Teaching Manual For Agricultural Machine PDF

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Dedication
I dedicate this report to my wife Mrs. Irene Braimah, my three sons Maurice Braimah
(JR), Hans D. Braimah and Abraham Asaana Braimah who has to sacrifice and suffer
for my quest for higher educational laurels.
1
TABLE OF CONTENT
INTRODUCTION .................................................................................... 4
CHAPTER ONE ....................................................................................... 7
1.1 INFORMATION ABOUT PTC+ AND ANALYSIS OF

THE PROBLEM .....................................................................................7
CHAPTER TWO .................................................................................... 10
2.1LEARNING NEEDS ......................................................................... 10
2.2 MOTIVATION FOR THE LEARNING NEEDS ......................... 12
CHAPTER THREE ............................................................................... 13
3.1INFORMATION OF THE TARGET GROUP .............................. 13
3.2 SOCIAL CONDITIONS .................................................................. 14
3.3 LEARNING STYLE ........................................................................ 15
3.4 THE PROCESS OF ACTIVITIES FOR THE TARGET GROUP15
CHAPTER FOUR .................................................................................. 17
4.1EDUCATIONAL CONCEPT AND LEARNING OBJECTIVE .. 17
4.2 OBJECTIVES ................................................................................... 19
CHAPTER FIVE .................................................................................... 21
5.1 ASSESSMENT INSTRUMENT ..................................................... 21
2
ASSESSMENT........................................................................................ 21
CHAPTER SIX ....................................................................................... 24
6.1 MANUAL FOR TEACHERS/TRAINERS.................................... 25
CHAPTER SEVEN ................................................................................ 52
7.0 LESSON MATERIALS ................................................................... 52
7.2 HOW DIESEL ENGINES WORK ................................................. 58
7.3 THE BRAKING SYSTEM .............................................................. 62
CHAPTER EIGHT ................................................................................ 65
8.1 PLANNING AND IMPLEMENTATION...................................... 65
CHAPTER NINE.................................................................................... 67
9.1 EVALUATION BY STUDENTS/PUPIL’S ................................... 67
CHAPTER TEN ..................................................................................... 70
10.1 EVALUATION BY CLIENT/WORKPLACE ............................ 70
CHAPTER ELEVEN ............................................................................. 71
11.1 IMPROVEMENT ........................................................................... 71
CHAPTER TWELVE ............................................................................ 72
12.1 CONCLUSION ............................................................................... 72
3
INTRODUCTION
The professional situation (PS9) which has been designed by Stoas University
contained competencies in developing and creating teaching/training materials which
is aimed or intended to be used by a prescribed target group.
The teaching manual for maintenance of agriculture machines and equipment is
designed, taken in to consideration the competency based education concept and the
general information in the manual are structured in a systematic order for easy
understanding and implementation of the various assignments.
Objectives
The fast growing horticulture industry in Ethiopia needs competent staff at all levels,
from technicians up to managers to enable the sector to operate on a sustainable basis,
meet the standards expected in the international market, this project is therefore aim
at protecting the reputation and maintaining the quality of horticulture education to
make it competitive position in the market. This project will address this need and the
main and the personal objectives are as follows:
Main objectives
become acquainted with a Dutch training institution
to analysed the training school in terms of its training needs
create and develop educational training materials
Contribute my quota to the success of the institute. For example, by involving
myself or taking part actively in their daily routine activities especially, in the
training programmes for repairs and maintenance of agriculture machines.
4
Personal objective
To improve on my teaching skills on agriculture machines and equipment and this
is achieve by participating fully in the training programmes of repair and
maintenance of agriculture machines.
. to study the Dutch practical training institution system
to improve on my interpersonal skills
Contribute my quota to Agriculture education. The knowledge acquired during the
placement will help me teach effectively as a professional teacher to be.
Gain some marketing skills and this is achieve by under studying the commercial
activities of the organization to get exposure to the international community due to
the opportunity of having analysed an international training institution and comparing
with some practical in my country.
At the module the participants should be able to use the teaching manual for
maintenance and repair of agriculture machines and equipment, with competency
based learning education focus.
The manual layout consists of the following chapters:

¾ Chapter one gives general information of the organization and the analysis of
the problem
¾ In chapter two the learning needs is described
¾ Chapter three explains the information about the target group for which the
manual is developed
¾ Chapter four also explains the educational concepts and the learning objectives
¾ In chapter five the assessment criteria and layout is explained
¾ Chapter six outlined the manual for teachers/trainers
¾ Chapter seven also outlined the lesson materials for performing activating
lessons
¾ The planning and implementation of the lessons is described in chapter eight
¾ Chapter nine shows the evaluation by students/pupul’s/tranees
5
¾ In chapter ten, the evaluation by workplace clients is explained
¾ Finally chapter eleven and twelve explains improvement of the manual and the
conclusions respectively.
To meet the demands of the job market and to provide you with more opportunities to
meet the demands of industry within the agricultural engineering sub-sector of
agricultural production, you are offered herewith a training manual that would be
taught using the student centered principle of teaching. This manual is geared towards
training you in performing daily checks on a tractor, servicing an engine, servicing a
tractor, maintenance of farm implements and the filling of maintenance forms. These
competencies at the end of your study would equip you with skills that aimed at
optimizing production whiles improving on the life span of agricultural machinery,
with the mind of cost reduction, increase productivity and skills development. Skills
acquired at the end would offer you a job profile of a maintenance engineer in the
industry. You are most welcome and congratulations for choosing to use this manual.
6
CHAPTER ONE
1.1 Information about PTC+ and Analysis of the problem
PTC+ is the Practical Training Center in The Netherlands and educates with in the
motto ‘learning by doing’. PTC+ builds a bridge between theory and practice, and
develops practical, application oriented training programmes in the agricultural arena.
Originally it is formed in co-operation with farmers organizations, other educational
institutions and the Ministry of Agriculture in the Netherlands. Nowadays it is a
private institute with 200 trainers and € 25 million turnover.
PTC+ has different programmes with their own specialization:

¾ Horticulture (flowers, vegetables, fruits)
¾ Food Technology/Process Control
¾ Agriculture, arable farming
¾ Engineering
¾ Livestock, dairy, poultry
¾ Retail and communication
PTC+ International is a branch of PTC+ and is concentrating its activities on

developing economies.
The organization supports countries in improving their ability to develop themselves
in agriculture, both in primary activities as well in the establishment and
improvement of the agricultural supply-chain. Local knowledge needs to be
strengthened and assured for the future and, above all, implemented in local
economic processes. PTC+ does not export itself but its concept
7
The fast growing industry requires a growing supply of staff equipped with the
relevant and practical technical knowledge. All stakeholders in the sector
acknowledge there is an urgent shortage of technical and experienced staff at various
levels of agriculture education for an improved economic development of Ethiopia.
Within Ethiopia currently no floriculture industry specific practical training

programme exists. Moreover, at the various levels of training institutes, it is only with
limited technical and practical know-how of the floricultural sector that trainings are
conducted, For instance no vocational training institutes deal with floriculture and at
BSc and MSc levels no specific specializations in floriculture exist. Technical
support from the input suppliers is considered to be insufficient and companies lack
other sources of information such as access to extension services or relevant research
data. This situation results in a ad-hoc approach where many commercial producers
conducting or organizing on-farm training for their staff individually. Initiatives from
higher learning institutes such as the Jimma University, where BSc students in
horticulture can go for a two month internship a commercial flower farm are very
much appreciated by the sector and show the need for a more practical and industry-
oriented capacity building programme.
In line with this development, PTC+ is committed in developing a competency based

learning curriculum for group of professionals from Ethiopia who are engaged in
horticulture education. This training forms the first phase of the project, where these
professionals are trained as trainer of trainers to be implemented back in their country
of origin.
In order to realized this sustainable objectives, PTC+ as a practical training institute

has put together the following training schemes to be adopted by both parties in the
project:
8
Development of competency based learning curriculum
Designing of teaching and student guide
Designing of practical manuals for various areas in horticulture education
Designing of a Reader for teaching methodology and active learning
Training on the implementation of the project
With this project, it is hope that, all stakeholders in the floriculture industry in
Ethiopia will emphasize the urgent need for the establishment of a sustainable,
industry-led practically oriented capacity building facility as major prerequisite for
development of a profitable and sustainable development of the industry in Ethiopia.
Consensus on the overall strategy has been reached in a strategy planning exercise in
which all stakeholders have participated. The strategy gives first priority capacity
building activities in the floriculture sector and secondly to fruits and vegetable
sector.
The project is jointly funded by the Dutch and Ethiopia governments respectively,
and being implemented by NUFFIC, and the participants of the project from Ethiopia
are expected to spend nine weeks starting from week 10 of 2008.
9
CHAPTER TWO
2.1Learning Needs
After having analyzed the existing teaching/training support materials of the

organization, I realized that, there is the need to make some additions and place more
value on the teaching/training manual for maintenance of agriculture machines and
equipment to meet with the competency based learning education concept and also to
meet the current teaching methodology approach. It is therefore, imperative for me to
adopt and execute the following learning needs during the practical placement:
Participate fully in the development of competency based learning curriculum

for Horticulture education teachers from Ethiopia. This training project is
going to be jointly organize by PTC+ and the Wageningen university.
Assist in the training of Ethiopian teachers on teaching methodology and the

concept of active learning.
Develop handout on teaching methodology to be used by the Ethiopians.
Create a target group analysis of the Ethiopian participants and the trainers of
PTC+ Ede especially those in the horticulture engineering department.
Create and develop a practical teaching/training manual for maintenance of

agriculture machines and equipment.
Organized training for the trainers of the engineering department to explain the
concepts of the manual and its implementation.
Take part in some cases, the daily practical training programmes organize for
clients in the engineering department.
10
Acquisition of knowledge, skill and attitude
The following are the things I personally what to learn during the practical
placement period in terms of acquisition of knowledge, skills and attitude
respectively:
Knowledge
Understand the educational concepts of PS9 as far as knowledge transfer is
concern
Understand the theoretical aspects of active learning in terms of developing and

creating a teaching/training manual in schools situations
Understand the support information about the implementation of the final

educational product
Skills
Create and implement a teaching/training manual for the maintenance of
agriculture machines and equipment
Operation of the machines, the computers and the equipment
Attitude
To work with all participants in the project
Take responsibility for assignment
Interpersonal relations.
11
2.2 Motivation for the learning needs
The motivation came as a result of the availability of training facilities at the

practical training school which is of high quality standards as far as the
educational concept in the green sector is concern. The human resource base of
the organization, is very good because of highly qualified skilful trainers and other
auxiliary employees is a dimension which has drive my desire to study and
develop teaching/training materials under their full supervision. The knowledge
transfer from PS3 has to do with this motivation, since the knowledge acquisition
from this professional situation(PS3) has to be applied appropriately. Finally the
motivation, to come up with the learning needs, is due to the fact that, the target
group for which these learning needs are aimed at, gives some teaching
methodology which is in line with competency based learning education concept
to professionals from east Africa ,precisely Ethiopia, that makes processing of the
information much more easy for me because of the similarities in learning
demands in Ethiopia and Ghana where I come from.
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CHAPTER THREE
3.1Information of the target group

The group consist of 11 people out of whom 4 are females and 7are males
respectively.
Majority of the group are coming from business and management background e.g. the
knowledge the area of economics I C T and accounting. However, their area of
specialisation is connected to the green sector of Agriculture education and
management.(horticulture)
The group members are familiar with each other, and generally their relation is very
cordial and cooperative.
All of the group members are from one country and already are some set of groups
with a constant membership.
The same active trainees who take part during lessons.
Obvious difference in the level of knowledge.
Individual features
Knowledge.
The major problem of the group is that, they did not have knowledge about the
subject, and this is because of different area of
Specialisation. But the general level of literacy is rather very high due to the fact that,
majority of the participants are lecturers from universities in Ethiopia and hold PhD
and Msc diploma respectively.
13
Age range.
The age range of the participants is between 27 to 48 years respectively.
Attitude.
Trainees get on well with each other, their relations are very friendly. Most of the
trainees are diligent, respectful, perform
assignment all the time, they are very enthusiastic and highly motivated. Advice is
willingly accepted. Corrections are taken
Into consideration. The trainees learn in most effective and efficient way, they get
information very quickly without problems and very competent in processing
information.
Expectations with regards to content of the manual.
The teaching manual is designed and prepared in theoretical and practical ways,
which aim at activating the participants and it is also very easy to use.
The topic gives lot information on cooling system of an engine and the main causes
of overheating of an engine and the general maintenance of agriculture machines and
equipment which in my
pinion will be more interesting and very useful to everybody. Also, because trainees
will be working with agriculture machines and equipment practically. They will be
surely motivated.
3.2 Social conditions

Within Ethiopia currently no floriculture industry specific practical training
programme exists. Moreover, at the various levels of training institutes, it is only with
limited technical and practical know-how of the floricultural sector that trainings are
conducted, For instance no vocational training institutes deal with floriculture and at
BSc and MSc levels no specific specializations in floriculture exist. Technical
support from the input suppliers is considered to be insufficient and companies lack
14
other sources of information such as access to extension services or relevant research
data. This situation results in a ad-hoc approach where many commercial producers
conducting or organizing on-farm training for their staff individually. Initiatives from
higher learning institutes such as the Jimma University, where BSc students in
horticulture can go for a two month internship a commercial flower farm are very
much appreciated by the sector and show the need for a more practical and industry-
oriented capacity building programme and the use of effective teaching and training
materials are required.
3.3 Learning style

The learning style and activities of the trainees is very high and active in nature, this
is due to the fact that, majority of them are already have their Msc and Ph D degrees
and are able to take full responsibility of whatever is expected of them.
3.4 The process of activities for the target group

