3.6)

2.

G ive t h e c on s t r u c t io n a l d et a ils a n d w or k in g of m u lt ip le c lu t c h ( C o. 3 . 3 )

UNIT 4 1.

Wh a t i s t h e m a in d i ffe r en c e of c on s t a n t m e s h g ea r b o x a n d s l id in g m e s h gear b ox? Which is better ? Why? (Co.4.5)

2.

Yo u h e a r ge a r s c la s h in g wh i le s h ift in g ge a r s . Dia g on o s e t h e p r ob le m a n d s u g ge s t r e m e d i es ? (C o . 4 . 8 )

UNIT 5 1.

Yo u m u s t h a ve ob s e r ve d t h e p r op e lle r s h a ft o f ve h ic le s , ro t a t in g a t a n a n g le . Mo r e o ve r , t h i s a n g le va r i e s d u e t o r o a d i r r e g u l a r i t ie s . H o w is t h i s m a n a g ed (C o. 5 . 1 )

2.

Au t o rik s h a w h a s a d iffe r en t i a l w h ile a b ik e h a s n 't wh y ? ( C o 5 . 3 )

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UNIT 6 1.

H ow c a n y ou d is t i n g u i s h a d e fe c t ive c oil s p r i n g fr o m a d e fe c t ive s h o ck a b s o r b e r , b y c o n d u c t in g a r o d t e s t ? (C o. 6 . 2 )

2.

Wh a t a r e t h e fe a t u r e s of r e a r s u s p e n s io n in B a ja j RE a u t om o b ile s ? (C o. 6.6)

UNIT 7 1.

Wh a t a r e t h e co n s e qu e n c e s , if t h e b y p a s s p a r t of m a s t e r c ylin d e r is blocked? (C.o. 7.4)

2.

Am o n g Dis c a n d D r u m b r a k e s , wh i ch w ill y ou p r e fe r ? J u s t ify yo u r d e c is i on . (Co. 7.2 )

UNIT 8 1.

Yo u o b s e rve t h a t t h e m i d d le p or t io n o f t h e t yr e of a s c o ot e r is w or n m o r e t h a n t h e s i d e s . C a n y ou fin d a n y c on n e c t io n b e t we e n t h i s a n d t y r e p r e s s u r e ? (C o. 8 . 3 )

2.

D o you k n o w h o w m a n y t yp e of wh e e ls a r e u s e d in a u t o m o b ile ? (C o. 8 .1 )

UNIT 9 1.

Wh y d oe s t h e ex h a u s t e m i s s io n fr om v eh i cle s ca u s e n o is e ? h ow d o es a m u ffl e r r e d u c e t h e n o i s e ? (C o . 9 . 1 )

2.

In s o m e m o d er n b i k es , a ir fr om t h e filt e r is c a r r ie d t o t h e e xh a u s t ga s e s th rou gh a pipe. Wh at is the pu rpose of th is? Explain . (Co.9.4)

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