Identify poor stopping, premature wear, pulling, dragging, balance, or pedal feel problems caused by the hydraulic system; determine needed action.

Lesson Plan for

DIT 180-181

Brakes (Medium/Heavy Duty Truck)

Course HS Title: / Brakes (Medium/Heavy Duty Truck) / Program:
KCTCS Courses included in HS Title: (Lesson is prepared for course highlighted.)
KCTCS Course No. / KCTCS Course Title
DIT 180 / Brakes (Medium/Heavy Duty Truck)
Introduction/Context / This lesson will instruct the student on how to identify poor stopping, premature wear, pulling, dragging, balance, or pedal feel problems caused by the hydraulic system, and determine needed action. Knowledge of these techniques and the skills required to correct problems associated with this task are necessary for a student to acquire if they wish to compete for high paying, high skilled jobs in a Diesel Repair Facility. Entry level technicians need to be able to perform this task to 100% accuracy. Incorrectly performing this task can lead to an automobile accident or create customer satisfaction issues.
Prepared By / School / Date:
Grade Level / No. Students / No.IEP's: / Lesson Length:
Task
Identify poor stopping, premature wear, pulling, dragging, balance, or pedal feel problems caused by the hydraulic system; determine needed action.
Objective
Given the proper tools and instruction, the student will be able to identify poor stopping, premature wear, pulling, dragging, balance, or pedal feel problems caused by the hydraulic system, determine needed action, and pass a written test covering the task with 100% accuracy.

Connections:

Skills Standards:
OH 001
OH 002
OH 003
OD 002
OD 003
OD 005
Common Core Technical Standards:
TD-OPS.2
TD-SYS.2
New Common Core State Standards:
RST 11-12 3
RST 11-12 2
N-Q-3
N-Q-1
New Generation Science Standards:
HS-PS2-1.
HS-PS3-3.

INSTRUCTIONAL MATERIALS/TECHNOLOGY

Teacher Designed Materials and Other Handouts


Textbooks and Workbooks

Author / Title/ISBN No. / Edition / Publisher / Pages
Various / Brakes Medium/Heavy Diesel Truck ASE Test Prep T4 / Fifth / Delmar / 30


Equipment

Quantity / Item / Source
As Needed / Hydraulic Gauges / Various


Content/Presentation/Demonstration Outline

Explain to students that the potential energy of a hydraulic brake system comes from the mechanical force created by the action of a driver’s foot on a brake pedal, usually assisted proportionally by pedal geometry leverage and a power-assist system. Let them know that in any hydraulic circuit, it can be assumed that the hydraulic medium is not compressible. If force is mechanically applied to a liquid in a closed system, it will be transmitted equally by the liquid to all parts of the system. Teach them that force applied by a master cylinder is transmitted equally throughout the hydraulic system. Valves are used to modify that pressure in some locations.
Instruct students that the hydraulic circuit of a hydraulic brake system consists of a master cylinder, proportioning valves, metering valves, pressure differential valve, and wheel cylinders. All truck hydraulic brake systems have dual circuits, meaning that in the event of a failure in one of the circuits, the other will back it up. As in truck air brake systems, the circuits are defined as the primary and secondary circuits.
Tell students that poor stopping can be caused by restricted lines or stuck calipers. Noise can be caused by loose or incorrectly installed components. Pulling, grabbing, and dragging can be caused by sticking valves and collapsed hoses. Hard brake pedal concerns can be caused by a faulty booster. Soft brake pedal concerns can be caused by air in the system, a leak, or a bypassing master cylinder. Explain that tests can be performed using a set of hydraulic gauges to determine the cause of the concern and the repair needed.


Applications/Practice

1 / Refer to content


Evaluation and feedback Prior to Testing or Lab Work

1 / Objective 1. / Formative assessment / Instructor will observe students as they practice the procedure to assure correct procedure and safety practices are being followed. A checklist will be utilized to chart student progress on the task. Questioning techniques will be utilized as necessary to demonstrate student comprehension / Adaptations and/or accommodations for special needs students will be added if required.


STUDENT ASSESSMENT:(Assess student progress with performance criteria.)

1 / Objective 1 / Summative assessment / written test questions on stated objective / adaptation and / or accommodations for special needs students will be added if required
IMPACT--Reflection/Analysis of Teaching and Learning: (How did students’ progress in relation to the state objectives? Was the instruction successful? Analyze samples of student work particularly that which is unsatisfactory, for the purpose of planning further instruction.)
REFINEMENT--Lesson Extension and Follow-up: (To be filled in as the lesson is modified during initial planning and/or during the teaching learning process.)