The process involving the activities of the target group in this project is divided in
two phases. In the first phase, there will be a presentation to explain the content and
the element aspects of teaching methodology and active learning education approach
to the Ethiopians on the 18/4/2008.In this approach, the elements of teaching
methodology and active learning education concept will form an integral part of the
teaching manual which will be used later in teaching students in Ethiopia. The
participants will be informed about how to organized and choose the appropriate
didactic methods and learning materials required to implement all assignments which
will be included in the manual.
In the second phase of the activities, the trainers of PTC+ will also receive another
presentation about the whole content of the manual and how, the instruction approach
in the manual could be integrated with the existing teaching/training manual use by
PTC+ in training their clients. In fulfillment of this assignments, a consultation with
15
PTC+trainers and the Ethiopians have already been completed and all the needed
inputs have also been finalized.
Even though, the lessons were initially prepared to be use in performing 100mins of
activating lessons for the Ethiopians, but unfortunately this target group left earlier
than the planned date for the implementation. Eventually, the activating lessons were
organized and conducted for another international group from South Africa. The
South Africans were a group of teachers from an Agriculture training college in
South Africa who were in PTC+ to undertake a course in competency based leaning
(CBL) education concept in horticulture engineering.
16
CHAPTER FOUR
Educational concept
- Description what it means to use Constructivism of the educational concept,
which you want to apply for your module?
- What consequences will that have for developing your module?
Constructivism will be one of main teaching concepts that I will use during
development and performance of my educational programme. I will use this
educational theory and its principles in combination with active learning methods. I
will use constructivism because of several reasons. The first reason is that my target
group consists of adults and constructivism is one of the most preferable theories to
work with them. They have a lot of preliminary knowledge and experience in
different kinds of activities, which I will teach them to perform. My task as a teacher
will be to organize this knowledge, refresh it where it is necessary and sort it in
certain proper way that makes it to create value for the company. Using this
knowledge organization, my target group will be able to create new knowledge and
work organization attitude that will help them to make their work done properly. This
way of knowledge organization is my main objective that I want to develop in my
target group because the most valuable thing that every company has is brains of
workers, who work there. Second reason is that during lessons my students will be
able to share their knowledge with the other students and with me. That will help me
to perform the lessons about this topic in future and increase my own knowledge of
the subject. Third reason is that my students will be able and are able to use different
kinds of other materials connecting to the topic. Using of constructivism theory will
encourage them to use these materials more widely and share them in the group.
Fourth reason is that my student will be more open for discussion and will ask more
questions for others and me. This will help them to understand the material of the
lessons better and avoid any misunderstanding during them.
17
I will not use objectivism-teaching model during my lessons. This learning
theory does not suit my learning needs and learning needs of my target group. I will
explain: during my educational programme, I will mostly focus on organization of
work of the group, but not doing lections in their traditional way. 80% of study time
students will work by their own or in couples so objectivism is not suitable for them
and for me as a teacher in this situation.
I will use collaborative during my lessons to make students share their
knowledge with the others during discussions and practical work, will help students
to learn to listen to each other and communicate in nice and friendly manner. This
will also help to unite the group and make good working atmosphere in it.
I will not use cognitive information processing and socioculturism during my
lessons because this both theories are not suitable during lesson performance.
I will use active learning methods during my lessons and active learning
theory during my lessons. It will be dominant theory for my programme. I have
several reasons to choose this theory and put it in to practise:
1. Group will consist of Dutch people who learned according to principles of this
theory before. For example: in school, they used games to learn and in university,
they used group assignments and group work during classes.
2. Most of tasks will be practical and active learning theory mostly focuses on
practical group work.
3. This theory closely connected with constructivism theory.
4. The forth reason of using active learning methods is motivation of the
students. Target group with which I will work requires practical approach nether than
theoretical. This means that students themselves with the help of the teacher will
perform most of the tasks during the lessons. Also students need to work
autonomously without supervision of the teacher on their assignments and after the
end of the course. This means that students must be interested in work they are doing
and perform it right without supervision. Motivation of students to perform the tasks
and assignments will be described.
18
4.2 objectives
General objective
At the module the participants should be able to use the teaching manual for
maintenance and repair of agriculture machines and equipment, with competency
based learning education focus.
Specific objectives
At the end of the module the participants should be able to:
I. Explain and understand the general background information of agriculture
machines and equipment
II. Observe the safety precautions and regulations in the maintenance and repair
shop
III. Use the teaching manual to teach students about maintenance and repair of
agriculture and equipment
IV. Use the manual in groups to execute assignment
V. Interpret diagrams and symbols used in the manual
VI. Understand the competency based learning education aspects of the manual
VII. Apply the manual in the repairs and maintenance of agriculture machines and
equipment.
VIII. Identify the need to incorporate competency based learning education concept
to a teaching manual
IX. Apply various teaching methodology in the use of the manual
19
4.3 Final implementation
Finally lesson 1 of this teaching manual was implemented on Friday 13th of June
2008 in cooperation with eight teachers from South Africa. The manual was
originally developed for teachers from Ethiopia as previous indicated. Since they
left earlier than the activating lesson was foreseen, the South African group
became the final target group for the implementation of my activating lesson.
However, I wrote my description for the target group towards the Ethiopian
participants, I took this description as a point of departure for the activating
lesson for my final South African target group.
20
CHAPTER FIVE
5.1 Assessment instrument

Introduction
This chapter outlined the assessment criteria and the type of assignments needed to
execute various maintenance, repair works and routine daily checks carried out on
agriculture machines and equipment. The assignments to these topics are included in
the lesson preparations forms in the next chapter where a system overview of the
lessons is explained in detailed. However, the assessment scheme, in the table
indicated below shows the general competencies to be assessed, the job title of the
graduates under studying the course among others.
Assessment
Assessment Conduct daily routine maintenance on tractor, ploughs, harrows
and Filling out a maintenance form
General Observe, assess, plan and record
Competencies
assessed
Job Maintenance engineer
Context As part of your assignment in the University workshop, you

have been given the task of carrying out daily routine
maintenance on the tractors, etc. and maintenance on the
ploughs and harrows to ensure that the machines are in good
working condition.
Product To ensure that the machines and/or equipments are serviced or
maintained.
How • Conduct daily routine checks on machinery
• Do end of season maintenance on equipment and/or
21
implements
• Filling out a maintenance form
Assignment Conduct daily routine maintenance on e.g. a tractor, ploughs
and harrows.
Where At the University workshop
Customer Instructor / Lecturer
Steps Daily routine maintenance

• Water and oil levels, battery
• Tyre pressure
Equipment maintenance
• clean equipment/implement
• place them in a shed and check for broken and defective
parts, change if necessary
• oil and grease moving and soil working parts of the
implement
• protect from the weather
Assessors Supervisor / lecturer
Preparation Knowledge in maintenance
student Reading and interpretation of workshop service manual
Filling out maintenance forms
Reflection 1. Have you been able to conduct daily maintenances?

2. What problems did you face with daily maintenances?
3. What other methods could you have adopted and what skills
do you need for this purpose?
4. What competencies do you need to undertake the work
effectively?
22
Organisation Facilities: Right set of tools and equipment and spare parts
Grease and lubricants
Workshop service manual
Time: 6 hours
Assessors Verify date, place and time of assessment; to be known to the
instruction student.
Safety precautions to be observed
Determine what to assess on with the assessment form
ASSIGNMENT 1
With the aid of a line diagram and a checklist, in annex 1.2 and 1.3 identify the
main parts of an engine cooling system in the workshop.
Use the diagram and the checklist in Annex 1.2 and 1.3 respectively to identify the
main parts and take a very good inventory or check the conditions of the cooling
system as it is indicated in the checklist and the line diagram.
Assignment 2
Case study:
As a technician responsible for the maintenance and repairs of agriculture machinery
(tractors), is confronted with a brake failure of a particular tractor brought to the
repair shop for diagnosis and rectification of the problem. Determine what will be the
most likelihood causes of the brake failure of the tractor. Explain how such faults
could bring about this problem.
Grouping of students for the assignment:

Divide the students into a group of four to implement the assignment (case study).
23
Assignment 3
With the help of instructional manual on daily routine checks of a tractor, take a
complete inventory of the condition of the following components of the tractor.
(Note: See Annex 3.2 for the instructional manual on daily checks of a tractor).
A. Water level in the radiator

B. The tyre pressure
C. The brakes
D. Electrolyte level in battery.

Divide the students into a group of four to implement the assignment.
Assignment 4
Use the instructional manual in annex 4.2 to conduct a thorough inspection of the
fuel supply system of a C I engine, and state clearly the type of procedures
involved in the task.
(Note: the checklist in annex 1.2 could be of help in this assignment)
24
CHAPTER SIX
6.1 Manual for teachers/trainers

Introduction
Chapter 6 explains how four lessons preparation forms for performing activating
lessons is structured and outlined to meet the competency based education approach
of teaching practical lessons. The topics, which constitute these lesson preparation
forms, are topics from the technology of an engine. Topics such as the cooling
system, the braking system, and the fuel supply system of a C I engine and routine
daily checks on a tractor are being explained in detailed.
LESSON FORM 1
LESSON FORM
Subject: Technology
Topic: Cooling system
Time: 100mins
General Objectives: At the end of the lessons, the students should be able to explain
the operation and identify the main components of an engine cooling system.
SPECIFIC OBJECTIVES
1. COGNITIVE :Explain the principle of operation of the cooling system of an
engine
2. PSYCHO-MOTORIC: Identify the main components of the cooling system
with the aid of a line diagram
3. INTERACTIVE: Work in a group of four to check water level and leakage in
the engine
25
4. REACTIVE: Observe workshop regulations and safety precautions during the
assignment
Time Phase Teacher/Student Activity Resource

100
mins
5mins Orientatio Good afternoon everybody, I hope you Beamer
n have enjoyed your weekend and I am
happy to see you in my lesson. Please in
case you feeling warm, what will you
generally do to keep your body
temperature cools and normal? At this
moment, could you describe what you will
do to keep your body cool whenever you
are feeling hot.
From your own explanation, you would
have realized that, when a body is warm
you will normally need some form of
coolant to keep to temperatures within
range.
Today the Topic of our lesson is The
cooling system of an engine.
As you are all aware of engine technology

as a subject which deals with the
functioning and the operations of various
system of a car engine, but our lesson will
focus only on the cooling system of an
engine, the constructional features, types,
26
functions, the causes of overheating of the
engine from the cooling system and the
operation of the units.
As part of our introduction to this topic,

we will first treat the theoretical aspects of
the cooling system to get general
background information and then, there
will be a practical part. At this moment, I
would like to outline the specific
objectives of the lessons; at the end of the
lessons students should be able to explain
the function and the operation of the
cooling system of an engine, identify the
main parts of the water cooling system, list
types of cooling system and explain the
causes of overheating of an engine from
the cooling system.
Now lets look at the objectives of the

lesson:
OBJECTIVES
1. COGNITIVE: Explain the principle

of operation of the cooling system
of an engine
2. PSYCHO-MOTORIC: Identify the
main components of the cooling
system with the aid of a line
27
diagram
3. INTERACTIVE: Work in a group
of four to check water level and
leakage in the engine
4. REACTIVE: Observe workshop
regulations and safety precautions
during the assignment
PROGRAMME
1. Introduction of activating lessons
2. Explanation of objectives
3. Power point presentation on
theoretical aspects of the cooling
system of an engine
4. Implementation of assignment in
various groups
5. Plenary session and evaluation
6. Completing of evaluation
instrument by students
45mins Exploratio Live Engine
28
n EXPLAIN THE FUNCTION and checklist
See Annex 1.1 for power point
presentation.
Function: the function of the cooling

system of engine is to keep the engine at
its most efficient operating temperatures,
normally the most efficient operating
temperatures of an engine ranges between
77 degree Celsius to 85 degree Celsius.
This also suggests that, the engine must
not operate below and above the
recommended temperature ranges.
Types of cooling system

¾ Water cooling system
¾ Air cooling system
Causes of overheating of the engine

from the cooling system:
o Shortage of water in the tank

o Loosed fan belt
o Blocked radiator cores
o Faulty water pump
o Faulty pressure cap
o Faulty thermostat
The following are the main parts of the

cooling system of an engine:
29
o Radiator(water tank)
o Water hose
o Water jackets
o Water pump
o Pressure cap
o Thermostat
o Overflow pipe
ASSIGNMENT
1. With the aid of a line diagram and a
checklist, in annex 1.2 and 1.3
identify the main parts of an engine
cooling system in the workshop.
2. Use the diagram and the checklist in
Annex 1.2 and 1.3 respectively to
identify the main parts and take a
very good inventory or check the
conditions of the cooling system as
it is indicated in the checklist and
the line diagram.
3. SEE ANNEX 1.2 AND 1.3.
(Note: Information on the line diagram

and the checklist is included in the annex
of the lesson preparation form)
Grouping of student for assignment/task

Put students in group of four to execute
assignment/task.
30
Observe and coach students when
necessary.
35 Evaluation PRESENTATIONS FROM GROUPS Evaluation

mins At this moment the students come to the Instrument
classroom for evaluation of the lessons and
and the assignment in particular, and this Presentation
done during the plenary session of the forms.
lesson.
The following procedure should be
followed:
1. Ask the representatives of the
various groups to come forward to
make a presentation to explain their
findings from the executed
assignment/task
2. After each presentation from the

groups students could ask questions
pertaining to the assignment
3. Go over the lesson once more and

summarise the finding of the groups
and the necessary corrections when
the need arises.
5 mins Transfer Ask students to apply skills and Question

knowledge acquired from the cooling paper
31
system of an engine to maintain air
conditioners, cold stores etc.
Self-study: With the aid of a live vehicle
5mins air conditioner, explain how the system
operates.
Complete the evaluation form.
32
LESSON FORM 2
Subject: Technology
Topic: The braking system
TIME: 100mins
General objective: To identify and understand the operation of the braking system of
a vehicle.
Specific objectives: at the end of the lessons students should be able to:
COGNITIVE: state the function and the principle operation of the braking
system
PSYCHO-MOTORIC:list and adjust types of braking system arrangement
INTERACTIVE: work in a group of four to identify the main parts
(components) of the braking system from a line diagram
REACTIVE: observer safety precaution in the workshop
LESSON FORM 2
Time phase Description of teacher / student activity Resources/remar

100 ks
mins
Orientatio Teacher: create your presence in the class
5mins n by way of greetings and ask students’ Everybody
questions related to their previous should be
knowledge (pk).Give the students also a involved in the
short story before the commencement of process.
the topic.
Student: are required to take part in Use beamer
answering questions which arise as a result
of teacher/student interactions. Explain
33
their previous knowledge which will
eventually lead to the topic to be treated.
At this moment tell the students about the
topic which is the braking system.
Explain the objectives of the lesson.

