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Table of Contents
Introduction ...... 3 Project Outline ...... 3 Prior Knowledge: ...... 3 Student Activities ...... 3 Planning Notes: ...... 4 Overall and Specific Expectations ...... 5 Overall Expectations: ...... 5 Specific Expectations: ...... 5 Differentiation of Project/Activity: ...... 5 Assessment and Evaluation ...... 6 Engine Operations & Control Systems Rubric ...... 6 Resources ...... 9 Appendix A - Engine Operation and Control Systems ...... 10 Engine Operation and Control Systems ...... 10 What are Engine Control systems? ...... 10 Four Stroke Cycle ...... 10 Activity #1 – The Four Stroke Cycle ...... 10 Activity #2 – Firing Order ...... 11 Activity #3 - Creating A Spin Wheel Chart ...... 12 Activity #4 – Understanding Engines ...... 15 Activity #5 – Engine Timing ...... 16 Activity #6 – Fuel Injection Timing ...... 18 Activity #7 - Applying the Spin Wheel to Engines ...... 20 Appendix B - Answer Key ...... 24 Spin Wheel Chart - Understanding Advanced Engine Operation and Control Systems ...... 24 Activity #1 – The Four Stroke Cycle ...... 24 Activity #2 - Firing Orders ...... 25 Activity #4 - Understanding Engines ...... 26 Activity #5 – Engine Timing ...... 28 Activity #6 – Fuel Injection Timing ...... 30
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Appendix C - Lesson Plans ...... 32 Activity 1 & 2 ...... 32 Activity 3 & 4 ...... 34 Activity 5 & 6 ...... 36 References ...... 38
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Introduction
Course Code: TTJ3C Broad base Technology: Transportation Technology Destination: College Grade Level: 11 Online Project Name: Engine Operation & Control Systems Project Outline
By the end of this project students will be able to explain the four stroke cycle and know the various firing orders. Students will understand the importance of valve timing and be able to explain the principles behind valve operation and adjustments. Students will explore the importance of ignition and fuel injector timing and its effect on engine performance. At the end of this unit, students will build a “Spin Wheel” and be able to articulate what stroke and engine is based on observing the valve train which will demonstrate their understanding of all the concepts as it applies to engine timing. Prior Knowledge:
Students may have prior knowledge of vehicles and major engine parts if they have taken the grade 9 Exploring Technologies course or the grade 10 Transportation Technology course. Students may also have worked on cars, trucks or motorcycles with a family member, peer or service technician, or even through working a summer job. A basic understanding of engine operation and its components along with the four stroke cycle is a benefit Student Activities
1. With synchronous learning time agreed upon by teachers and students, the teacher begins to lead the students by asking key questions. What does the term stroke mean? How many degrees does it take to complete all four strokes? What happens in the combustion chamber? What does P.S.I. stand for? What do the terms TDC and BDC mean? How does an engine create vacuum? What is the correct air/mixture of a naturally aspirated engine?
2. Have the students review the 4-stroke cycle by completing a chart. The chart should include; stroke, piston direction, valve operation, what is happening in each stroke, cylinder pressure, and crankshaft rotation degrees.
3. Students will then take this larger chart and compress it into a single row chart.
4. Ask students to explore different cylinder arrangements including inline, V and opposed cylinder engine design.
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5. Ask the students to make a list of all major vehicle manufacturers. The list should include Toyota, Chevrolet, Ford, Honda and Volkswagen.
6. Students will research and document the various firing orders.
7. Ask the students to make connections between riding a bicycle and a two cylinder engine. Classroom discussion can be led by asking students can they push down on both pedals at the same time?
8. During synchronous learning, create a chart of a two cylinder firing order. (1. 2)
9. Students can complete their own chart for a four cylinder engine using the firing order 1, 3, 4, 2.
10. Students will then create a Spin Wheel Chart.
11. Students will label the first wheel (15cm diameter) “Cylinder Firing Order” and include the firing orders 1, 3, 4, 2.
12. The students will make a second wheel (12cm diameter) labelled, “Ignition Timing” and include the terms advance/retard along with the crank sensor marked in the correct position.
13. Using their four stroke cycle chart as reference, the third wheel (9cm diameter) will be labelled, “Four Stroke Cycle”. Students will write all four strokes in order and include both intake and exhaust cam lobes along with when both valves open and close.
