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AUR30405 CERTIFICATE III IN AUTOMOTIVE MECHANICAL TECHNOLOGY

AURT304666A Repair and replace emission control systems

TRAINER GUIDE

© Commonwealth of Australia 2011

ISBN: 978-1-876838-48-5

This document is available under a “Free for Education” licence for educational purposes – see http://www.aesharenet.com.au/FfE2 for details.

This work is copyright. You may download, display, print and reproduce this material in whole or in part or in modified form (retaining this notice) for your personal, non-commercial use or use within your organisation. If you use, display, or reproduce this material or a modified form of it in whole or in part within your organisation you must include the following words in a prominent location within the material in font not less than size 12: ‘The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work’. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca.

Funded under the Workplace English Language and Literacy (WELL) Program by the Australian Government Department of Education, Employment and Workplace Relations.

The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work

http://www.aesharenet.com.au/FfE2

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How to use this resourceThis learning resource will assist a trainer to deliver lessons for this competency. The Trainer’s Guide, PowerPoint and Learner Workbook support the delivery of the competency, and the Assessor Checklist assists with the learner’s assessment.

Trainer’s GuideThe Trainer’s Guide is divided into learning topics and contains information and strategies that guide the trainer through each step of the content delivery.

It also contains some suggestions for working successfully with learners who have difficulty with language, literacy and numeracy (LLN).

The Assessor Checklist supports the assessment of the learner’s competence. This Checklist can be used in both a training environment and the workplace. Using this document assists the trainer to assess a learner’s practical skills and their underpinning knowledge in a valid and consistent manner.

PowerPoint presentationThe PowerPoint presentation should be used to enhance the delivery, for example:

to discuss a diagram, procedure or concept as a group

to explain a process in more detail to a group

to invite and answer questions regarding a particular topic.

Learner WorkbookThe Learner Workbook style and content is designed to be as clear and accessible as possible for the learner.

Activity sign-off points are located in the workbook to enable the trainer to monitor the learner’s progress and understanding.

Icons used in this guide

PowerPoint presentation

Video clip

Access and equityPeople with differing needs and abilities should have the same opportunities to successfully gain skills, knowledge and experience through education and training. Trainers and their organisations should work to remove barriers and provide the supports people need to access, participate and achieve, irrespective of their age, disability, colour, race, gender, religion, sexuality, family responsibilities or location.

For students with disabilities, training organisations may make adjustments to ensure equal opportunity. Reasonable adjustments are designed to minimise the disadvantage experienced by learners with a disability and can include administrative, physical or procedural modifications.


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How can you identify learners with LLN needs? Adults with language, literacy and numeracy (LLN) problems often wish to avoid identifying themselves. They may have developed effective strategies to conceal their problems and manage in daily life.

Learners having trouble with the literacy or numeracy of a task may:

ask for help often

never ask for help to avoid drawing attention to themselves

avoid doing the task

use coping strategies for getting around the task

display inappropriate behaviours to divert attention from the task.

How should you approach learners with LLN needs? The following qualities should inform your dealings with these learners:

Tact – the learner is in a vulnerable position.

Respect – they have risked returning to a formal educational setting.

Confidentiality – a private chat is a much better strategy than pointing out the learner’s difficulties to them in front of other learners.

Supportiveness –you are in a position to encourage a learner who may previously have experienced failure and criticism in educational settings.

Openness - Full explanation of any formal strategies (such as extra classes or an alternative pathway) is important to ensure the learner fully understands their own needs and the reasons for any advice you may give them.


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Some training strategies for learners with LLN needsBe aware of the LLN needs of your learners and adapt your training strategies to maximise their chances of learning.

Here are some strategies that support learners with LLN needs.

1. Design of resources Check the language level of your resources. Make sure it is no

higher than the level required by the qualification and the job.

2. Teaching practices Use oral activities such as discussion, question & answer, and

demonstration as well as reading and written activities. Don’t overload the learners with large amounts of information.

Present it in manageable chunks. Break tasks down into smaller steps to make them clearer.

Teach the language of the workplace explicitly. Introduce new terms clearly. Explain exactly what they mean, even if you think it is obvious and everyone should know it.

Write new words and key words on the whiteboard as they arise. Explain them and give learners time to copy them down if they want to.