OBJECTIVES: at the end of the lessons
students should be able to:
COGNITIVE: state the function and
the principle operation of the
braking system
PSYCHO-MOTORIC: list and
adjust types of braking system
arrangement
INTERACTIVE: Work in a group
of four to identify the main parts
(components) of the braking system
from a line diagram
REACTIVE: observer safety
precaution in the workshop
PROGRAMME
o Short introduction of lesson
o Presentation with power point
to explain the theoretical
aspects
o Assignment by students
o Plenary session and
evaluation
o Completing of evaluation
34
forms
45min Exploratio
s n EXPLANATION OF THE BRAKING
SYSTEM
See power point presentation in Overhead

annex 2.1 projector
Chalk/markers.
Teacher: explain with the aid of a diagram

the arrangement of the braking system,
state the function and operation of the unit.
Eg.the function of the braking system is to
retard or completely stop the motion of a
vehicle by converting kinetic energy to
heat energy which is finally dissipated to
the air stream.
Types of braking system:

1. -hydraulic braking system
2. -mechanical braking system
3. -Compressed air braking system
4. -auxiliary brakes
Give students handout.
35
Student: listen and observe lecture and ask
questions for clarification.
See the line diagram of the braking system

and some background information in
annex 2.2.
Assignment
Case study:
As a technician responsible for the
maintenance and repairs of agriculture
machinery (tractors), is confronted with a
brake failure of a particular tractor brought
to the repair shop for diagnosis and
rectification of the problem. Determine
what will be the most likelihood causes of
the brake failure of the tractor. Explain
how such faults could bring about this
problem.

Divide the students into a group of four to
implement the assignment (case study).
5mins Evaluation
PRESENTATIONS Handout for
At this juncture, the representatives of the assignment.
various groups come with their findings
36
about the case study.
After each presentation from the

Teacher: summarize the lesson and ask

students questions.
Discuss lessons with students.
Student: answer questions posed by
teacher.
5 mins transfer Ask students how they will apply the new
knowledge and skills in another situation
to identify the causes of engine failure of a
tractor.
37
LESSON FORM 3
Subject: Technology
Topic: Daily checks of a tractor
TIME: 100mins
General objective: At the end of the lessons students should be able to perform a
routine daily checks on a tractor.
Specific objectives
At the end of the practical lesson students should be able to:

COGNITIVE: Explain the importance of a routine daily maintenance of
agriculture machine and equipment
PSYCHO-MOTORIC: Perform a practical daily checks on agriculture
INTERACTIVE: Deliver assignment in groups
INTERACTIVE: Reflect on their performance
REACTIVE: Observe safety precautions in the workshop.
LESSON PREPARATION FORM

Time Phase Description of Teacher/student activity Resources
100mins
Orientation Teacher: create your presence in the class
10mins by way of greetings and ask students’ Beamer
questions related to their previous
knowledge (pk).Give the students also a
short story before the commencement of
the topic.
38
Student: are required to take part in
answering questions which arise as a result
of teacher/student interactions. Explain
their previous knowledge which will
eventually lead to the topic to be treated.
Teacher: Good afternoon everybody, I
hope you have enjoyed your weekend and
I am happy to see you in my lesson. Please
in case you feeling warm, what will you
generally do to keep your body
temperature cools and normal? At this
moment, could you describe what you will
do to keep your body cool whenever you
are feeling hot?
From your own explanation, you would
have realized that, when a body is warm
you will normally need some form of
coolant to keep to temperatures within
range.
Today the Topic of our lesson is The
maintenance of agriculture machines,
equipment and the daily checks.
As you are all aware of engine technology

as a subject which deals with the
functioning and the operations of various
system of a Tractor engine, but our lesson
will focus only on the maintenance and
daily checks of an engine, the
constructional features, types, functions,
39
the causes of malfunctioning parts of
machines and equipment as a result of
poor maintenance and daily checks on the
machines and equipment.
As part of our introduction to this topic,
we will first treat the theoretical aspects of
routine and daily checks and maintenance
of machines and equipment to get general
background information and then, there
will be a practical part. At this moment, I
would like to outline the specific
objectives of the lessons; at the end of the
lessons students should be able to explain
the importance of a routine maintenance,
daily checks of agriculture machine and
equipment, to perform daily checks on a
Tractor.
Explain the objectives of the practical
lessons.
OBJECTIVES
At the end of the practical lesson students
should be able to:
1. COGNITIVE: Explain the
importance of a routine daily
maintenance of agriculture machine
and equipment
2. PYSCHO-MOTORIC: Perform a
practical daily checks on agriculture
40
3. INTERACTIVE: Deliver
assignment in groups
4. INTERACTIVE: Reflect on their
performance
5. REACTIVE: Observe safety
precautions in the work shop
PROGRAMME
¾ Introduction
¾ Explanation of objectives
¾ Formation of learning groups
¾ Assignment
¾ Presentation
¾ Evaluation
Student: Should observe and answer

questions pose by the teacher during
the introduction of the topic.
45mins Exploration
EXPLANATION OF THE SYSTEM Live tractor
See power point presentation in

Annex 3.1.
41
The critical daily routine maintenance and
checks of a tractor are normally conducted
to ensure the safety of the operator and to
also avoid damage to the operating
mechanisms of the machine at all times.
The following key fundamental areas of

the tractor which need daily routine checks
before the machine is normally put to use:
I. Tyre pressure
II. Engine oil level
III. Brakes
IV. Electrolyte level
See Annex 3.2 for detail instructions

on how to conduct a daily checks on a
tractor.
Assignment
With the help of instructional manual
on a daily routine check of a tractor,
take a complete inventory of the
condition of the following
components of the tractor.
(Note: See Annex 3.2 for the
instructional manual on daily checks
of a tractor).
42
E. Water level in the radiator
F. The tyre pressure
G. The brakes
H. Electrolyte level in battery.

implement the assignment.
Evaluation PRESENTATIONS
15mins At this juncture, the representatives of the Presentation
various groups come with their findings Materials
about the conditions of the components the
tractor.
After each presentation from the


students questions.
Student: answer questions posed by
teacher
5mins Transfer Ask students how they will apply the new
43
knowledge and skills in another situation
to identify various specifications of other
engine component (parts).
44
LESSON FORM 4
Subject: Technology
Topic: The fuel supply system(C I Engine)
TIME: 100mins
General objective: At the end of the lessons students should be able to explain the
principle of operation and outline the constructional feature of the fuel supply system
of a C I engines.
Specific objectives
1. COGNITIVE: Explain and state the principles of operation of the fuel supply
unit of C I engine
2. PSYCHO-MOTORIC: Identify the constructional features of a C I engine
3. INTERACTIVE: Work in a group of four to list the common faults associated
with the system
4. REACTIVE: Observe safety precaution and workshop regulations during the
execution of assignment/task
LESSON PREPARATION FORM

Time phase Description of teacher/student activity resources
100min
s
10mins orientatio Teacher: create your presence in the class by Beamer
n way of greetings and ask students’ questions
related to their previous knowledge (pk).Give
the students also a short story before the
commencement of the topic.
Student: are required to take part in answering
questions which arise as a result of
45
teacher/student interactions. Explain their
previous knowledge which will eventually lead
to the topic to be treated.
Teacher: Good afternoon everybody, I
hope you have enjoyed your weekend and I am
happy to see you in my lesson. Please in case
you feeling warm, what will you generally do
to keep your body temperature cools and
normal? At this moment, could you describe
what you will do to keep your body running
with energy whenever you are feeling hungry?
From your own explanation, you would have
realized that, when a body is weak you will
normally need some form of food that will
immediately gives some energy to keep body
working effectively.
Today the Topic of our lesson is The fuel
supply system of a (C I engine)
As you are all aware of engine technology as a

subject which deals with the functioning and
the operations of various system of a Tractor
engine, but our lesson will focus only on the
engine fuel units, the constructional features,
types, functions, the causes of malfunctioning
parts of machines and equipment as a result of
poor maintenance and lack of daily checks on
the machines and equipment aspects of the fuel
supply units.
As part of our introduction to this topic, we
46
will first treat the theoretical aspects of routine,
daily checks and maintenance of the fuel
supply system of the C I engines to get general
background information, and then, there will
be a practical part. At this moment, I would
like to outline the specific objectives of the
lessons;
OBJECTIVES
At the end of the practical lesson students
should be able to:
1. COGNITIVE: Explain and state the
principles of operation of the fuel
supply unit of C I engine
2. PYSCHO-MOTORIC: Identify the
constructional features of a C I engine
3. INTERACTIVE: Work in a group of
four to list the common faults
associated with the system
4. REACTIVE: Observe safety
precaution and workshop regulations
during the execution of
assignment/task
PROGRAMME
i. Introduction
ii. Power point presentation of the
theoretical aspects
iii. Assignments
iv. Plenary sessions/evaluation
47
v. Completing of evaluation form
Student: Should observe and answer

questions pose by the teacher during the
introduction of the topic.
Explorati
45mins on Live engine
EXPLANATION OF THE SYSTEM
See power point presentation in Annex

4.1.
The function of fuel injection equipment is to

supply the engine with fuel in qualities exactly
metered in proportion to the power required
and timed with utmost accuracy, so that the
engine will deliver that power within the limits
prescribed for fuel consumption, exhaust
smoke, noise and exhaust emissions.
The fuel must be injected through suitable
nozzles at pressures high enough to cause the
required degree of atomization in the
combustion chamber and to ensure that it
mixes with sufficient air for complete
combustion in the cycle time available.
48
In multi cylinder engines the periods of
injection, the timing and the delivered quantity
must be accurately metered to ensure an even
balance between the cylinders.
There are two main classifications for fuel-

injection systems, namely
1. air injection which had become obsolete
but now some interest has been shown
by researchers (however very high
pressure is required for air) and
2. solid (or airless) injection
Type of fuel filters
A low pressure (2.5 bar) transfer pump or fuel

feed pump is required to lift the fuel from the
tank, to overcome the pressure drop in the
filters, and to charge the metering or
pressuring unit. Three filters are
recommended, namely,
1. A primary stage (a metal- edge filter to

remove coarse particles, larger than 25
microns).
2. A secondary stage (a replaceable cloth,

paper or lint element to remove fine
49
particles from about 4 to 25 microns)
and
3. Final stage (a sealed, non-replaceable

element) to remove fine particles that
escaped the secondary stage.
Assignment
Use the instructional manual in annex 4.2 to
conduct a thorough inspection of the fuel
supply system of a C I engine, and state
clearly the type of procedures involved in
the task.
(note: the checklist in annex 1.2 could be of
help in this assignment)

implement the assignment.
15mins evaluatio PRESENTATIONS

n Now, the representatives of the various groups Presentation
come with their findings about the conditions materials
of the components of the fuel supply units of
the C I engine.
After each presentation from the groups

students could ask questions pertaining to
the assignment
50
students questions.
Student: answer questions posed by teacher
5mins transfer Ask students how they will apply the new
knowledge and skills in other situations to
identify the causes of fuel supply
malfunctioning of a C I engines.
51
CHAPTER SEVEN
7.0 Lesson materials

Introduction
This chapter outlined various lesson materials connected to the topics described in the
lesson preparation forms in the previous chapter. Lesson materials on the cooling
system, the braking system, the fuel supply system of the compression ignition
engine(C I) are all explained in details and supported with illustrations of different
diagrams and constructional features.
7.1 Water cooling
Is a method of heat removal from components? As opposed to air cooling, water is

used as the heat transmitter. Water cooling is commonly used for cooling internal
combustion engines in automobiles and electrical generators. Other uses include
cooling the lubricant oil of pumps; for cooling purposes in heat exchangers; cooling
products from tanks or columns, and recently, cooling of various major components
inside top-end personal computers. The main mechanism for water cooling is
convective heat transfer.
Advantages
The advantages of using water cooling over air cooling include water's higher
specific heat capacity, density and thermal conductivity. This allows water to transmit
heat over greater distances with much less volumetric flow and reduced temperature
difference. For cooling CPU cores, this is its primary advantage: the tremendously
increased ability to transport heat away from source to a secondary cooling surface
allows for large, more optimally designed radiators rather than small, inefficient fins
mounted on or near a heat source such as a CPU core. The "water jacket" around an
52
engine is also very effective at deadening mechanical noises, which makes the engine
quieter.
Open method
An open water cooling system makes use of evaporative cooling, lowering the
temperature of the remaining (unevaporated) water. A component such as a bong
cooler replaces the radiator of a closed water cooling system. The obvious downside
of this method is the need to continually replace the water lost due to evaporation.
Automotive usage
The use of water cooling carries the risk of damage from freezing. Automotive and
many other engine cooling applications require the use of a water and antifreeze
mixture to lower the freezing point to a temperature unlikely to be experienced.
Antifreeze also inhibits corrosion from dissimilar metals and can increase the boiling
point, allowing a wider range of water cooling temperatures. Its distinctive odor also
alerts operators to cooling system leaks and problems that would go unnoticed in a
water-only cooling system. The heated water can then be used to warm the air
conditioning system inside the car, if so desired.
Another less common chemical additive is products to reduce surface tension. These
additives are meant to increase the efficiency of automotive cooling systems. Such
products are used to enhance the cooling of underperforming or undersized cooling
systems or in racing where the weight of a larger cooling system could be a
disadvantage.
Computer usage
See also: computer cooling
53
Interior of a water cooled computer, showing CPU/GPU water block, tubing and
pump
DIY Watercooling setup showing Laing Thermotech D4 12v pump, Swiftech