14. Students will then create a fourth wheel labelled “Injector” and include all four fuel injectors.
15. Students can add graphics, pictures or colour to their Spin Wheels to make them unique.
16. Students then complete a series of questions pertaining to the Spin Wheel which include but are not limited to identifying which cylinders are on what stroke depending on the piston and valve timing, adjusting valves, spark advance and fuel injection timing. They can also reflect on how this knowledge could be put into other practical applications such as performing a cylinder leak down test.
17. At the end of the activity, (synchronous or asynchronous) students are shown cylinder heads with the valve covers removed or turned upside down and asked to set their Spin Wheel to the correct positions. Planning Notes:
Teachers can accommodate students by limiting the number of levels on the Spin Wheel. For example, start off with just the firing order and strokes.
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Overall and Specific Expectations in Support of Ontario Curriculum Grades 11-12 Technological Education:
Overall Expectations: A1. Demonstrate an understanding of the fundamental principles of engines and their service, repair, and maintenance;
Specific Expectations: A1.1 Explain terminology describing internal combustion engines (e.g., top dead centre, overhead camshaft), cylinder configurations (e.g., V6, in-line), and types of measurement (e.g., bore, stroke, cylinder displacement) in terms of engine operation; A1.3 Describe the service procedures required to rebuild, repair, and maintain engines (e.g., use of correct torque procedures, use of plastigauge to check bearing clearance, use of feeler gauges and micrometers to check clearances, use of chemical compounds [sealants, thread-locking compounds]); A1.4 Explain the principles on which the operation of fuel, lubrication, and coolant systems is based (e.g., fuel: volatility; lubrication: viscosity; coolant: heat transfer); A1.5 Explain how engine timing (e.g., ignition timing, valve timing, mechanical fuel injection timing) is used to achieve optimal engine performance. Differentiation of Project/Activity:
Students can add graphics, art, pictures and colour to their Spin Wheel. Teachers can accommodate students by limiting the content and/or quantity of wheels on their Spin Wheel.
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Assessment and Evaluation
Engine Operations & Control Systems Rubric
50-59% 60-69% 70-79% 80-100% Categories (Level 1) (Level 2) (Level 3) (Level 4) Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) The student:
Understanding of demonstrates demonstrates demonstrates demonstrates Content: limited some considerable considerable Knowledge of content knowledge of knowledge of knowledge of thorough of student knows the 4-strole content content content content cycle
Understanding of content: demonstrates demonstrates demonstrates demonstrates Students understand the limited some considerable considerable direct relationship between knowledge of knowledge of knowledge of thorough of engine stroke, firing order, content content content content ignition and injector timing.
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Thinking – The use of critical and creative thinking skills and/or processes The student:
Use of planning skills: Student could use planning instructions and uses planning uses planning uses planning uses planning create a Spin Wheel that skills with skills with skills with a skills with some incorporates all engine limited considerable high degree of effectiveness control systems (stroke, effectiveness effectiveness effectiveness firing order, ignition & fuel timing) effectively.
Use of processing skills: uses uses uses uses Student could make processing processing processing processing connection between using skills with skills with skills with a skills with some the Spin Wheel and a limited considerable high degree of effectiveness working engine. effectiveness effectiveness effectiveness
Use of critical/creative thinking processes: Student was able to use uses uses uses uses critical thinking by critical/creative critical/creative critical/creative critical/creative demonstrating that they thinking thinking thinking thinking understood that depending process skills process skills process skills process skills on which cylinder was on with with a high with limited with some the power stroke, they considerable degree of effectiveness effectiveness could calculate what was effectiveness effectiveness happening in the other cylinders.
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Communication – The conveying of meaning through various forms The student:
Expression and expresses and expresses and organization of ideas expresses and expresses and organizes ideas organizes ideas and information: Student organizes ideas organizes ideas and information and information was able to organize their and information and information with with a high ideas and present their with limited with some considerable degree of information clearly on a effectiveness effectiveness effectiveness effectiveness Spin Wheel.
Use of communication for different audiences in communicates communicates communicates communicates oral, visual, and written for different for different for different for different forms: Student was able audiences and audiences and audiences and audiences and to communicate by reading purposes with purposes with purposes with purposes with a the Spin Wheel and use limited some considerable high degree of correct technical effectiveness effectiveness effectiveness effectiveness terminology to describe the engine operating systems.