Scaffold any writing tasks. Provide a skeleton of a model and the learners add the details. To begin with, just leave out a few details. As learners’ skills develop, reduce the amount of structure provided, requiring them to do more themselves. This gives learners a framework to use until they feel confident to do a writing task independently.

Practice writing often. Provide opportunities for repeated practice of required writing tasks, initially supported /scaffolded and then independent practice.

2. Learner management When in a classroom setting, arrange the furniture so everyone

can see and hear easily. This also creates a sense of personal connection with the trainer, rather than a feeling of being invisible in a large group.

Encourage learners to ask questions. Point out that this is how we learn, and that it is not a sign of failure but a strategy that the best learners use.

Check regularly that learners have really understood the material you are presenting. Don’t just ask, “Have you got that?” Ask them to actively use the information in some way e.g. give an example, retell it in their own words, or answer a specific question.

Be alert for non-verbal signs that a learner doesn’t understand e.g. confused looks, frowning, leaning over to ask a neighbour, spending a lot of time doing preliminary arranging instead of tackling a task, never volunteering to answer a question.

Content Delivery guide


REMEMBER:The LLN level of the training, resources and assessment tasks should be no higher than that of the work learners are training to do.If learners have trouble reading questions and/or writing answers, and the LLN level required is above what they would need in their workplace, then oral questions and answers should be used as a substitute.

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Video clipsThe video clips referred to in this Guide are from a commercial provider of automotive training resources called CDX Global http://www.cdxglobal.com/ . Many Australian automotive RTOs subscribe to CDX and use some combination of their resources, and the videos referred to here are an excellent enhancement of training.

However they are not critical to a successful training outcome. Video clips from other sources, hands-on demonstration and ‘home-made’ videos using flip cameras or similar are all good substitutes.

In the table are the CDX videos suggested for use in this unit:

Video Title CDX Number

Sources of emission 2101

Hydrocarbons via the exhaust system

3104

Carbon monoxide 3401

Oxides of nitrogen 3201

Particulates 3301

Hydrocarbons 3101

Charcoal canister 4104

Fuel tanks and lines 4101

Crankcase emission control 4201

Combustion chamber control

4304

EGR Valve 4306

Catalytic converters 4311


http://www.cdxglobal.com/

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Delivery Guide

TOPICS INFORMATION METHODOLOGY RESOURCES

Introduction Introductory informationProvide learners with an overview of the main topics to be covered in this workbook.

Oral presentation PowerPoint slide 1

Examples of all the emission control devices to be coveredLearner workbook Table of contents and pp 1-4

Safety Personal and equipment safety in the workshop

Describe and discuss the various workshop scenarios involving personal and equipment safety when repairing emission control systems. Emphasise the importance of following health and safety procedures in the workshop.Take learners in to the workshop and ensure they are competent with the operation of all equipment

PowerPoint slide 2Learner workbook p. 5Workshop and equipment

Activity 1 Learners complete Activity 1 Learners answer questions 1 - 3Assess level of knowledge through inspection of answers / oral questioning / class discussion.

Learner workbook p. 6

Types and causes of emissions

Forms of pollution Outline and discuss the two forms of pollution caused by motor vehicles and briefly explain the source of pollution from-.1. Pollution from evaporation2. Pollution from combustionExplain and discuss the elements involved in emissionsOutline and discuss the perfect and the normal combustion process covering which pollutants need to be controlled

PowerPoint slides 3Learner workbook pp. 7-10


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Sources of emissions Explain and discuss the three sources of vehicle emissions from fuel tank, crankcase and exhaustView Video Sources of emissions or similar media and discuss with the class

PowerPoint slide 4, 5Learner workbook p. 11

Sources of emission

(CDX file 2101)

Types of emissionsPetrol engines

Hydrocarbons

Carbon monoxide

Oxides of nitrogen

Outline and discuss the source of hydrocarbonsView the Video Hydrocarbons via the exhaust system and Hydrocarbons or similar mediaDiscuss the content of the videos and the factors which influence hydrocarbon emissions

Outline and discuss the source of carbon monoxide and factors which influence carbon monoxide emissionsView the Video Carbon monoxide or similar media and discuss the content and influencing factors

Outline and discuss the source of oxides of nitrogen and factors which influence oxides of nitrogen emissionsView the Video Oxides of nitrogen or similar media and discuss the content and influencing factors

PowerPoint slide 6Learner workbook p. 12

Hydrocarbons via the exhaustsystem (CDX file 3104)


Carbon monoxide

(CDX file 3401)

PowerPoint slide 8Learner workbook p.14

Oxides of nitrogen

(CDX file 3201)


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Government legislation - petrol vehicles

ADR 79/02 emission control for Light Vehicles

Briefly explain what this is, reasons for it, and what it covers incl. guidelines for 6 tests. Important for learners to know that this legislation exists.