STORM CPU Waterblock and the typical application of a T-Line
In the past few years, water cooling has become noticed for cooling computer
components, especially the CPU. Water cooling usually consists of a CPU water
block, a water pump and a heat exchanger (usually a radiator with a fan
attached). Water cooling not only allows for quieter operation and improved
overclocking, but with improved heat handling capabilities hotter processors can
be supported. Less commonly, GPUs, Northbridges, hard drives, memory, VRM,
and even power supplies are also water cooled.
Water coolers for computers (other than mainframes) were, up until the end of
the '90s, homemade. They were put together using car radiators (or more
commonly, a car's heater core), aquarium pumps and home made water blocks. In
conjunction with these automotive items users would pair laboratory-grade PVC
and Silicone tubing and various reservoirs (home made using plastic bottles, or
constructed using cylindrical acrylic or sheets of acrylic, usually clear) and or a
54
T-Line. More recently a growing number of companies are manufacturing pre-
made, specialised components, allowing water cooling to be compact enough to
fit inside a computer case. This, coupled with the growing amount of heat
coming from the CPU has greatly increased the popularity of water cooling.
However it is still a very niche market.
Dedicated overclockers will occasionally use vapor-compression refrigeration or

thermoelectric coolers in place of more common standard heat exchangers. Water
cooling systems in which water is cooled directly by the evaporator coil of a
phase change system are able to chill the circulating coolant below the ambient
air temperature (an impossible feat using a standard heat exchanger) and, as a
result, generally provide superior cooling of the computer's heat-generating
components. The downside of phase-change or thermoelectric cooling is that it
uses much more electricity and antifreeze must be added due to the low
temperature. Additionally, insulation, usually in the form of lagging around water
pipes and neoprene pads around the components to be cooled, must be used in
order to prevent damage caused by condensation of water vapour from the air on
the surfaces at below ambient temperature. Common places from which to
borrow the required phase change systems are a household dehumidifier or air
conditioner.
An alternative cooling system, which enables components to be cooled below the

ambient temperature, but which obviates the requirement for antifreeze and
lagged pipes, is to place a thermoelectric device (commonly referred to as a
'Peltier junction' or 'pelt' after Jean Peltier, who documented the effect) between
the heat-generating component and the water block. Because the only sub-
ambient temperature zone now is at the interface with the heat-generating
component itself, insulation is required only in that localized area. The
disadvantage to such a system is that pelts typically draw a large amount of
power, and the water cooling system is required to remove this power, in addition
to the heat generated by the component. Another possible danger is condensation,
55
resulting from the ambient air right around the pelt being cold. This condensation
could cause a short-circuit, shutting the computer down or possibly permanent
damage. A proper installation requires that the Peltier be "potted" with silicone
epoxy. The epoxy is applied around the edges of the device, preventing air from
entering or leaving the interior.
Apple's Power Mac G5 was the first mainstream desktop computer to have water
cooling as standard, and Dell later followed suit by shipping their XPS computers
with liquid cooling, using thermoelectric cooling to help cool the liquid.
A Marley mechanical induced draft cooling tower

Industrial usage
Most industrial cooling towers use river water or well water as their source of
fresh cooling water. The large mechanical induced-draft or forced-draft cooling
towers in industrial plants such as power stations, petroleum oil refineries,
petrochemical plants and natural gas processing plants continuously circulate
cooling water through heat exchangers and other equipment where the water
absorbs heat. That heat is then rejected to the atmosphere by the partial
evaporation of the water in cooling towers where upflowing air is contacted with
the circulating downflow of water. The loss of evaporated water into the air
exhausted to the atmosphere is replaced by "make-up" fresh river water or fresh
cooling water. Since the evaporation of pure water is replaced by make-up water
containing carbonates and other dissolved salts, a portion of the circulating water
is also continuously discarded as "blowdown" water to prevent the excessive
build-up of salts in the circulating water.[1]
56
Cooling water intake of a nuclear power plant
On very large rivers, but more often at coastal and estuarine sites, "direct cooled"
systems are often used instead. These industrial plants do not use cooling towers
and the atmosphere as a heat sink but put the waste heat to the river or coastal
water instead. These "once-through" systems thus rely upon a good supply of
river water or sea water for their cooling needs; the warmed water is returned
directly to the aquatic environment. Thermal pollution of rivers, estuaries and
coastal waters is an issue which needs to be addressed when considering the
siting of such plants. Other impacts include "impingement" (the capture of larger
organisms such as fish and shrimp on screens protecting the small bore tubes of
the heat exchangers from blockage) and "entrainment" (the combined effects of
temperature, pressure, biocide residual and turbulence/shear on smaller
organisms entrained with the cooling water and then expelled back to the aquatic
environment in the effluent). The cooling water in such heat exchange cycles is
often treated with a biocide to prevent fouling in heat exchangers like condensers
and other equipment, but in some instances such control can be exercised instead
through frequent cleaning, antifouling paints (both toxic-release and non-toxic),
or heat treatment.
High grade industrial water (produced by reverse osmosis) and potable water is
sometimes used in industrial plants requiring high-purity cooling water.
Some nuclear reactors use heavy water as cooling. Heavy water is employed in
nuclear reactors because it is a weaker moderator of the nuclear chain reaction.
This allows for the reactor core size to be smaller, or for the use of less enriched
57
fuel. For the main cooling system, normal water is preferably employed through
the use of a heat exchanger as heavy water is much more expensive. Reactors
that use other materials for moderation (graphite) may also use normal water for
cooling.
7.2 How diesel engines work
In mechanical terms, the internal construction of a diesel engine is similar to its

gasoline counterpart—components such as pistons, connecting rods and a
crankshaft are present in both. Like a gasoline engine, a diesel engine may
operate on a four-stroke cycle (similar to the gasoline unit's Otto cycle), or a
two-stroke cycle, albeit with significant dissimilarity to the gasoline equivalent.
In both cases, the principal differences lie in the handling of air and fuel, and the
method of ignition.
A diesel engine relies upon compression ignition to burn its fuel, instead of the
spark plug used in a gasoline engine. If air is compressed to a high degree, its
temperature will increase to a point where fuel will burn upon contact. This
principle is used in both four-stroke and two-stroke diesel engines to produce
power.
58
Unlike a gasoline engine, which draws an air/fuel mixture into the cylinder
during the intake stroke, the diesel aspirates air alone. Following intake, the
cylinder is sealed and the air charge is highly compressed to heat it to the
temperature required for ignition. Whereas a gasoline engine's compression
ratio is rarely greater than 12:1 to avoid damaging preignition, a diesel's
compression ratio is usually between 14:1 and 25:1. This extremely high level
of compression causes the air temperature to increase to 700 to 900 degrees
Celsius (1300 to 1650 degrees Fahrenheit).
As the piston approaches top dead centre (TDC), fuel oil is injected into the
cylinder at high pressure, causing the fuel charge to be nebulized. Owing to the
high air temperature in the cylinder, ignition instantly occurs, causing a rapid
and considerable increase in cylinder temperature and pressure (generating the
characteristic Diesel "knock"). The piston is driven downward with great force,
pushing on the connecting rod and turning the crankshaft.
When the piston nears bottom dead centre the spent combustion gases are
expelled from the cylinder to prepare for the next cycle. In many cases, the
exhaust gases will be used to drive a turbocharger, which will increase the
volume of the intake air charge, resulting in cleaner combustion and greater
efficiency.
The above sequence generally describes how a diesel operates. However, there
are striking differences between the four-stroke and two-stroke versions:
Four-Stroke
The cycle starts with the intake stroke, which begins when the piston is near
top dead centre. The intake valve is opened, creating a passage from the
exterior of the engine (generally through an air filter assembly), through the
intake port in the cylinder head and into the cylinder itself. As the piston
moves toward bottom dead centre, a partial vacuum develops, causing air to
enter the cylinder. In the case of a turbocharged engine, the air is rammed into
59
the cylinder at higher than atmospheric pressure. As the piston passes through
bottom dead centre, the intake valve closes, sealing the cylinder.
The compression stroke begins as the piston passes through bottom dead centre
and starts upward. Compression will continue until the piston approaches top
dead centre. The energy required for the compression stroke comes from the
momentum of a flywheel on the crankshaft as well as (in multi-cylinder
engines) other pistons in their power stroke.
The power stroke occurs as the piston reaches top dead centre at the end of the
compression stroke. At this time, fuel injection occurs, resulting in combustion
and the production of useful work.
The final stroke is the exhaust stroke, which begins as the piston approaches
bottom dead centre following ignition. The exhaust valve in the cylinder head
is opened and as the piston starts upward, the spent combustion gases are
forced out of the cylinder. Near top dead centre the intake valve will start to
open before the exhaust valve is fully closed, a condition referred to as valve
overlap. Overlap produces a flow of cooling intake air over the exhaust valve,
prolonging its life. Following the completion of the exhaust stroke the cycle
will begin anew.
Two-Stroke
Intake begins when the piston is near bottom dead centre. Air is admitted to the
cylinder through ports in the cylinder wall (there are no intake valves). Since
the piston is near bottom dead centre, aspiration due to atmospheric pressure
isn't possible. Therefore a mechanical blower or hybrid turbocharger (a
turbocharger that is mechanically driven from the crankshaft at low engine
speeds) is employed to charge the cylinder with air. In the early phase of
intake, the air charge is also used to force out any remaining combustion gases
from the previous power stroke, a process referred to as scavenging. As the
piston passes through bottom dead centre, the exhaust valve(s) will be closed
and, owing to the pressure generated by the blower or turbocharger, the
cylinder will be filled with air. Once the piston starts upward, the air intake
60
ports in the cylinder walls will be covered, sealing the cylinder. At this point,
compression will commence. Note that exhaust and intake actually occur in
one stroke, the period during which the piston is near the bottom of the
cylinder.
As the piston rises, compression takes place and near top dead centre, fuel
injection will occur, resulting in combustion, driving the piston downward. As
the piston moves downward in the cylinder it will reach a point where the
exhaust valves will be opened to expel the combustion gases. Continued
movement of the piston will expose the air intake ports in the cylinder wall,
and the cycle will start anew. Note that the cylinder will fire on each
revolution, as opposed to the four-stroke engine, in which the cylinder fires on
every other revolution.
61
7.3 The braking system
Air brakes are used in trucks, buses, trailers and semi-trailers. George Westinghouse
first developed air brakes for use in railway service. A safer air brake was patented by
him on March 5, 1872. Originally constructed for use on trains, and still in common
use as such, Westinghouse made many alterations to improve his invention, leading
to various forms of the automatic brake, thus, its use was expanded to include road
vehicles.
Compressed Air Brake System
Truck air actuated disc brake

Introduction
A "Compressed Air Brake System" is a different air brake used for trucks, consisting
of a standard disc/drum brake arrangement using compressed air in place of hydraulic
fluid. Most types of truck air brakes are drum units, though there is an increasing
trend towards the use of disc brakes in this application. The compressed air brakes
system works by drawing filtered air from the atmosphere, compressing it, and
holding it in high-pressure reservoirs at around 120 PSI. When needed for braking,
this high pressure air is routed to the operating cylinders on the brakes, which actuate
the braking hardware and slow the vehicle.
62
Design and Function
A compressed air brake system is divided into a supply system and a control system.
The supply system compresses, stores and supplies high-pressure air to the control
system as well as to additional air operated auxiliary truck systems (gearbox shift
control, clutch pedal air assistance servo, etc.).
Supply system
The air compressor is driven off of the engine either by crankshaft pulley via a belt or
directly off of the engine timing gears. It is lubricated and cooled by the engine
lubrication and cooling systems. Compressed air is first routed through a series of
cooling coils and into an air dryer. The dryer device removes moisture and oil
impurities and also may include a pressure regulator and safety valve. As an
alternative to the air dryer, the supply system can be equipped with an anti freeze
device and oil separator.
The compressed air is then stored in a storage reservoir (also called a primary tank)
from which it is then distributed via way protection valves into the front and rear
brake circuit air tanks, parking brake air tank and an auxiliary equipment air tank.
The system also includes various check, pressure limiting, drain and safety valves.
Control system
The control system is further divided into two service brake circuits: the parking
brake circuit and the trailer brake circuit. This dual brake circuit is further split into
front and rear wheel circuits which receive compressed air from their individual
reservoirs for added safety in case of an air leak. The service brakes are applied by
means of a brake pedal air valve which regulates both circuits. The parking brake is
the air operated spring brake type where its applied by spring force in the spring
brake cylinder and released by compressed air via hand control valve. The trailer
brake consists of a direct two line system: the supply line (marked red) and the
separate control or service line (marked blue). The supply line receives air from the
63
prime mover park brake air tank via a park brake relay valve and the control line is
regulated via the trailer brake relay valve. The operating signals for the relay are
provided by the prime mover brake pedal air valve, trailer service brake hand control
(subject to a country's relevant heavy vehicle legislation) and the prime mover park
brake hand control.
Trailer brake relay

Park brake valve Spring brake Air brake foot valve valve
cylinder
Truck air Rear air brake relay

compressor Air dryer valve Four way protection
valve
Aerodynamic Occlusion as Vehicle Air Brake
This example of the air brake consists of a physical structure on the exterior of a
vehicle that will increase the vehicle's drag coefficient, and therefore slow it down.
Air brakes of this sort are ineffective at normal road vehicle speeds, and therefore are
reserved for vehicles which need to quickly decelerate from high speeds, such as race
and high performance sports cars.
The Bugatti Veyron features a rear spoiler which is able to automatically move from
the standard wing angle to nearly 70 degrees under high speed braking. Top Fuel
Dragsters use this same concept of aerodynamic occlusion via a parachute.
64
CHAPTER EIGHT
8.1 Planning and implementation

