Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title: Come on baby light my fire |
Author(s): David D. Orr |
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Grade Level: 10 -12 |
School : Madison/Oneida BOCES |
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Topic/Subject Area: Ignition Systems |
Address: 3937 Spring Rd. Verona, NY 13478 |
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Email: dorr@madison-bus-tech.moric.org |
Phone/Fax:315-361-5700 |
Upon completion of this unit students will be able to diagnose and repair all types of ignition systems pertaining to recreation and outdoor power equipment [ROPE]. This unit includes NYS learning standards, MST #4 Scientific Concepts, #7 Interdisciplinary Problem Solving. Additionally ELA standard #3 Language for Critical Analysis and Evaluation will be included.
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Declarative |
Procedural |
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Name the different types of ignition systems in ROPE. |
Locate and remove ignition components |
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Describe the parts of the ignition system. |
Use of Volt Ohm Meter (VOM) |
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Name the functions of the parts in an ignition system. |
Test ignition components |
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Define what AC and DC electricity is. |
Install ignition components |
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What is ignition timing and spark advance? |
Ignition Timing and Advance |
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Identify the tools used for timing an engine. |
Testing ignition output |
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key
Idea #: Write out related Performance Indicator(s) or Benchmark(s)
MST Standard #4: Science- The student will understand the scientific theory of electricity and test components for voltage and ohms resistance.
MST Standard#7: Interdisciplinary Problem Solving- The student will use their knowledge of electricity, volt-ohm meters and ignition systems to logically diagnose and repair a system.
ELA Standard#3: Language for Critical Analysis- The student will work in a small group to analyze an ignition system. They will use each other, manuals and their notes to evaluate an ignition system in a logical and sequential way.
Using a cut-a-way engine with a functioning ignition system, the students will be able to turn the engine over by using a hand crank to see how large of a spark they can create. Additionally we will, as a class, make some negative adjustments and changes to show how it affects the voltage output.
LEARNING
EXPERIENCES
In
chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.
Title: Day 1&2 – Ignition system theory and components.
Key Concepts: Three types of ignition systems, parts of the ignition system, function of the individual parts and operation of the complete ignition system.
Procedures: The teacher will present the concepts above with the use of a white board and overhead. This will include visuals and lists of the parts and their functions. The students will take notes in their notebooks and fill in the handouts given to them. At this point there will be a short question and answer session. A video by Tecumseh " Understanding Ignition Systems" will now be shown to help the students better comprehend and clarify how the complete system operates. Students would be assigned homework from their text and workbook to reinforce and give additional information. The text and workbook used are Small Gas Engines by Alfred C. Roth copyright 1998.
Extend and Refine: Students will complete a detailed, labeled colored drawing of the system using all their resources. Their texts, handouts, notes and each other along with the help of the teacher and teaching assistant. Additionally they would need to write out a summary card on how the system operates.
Assessment: A short quiz would be given to see that everyone has an understanding of this information. The quiz includes labeling a drawing the wiring and the direction of the current, followed by a short paragraph explaining the operation of the system.
Title: Day 3- What is electricity and Ignition system presentations
Key Concepts: Principles of Electricity
Direct and Alternating Current
Ohm’s Law
Electromagnetism
Procedure : The teacher will present to the class the above information with the use of a white board and overhead. The students will take notes and complete a handout for their notebooks.
Extend and Refine: Students will then complete a worksheet to help reinforce their knowledge and better understand how this applies to electrical systems in ROPE.
Part 2: Students will use there drawing and summary cards from the previous day to present to the rest of the class on how an ignition system operates.
Assessment: The students will be judged with a rubric on their presentations for understanding of content. This will also help other students hear it explained in many different ways. Also the worksheet on electricity will be collected and graded for correctness.
Title: Day 4- Engine Timing, Spark advance and Tools used to time an engine.
Key Concepts: What is engine timing and spark advance? Tools used to time an engine. How to time an engine.
