This set of eight
lesson plans is designed to be taught sequentially, beginning with closed loop
operation and carrying on through oxygen sensors and methods of testing and
diagnosing. It includes five
lecture-based lesson plans and three lab-based lesson plans. It designed to correlate to NATEF task lists
relating to engine performance, computer-control, feedback systems, and oxygen
sensors. Worksheets filled out in lab
should directly correlate to appropriate NATEF task list.
EVOC Lesson Plan 1
Teachers organize
curriculum to facilitate students' understanding of the central themes,
concepts, and skills in the subject area. Teachers interrelate
ideas and information within and across curricular areas to extend students'
understanding.
(From teaching
standards)
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 2 hours
Student Performance
Objective: By the end of this lesson the student will be
able to describe in writing the concept of closed loop fuel control, using the
three point triangle illustration.
How will the students be
evaluated? Students will be evaluated with an essay
type quiz that requires students to draw the diagram describing closed loop
fuel control and to describe in short essay form the concepts and the rationale
behind the diagram.
Anticipatory set: Introductory question: What is the single most
important reason we have computer control on cars today?
Instructional Components:
Lecture using
PowerPoint
Check for understanding:
Ask questions then
pick students by name to answer questions; why do we need computer
control? What are the three components
of closed loop fuel control? What is the
meaning of Lambda 1? What is the concept
behind a stoic fuel ratio?
Closure: Go
around the loop of the “closed loop” again and describe the consequences of
drifting to either side of Lambda 1.
Re-emphasize the importance of fuel control and its emissions
consequences.
Materials needed: Computer,
PowerPoint software, LCD projector, white board and dry erase markers, eraser,
student textbook.
EVOC Lesson Plan 2
Teachers plan
instruction that draws on and values students' backgrounds, prior knowledge,
and interests. (From teaching standards).
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 2 hours
Student Performance
Objective: At the end of this lesson the student should
be able to describe in writing the process by which a zirconium single wire oxygen
sensor generates a voltage.
How will the students be
evaluated? Student will be evaluated with a five
question, fill-in-the-blank quiz.
Anticipatory Set: So,
you assumed an oxygen sensor sensed oxygen, right? Well, they do but….
Instructional components:
Check for understanding:
Ask the question of
what would happen if the oxygen sensor were surrounded by an inert gas with no
oxygen. Would the sensor produce a
voltage? Why or why not? Ask the question and then pick a student to
answer.
Closure: Re-emphasize the principle of zero to one volts,
high voltage rich, low voltage lean.
Materials needed: Computer, PowerPoint software, LCD
projector, white board and dry erase markers, eraser, student textbook.
EVOC Lesson Plan 3
Teachers use
instructional activities that promote learning goals and connect with student
experiences and interests. (From teaching standards)
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 3 hours
Student Performance
Objective: At the end of this lesson the student should
be able to reproduce a high and low voltage on a voltmeter tracking oxygen
sensor voltage.
How will the students be
evaluated? Student will be by filling out the oxygen
sensor testing exercise worksheet found in the workbook.
Anticipatory Set: So,
how can we prove that a rich condition will create a high voltage and a lean
condition will create a low voltage?
Instructional components:
·
Students
will group together in groups of three and choose a leader
·
Group
leader will check out a voltmeter from the tool room
Check for understanding:
Regroup students in
classroom. Ask questions regarding
observations.
Closure: Re-emphasize the principle of zero to one volts,
high voltage rich, low voltage lean.
Materials needed: Voltmeter, piercing probe, worksheet,
pencils, computer controlled vehicles equipped with
zirconium o2 sensors.
EVOC Lesson Plan 4
Teachers sequence
curriculum and design long-term and short-range plans that incorporate subject
matter knowledge. (From teaching
standards)
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 2 hours
Student Performance
Objective: At the end of this lesson the student should
be able to describe in writing the process by which three wire zirconium oxygen
sensor heater works.
How will the students be
evaluated? Student will be evaluated with a five
question, fill-in-the-blank quiz.
Anticipatory Set: So,
how are we going to assure that the requisite 600 degree temperature is reached
by the sensor?