The planning and implementation of the project started with several consultation
meetings with both Stoas and PTC+ supervisors respectively. These consultation
meetings were aimed at explaining clearly the inputs needed for the performance of
the lessons, fixing of a specific date for implementation and some corrections on the
teaching manual as a whole. Apart from that, I took my own initiative to arrange for
transport this was due to the fact that, the bus services in the Netherland had been
withdrawn as a result of an indefinite nationwide strike by the workers.
As part of the implementation process, I travelled early ahead of the implementation

day to enable me settle down and familiarize with the target group for whom the
lessons were going to be conducted for. Preparation of lesson materials were ready
and in good order, but only to be printed out and copies also given to the supervisors
for the assessment of the lessons.
Finally the implementation of the lessons were achieved with the target group, and
subsequently, the assessment of the lessons were jointly performed by the two
supervisors from Stoas professional university and PTC+.After, the performance of
the lesson, the supervisors had a consultation meeting behind closed doors before
coming to conclusion on my result which was dully disclosed verbally and the
official results sent to the university. They also made some remarks and feedbacks
about the performance of the lessons and came up with the following strong points
and points to improve:
Strong points
The presentation of the lesson was generally satisfactory
Very good of knowledge of the subject was exhibited throughout the lessons
There were enough handouts for the lesson
Explanation was understandable to the students
65
Topic was very interesting to students
Points to improve
Try to ask questions in between presentation of lessons
Avoid pointing finger at the laptop during power point presentations
Make good use of the time frame allocated to the performance of the lesson
Play the role of a coach most of the time and try as much as possible to avoid
being attempting to give out answers to students.
As what to do about my weak points or deficient, I will try to have a rehearsal or a try
out of my lesson and correcting my mistake before going into the real performance
with confidence.
66
CHAPTER NINE
9.1 Evaluation by students/pupil’s
PREPARATION AND PERFORMANCE OF LESSON IN ACTIVE

LEARNING
Introduction
Of a total of 8 people who participated in the lesson, all the 8 participants completed
the evaluation forms and all the evaluation forms were returned. All the 8 students
rated the preparation and performance of the lesson in active learning on 12 key
elements. The overall trend of the responses indicates general high degree of
satisfaction with at least two elements of the lesson, with the highest ratings
indicating good or excellent. The table indicating below shows the general rating
outlook of the evaluation of the performance of the lesson.
ACTIVITY RATINGS
Unsatisfactory Satisfactory Good Excellent Total
Element % % % % %
Introduction
to lesson 0% 4.8% 49.4% 45.8% 100%
Objectives
of the 1.2% 14.5% 55.4% 28.9% 100%
lessons 19.3% 32.5% 36.1% 12.0% 100%
Assignment
Natural 14.5% 34.9% 38.6% 12.0% 100%
contact
Time 1.2% 19.3% 60.2% 19.3% 100%
67
management
Overall 0% 6.0% 51.8% 42.2% 100%
impression
Students 0% 18.1% 34.9% 47.0% 100%
involvement
Knowledge
about the 2.4% 19.3% 48.2% 30.1% 100%
topic
Communication
skills 1.2% 14.5% 47.0% 37.3% 100%
Presentation
skills 0% 3.6% 36.1% 60.2% 100%
Conclusion
From the above tabulated analysis of the results, it would be seen that, the major
problem the students have found necessary for improvement, or perhaps do better
was on the content of the assignment used during the lesson and skills on power point
presentation. On the other hand, the students have made their various suggestions and
recommendations based on the elements or indicators that recorded low points and
concluded that, more attention could be paid to such areas in the future. Finally about
the overall impression of the performance of the lesson, the students stated that, the
performance of the lesson was remarkable very efficient and however, said there is
more room for improvement. However, in my opinion I agree with some of the
observations and suggestions made by the students after the evaluation of the lessons
and I have also taken note of their comments. In their submissions, the only serious
68
weakness among others was my presentation skills mainly on the power point
presentation. They suggested that, I should try to always avoid pointing finger at the
laptop during my presentations. As what to do about this deficient, I will try to have a
rehearsal or a tryout of my lesson and correcting my mistake before going into the
real performance with confidence.
69
CHAPTER TEN
10.1 Evaluation by client/workplace

The evaluation by workplace supervisor was very good and excellent since I scored
100% on all indicators designed for assessment by Stoas professional university
given to the workplace to complete. However, some suggestions and
recommendations were made for improvement in my future assignments where I
would find myself. The following suggestions and recommendations were made for
improvement for the entire project:
1. Must learn to always play the role of a coach when performing activating
lessons
2. Must avoid attempting to give answers to students
3. Proper use of computer, especially on power point presentations
4. Learn to ask students questions in between presentation of lessons
5. Should always state clearly the type of didactic method to be use during
lessons
It is hoped that, when all these suggestions and recommendations are taken
seriously, then an excellent performance could be derived to make teaching and
learning more effective and efficient at all times.
The observations and suggestions made by the workplace coach are true
reflections of my attitude during the practical placement and I personally agreed to
that. It is my hope that, I can only improve on this weakness by practice at all
time. Because it is not easy to do stop with the traditional way of teaching but I
will try my best to change this attitude.
70
CHAPTER ELEVEN
11.1 Improvement
Improvement generally, on the document came by, as a result of consultation

meetings with Stoas university coach and workplace supervisor respectively.
Evaluation by workplace clients and students also gave some considerable amount
of inputs to shape the structure and improve the teaching manual for maintenance
of agriculture machines and equipment. Areas such as the consistency of table of
content with the entire layout of chapters, restructuring the chapters of the manual
according to the steps described in the manual for designing and creating the
document and the arrangement of the lesson materials were critically looked at
and necessary improvement made.
71
CHAPTER TWELVE
12.1 Conclusion
Personal Development
Generally I would like to improve on my computer skills and improve on the use of
various teaching aids anytime I am going to perform a lesson and indeed, also want to
improve on my organisational skills in lesson materials and clear instructions in my
assignment that I would usually give out to my students.
The following were the strong points I personally reflected and identified after the
performance of the lesson in active learning:
9 Very good introduction to the topic of the lesson

9 I was able to motivate and active the knowledge of my students
9 The lesson was performed and delivered in an active way
9 My time management was good because, I finished the lesson within the
stipulated time
9 The lesson was well assimilated by the students, since the students were able to
explain how they were going to transfer the knowledge acquired to other
situations
9 Generally I was able to reach the set objectives of the lessons coupled with a
good performance
9 My natural contact with the students was very good
9 My communication and presentation skills was also good
9 Clear voice and a very good eye contact with the audience throughout the
lesson
9 Very good working relationship with all the employees of PTC+
9 Dedicated to the assignment and worked independently throughout the
placement period
72
The following are the points to improve after the performance of the lesson in
active learning:
The evaluation of the group assignment should be done with specific
instructions and in a clear way
The checklist for the assignment was not in conformity with some of the
questions asked in the assignment and should be improved
Planning and the organisation of the lesson materials, should be in line with
the set objectives of the lessons
The lesson should not be rushed but could be moderate within the allocated
period for better understanding of the students.
The following are what I intend to do improve on the weak points when the lesson
in active learning and didactic was performed:
9 Giving out a clear instructional assignment to students I will first of all, try
to analyse the objectives and the content of the lessons before formulating
clear and accurate information in the assignment to the students
9 The evaluation of the group’s assignment could also be improved by

requesting the representatives’ of each of the groups to come out and
deliver a presentation of their findings from the assignment on behave of
the groups
9 Try to design a checklist, which will conform to the questions stipulated in

the assignment by making sure that, the items on the checklist are fully
represented in the assignment. In addition, I will create the checklist such
that, it can be used to analyse and evaluate the information collected from
the assignment as the final result of the task
73
9 The planning and organising my lesson materials can be improve by
deciding on which lesson material could be used for what, how, when. This
could be improved by also taken in account the content, assignment and the
entire duration of the lesson.
9 I will improve on my presentation behaviour not to rush the lesson by

timing myself with a watch so that, I can always check to see whether I was
on course, and falling within the stipulated period of the lesson.
Generally, the assignment has helped me a lot in coming out with a good teaching
manual for maintenance of agriculture machines and equipment. In addition, I
have also learnt difference steps involved in creating a teaching manual and how
the document is being implemented to a specific target group.
74
ANNEX I
How Cooling System Works
The cooling system has one and only one purpose -- to remove excess heat from your
engine. As your engine burns gasoline, a little less than a third of the released energy
goes into mechanical energy to run your car. The rest is converted to heat. Some of
that heat is blown straight out the tailpipe, while the rest heats the engine itself.
Without a cooling system, the engine would be destroyed by heat within 3 to 30
minutes of startup.
The cooling system works by moving coolant (water plus antifreeze) through the
engine, and moving that heated coolant through the radiator, where its heat is
transferred to the surrounding air. The cooling system must have enough cooling
capacity to cool a car ascending a long, steep mountain road, where the driver might
have the gas pedal 2/3 of the way to the floor.
But it must be regulated in such a way that at a steady 40 MPH on a flat road in
subzero weather, the engine's temperature is allowed to quickly rise to the
manufacturer's recommended temperature (usually about 200 Fahrenheit, give or take
20 degrees). That recommended temperature should also be maintained when the car
goes up a 10 mile 7% grade in 100 degree weather. Such regulation is accomplished
by the car's thermostat -- a heat sensitive valve that allows coolant to flow through the
radiator at high temperatures, but cuts off that flow at low temperatures.
The water pump sucks cooled coolant from the radiator and pushes it into the engine.
The coolant flows through the engine, absorbing the engine's heat. If the thermostat is
open, that coolant then flows into the radiator for cooling. As it flows through the
radiator, it heats the tubes and fins on the radiator, and that heat is transferred to the
air flowing through the radiator. At low speeds that air flow is maintained by the fan,
and at high speeds it's maintained by the relative velocity of the vehicle in relation to
the outside air.
Meanwhile, a parallel path brings hot coolant from the engine through the heater in
the passenger compartment, and back into the water pump. That path is controlled by
the heater valve, which in turn is controlled by the lever or electronic climate control
on the dashboard. The parallel path is not restricted by the thermostat, so passengers
get heat even when the thermostat is closed. However, some cars have a mechanism
which shuts off coolant through the heater during an overheat, I guess on the theory
that you want to maximize flow through the radiator by shutting off the heater. While
such a theory might be credible when the cause of overheating is low coolant, it
prevents the alert driver from turning on the heater full blast and thereby letting the
heater act as a second radiator. Perhaps such a shutoff is a safety feature so there's no
way overly pressurized coolant can rupture the heater and spray on the passengers. So
if you've had symptom where "the car overheats and then the heater blows cold air",
the heater probably has been shut off due to overheat.
The entire system is sealed with one exception. The radiator cap contains a spring
which maintains a constant pressure by venting coolant (to the reservoir tank) when
pressure rises above its specified value -- typically around 15 PSI. It's normal for
some coolant to vent in this way, which is why the reservoir is more full when the car
is hot than when it's cold. The radiator cap also allows the vacuum created when the
system cools to "suck back" coolant from the reservoir. But in the case of an extreme
overheat, vented coolant overflows the reservoir, thereby creating a low-coolant
situation and making the overheat even worse.
Looking at the diagram, you see that oil, gasoline, combustion gasses and coolant all
flow inside the engine. These materials are kept separate by the head gasket(s). A
breached or broken head gasket, or a bent head, allows any or several of these
materials to mix. Coolant into the cylinders produces huge clouds of white exhaust
(steam) out the tailpipe. Coolant into the oil produces a yellow/white foam or gunk on
the oil cap, as well as degrading the oil, possibly past the point of lubricating
usefulness. Combustion gasses leaking from the cylinder to the coolant might
produce no obvious symptom, but it's an extremely dangerous condition, because it
can cause an overheat by any one or more of four different mechanisms:
1. By forcing excessive coolant out the reservoir, thereby creating a low-coolant

situation
2. By forming a gas bubble around the thermostat's sensor, thereby preventing the
thermostat from opening
3. By heating the coolant to such a degree that the radiator cannot dispense all the
heat
4. By breaking down the coolant's corrosion protection, thereby damaging the
water pump or radiator, ultimately causing overheating
It's possible for a broken head gasket to allow combustion gasses into the coolant,
without allowing coolant into the cylinders or coolant into the oil or oil into the
coolant. In such a situation, the broken head gasket could silently cause overheats.
The definitive test for this type of head gasket problem is to test for combustion
gasses at both the radiator fill pipe and at the reservoir.
Excess Cooling Capacity