Use of conventions vocabulary, and uses uses uses uses terminology of the conventions, conventions, conventions, conventions, discipline in oral, visual, vocabulary, and vocabulary, and vocabulary, and vocabulary, and and written forms: terminology of terminology of terminology of terminology of Student can use all the discipline the discipline the discipline the discipline technical terminology with with a high with limited with some when describing key considerable degree of effectiveness effectiveness engine terms and effectiveness effectiveness operations.
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Application – The use of knowledge and skills to make connections within and between various contexts The student: Application of knowledge and in familiar contexts: Student was able to use their Spin applies applies applies applies Wheel to explain the knowledge and knowledge and knowledge and knowledge and operation of an engine by skills in familiar skills in familiar skills in familiar skills in familiar setting it correctly to the contexts with contexts with contexts with contexts with a operate stroke and correct limited some considerable high degree of firing order. effectiveness effectiveness effectiveness effectiveness
Transfer of knowledge and skills to new contexts: Student was able transfer knowledge transfers transfers transfers transfers from the Spin Wheel to a knowledge and knowledge and knowledge and knowledge and useable service such as skills to new skills to new skills to new skills to new knowing how to adjusting contexts with contexts with contexts with contexts with a valve or other engine tasks limited some considerable high degree of such as doing a leak down effectiveness effectiveness effectiveness effectiveness test.
Making connections within and between makes makes makes makes various contexts: Student connections connections connections connections was able to make within and within and within and within and connections between the between between between between Spin Wheel and ignition various various various various and valve timing. contexts with contexts with contexts with contexts with a limited some considerable high degree of effectiveness effectiveness effectiveness effectiveness
Resources
See appendices for activities, handouts and instructions.
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Appendix A - Engine Operation and Control Systems
Engine Operation and Control Systems This unit will introduce and examine advanced engine operations. Students will learn and understand the importance of knowing firing orders, spark timing, valve timing and injectors timing as it applies to the four strokes internal combustion engine.
What are Engine Control systems? Engine control systems have come a long way since the turn of the century. Today’s systems have many controls to reduce emissions and increase the performance of an operating engine.
Four Stroke Cycle Review of the 4-stroke cycle and use the correct terminology of engine operation. Activity #1 – The Four Stroke Cycle
In this activity, students will review the 4-stroke cycle.
1. Complete a glossary of terms which includes the following: Stroke, Cycle, RPM, Combustion, P.S.I., TDC, BDC, Vacuum, and Air & Fuel Mixture. 2. Complete the chart below by filling in the correct terminology.
Event Piston Valve Cylinder Degrees Stroke (What is Direction Operation Pressure Crankshaft happening?)
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3. Using the chart above, summarize and condense your answers into the chart below.
360˚ 360 ˚ 720 ˚ Degrees 180 ˚ 180 ˚ 180 ˚ 180 ˚
Stroke
Note: This activity could be assigned or completed synchronously with the students Activity #2 – Firing Order
This activity will identify different cylinder configurations and how they relate to manufacturers specific firing orders.
1. Make a list of typical firing orders used by the following vehicle manufactures. Toyota, Chevrolet, Ford, Honda and Volkswagen. 2. Your list should include 4, 6 and 8 cylinder configurations along with at least 3 different firing order sequences.
3. List the most common 4 cylinder firing order.
4. Complete the following firing orders for a 2 cylinder engine and four cylinder engine.
Two Cylinder- Firing Order 1, 2
Cylinder 180 ˚ 180 ˚ 180 ˚ 180 ˚
1
2
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Four Cylinder – Firing Order Cylinder 180 ˚ 180 ˚ 180 ˚ 180 ˚
1
2
3
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Activity #3 - Creating A Spin Wheel Chart
This activity will reinforce engine terminology while creating a Spin Wheel. For this exercise, you will need scissors, a ruler, thumb tack, and a cereal box.
Using a cereal box, open the cereal box at the seams.
1. Trace a circle using a serving plate or any other object that has a similar size. (16 cm in diameter)
2. Trace a second circle with a 12 cm diameter.
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3. Trace the last two circles with a 9 cm and 5.5 cm diameters.