Instructional components:
Check for understanding:
Ask the question of
what would happen if the oxygen heater circuit was shorted to ground? How does the heater help lower emissions?
Closure: Re-emphasize the principle of quick closed loop operation
allowed by heated sensors.
Materials needed: Computer, PowerPoint software, LCD
projector, white board and dry erase markers, eraser, student textbook.
EVOC Lesson Plan 5
Teachers use
instructional activities that promote learning goals and connect with student
experiences and interests. (From teaching standards)
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 3 hours
Student Performance
Objective: At the end of this lesson the student should
be able to monitor the operation of an oxygen sensor heater and trace its
circuit in a wiring diagram.
How will the students be
evaluated? Student will be evaluated by filling in a
worksheet and a five question, fill-in-the-blank quiz.
Anticipatory Set:
Suppose you have a code for an oxygen sensor heater circuit. What are we going to do next? You better not answer “replace the oxygen
sensor”!
Instructional components:
Check for understanding:
Ask the question of
what would happen if the oxygen sensor heater fuse should blow. What voltage would they read on the ground
side?
Closure: Re-emphasize the principle of current flow through the heater
circuit.
Materials needed: Current
probe, voltmeter, computer with Alldata software or
internet connection, printer, vehicles with heated oxygen sensors.
EVOC Lesson Plan 6
Teachers plan instruction
that draws on and values students' backgrounds, prior knowledge, and interests.
(From teaching standards).
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 2 hours
Student Performance
Objective: At the end of this lesson the student should
be able to describe in writing the process by which a titanium oxygen sensor
functions and compare it to a zirconium oxygen sensor.
How will the students be
evaluated? Student will be evaluated with a five question,
fill-in-the-blank quiz.
Anticipatory Set: So,
an oxygen sensor produces its own voltage, right? Well, not if we are talking titanium….
Instructional components:
Check for understanding:
Ask the question of
what a titanium O2 sensor will output with a 13:1 A/F ratio. Ask the question
and then pick a student to answer.
Closure: Re-emphasize the contrast between zirconium and titanium oxygen
sensor operation.
Materials needed: Computer, PowerPoint software, LCD projector,
white board and dry erase markers, eraser, student textbook.
EVOC Lesson Plan 7
Teachers plan
instruction that draws on and values students' backgrounds, prior knowledge,
and interests. (From teaching standards).
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 2 hours
Student Performance
Objective: At the end of this lesson the student should
be able to describe in writing reason for graphing an oxygen sensor instead of
looking at its voltage only.
How will the students be
evaluated? Student will be evaluated with a five
question, fill-in-the-blank quiz.
Anticipatory Set: So,
how can we look at changes in an oxygen sensor output over time rather than as
a simple number on a meter?
Instructional components:
Check for understanding:
Ask the question of
why the graphing meter presents a better picture of what is actually happening
at the oxygen sensor. Ask the question
and then pick a student to answer.
Closure: Re-emphasize the principle of watching the changes in O2 output
on a graph rather than as a number.
Materials needed: Computer, PowerPoint software, LCD
projector, white board and dry erase markers, eraser, student textbook, Vantage
meter and Fluke meter.
EVOC Lesson Plan 8
Teachers use
instructional activities that promote learning goals and connect with student
experiences and interests. (From teaching standards)
Subject: Automotive Engine
Performance
Instructor: Phil Fournier Time required: 3 hours
Student Performance
Objective: At the end of this lesson the student should
be able to monitor the operation of an oxygen sensor using the Vantage graphing
meter or the Fluke graphing meter.
How will the students be
evaluated? Student will be evaluated by filling in a
worksheet and a five question, fill-in-the-blank quiz.
Anticipatory Set:
Suppose you have a code for an oxygen sensor slow response? What tool would be appropriate to check
response time?
Instructional components:
Check for understanding:
Ask the question of
why the oxygen sensor is continually switching.
Why is the response time critical to operation? Ask question first, then pick a student to
answer.
Closure: Re-emphasize the principle of graphing the sensor rather than
looking at a number.
Materials needed: Graphing
meters, piercing probes, computer with Alldata
software or internet connection, printer, vehicles with heated oxygen sensors,
worksheet from workbook, pencils and colored pencils.