Automotive cooling systems must have HUGE levels of excess cooling capacity.
Next time you drive 60 mph on a flat deserted road, notice how far you push on the
gas pedal. Probably a millimetre to a centimetre. Now see how much you need to
push the gas pedal to ascend a 6% grade at 45mph. Probably an inch or two. Go up to
65 and on some cars you'll be near flooring it. 1/3 of all that gasoline is consumed
heating the engine.
Your cooling system must be able to get rid of all that heat. Difficult enough, it
becomes even more of a challenge if the air temperature is warm (less heat transfer
from radiator to air), and brutal if your car is heavily loaded or towing something. If
the heat generated by combustion significantly exceeds the cooling capacity, you'll
severely overheat quickly (typically after a mile or two of climbing).
A well functioning cooling system has the capacity to maintain the engine at under
100 degrees temperature during continuous 50mph level drives on cool days. But of
course the temperature needs to be 160-230 Fahrenheit, depending on the car (consult
your owners manual). That means in most driving situations the cooling capacity
must be partially defeated. This is accomplished by the thermostat, which acts as a
deliberate bottleneck, regulating the amount of cooling to keep the temperature at a
proper level. A somewhat typical thermostat would be closed until 180 Fahrenheit,
after which it would open further as the temperature increases, until at 195 it's
completely open. This means that in the 15 degrees between 180 and 195, the cooling
capacity would go from 0 to the full capacity of the system (enough to scoot up a
long 6% grade at 65 mph carrying 5 people in a well designed and maintained
machine). Below is a graph showing how temperature increases with increased
engine heat production (i.e., more gas):
ANNEX II
CHECK LIST
Checklist Tractor diagnostic
Course: Tractor diagnostic
Version 1.0
Date:
G = Good
F =Faulty
N.A = Not Available
1. Engine Input System 5. Hydraulic system
Engine oil level Oil level
Engine oil filter Filters
Seals seals
Valve clearance measurement Position/ draught control levers
Air filter Hydraulic lever
Input system hose and clips Check three point linkage/pins
Compression test (different Output of pump (litres per
measuring) minute)
Output of pump (litres per
minute) ...bar
2. Cooling System Pressure releave valve….bar
Water level in radiator Check the lifting
Leakage test
Water hose and clips 6.Electrical system
Fins on cylinders/radiator/radiator
cap light control
Temperature Dashboard control
Water pump/fan/bearing headlamp beam
Fan-belt electrical socket/adaptors
Battery electrolyte level/load
Battery 1 test….V……A
3. Fuel System Battery 2 test…..V …..A
Seals Starter motor test ...V …..A
Fuel filter(s) Alternator test.....V …..A
Lift/primer pump/ filter
Fuel gauge 7. Steering System
Engine stop/ cold starting. Oil level in steering box
injection timing (before TDC) e.g
10degrees steering alignment
Kin-pin for two wheel
4. Gearbox/Final drive Hub-bearings
Oil level of gearbox Wheel bolts/nuts
Oil level of final drive
Oil level of front axle 8. Brake System
level of the clutch fluid Brake fluid level
Leakage on seals Brake pedal
free play Independent brakes
PTO/ Clutch/ Brakes Hand brake
Differential lock Brake pressure for implements
gear lever Rear wheel brakes
Hub bearings/ Kin-pin Cabin wiper/nozzles/mirror
Cabin filter
ANNEX III
The braking system
that matter) cannot be coompressed, pushing fluid through a pippe is just like pushing
a steel bar through a pipe.
p Unlike a steel bar, however, fluid
f can be directed
through many twists andd turns on its way to its destination, arrriving with the exact
same motion and pressuure that it started with. It is very impoortant that the fluid is
pure liquid and that therre are no air bubbles in it. Air can com
mpress, which causes
a sponginess to the peedal and severely reduced braking efficiency.
e If air is
suspected, then the sysstem must be bled to remove the airr. There are "bleeder
screws" at each wheel cyylinder and caliper for this purpose.
On a disk brake, the fluuid from the master cylinder is forced into
i a caliper where it
presses against a pistonn. The piston, in-turn, squeezes two brrake pads against the
disk (rotor), which is atttached to the wheel, forcing it to slow down or stop.
This process is similar to a bicycle brake where two rubber pads

p rub against
the wheel rim creating friction.
fr
With drum brakes, fluiid is forced into the wheel cylinder, which pushes the
brake shoes out so thaat the friction linings are pressed agaainst the drum,
which is attached to the wheel, causing the wheel to stop.
In either case, the frictioon surfaces of the pads on a disk brakke system, or the
shoes on a drum brakee convert the forward motion of the vehicle
v into heat.
Heat is what causes thhe friction surfaces (linings) of the paads and shoes to
eventually wear out andd require replacement.
Let's take a closer lookk at each of the components in a brakke system and see
where other problems can
c occur...
Master Cylinder
The master cylinder is

i located in the engine compartmentt on the firewall,
directly in front of the driver's seat. A typical master cylindder is actually two
completely separate master
m cylinders in one housing, eaach handling two
wheels. This way if onne side fails, you will still be able to stop the car. The
brake warning light onn the dash will light if either side faills, alerting you to
the problem. Masterr cylinders have become very reliiable and rarely
malfunction; however,, the most common problem that theyy experience is an
internal leak. This willl cause the brake pedal to slowly sink to the floor when
your foot applies steaady pressure. Letting go of the pedal and immediately
stepping on it again briings the pedal back to normal height.
Brake Fluid
Brake fluid is a speccial oil that has specific properties. It is designed to

withstand cold temperatures without thickening as welll as very high
temperatures without boiling.
b (If the brake fluid should boil,, it will cause you
to have a spongy pedal and the car will be hard to stop.) Brake fluid must
meet standards that are set by the Department of Transportaation (DOT). The
current standard is DO
OT-3, which has a boiling point of 4660º F. But check
your owners manual to see what your vehicle manufacturer recommends.
The brake fluid reservoir is on top of the master cylinder. Most cars today have
a transparent reservoir so that you can see the level without opening the cover.
The brake fluid level will drop slightly as the brake pads wear. This is a normal
condition and no cause for concern. If the level drops noticeably over a short
period of time or goes down to about two thirds full, have your brakes checked
as soon as possible. Keep the reservoir covered except for the amount of time
you need to fill it and never leave a can of brake fluid uncovered. Brake fluid
must maintain a high boiling point. Exposure to air will cause the fluid to
absorb moisture, which will lower that boiling point.
NEVER PUT ANYTHING BUT APPROVED BRAKE FLUID IN YOUR
BRAKES. ANYTHING ELSE CAN CAUSE SUDDEN BRAKE FAILURE!
Any other type of oil or other fluid will react with the brake fluid and very
quickly destroy the rubber seals in the brake system causing brake failure.
Brake Lines
The brake fluid travels from the master cylinder to the wheels through a series
of steel tubes and reinforced rubber hoses. Rubber hoses are used only in places
that require flexibility, such as at the front wheels, which move up and down as
well as steer. The rest of the system uses non-corrosive seamless steel tubing
with special fittings at all attachment points. If a steel line requires a repair, the
best procedure is to replace the complete line. If this is not practical, a line can
be repaired using special splice fittings that are made for brake system repair.
You must never use brass "compression" fittings or copper tubing to repair a
brake system. They are dangerous and illegal.
Other Components in
n the Hydraulic System
• Proportioning valve or Equaalizer Valve

These valves are mouunted between the master cylinder annd the rear wheels.
They are designed to adjust the pressure between the froont and rear brakes
depending on how harrd you are stopping. The shorter you sttop, the more of the
vehicle's weight is traansferred to the front wheels, in somee cases, causing the
rear to lift and the frront to dive. These valves are designned to direct more
pressure to the front and
a less pressure to the rear the hardder you stop. This
minimizes the chance of
o premature lockup at the rear wheels..
• Pressure Differential Valve
This valve is usually mounted
m just below the master cylindeer and is responsible
for turning the brakee warning light on when it detects a malfunction. It
measures the pressurre from the two sections of the master
m cylinder and
compares them. Sincee it is mounted ahead of the proporttioning or equalizer
valve, the two pressurres it detects should be equal. If it dettects a difference, it
means that there is probably a brake fluid leak somewhere in the system.
• Combination Valve
The Combination vaalve is simply a proportioning valvve and a pressure
differential valve that is combined intoo one unit.
• Electronic Brake Force Distribution
Newer cars use the antilock
a brake hardware and the onbboard computer to
replace these proportiioning valve systems with a system called Electronic
Brake force Distributiion (EBD) in order to distribute thee exact amount of
pressure at each wheel to insure a balanced brake system.
Disk Brakes
The disk brake is the beest brake we have found so far. Disk brrakes are used to
stop everything from caars to locomotives and jumbo jets. Disk
D brakes wear
longer, are less affectedd by water, are self adjusting, self cleaaning, less prone
to grabbing or pulling annd stop better than any other system arround. The main
components of a disk brrake are the Brake Pads, Rotor, Calip
per and Caliper
Support.
Brake Pads
There are two brake paads on each caliper. They are construucted of a metal
"shoe" with the lining riveted
r or bonded to it. The pads aree mounted in the
caliper, one on each sidee of the rotor. Brake linings used to bee made primarily
of asbestos because off its heat absorbing properties and quiet operation;
however, due to health risks,
r asbestos has been outlawed, so new materials are
now being used. Brakke pads wear out with use and muust be replaced
periodically. There aree many types and qualities of pads available. The
differences have to do with brake life (how long the new pads will last) and
noise (how quiet they are when you step on the brake). Harder linings tend to
last longer and stop better under heavy use but they may produce an irritating
squeal when they are applied. Technicians that work on brakes usually have a
favorite pad that gives a good compromise that their customers can live with.
Brake pads should be checked for wear periodically. If the lining wears down
to the metal brake shoe, then you will have a "Metal-to-Metal" condition
where the shoe rubs directly against the rotor causing severe damage and loss
of braking efficiency. Some brake pads come with a "brake warning sensor"
that will emit a squealing noise when the pads are worn to a point where they
should be changed. This noise will usually be heard when your foot is off the
brake and disappear when you step on the brake. If you hear this noise, have
your brakes checked as soon as possible.
• Rotor
The disk rotor is made of iron with highly machined surfaces where the brake pads
contact it. Just as the brake pads wear out over time, the rotor also undergoes some
wear, usually in the form of ridges and groves where the brake pad rubs against it.
This wear pattern exactly matches the wear pattern of the pads as they seat
themselves to the rotor. When the pads are replaced, the rotor must be machined
smooth to allow the new pads to have an even contact surface to work with. Only
a small amount of material can be machined off of a rotor before it becomes
unusable and must be replaced. A minimum thickness measurement is stamped on
every rotor and the technician doing the brake job will measure the rotor before
and after machining it to make sure it doesn't go below the legal minimum. If a
rotor is cut below the minimum, it will not be able to handle the high heat that
brakes normally generate. This will cause the brakes to "fade," greatly reducing
their effectiveness to a point where you may not be able to stop!
•
• Caliper & Support
There are two main types of calipers: Floating calipers and fixed calipers.
There are other configurations but these are the most popular. Calipers must
be rebuilt or replaced if they show signs of leaking brake fluid.
Single Piston Floating Calipers are the most popular and also least costly to
manufacture and service. A floating caliper "floats" or moves in a track in its
support so that it can center itself over the rotor. As you apply brake pressure,
the hydraulic fluid pushes in two directions. It forces the piston against the
inner pad, which in turn pushes against the rotor. It also pushes the caliper in
the opposite direction against the outer pad, pressing it against the other side
of the rotor. Floating calipers are also available on some vehicles with two
pistons mounted on the same side. Two piston floating calipers are found on
more expensive cars and can provide an improved braking "feel".
Four Piston Fixed Calipers are mounted rigidly to the support and are not
allowed to move. Instead, there are two pistons on each side that press the
pads against the rotor. Four piston calipers have a better feel and are more
efficient, but are more expensive to produce and cost more to service. This
type of caliper is usually found on more expensive luxury and high
performance cars.
Drum Brakes
So if disk brakes are so great, how come we still have cars witth drum brakes?
The reason is cost. Whhile all vehicles produced for many years have disk
brakes on the front, drum brakes are cheaper to produce for thhe rear wheels.
The main reason is thee parking brake system. On drum brakes,
b adding a
parking brake is the sim
mple addition of a lever, while on disk bbrakes, we need
a complete mechanism, in some cases, a complete mechaniical drum brake
assembly inside the disk brake rotor! Parking brakes musst be a separate
system that does not usse hydraulics. It must be totally mechaanical, but more
on parking brakes later.
Drum brakes consist off a backing plate, brake shoes, brake drum, wheel
cylinder, return springgs and an automatic or self-adjustin
ng system. When
you apply the brakes, brake fluid is forced under pressuree into the wheel
cylinder, which in turn pushes the brake shoes into contact w
with the machined
surface on the inside of the drum. When the pressure is released, return
springs pull the shoes back
b to their rest position. As the braake linings wear,
the shoes must travel a greater distance to reach the drum. When
W the distance
reaches a certain point, a self-adjusting mechanism automatically reacts by
adjusting the rest position of the shoes so that they are closer to the drum.
Brake Shoes
Like the disk pads, brake shoes consist of a steel shoe with the friction material
or lining riveted or bonded to it. Also like disk pads, the linings eventually
wear out and must be replaced. If the linings are allowed to wear through to
the bare metal shoe, they will cause severe damage to the brake drum.
• Backing Plate
The backing plate is what holds everything together. It attaches to the axle
and forms a solid surface for the wheel cylinder, brake shoes and assorted
hardware. It rarely causes any problems.
• Brake Drum
Brake drums are made of iron and have a machined surface on the inside
where the shoes make contact. Just as with disk rotors, brake drums will
show signs of wear as the brake linings seat themselves against the machined
surface of the drum. When new shoes are installed, the brake drum should be
machined smooth. Brake drums have a maximum diameter specification that
is stamped on the outside of the drum. When a drum is machined, it must
never exceed that measurement. If the surface cannot be machined within
that limit, the drum must be replaced.
• Wheel Cylinder
The wheel cylinder consists of a cylinder that has two pistons, one on each
side. Each piston has a rubber seal and a shaft that connects the piston with a
brake shoe. When brake pressure is applied, the pistons are forced out pushing
the shoes into contact with the drum. Wheel cylinders must be rebuilt or
replaced if they show signs of leaking.
•
• Return Springs
Return springs pull the brake shoes back to their rest positionn after the pressure is
released from the wheeel cylinder. If the springs are weak and
a do not return the
shoes all the way, it will
w cause premature lining wear becaause the linings will
remain in contact withh the drum. A good technician will examine the springs
during a brake job and recommend
r their replacement if they shhow signs of fatigue.
On certain vehicles, thee technician may recommend replacinng them even if they
look good as inexpensivve insurance.
• Self Adjusting System
The parts of a self adjussting system should be clean and movee freely to insure that
the brakes maintain thheir adjustment over the life of the linings. If the self
adjusters stop working, you will notice that you will have to step
s down further and
further on the brake peddal before you feel the brakes begin to engage. Disk brakes
are self adjusting by naature and do not require any type of mechanism.
m When a
technician performs a brake
b job, aside from checking the reeturn springs, he will
also clean and lubricate the self adjusting parts where necessarry.
Parking Brakes
The parking brake (a.kk.a. emergency brake) system contrrols the rear brakes
through a series of steel cables that are connected to either a hand lever or a foot
pedal. The idea is that the
t system is fully mechanical and com
mpletely bypasses the
hydraulic system so thatt the vehicle can be brought to a stop even
e if there is a total
brake failure.
On drum brakes, the cable pulls on a lever mounted in the rear brake and is
directly connected to the brake shoes. this has the effect of bypassing the wheel
cylinder and controlling the brakes directly.
Disk brakes on the rear wheels add additional complication for parking brake
systems. There are two main designs for adding a mechanical parking brake to
rear disk brakes. The first type uses the existing rear wheel caliper and adds a lever
attached to a mechanical corkscrew device inside the caliper piston. When the
parking brake cable pulls on the lever, this corkscrew device pushes the piston
against the pads, thereby bypassing the hydraulic system, to stop the vehicle. This
type of system is primarily used with single piston floating calipers, if the caliper is
of the four piston fixed type, then that type of system can't be used. The other
system uses a complete mechanical drum brake unit mounted inside the rear rotor.
The brake shoes on this system are connected to a lever that is pulled by the
parking brake cable to activate the brakes. The brake "drum" is actually the inside
part of the rear brake rotor.
On cars with automatic transmissions, the parking brake is rarely used. This can
cause a couple of problems. The biggest problem is that the brake cables tend to
get corroded and eventually seize up causing the parking brake to become
inoperative. By using the parking brake from time to time, the cables stay clean
and functional. Another problem comes from the fact that the self adjusting
mechanism on certain brake systems uses the parking brake actuation to adjust the
brakes. If the parking brake is never used, then the brakes never get adjusted.
Power Brake Booster
The power brake boosteer is mounted on the firewall directly beehind the master
cylinder and, along witth the master cylinder, is directly connnected with the
brake pedal. Its purposse is to amplify the available foot preessure applied to
the brake pedal so that the amount of foot pressure required to stop even the
largest vehicle is minim
mal. Power for the booster comes from engine vacuum.
The automobile engine produces vacuum as a by-product of nnormal operation
and is freely available foor use in powering accessories such as the power brake
booster. Vacuum enterss the booster through a check valve on the booster. The
check valve is connecteed to the engine with a rubber hose annd acts as a one-
way valve that allows vacuum
v to enter the booster but does not
n let it escape.
The booster is an emptyy shell that is divided into two chambbers by a rubber
diaphragm. There is a valve
v in the diaphragm that remains open
o while your
foot is off the brake peedal so that vacuum is allowed to fill both chambers.
When you step on thee brake pedal, the valve in the diaaphragm closes,
separating the two chaambers and another valve opens to allow
a air in the
chamber on the brake pedal
p side. This is what provides thee power assist.
Power boosters are veery reliable and cause few problemss of their own,
however, other things can contribute to a loss of power assist. In order to have
power assist, the engine must be running. If the engine stalls or shuts off while
you are driving, you will have a small reserve of power assist for two or three
pedal applications but, after that, the brakes will be extremely hard to apply
and you must put as much pressure as you can to bring the vehicle to a stop.
Anti-Lock Brakes (ABS)
The most efficient braking pressure takes place just before each wheel locks
up. When you slam on the brakes in a panic stop and the wheels lock up,
causing a screeching sound and leaving strips of rubber on the pavement, you
do not stop the vehicle nearly as short as it is capable of stopping. Also, while
the wheels are locked up, you loose all steering control so that, if you have an
opportunity to steer around the obstacle, you will not be able to do so.
Another problem occurs during an extended skid is that you will burn a patch
of rubber off the tire, which causes a "flat spot" on the tread that will produce
an annoying thumping sound as you drive.
Anti-lock brake systems solve this lockup problem by rapidly pumping the
brakes whenever the system detects a wheel that is locked up. In most cases,
only the wheel that is locked will be pumped, while full braking pressure
stays available to the other wheels. This effect allows you to stop in the
shortest amount of time while maintaining full steering control even if one or
more wheels are on ice. The system uses a computer to monitor the speed of
each wheel. When it detects that one or more wheels have stopped or are
turning much slower than the remaining wheels, the computer sends a signal
to momentarily remove and reapply or pulse the pressure to the affected
wheels to allow them to continue turning. This "pumping" of the brakes
occurs at ten or more times a second, far faster then a human can pump the
brakes manually. If you step on the brakes hard enough to engage the anti-
lock system, you may feel a strong vibration in the brake pedal. This is a
normal condition and indicates that the system is working, however, it can be
disconcerting to some people who don't expect it. If your vehicle has anti-
lock brakes, read your owner's manual to find out more about it.
The system consists of an electronic control unit, a hydraulic actuator, and