4. Label the largest circle (16mm) “Cylinder Firing Order”, 12mm circle “Ignition Timing”, 9mm circle “Four Stroke Cycle”, and 5.5mm circle “Injector”. After all the circles have been labelled, cut out circles with a pair of scissors.
5. Next, stack all the cut out circles on top of each other and poke a hole in the middle. Then mark 0˚, 90˚, 180˚ and 270˚ with hash marks. Thumbtack works best for creating a hole.
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6. Locate the 16mm circle. At the 12 o’clock position label “Cylinder #1”, 3 o’clock position label “Cylinder #3, 6 o’clock position label “Cylinder #4, and the 9 o’clock position label “Cylinder #5”. Add pistons and connecting rods to your first wheel for added effect to represent each piston.
7. Locate the 9cm circle that has been labelled “Four Strokes”. Trace the smaller 5.5cm circle onto the 9cm circle. Using the hash marks, divide the outer circle into quarters. In each quarter, write in, “Intake, Compression, Power and Exhaust” paying attention to the correct order.
8. Affix the two circles together.
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Activity #4 – Understanding Engines
This activity will reinforce the principles of engine operations and engine timing. Using the Spin Wheel that you have assembled, pin the wheel in your hand and observe which cylinder is on which stroke. Answer the following questions below: 1. Spin the inner wheel until cylinder number one is on the Power stroke. What strokes are cylinders numbers 2, 3 and 4 on? 2. If cylinder #3 is on the intake stroke, what is cylinder #3 on? 3. While cylinder #4 is on the compression stroke, what is cylinder #1 on?
Now that we understand that not all cylinders are on the same stroke at the same time on a four cylinder engine, let’s examine valve timing.
What is valve timing? 1. What does VVT stand for? 2. What does the term valve adjustment mean? 3. What is the difference between an adjustable and hydraulic valve design? 4. List 5 current manufacturers that still require valve adjustment. (You can use any four stroke cycle engine) 5. Explain in detail how to adjust valves on either an adjustable valve set up or hydraulic valve engine.
Continuing with your Spin Wheel, on the “Four Stroke” circle, draw in your camshaft lobes for both intake and exhaust valves. Also add “Ignition/Spark” between the compression and power stroke.
Spin the wheel so that Cylinder #1 is at TDC, paying close attention to the cam lobes. 1. Which Intake and Exhaust valves can be adjusted? 2. Rotate the wheel so that cylinder #3 is at TDC. Paying close attention to the cam lobes, which Intake and exhaust valves can be adjusted? 3. Rotate the wheel so that cylinder #4 is at TDC. Paying close attention to the cam lobes, which Intake and exhaust valves can be adjusted?
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Activity #5 – Engine Timing
In this activity, students will learn about how engine timing is used to achieve optimal engine performance.
Answer the following questions:
1. What is engine timing? 2. What does the term BTDC mean? 3. Why is advance and retard necessary? 4. What is a crank position sensor?
5. Where is it located on an engine?
6. Locate an image of a crank position sensor from the internet and attach it to this document.
7. Locate the 12cm Spin Wheel labelled “Ignition Timing”.
8. Using the hash marks previously drawn as reference, continue drawing two sets of lines that are perpendicular to each other.
9. On the ends of each set of perpendicular lines, complete the lines so that they meet to form a point.
10. At the end of each point, write in “Crank Sensor”.
11. On the left side of each point, label the term “Advanced”. On the right side of each point, label the term “Retard”.
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12. Assemble your “Four Stroke Cycle” and “Ignition Timing” together.
13. Next, attach the “Cylinder Firing Order” wheel to the other two wheels.
14. While holding the “Cylinder Firing Wheel” with the palm of your hand, spin the “Four Stroke Cycle” wheel with your other hand as quickly as possible while advancing and retarding the ignition timing. Move the timing 10˚ to 30˚ in either direction of each cylinder's TDC reference point with your thumb slowly.
Answer the next four questions pertaining to step #7.
1. What happens to the Ignition Spark when the wheel is advanced? 2. What happens to the Ignition Spark when the wheel is retarded? 3. Every time the “Ignition/Spark” tab aligns with the “Crank Sensor” tab what happens? 4. How would the engine management system use this information to control the engine?