Procedures: The teacher will give a demonstration with a cut-a-way model explaining engine timing. Then the teacher will cover how and why an engine spark advance works. The students will be taking notes from a board being filled in step-by-step by the teaching assistant. At this time the teacher will introduce the tools used to time an engine. Then the teacher will step-by-step go through the process of setting the timing on the cut-a-way model engine. Meanwhile, the teaching assistant will list them on the board for students to take notes of the proper sequence. Then the teacher will use some guided questions to confirm the comprehension of the class.
Extend and Refine : Now the students will split up into small groups and duplicate the timing process. This will be done using each other, their notes and the shop manual. The teacher and the teaching assistant will be around helping groups to ensure accuracy and be quizzed verbally to check on their comprehension.
Assessment: Now the students will move one station over and reset and check the timing to demonstrate proficient understanding and skill in this area.
Title: Day 5- Testing Components with a volt ohmmeter.
Key Concepts: Use of a Volt OhmMeter (VOM)
Testing ignition system components for proper function.
Procedure: The teacher will present the proper use of a VOM to test for Alternating and Direct current (AC & DC). The students will be taking notes in their notebooks. Then the teacher will cover how to use the meter to check of Ohms resistance. At this time the teacher will give a demonstration on using a manual to identify proper set up and to test ignition system components. At this point the students will have the chance to test parts of the system and see if they are within manufacturers specifications.
Extend and Refine: Students will test many components using the manual and each other for proper set up and check the required specifications.
Assessment: Teacher and teaching assistant will see if students can identify good useful component from bad failed components.
Title: Day 6- Identifying, removing and installing ignition components.
Key Concepts: Identify parts on the engine, removing components, installing components of ignition system.
Procedure: The teacher will give a demonstration on the above procedures. The student will take notes. Then there will be a question and answer session. At this time students will practice doing the procedure. The teacher and the teaching assistant will be there to help guide their practice.
Extend and Refine: Student will have ample time to practice and improve their skills with the teacher and each other.
Assessment: Stations will be set up and numbered to see if every student has become proficient at all aspects of ignitions systems this far.
Title: Day 7- Culminating Performance Day
Procedure / Assessment: Students will be randomly grouped in groups of 2-3 using a deck of cards. This helps them understand that the groups were set up with no biases from the teacher. Also it keeps the process fair so that all groups have equal chance at matching strong and less than strong students fairly. Then each group will be assigned an engine to test, analyze and repair their ignition systems in a logical and sequential way. At this point the teacher and the teaching assistant will evaluate the groups based on a rubric showing their effectiveness as a team to work together to analyze and repair the ignition system.
Title: Day 8- Additional day set aside for students who are absent or if they want to review or retake component.
CULMINATING PERFORMANCE
Include rubrics
Students will test and analyze an ignition system in a logical and sequential way and as a small group will be able to diagnose, repair and get their engine to run properly.
Culminating Performance Rubric
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Proficiency |
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Shares responsibility for the group |
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Group member listen well |
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Shares ideas actively |
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Group utilizes informational resources |
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Works in logical end timely manner |
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Quality of work with in the group |
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Utilizes tools and equipment |
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Works safely |
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Demonstrates understanding of electricity |
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Demonstrates understanding of ignition theory |
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Precision and accuracy of settings and measurements |
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Engine runs and works properly |
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4- Always/Consistently
3- Usually/most of the time
2- Sometimes/somewhat
1- Seldom/Very inconsistently
All students entering ROPE should have basic understanding of Reading, Writing, Math and Science. These subjects help student’s level of success in the program. The student should have completed the first half of ROPE when they get to this unit. The learning environment of the course is ran similar to a small business. Teamwork and strong communication skills are used and developed daily. Previous experience of hand tools for disassembly and assembly and have knowledge of engine principles and operation is beneficial.
All students in ROPE are fully accommodated to maximize their learning potential. Students with IEP’s and without are accommodated fully due to the high percentage of students with disabilities and the numbers of declassified and unidentified students in the class. The grading is done so that students that struggle can pass based on participation, their skill development, mastery of the basic declarative knowledge and regularly demonstrating the graduation standards Madison-Oneida BOCES has set up. Much of the Madison-Oneida BOCES standards are based on SCAN skills from a federal study of what employers are looking for.
This ignition system unit consists of seven 2.5 hour class days. One additional day for makeup, review and retest will be added to accommodate students and their success.