wheel speed sensors at each wheel. If the control unit detects a malfunction in
the system, it will illuminate an ABS warning light on the dash to let you
know that there is a problem. If there is a problem, the anti-lock system will
not function but the brakes will otherwise function normally.
Parking Brakes
The parking brake (a.k.a. emergency brake) system controls the rear brakes through
a series of steel cables that are connected to either a hand lever or a foot pedal. The
idea is that the system is fully mechanical and completely bypasses the hydraulic
system so that the vehicle can be brought to a stop even if there is a total brake
failure.
On drum brakes, the cable pulls on a lever mounted in the rear brake and is directly
connected to the brake shoes. This has the effect of bypassing the wheel cylinder and
controlling the brakes directly.
Disk brakes on the rear wheels add additional complication for parking brake
systems. There are two main designs for adding a mechanical parking brake to rear
disk brakes. The first type uses the existing rear wheel caliper and adds a lever
attached to a mechanical corkscrew device inside the caliper piston. When the
parking brake cable pulls on the lever, this corkscrew device pushes the piston
against the pads, thereby bypassing the hydraulic system, to stop the vehicle. This
type of system is primarily used with single piston floating calipers, if the caliper is
of the four piston fixed type, then that type of system can't be used. The other system
uses a complete mechanical drum brake unit mounted inside the rear rotor. The brake
shoes on this system are connected to a lever that is pulled by the parking brake cable
to activate the brakes. The brake "drum" is actually the inside part of the rear brake
rotor.
On cars with automatic transmissions, the parking brake is rarely used. This can
cause a couple of problems. The biggest problem is that the brake cables tend to get
corroded and eventually seize up causing the parking brake to become inoperative.
By using the parking brake from time to time, the cables stay clean and functional.
Another problem comes from the fact that the self adjusting mechanism on certain
brake systems uses the parking brake actuation to adjust the brakes. If the parking
brake is never used, then the brakes never get adjusted.
Power Brake Booster
The power brake booster is

i mounted on the firewall directly behind the master
cylinder and, along with thhe master cylinder, is directly conneccted with the brake
pedal. Its purpose is to ampplify the available foot pressure appliedd to the brake pedal
so that the amount of foott pressure required to stop even thee largest vehicle is
minimal. Power for the boooster comes from engine vacuum. The automobile engine
produces vacuum as a by-prroduct of normal operation and is freelly available for use
in powering accessories suchh as the power brake booster. Vacuum
m enters the booster
through a check valve on thhe booster. The check valve is conneected to the engine
with a rubber hose and actts as a one-way valve that allows vaacuum to enter the
booster but does not let it escape.
e The booster is an empty shell that is divided into
two chambers by a rubber diiaphragm. There is a valve in the diaphhragm that remains
open while your foot is offf the brake pedal so that vacuum is allowed
a to fill both
chambers. When you step on the brake pedal, the valve in the diaphragm closes,
separating the two chamberss and another valve opens to allow airr in the chamber on
the brake pedal side. This is what provides the power assist. P
Power boosters are
very reliable and cause feew problems of their own, however, other things can
contribute to a loss of powerr assist. In order to have power assist, the engine must be
running. If the engine stalls or shuts off while you are driving, you will have a small
reserve of power assist for two or three pedal applications but, after that, the brakes
will be extremely hard to apply and you must put as much pressure as you can to
bring the vehicle to a stop.
Anti-Lock Brakes (ABS)
The most efficient braking pressure takes place just before each wheel locks up.
When you slam on the brakes in a panic stop and the wheels lock up, causing a
screeching sound and leaving strips of rubber on the pavement, you do not stop the
vehicle nearly as short as it is capable of stopping. Also, while the wheels are locked
up, you loose all steering control so that, if you have an opportunity to steer around
the obstacle, you will not be able to do so. Another problem occurs during an
extended skid is that you will burn a patch of rubber off the tire, which causes a "flat
spot" on the tread that will produce an annoying thumping sound as you drive.
ANNEX IV
INSTRUCTIONAL MANUAL ON DAILY CHECKS OF A TRACTOR
Daily checks tractor: oil level
Student instruction
Practical subject Checking oil level and top up when necessary
Time 35 min including demonstration
Learning objectives The student is able to do the proper oil check
Context Daily oil checks are made before the tractor is
started. After checking the oil level, the tractor
driver can conclude on oil consumption. If
necessary he can top up the oil.
Description of assignment Check the oil level of the school tractor.
Instruction 1. Make sure the tractor is parked on a levelled
ground
2. Make sure the engine is cold
3. Locate the dip stick
4. Remove the dip stick
5. Clean it
6. Locate minimum and maximum level
7. Put the dipstick back in position
8. Remove the dipstick again
9. Read the level of the oil
10.Decide whether topping up is necessary
11.Replace the dipstick
12.When topping up is necessary:
13.Decide on quantity of oil
14.Decide on type of oil
15.Remove cap
16.Top up
17.Close cap
18.Check oil level again
Reflection 1. Can I do the check of oil level of a tractor?
2. What went well, what went wrong?
3. Is it necessary to repeat this practical?
4. Have I seen other things to learn?
Lecturer instruction
Materials 1. Two tractors with different oil levels
2. Engine oil
3. Measuring can
Organisation 1. Each student checks a tractor
2. All materials are in place before starting the
learning task (e.g. on 1st of October)
Activities of lecturer Observation.
(coach when necessary but should not be
necessary)
\
Daily checks tractor: water level
Student instruction
Practical subject Check water level
Learning objectives The student is able to do the proper water check
Context Daily water checks are made before the tractor is
started. After checking the water level, the tractor
driver can conclude on water consumption. If
necessary he can top up the water
Description of assignment Check the water level of the school tractor.
Instruction 1. Make sure the tractor is parked on a levelled
ground
2. Make sure the engine is cold
3. Locate cooling system
4. Decide on the type of cooling system
5. If the cooling system is of the sealed type:
a. Check the water level on the extension
bottle
6. If the cooling system is of the pressurized type:
b. remove the water cap
c. dip a finger in the radiator
7. Decide whether topping up is necessary
8. When topping up is necessary:
d. Decide on quantity of water
e. Top up
9. Close cap
Reflection 1. Can I do the check of water level of a tractor?
Materials 1. Two tractors with different water levels
2. Clean water
Organisation 1. Each student checks a tractor
(coach when necessary but should not e necessary)
Daily checks tractor: tyre pressure
Student instruction
Practical subject Check tyre pressure
Learning objectives The student is able to do the proper tyre pressure
check
Context Daily checks are made before the tractor is started.
After checking the tyre pressure, the tractor driver
can conclude on tyre pressure. If necessary he
correct the tyre pressure
Description of assignment Check the tyre pressure level of the school tractor.
Instruction 1. Locate tyre valve
2. Unscrew valve cap
3. Free the pressure gauge
4. Read tyre pressure
5. Compare with specification in manual
- Fit the compressor nozzle on the tube valve
- Open the compressor
- Top up and check pressure reading when
topping up
- Close compressor when recommended
pressure is reached
- Put soapy water on the valve
- Observe foam or no foam
- No foam: no leakage of air
7. When reduction is necessary:
- Fit the pressure gauge to release the valve for
air
- Check pressure reading when topping up
- Reduce
8. Replace cap
Reflection 1. Can I do the check of tyre pressure of a tractor?
Materials 1. Two tractor tyres with different tyre pressure
levels
2. Air compressor
3. Pressure gauge
Organisation 1. Groups of 5 students
2. Each student checks a tractor
Daily checks tractor: battery electrolyte level
Student instruction
Practical subject Check battery electrolyte level
Time 15 min
Learning objectives The student is able to do the proper battery
electrolyte level check
After checking the battery electrolyte level, the
tractor driver can conclude on battery electrolyte
level. If necessary he corrects the battery
electrolyte level
Description of assignment Check the battery electrolyte level of the school
tractor.
Instruction 1. Locate battery
2. Battery with transparent casing:
- identify maximum and minimum level
- Observe the actual level
- Decide whether topping up is necessary
3. Battery with non-transparent casing:
- Unscrew the plugs
- identify maximum and minimum level
- Observe the actual level
- Decide whether topping up is necessary
- Unscrew the plugs (transparent casing)
- Top up with distilled water
5. screw the plugs back
Reflection 1. Can I do the check of battery electrolyte level of
a tractor?
Materials 1. Two batteries with different battery electrolyte
levels
2. Hydrometer
3. Distilled water
4. Screw driver
2. Each student checks a battery
Daily checks tractor: brakes
Student instruction
Practical subject Check brakes
Time 15 min
Learning objectives The student is able to do the proper brakes check
After checking the brakes, the tractor driver can
conclude on the brakes. Good brakes are necessary
to prevent accidents.
Entry requirement Tractor driving license
Description of assignment Carry out brake check of the school tractor
Instruction 1. Start the tractor
2. Move at least fifty meters
3. Apply the brakes
4. If brakes fail, stop by not …
5. Adjust brakes: decide on type of brakes
- drum type: use a screw driver and adjust the
adjusting screw
- disk type: use the spanner to adjust the nut
6. After adjusting: repeat testing
Reflection 1. Can I do the check the brakes of a tractor?
Materials 1. Tractor
2. Brake fluid
3. Screw driver
4. Tools box
2. One student drives the tractor, the other
observes
(coach when necessary but should not be
necessary)
ANNEX V
Service the fuel system of the tractor
Student instruction
Practical subject Service the fuel system of a tractor
Time 1 hour
Learning objectives Student is able to service the fuel supply system of
a tractor
Context Regular servicing of the fuel system is necessary to
prevent dirt (dust) to accumulate so as to protect the
delicate parts e.g. injection pump and fuel injectors
Description of assignment Service the fuel supply system of a tractor
Instruction 1. Remove the fuel filter(s)
2. Locate fuel pump (s)
3. Check pipe lines for fuel leakage
4. Check fuel filters for leakage
5. Check fuel pump for external leakage
6. Replace filter(s)
7. Remedy discovered faults
8. Locate bleeding nipples (on fuel filter and
injection pump)
9. Expel air in the system (fuel filter or
injection pump) whiles priming the lift pump
10.Start the engine
11.Slacking the injector pipe union in terns
12.Listen to engine sound
13.Rectify faults
Reflection Can I service the fuel system?
What went well and what went wrong
Is it necessary to repeat the practical?
Have there been any new developments
Materials Tractor
Fuel filter(s)
Diesel (5 litres)
Steel brush
Injectors
Injection pump (?)
Injector test bench
Pipe lines
Tool box
Organisation Each student services the fuel system
All needed materials are made available before the
commencement of the practical
Activities of lecturer Observing
Coach when necessary
The fuel supply system of C I engine
ANNEX VI
EVALUATION INSTRUMENT
Below you see competences and indicators. The competences can be assessed
according to the indicators. For each competence, the candidate can score points:
0 = insufficient or no performance at all
1 = sufficient performance
2 = good performance
3 = excellent
Complete this lesson evaluation form by putting a ring around the numbers according
to your own opinion about the lesson and explain your reason for each competence or
indicators you have scored:
Please be very frank with your impression about the whole lesson.
NO INDICATORS SCORE
1 Was the introduction to the topic explained in a good way 0-1-2-3
and clear
2 Were the objectives of the lesson realised? 0-1-2-3
3 Was the assignment good and understandable? 0-1-2-3
4 Where there enough explanation to support your 0-1-2-3
assignment
5 Was there enough natural contact with students during the 0-1-2-3
lesson?
6 Was the lesson delivered in good time? 0-1-2-3
7 Were the students active? 0-1-2-3
8 Was there enough information from the lesson materials 0-1-2-3
you used for the assignment?
9 Is the teacher having in depth knowledge about the 0-1-2-3
subject?
10 Were the communication skills good? 0-1-2-3
11 How were the presentation skills during the lesson? 0-1-2-3
12 What is your overall or general impression about the 0-1-2-3
whole lesson?
ANNEX VII
EVALUATION INSTRUMENTS FOR THE ENTIRE MODULE.
EVALUATION INSTRUMENT
Below you see competences and indicators. The competences can be assessed
according to the indicators. For each competence, the candidate can score points:
0 = insufficient or no performance at all
1 = sufficient performance
2 = good performance
3 = excellent
Complete this lesson evaluation form by putting a ring around the numbers according
to your own opinion about the teaching manual and the presentation of the content
and usage:
Assessment Table
No Indicators Score
1 Is the title page of the manual attractive 0-1-2-3
2 The layout information about the introduction of the 0-1-2-3
manual
3 Well structured analysis of the problem 0-1-2-3
4 Proper analysis of the learning needs of the organization 0-1-2-3
5 Good description of the information about the target 0-1-2-3
group
6 Clear formulation of personal objectives to reach under 0-1-2-3
the manual
7 Consistency in the description of activities and 0-1-2-3
instructions
8 Good illustrations of tables and diagrams 0-1-2-3
9 Creation of the manual base on original work 0-1-2-3
10 Clear and understandable assignments and practical 0-1-2-3
procedures
11 The product shows an analysis of the situation in the 0-1-2-3
organization
12 The manual gives good indication for implementation 0-1-2-3
13 English expressions are understandable and correct 0-1-2-3
14 Is the manual suitable for use by the target group 0-1-2-3
15 The materials attractive, well organised and have good 0-1-2-3
layout
16 Good use of active model lesson preparation form 0-1-2-3
17 Design follow competency based learning approach 0-1-2-3
18 Is the manual practical oriented 0-1-2-3
19 Elaborate explanation of the concept of creating the 0-1-2-3
manual
20 Overall impression of the final product 0-1-2-3
Total score
Result: Pass/Fail
This assessment will be assessment evidence when the score is a minimum of 40