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Activity #6 – Fuel Injection Timing
In this activity, students will use terminology to describe the operation of the fuel timing as it applies to the internal combustion engines. This will include explaining the difference between various fuel delivery systems and use terminology to describe the operation of the injected fuel based on engine timing.
Answer the following questions:
1. Explain the difference between Throttle Body Injection, Multiport (Sequential) Injection and Direct Injection as it applies to the internal combustion engine. 2. Where are fuel injectors located and what function do they perform? 3. State the purpose and location of the cam position sensor.
Locate the 5.5cm diameter Spin Wheel labelled Injector.
1. Using a ruler, divide the wheel into quarters. 2. Label each quarter, “Injector 1”, Injector 2”, Injector 3 and Injector 4.
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Place the Injector Wheel onto the Spin Wheel.
Now you are complete! Go through all 4 strokes. Start with cylinder #1 on TDC, ready to spark now add some spark advance. Observe the other cylinders. What stroke are they on?
Answer the next three questions
1. With Piston #1 at TDC, which cylinder is ready to spark next? 2. What stroke is it on now? 3. Spin the Injector wheel and set it to the correct position. Where is Injector 1, 2, 3, and 4 located using the four stroke cycle as reference?
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Activity #7 - Applying the Spin Wheel to Engines
If a teacher has the capacity to access their shop, this activity could be done synchronously with the students viewing the cylinder heads or asynchronously by watching a video made by the teacher at their convenience. Review each of the images on the following pages. For each image, use your Spin Wheel and determine which stroke each cylinder is on for each image. Describe the events in each stroke and take a picture of your Spin Wheel and attach it to this document.
Image A
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Image B
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Image C
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Image D
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Appendix B - Answer Key
Spin Wheel Chart - Understanding Advanced Engine Operation and Control Systems
Activity #1 – The Four Stroke Cycle
Stroke Piston Valve Event Cylinder Degrees Direction Operation (What is Pressure Crankshaft happening?) Intake Intake open Intake valve opens Vacuum TDC to BDC Exhaust Exhaust valve closes (down) closed Piston travels down creating drawing in air/fuel mixture 360˚ Compression Intake Both valves are Pressure BDC to TDC closed closed (100 to (Up) Exhaust Piston compresses 150psi) closed air/fuel mixture Heat is generated in the cylinder Power Intake Both vales still closed Very high TDC to BDC closed Spark ignites air/fuel Pressure (down) Exhaust mixture (over closed Pressure forces piston 1000psi) down 360˚ Exhaust Intake Intake valve is closed, Low BDC to TDC closed exhaust valve opens. pressure (Up) Exhaust Piston travels up, (15 to 25 opens burnt fuel exits the psi) cylinder Total Score: 10/10
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1. Using the chart above, summarize and condense your answers into the new chart below.
360˚ S 360 ˚ Degrees 180 ˚ 180 ˚ P 180 ˚ 180 ˚ 720 degrees A Intake Compression Power Exhaust of crankshaft Stroke R rotation (Down) (Up) K (Down) (Up) Total Score: 4/4
Activity #2 - Firing Orders 1. Make a list of typical firing orders used by the following vehicle manufactures. Toyota, Chevrolet, Ford, Honda and Volkswagen.
Toyota 1-3-4-2 1-2-3-4-5-6 1-8-4-3-6-5-7-2
Chevrolet 1-3-4-2 1-2-3-4-5-6 1-8-7-2-6-5-4-3
Ford 1-3-4-2 1-4-2-5-3-6 1-5-4-2-6-3-7-8.