PowerPoint slide 9Learner workbook page 15

Types of emissionsDiesel engines

Types of diesel emissions

Particulates

Outline and discuss the types of emissions produced in diesel engines and factors which influence the formation of emissionsOutline and discuss the source of particulates in diesel engines and factors which influence particulate emissionsView the Video Particulates or similar media and discuss the content and influencing factors

PowerPoint slide 10Learner workbook pp. 16 - 17

Particulates

(CDX file 3301)

Government legislation– diesel vehicles

National Environment Protection Measure (Diesel Vehicle Emissions) 2001

Briefly explain what this is, reasons for it, and what it covers. Important for learners to know that this legislation exists – see Performance Criteria 1.4 in the unit.

PowerPoint slide 11Learner workbook page 18

Activity 2 Learners complete Activity 2 Learners answer questions 1 - 18Assess level of knowledge through inspection of answers, oral questioning and class discussion.

Learner workbook pp. 20-24


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Emission control systemsTypes and components

Types of emission control systems

Evaporative emission control system overview

Charcoal canister operation

Introduce, outline and discuss the three main types of emission control systems of evaporation, crankcase and exhaust.

View the Video Hydrocarbons or similar media and discuss the content. Use slides 12 and 13 to further expand the learner’s knowledge of the evaporative system. Take the learners to a vehicle to locate the evaporative emission components

View the Video Charcoal canister or similar media and discuss the content. Use slide No.14 to further expand the learner’s knowledge of the charcoal canister operation. Refer to learner workbook for additional information on component operation. Provide a canister for the learners to inspect or dismantle and explain the operation to prepare for the assessment.


PowerPoint slides 13, 14Learner workbook pp.27-28

Hydrocarbons(CDX file 3101)Vehicle with evaporative control system


Charcoal canister(CDX file 4104)


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Emission control systemsTypes and components

Fuel tank, fuel tank vents, liquid vapour separator, fuel tank cap.

Electronic fuel injection

View the Video Fuel tanks and lines or similar media and discuss the content. Use slide 15 to further expand the learners knowledge of the fuel tank components operation. Work through the learner workbook. Inspect the evaporative control components of a vehicle as part of the assessment

Discuss and explain the difference between the carburettor and the EFI evaporative system and how the engine management system operates. Inspect and discuss the EFI components on a vehicle as part of the assessment.

PowerPoint slide 16Learner workbook pp. 30-31

Fuel tanks and lines(CDX file 4101)

Suitable componentsLearner workbook p. 32


Learner workbook pp. 34 - 37

Activity 4 Learners complete Activity 4Evaporative emission control system and components

Individually or as a group complete Practical Activity 4 by identifying the components and operation of the emission system components

Learner workbook p. 38Workshop manuals etcA suitable vehicle

Activity 5 Learners complete Activity 5Check a charcoal canister

Individually or as a group complete Practical Activity 5 by checking a charcoal canister and lines

Learner workbook pp. 40-41A charcoal canisterRelevant workshop manuals


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Crankcase ventilation systems.

Crankcase ventilation systems

PCV valves

View the Video Crankcase emission control or similar media and discuss the content.

Use the information in the learner workbook to explain the function and operation of the positive crankcase ventilation valve.Allow learners to locate and test the PCV valve on a vehicle or engine. Follow recommended safety and equipment procedures.

PowerPoint slide 17Learner workbook pp. 42-46

Crankcase emission control(CDX file4201)Suitable componentsPCV valvesVehicle or engine


Learner workbook p.48-50

Activity 7 Learners complete Activity 7Crankcase ventilation systems

Assess level of knowledge through practical activity.Individually or as a group, learners identify components of the crankcase ventilation system and explain the operation.