points(maximum 60).
General remarks
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Place and date Name and signature of assessor
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ANNEX VIII
STOAS PROFESSIONAL UNIVERSITY

U
THENETHERLANDS
PROJECT PLAN
DEVELOPMENT OF TRA
AININGS AND EDUCATIONAL
MATERIALS
ATION
1.0 GENERAL INFORMA
Name of Company: P T C + -- Ede

Duration of project: From 144th Feb. to 16th June 2008 (19 weeks)
1.1 Personal Data
Name: Maurice M Braimah

Address Agicpark west 136 Dronten
Tel 0321386123
E- Mail 710330302@stoashogeschool.nl
Nationality: Ghanaian
1.2 Background of Student

Graduated from Tamale polytechnic in the year 1997 in the field of Automobile and
Agricultural engineering with mechanization option
Currently studying at Stoas professional university in an international course
“dubbed” Education and knowledge management.
1.3 Information Company
Name of company: P T C + - Ede

Address: Wisentweg 32.
Postbus 64
3770AB Barneveld
Fax 0342-406500
Site supervisor: Peter van Oene
E –mail p.vanoene@ptcplus.com
2.0 DESCRIBING PROBLEMS AND MAIN OBJECTIVES
2.1 Introduction
As part of the credit hours to complete the professional situation 9(Situations of
development at schools/ company). During the second semester, the students of
stoas professional university, who are involved in one-year international course,
Education and knowledge management are require to do practical placement a
specific organization and gather information about the company and develop an
educational and trainings support materials and come out with a comprehensive
teaching manual as prescribed by the university authorities. The following are the
competencies to achieve under the professional situation 9 (PS9) during the entire
practical placement period:
Developing a plan for designing the product
Using actual developments at schools/companies
Writing with the focus on users
Creativity
Creation of acceptation
During the weeks 7—25 each student has to work with a specific company. A
specific task is to analyse the organization in terms of its educational training
information’s during the practical placement period.
The practical placement takes place every Thursdays and Fridays respectively till
the 16th of June, 2008-02-23
The company is P T C + - Ede location. This company mainly provides services
such as:
Training institutions and the public in the agriculture sector specifically in the area
of mechanization, animal production, Technical support, rural development
horticulture engineering and agriculture administration.
The company has in total 250 employees with 54 employees at the Ede location.
2.2 Definition of the problem
During the practical placement the training needs of the organization has to be
analysed and assessed and teaching/training materials have to be developed. The
question is defined as follows: What are the training needs of P T C +, concerning
its educational trainings materials and training activities in general.
Indicators of practical training activities such as:
1. Information about its target groups
2. The type of training materials in use
3. Application of didactics method
4. Educational concept
5. Teaching tools and aids
6. Assessment criteria
7. Evaluation instrument
8. Classroom management
2.3 Main objectives
- become acquainted with a Dutch training institution
- to analysed the training school in terms of its training needs
- create and develop educational training materials
- Contribute my quota to the success of the institute. For example, by involving
myself or taking part actively in their daily routine activities especially, in the
training programmes for repairs and maintenance of agriculture machines.
2.4 Personal objective
To improve on my teaching skills on agriculture machines and equipment and this
is achieve by participating fully in the training programmes of repair and
maintenance of agriculture machines.
. to study the Dutch practical training institution system
to improve on my interpersonal skills
Contribute my quota to Agriculture education. The knowledge acquired during the
placement will help me teach effectively as a professional teacher to be.
Gain some marketing skills and this is achieve by under studying the commercial
activities of the organization to get exposure to the international community due to
the opportunity of having analysed an international training institution and
comparing with some practical training schools in my country.
2.6 Result
The result is creating a teaching manual for maintenance of agriculture machines

and equipment, and table of content.
For example:
Chapter 1; preface
Chapter 2; analysis of the problem
Chapter 3; learning needs
Chapter 4; educational concept and learning objectives
Chapter 5; assessment instrument
Chapter 6; manual for teachers/trainers
Annex
3.0 TIME PLANNING AND DEADLINES

Week Date Description of activity
7-8 14 to 22/2/08 Analysis of the problem and designing of
project plan
9 25/2/08 Delivery of analysis of the problem and the
project plan
10 3 to7/3/08 Coaching training at Zwolle
11 13 to14/3/08 Analysing the information about the target
group
12 17/3/08 Delivery of results on the information about
the target group
12 20 to21/3/08 Educational concept and training objectives
13 24/3/08 Delivery of results on educational concept
and learning objectives
13 27 to 28/3/08 Assessment instrument
14 3 to 4/4/08 Development of manual for
teachers/trainers
15 7/4/08 Feedback on manual from Stoas coach
15 10 to 11/4/08 Finalising on manual for teachers/trainers
16 14/4/08 Feedback from Stoas coach
17 24 to 25/4/08 Excursion with Ethiopians
18 28/4/08 May holidays
19 5/5/08 May holidays
20 12/5/08 Lessons PS9
20 15 to 16/5/08 Development of teaching and training
materials
21 22 to 23/5/08 Development of teaching and training
materials
22 29 to 30/5/08 Compilation of final teaching manual
23 5 to 6/6/08 Implementation of product
24 12/6/08 Assessment
25 16/6/08 Submission of final teaching manual for
agriculture machines to Stoas coach
Last week company placement: week 25. Delivering date teaching manual: end of
Week 25 (Monday before 5pm)
4.0 ORGANISATION
The participants in this project are:

1. Site supervisor: Mr Peter M van Oene( PTC+), supervises workplace activities
and gives progress report about student to Stoas professional university.
2. Coach: Mr. L Vogelzang (Stoas professional university), helps to improve the
quality of information about the development of the educational training and
teaching materials.
3. Student: Maurice M Braimah
The student is solely responsible for the process. He takes all initiatives.
4.1 QUALITY MANAGEMENT
Quality control by:
1. Asking for feed back (company, Stoas) by meeting on regular basis
2. Criteria assessment forms
3. Checklist development of educational and training materials
4. Use of various sources
Tools: MS Word, MS Excel
4.2 INFORMATION
Coach will be informed regularly. Thursdays and Fridays application of placement

research, reporting on Mondays on feedback and discussing findings on the same
day during consultation with the coaches during the PS9 lessons. The coach will
be informed through the e –mail on all aspects of the stages in creating
teaching/training materials, findings according to the table of content outlined and
ask for suggestions\comments as input to my final write up of the teaching
manual.
When parts of the manual are finished, these will be sending to the coach to check.
Information of difference sources (internet, Interviews, books, magazines) will be
acknowledged.
4.3 TIME (budgets)
Total credit PS9 14 BY 28 = 392hours

Placement 19 weeks * 2 days * 8 hours = 304hours
Attending PS9 Lessons at Stoas 56hours
Designing teaching manual 32hours
Total budget 392 hours
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Teaching Manual For Agricultural Machine PDF

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CHAPTER ONE ....................................................................................... 7

1.1 INFORMATION ABOUT PTC+ AND ANALYSIS OF

2.1LEARNING NEEDS ......................................................................... 10

2.2 MOTIVATION FOR THE LEARNING NEEDS ......................... 12

CHAPTER THREE ............................................................................... 13

3.1INFORMATION OF THE TARGET GROUP .............................. 13

3.2 SOCIAL CONDITIONS .................................................................. 14

3.3 LEARNING STYLE ........................................................................ 15

3.4 THE PROCESS OF ACTIVITIES FOR THE TARGET GROUP15

CHAPTER FOUR .................................................................................. 17

4.1EDUCATIONAL CONCEPT AND LEARNING OBJECTIVE .. 17

4.2 OBJECTIVES ................................................................................... 19

CHAPTER FIVE .................................................................................... 21

5.1 ASSESSMENT INSTRUMENT ..................................................... 21

CHAPTER SIX ....................................................................................... 24

6.1 MANUAL FOR TEACHERS/TRAINERS.................................... 25

CHAPTER SEVEN ................................................................................ 52

7.0 LESSON MATERIALS ................................................................... 52

7.2 HOW DIESEL ENGINES WORK ................................................. 58

7.3 THE BRAKING SYSTEM .............................................................. 62

CHAPTER EIGHT ................................................................................ 65

8.1 PLANNING AND IMPLEMENTATION...................................... 65

9.1 EVALUATION BY STUDENTS/PUPIL’S ................................... 67

CHAPTER TEN ..................................................................................... 70

10.1 EVALUATION BY CLIENT/WORKPLACE ............................ 70

CHAPTER ELEVEN ............................................................................. 71

11.1 IMPROVEMENT ........................................................................... 71

CHAPTER TWELVE ............................................................................ 72

12.1 CONCLUSION ............................................................................... 72

The manual layout consists of the following chapters:

1.1 Information about PTC+ and Analysis of the problem

PTC+ has different programmes with their own specialization:

PTC+ International is a branch of PTC+ and is concentrating its activities on

Within Ethiopia currently no floriculture industry specific practical training

In line with this development, PTC+ is committed in developing a competency based

In order to realized this sustainable objectives, PTC+ as a practical training institute

After having analyzed the existing teaching/training support materials of the

 Participate fully in the development of competency based learning curriculum

 Assist in the training of Ethiopian teachers on teaching methodology and the

 Develop handout on teaching methodology to be used by the Ethiopians.

 Create and develop a practical teaching/training manual for maintenance of

Understand the theoretical aspects of active learning in terms of developing and

Understand the support information about the implementation of the final

Operation of the machines, the computers and the equipment

The motivation came as a result of the availability of training facilities at the

3.1Information of the target group

Expectations with regards to content of the manual.

3.2 Social conditions

3.3 Learning style

3.4 The process of activities for the target group

5.1 Assessment instrument

Context As part of your assignment in the University workshop, you

Customer Instructor / Lecturer

Steps Daily routine maintenance

Reflection 1. Have you been able to conduct daily maintenances?

Grouping of students for the assignment:

- $$$

- $$$

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-CF8>78C /"/"#012"

Participate fully in the development of competency based learning curriculum

Assist in the training of Ethiopian teachers on teaching methodology and the

Develop handout on teaching methodology to be used by the Ethiopians.

Create and develop a practical teaching/training manual for maintenance of