Honda 1-3-4-2 1-4-2-5-3-6 No V8 listed
Volkswagen 1-3-4-2 1-5-3-6-2-4 1-5-4-8-6-3-7-2
Total Score: 5/5
2. Your list should include 4, 6 and 8 cylinder configurations along with at least 3 different firing orders sequences. 3. List the most common 4 cylinder firing order. 1-3-4-2 Total Score:1/1 4. Complete the following firing orders for a 2 cylinder engine and four cylinder engine. Two Cylinder- Firing Order 1, 2
Cylinder 180 ˚ 180 ˚ 180 ˚ 180 ˚ 1 Power Exhaust Intake Compression (Down) (Up) (Down) (Up) 2 Compression Power Exhaust Intake (Up) (Down) (Up) (Down) Total Score: 4/4
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Four Cylinder – Firing Order
Cylinder 180 ˚ 180 ˚ 180 ˚ 180 ˚ Power Exhaust Intake Compression 1 (Down) (Up) (Down) (Up) Exhaust Intake Compression 2 Power (Up) (Down) (Up) Compression Power Exhaust Intake 3 (Up) (Down) (Up) (Down) Intake Compression Power Exhaust 4 (Down) (Up) (Down) (Up) Total Score: 8/8
Activity #4 - Understanding Engines
Using the Spin Wheel that you have assembled, spin the inner wheel in your hand and observe which cylinder is on which stroke, answer the following questions below:
1. Spin the inner wheel until cylinder number one is on the Power stroke. What strokes are cylinders numbers 2, 3 and 4 on?
Cylinder 2 is on the Compression, Cylinder 3 in on Intake, while Cylinder 4 is on Exhaust.
2. If cylinder #3 is on Intake stroke, what is cylinder #2 on?
Cylinder 2 is on the Power stroke.
3. While cylinder #4 is on the compression stroke, what is cylinder #1 on?
Cylinder 1 is on the Exhaust Stroke. Total Score: 6/6
Now that we understand that not all cylinders are on the same stroke at the same time on a four cylinder engine, let's examine valve timing.
1. What is valve timing?
The opening and closing of both intake and exhaust valves in relation to piston travel.
2. What does VVT stand for?
Variable Valve Timing
3. What does the term valve adjustment mean?
This is a process to ensure the correct clearance (lash) is set to manufacturer’s specification.
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4. What is the difference between an adjustable and hydraulic valve design?
The main difference is that hydraulic valve designs typically do not need adjustment. They use oil pressure to compensate for clearance.
5. List 5 current manufacturers that still require valve adjustment. (you can use any four stroke cycle engine)
Briggs and Stratton overhead valve design
Honda GX series engines
Yamaha YZ four stroke motorcycles
Can-Am ATV 400 models
Honda (passenger cars) V-Tec engines
6. Explain in detail how to adjust valves on either an adjustable valve set up or hydraulic valve engine.
Ensure both valves are closed on the cylinder requiring adjustment.
Check service manual for specifications. (Intake .004to.006”, Exhaust .008” to .012”)
Using a feeler gauge, check for clearance.
Use shims or make adjustments by loosening/tightening set screw if out of specification.
Repeat for each cylinder
Total Score: 14/14
Spin the wheel so that Cylinder #1 is at TDC, paying close attention to the cam lobes. Which Intake and Exhaust valves can be adjusted?
Cyl. 1–I/E, Cyl. 3-E, Cyl. 2-I
1. Rotate the wheel so that cylinder #3 is at TDC. Which Intake and exhaust valves can be adjusted?
Cyl. 3-I/E, Cyl. 4 E, Cyl. 1-I
2. Rotate the wheel so that cylinder #4 is at TDC. Which Intake and exhaust valves can be adjusted?
Cyl. 4-I/E, Cyl. 2 E, Cyl. 3-I
Total Score: 15/15
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Activity #5 – Engine Timing Answer the following questions:
1. What is Ignition timing?
Ignition timing is when spark occurs at the spark plug to ignite the fuel air mixture in relation to where the piston is while traveling before or after TDC.
2. What does the term BTDC mean?
Before Top Dead Center. Highest point of piston travel.
3. Why are advance and retard necessary?
As the engine increases RPM, spark timing must happen earlier so that the ignition occurs when the piston is at TDC. If spark occurred at TDC, then the ignition would happen as the piston was already travelling down. As the engine RPM decreases, the timing must also degrees, if not that the ignition will happen too early. Too early of an ignition can cause major engine damage. Too late of ignition will reduce performance and increase emissions.
4. What is a crank position sensor?
Crank position sensor is used to determine where the crankshaft position and RPM of the engine.
5. Where is it located on an engine?
It can be located by the front of the engine close to the crank pulley or mounted on the side of the engine block.
6. Locate an image of a crank position sensor from the internet and attach it to this document.
Total Score: 14/14
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Answer the next four questions pertaining to step #7.