Learner workbook p. 52Vehicle or engineWorkshop manuals

Activity 8 Learners complete Activity 8PCV valve

Assess level of knowledge through practical activity and checking of written or oral answers. Individually or as a group, learners inspect a PCV valve and related components.

Learner workbook pp. 54-55Workshop manualsVehicle component


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Exhaust emission control systems Types and components

Exhaust emissions

Engine design

Use slide 17 to introduce and discuss the three methods of engine design, exhaust gas recirculation and catalytic converter to reduce exhaust emissions.

View the Video Combustion chamber design or similar media and discuss the content.Use slide 18 and the learner workbook to explain the pros and cons of the two combustion chamber designs and how this influences hydrocarbon emissions. Also discuss how valve overlap and ignition timing influences hydrocarbon emissions.

PowerPoint slide 18Learner workbook pp. 56–59

PowerPoint slide 19

Combustion chamber control(CDX file 4304)Various cylinder heads


Learner workbook pp. 60 – 62

Exhaust Gas Recirculation system (EGR)

Exhaust Gas Recirculation system (EGR) View the Video EGR valve or similar media and discuss the content. Use slide 17 and the learner workbook to develop discussion and comment of the EGR system and its function and operation. Also discuss the modulated and electrical controlled EGR systems.

PowerPoint slide 20Learner workbook pp. 64–68

EGR Valve(CDX file 4306)EGR valvesVehicle or engine


Learner workbook pp. 70–72


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Activity 11 EGR system & valves Assess level of knowledge through practical activity and checking written or oral answers.Individually or as a group, learners identify components of the EGR system and explain its operation.

Learner workbook pp. 73–74Workshop manuals etcVehicles or engines

Catalytic converters Function, 2 way, 3 way, exhaust manifold View the Video Catalytic converter or similar media and discuss the content.Use slides 20 - 228 and the learner workbook to develop discussion and comment about the various types of converters and their application and location.

PowerPoint slides 21-22Learner workbook pp. 75–77

Catalytic converter(CDX file 4311)Catalytic converter


Learner workbook pp.79-81

Testing a catalytic converter

Testing a catalytic converter Discuss reasons why they might fail.Go through temperature testing process, emphasising recommended safety and equipment procedures.


Activity 13 Testing a catalytic converter Assess level of knowledge through practical activity.Individually or as a group, learners locate and test the catalytic converter on a vehicle or engine, and explain the function and operation.Follow recommended safety and equipment procedures for hot and running engines.

Learner workbook pp. 85 –86Workshop manualsVehicle or engine with catalytic converterTest equipment


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Particulate emissions in diesel engines

Diesel particulate filtersPassive & active regenerationTesting & maintenance

Oral presentationPowerPoint slide 23Learner workbook pp. 87 – 88



Emission Control Information label PowerPoint slide 24





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Testing Exhaust Emissions

Reasons for testing exhaust emissions

How to use the gas analyser

Introduce and explain the function of the gas analyser to the learners. Discuss with the learners the types of gas analysers that are used in the workplace.Discuss with learners the method of testing the emissions before the catalytic converter. Explain and expand on the impact that engine faults can have on the emission outputs and develop further discussion on possible remedies.Discuss with learners the method of testing the emissions after the catalytic converter. Explain and expand how engine faults and defective emission devices impact on the emission outputs. Discuss and develop further analysis on possible remedies and solutions.Take learners to the gas analyser and perform pre-test checks and conduct safety checks for operating engines in a confined space.

PowerPoint slide 25Learner workbook pp. 94–96Gas analyserVehicle

Activity 16 Carry out a gas analyser test Conduct the gas analyser test and complete the exhaust gas analyser chart.Discuss and review test results and develop repair strategies as necessary.

Learner workbook p. 97Gas analyserVehicle


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ASSESSOR OBSERVATION CHECKLISTApplicant name:

Assessor name:

Location:

Unit of competency: AURT304666A – Repair and replace emission control systems

Instructions for the assessor:

1. Identify a vehicle on which the candidate can perform the practical tasks

2. Observe the candidate perform the practical tasks.

3. Place a tick in the box to show that the candidate has completed each practical task competently.

4. Whilst carrying out the practical tasks ask the candidate a selection of the questions from the attached list. This is to:

a. confirm their ability to relate underpinning knowledge to practical situations

b. identify their ability to transfer practical skills to various vehicles/situations.

5. Place a tick in the box to confirm that candidates answered the questions correctly.

6. Complete the feedback sections of the form.

Type of vehicle &/or equipment &/or system

Work performed

Date of observation

OBSERVATIONSThe applicant is able to:

1. Select and correctly use the appropriate tools and equipment for the task, including PPE.

2. Locate relevant information regarding the raising of vehicles (weight capacity, safety locks, positioning).

3. Safely and correctly use jacks/stands and/or hoists to raise the vehicle.

4. Read, interpret and apply information from Material Data Sheets where necessary.

5. Follow industry regulations/guidelines, OHS legislation, statutory legislation and enterprise policies and procedures for repair and replacement activities.

6. Read, interpret and apply relevant information from manufacturer specifications, manuals and other sources.

7. Follow the workshop manuals procedure for diagnosing emission control systems.


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8. Select the correct test equipment for the application.

9. Perform and analyse tests in accordance with manufacturer’s procedures and specifications.

10. Follow the workshop manual procedure for repair or replacement of emission control systems.

11. Repair and replace emission components to industry regulations and guidelines.

12. Repair or replace components without causing damage to systems or components.

13. Undertake all necessary adjustments as outlined in the manual.

14. Complete all repair and replacement documentation.

15. Complete final inspection to ensure safety features are in place.

16. Complete final inspection to ensure industry/workplace expectations are met.

17. Remove and safely dispose of components in accordance with industry regulations and guidelines.

18. Present the vehicle in a condition that meets workplace expectations.

19. Complete and process job card/workplace documentation in accordance to workplace procedures.

20. Conduct service without causing damage to any component or system and in accordance with manufacturer specifications.

21. Complete service records and calculate next service interval to workplace standards.


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ASSESSOR OBSERVATION CHECKLIST

Did the candidate’s overall performance meet the standard? Yes No

Feedback to candidate

General comments / Strengths / Improvements needed

Candidate signature: __________________________________ Date: ____/____/20___

Assessor signature: __________________________________ Date: ____/____/20___


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ASSESSOR QUESTIONS

Questions to probe the candidate’s overall knowledge of this topicSatisfactory

response

Yes No

1. Describe the workplace safety procedures and requirements for vehicle preparation to inspect, repair and replace emission control systems.

2. Describe the workplace safety procedures and requirements for personal safety when inspecting, repairing and replacing emission control systems.

3. State the work procedures for the analysis of results for emission system components.

4. Explain the correct and safe use of emission test equipment.

5. What are the repair recommendations from the test results?

6. What are the major components and function of the emission control systems?

7. What are the emission system components that require servicing and how would you complete these tasks?

8. Where would you locate relevant repair and replacement procedures?

9. What could cause the following emission system faults?

Fuel vapour odour

Excessive engine oil leaks

Rough or poor engine idle.

10. Can the candidate name the major emissions of HC, NOx, CO, CO2, particulates and their affect on the environment?

11. Can the candidate explain the principles of emission control and the reduction of HC, NOx, CO, CO2, particulates?

12. What is the correct method of disposing or recycling of waste products collected during emission system repairs?

13. What other OH&S precautions do you need to consider when doing this work?


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14. Describe the dangers associated with vapour, dust or fluid found on vehicles emission systems.

15. How do you replace emission system components?

16. Explain how to present and return a vehicle to the customer.

17. Explain how workplace job cards and forms are processed?

18. Demonstrate temperature measurement using two different thermometers.

19. Accurately read the pressure displayed on a tyre pressure gauge.

20. Measure the voltage available at a vehicle’s battery.

21. Measure and record the resistance of a spark plug lead.


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ASSESSOR QUESTIONS

The candidate’s underpinning knowledge was: Satisfactory Not satisfactory

Feedback to candidate

General comments / Strengths / Improvements needed

Candidate signature: __________________________________ Date: ____/____/20___

Assessor signature: __________________________________ Date: ____/____/20___


Documents

How to use this resource - Kanganlrd.kangan.edu.au/auto/downloads/AURT304666A/AURT3… · Web viewUse the information in the learner workbook to explain the function and operation