1. What happens to the Ignition Spark when the wheel is advanced?
As the wheel is rotated counter clockwise, Spark occurs earlier. (BTDC)
2. What happens to the Ignition Spark when the wheel is retarded?
As the wheel is rotated clockwise, spark occurs later. (Closer to TDC)
3. Every time the “Ignition/Spark” tab aligns with the “Crank Sensor” tab what happens?
This is when the crank sensor would send a signal to the computer and an ignition coil would create high voltage to ignite the air fuel mixture.
4. How would the engine management system use this information to control the engine?
The engine management system uses the position and speed of the crankshaft to determine the spark timing of each cylinder.
Total Score: 8/8
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Activity #6 – Fuel Injection Timing Answer the following questions:
1. Explain the difference between Throttle Body Injection, Multiport (Sequential) Injection and Direct Injection.
Throttle body Injection or TBI, is a system where the injector sprays fuel before the throttle plate.
Multiport Injection or MPI, is a system where each cylinder has its own fuel injector. The injector is located between the throttle plate and intake valve usually in the intake port of the intake manifold.
Direct Injection or GDI (gasoline), is a system where the fuel injector, injects fuel directly into the cylinder.
2. Where are fuel injectors located and what function do they perform?
TBI-In the throttle body
MPI-In the intake manifold
GDI-In the cylinder head
3. State the purpose and location of the cam position sensor.
The cam position sensor is usually located on the front of the cylinder head or rear of cylinder head on an overhead camshaft engine. Its purpose is to monitor the position of the camshaft. The information is used to improve spark timing and to control injector timing.
Total Score: 12/12
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Image A Image B
Image C Image D
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Appendix C - Lesson Plans
Unit: Understanding Engine Operations and Control Systems
Activity 1 & 2 Grade 11 Time Bar: Learning Goals Materials 90 minutes Students will explain terminology describing internal none combustion engines.
Terms will include Stroke, cycle, RPM, Combustion, TDC, BDC, Vacuum and Air/Fuel Mixture.
Students will create a 4-cylinder chart.
Students will identify different cylinder configurations as they relate to manufacturers firing orders.
Identify Grouping Strategy Plan links between Minds On… assessment and Key Questions: instruction:
What is the 4 stroke cycle? 1) Identify what will be assessed (curriculum How many degrees does it take to complete all four expectations or learning strokes? skills).
How many degrees is each stroke? 2) Choose an appropriate assessment strategy. What happens to the air/fuel mixture in the combustion chamber at the beginning of the power stroke? 3) Choose an appropriate assessment scoring tool. While doing a compression test, what is a typical compression of an engine?
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Identify Grouping Strategy Explicitly label: Action! Students fill in a chart. They start with completing the
four strokes, then add piston, valve operation, event Assessment for learning and cylinder pressure for each stroke. Students then (inform future instruction) are asked to summarize this chart into a smaller chart using abbreviations. Students are then asked to research various firing orders and document their Assessment as learning findings. (reflection) Teachers start the lesson by reviewing concepts taught previously in grade 10 Transportation. Using Chart in Assessment of learning Appendix A, Teacher assists students by asking (student achievement). questions and completing the chart.
Identify Grouping Strategy Explicitly identify planned differentiation of content, Consolidate Students will make a list of several firing orders. They Debrief process, or product based on will search various cylinder configurations. Students readiness, interest, or learning
will then use the most common four cylinder engine preference in order to work in firing order to complete a Four Cylinder Firing order zone of proximal development; chart. save time; give students choice, … Note: All students should have a good understanding of the four stroke cycle after writing in out numerous Provide hyperlinks to: times in several charts. Rationale/research
Video
Lesson artefacts
Professional dialogue
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Unit: Understanding Engine Operations and Control Systems
Activity 3 & 4 Grade 11 Time Bar: Learning Goals Materials 120 minutes Students will reinforce engine terminology while creating a Spin Bristle board or cereal Wheel. box,
Ruler,
Scissors,
Thumbtack.,
Identify Grouping Strategy Plan links between Minds On… assessment and Key Questions: instruction:
Which parts on an engine are stationary? 1) Identify what will be assessed (curriculum Which parts travel up and down? expectations or learning skills). Which parts travel in a circle? 2) Choose an How many degrees in each stroke? appropriate assessment strategy. How many degrees does it take for a piston to travel from TDC to BDC? 3) Choose an appropriate assessment scoring tool.
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Identify Grouping Strategy Action! Using a cereal box, students are asked to trace a 16cm, 12cm, 9cm and 5.5cm circle. Students are then asked to cut out the circle after labelling their cut Explicitly label: outs, Firing Orders, Ignition Timing, Four Stroke Cycle ● and Injector. Students will then label the correct firing Assessment for learning order and cylinder strokes accordingly. After (inform future instruction) answering questions pertaining to cylinder stroke and ● firing order, students will draw in a camshaft and Assessment as learning answer questions on valve timing. (reflection) Teachers start the lesson by reviewing specific ● engine terminology. Teachers can also include Assessment of learning pictures of cylinder heads for asynchronous learning (student achievement). or turn an engine over and ask students to match their Spin Wheel to the current position of the engine. (Synchronous) Identify Grouping Strategy Explicitly identify planned Consolidate Students will build a Spin Wheel. Students will use differentiation of content, Debrief their spin wheel to answer questions to cylinder firing process, or product based on orders and stroke. After students add a camshaft, readiness, interest, or learning
they will answer questions using their Spin Wheel on preference in order to work in valve timing. zone of proximal development; save time; give students choice, Note: Students can add additional graphics, … pictures, images or colours for aesthetics. Provide hyperlinks to: ● Rationale/research ● Video ● Lesson artefacts ● Professional dialogue
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Unit: Understanding Engine Operations and Control Systems
Activity 5 & 6 Grade 11 Time Bar: Learning Goals Materials 120 minutes Students will Bristle board or cereal box, Know how engine timing is used to achieve optimal engine performance. Ruler,
Scissors,
Thumbtack.
Identify Grouping Strategy Plan links between Minds On… Key Questions: assessment and instruction: 1. What is engine timing? 2. What does the term BTDC mean? 1) Identify what will be 3. Why is advance and retard necessary? assessed (curriculum 4. What is a crank position sensor? expectations or learning 5. Where is it located on an engine? skills). 6. Explain the difference between Throttle Body Injection, Multiport (Sequential) Injection and 2) Choose an appropriate Direct Injection as it applies to the internal assessment strategy. combustion engine. 7. Where are fuel injectors located and what 3) Choose an appropriate function do they perform? assessment scoring tool. 8. State the purpose and location of the cam position sensor.
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Identify Grouping Strategy Action! Students will answer questions pertaining to valve Explicitly label: timing. Using their Spin Wheel, students will add a ● crankshaft sensor to their 12cm wheel. They will Assessment for learning mark off TDC and include Advance and Retard to the (inform future instruction) Spin Wheel. They will then try to advance and retard ● timing as they are spinning the four stroke cycle Assessment as learning wheel to simulate what happens to the ignition timing (reflection) as an engine speeds up or slows down. Students ● will also add Injectors to their 5.5cm wheel. Students Assessment of learning will use the Spin Wheel to determine which injector is (student achievement). spraying on which stroke in relation to camshaft position. Identify Grouping Strategy Explicitly identify planned Consolidate Students will answer questions while using their Spin differentiation of content, process, Debrief Wheel on ignition and injector timing. or product based on readiness, interest, or learning preference in Note: Students can add additional graphics, order to work in zone of proximal pictures, images or colours for aesthetics. development; save time; give students choice, … Provide hyperlinks to: ● Rationale/research ● Video ● Lesson artefacts ● Professional dialogue
Students can either view videos on engine ● auditory Application operation or be supplied pictures of cylinder heads to Concept practice using their Spin Wheel. Practice Differentiated Exploration Reflection Skill Drill
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References
21st Century Competencies: Foundation Document for Discussion. Phase 1: Towards Defining 21st Century Competencies for Ontario, Winter 2016 Edition, 2016 http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf
Course Codes for Emphasis courses in the Revised Curriculum: Technological Education, Grades 11 and 12, 2009 http://www.edu.gov.on.ca/eng/curriculum/secondary/techedemphasiscourses.pdf
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013 http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
The Differentiated Instruction Scrapbook http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010DIScr apbook.pdf
The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/teched910curr09.pdf
The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/2009teched1112curr.pdf
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