AURT202166A
Repair cooling systems
TRAINER GUIDE
© Commonwealth of Australia 2011
ISBN: 978-1-876838-55-3
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How to use this resource
This learning resource will assist a trainer to deliver lessons for this competency. The Trainer’s Guide, PowerPoint and Learner Workbook support the delivery of the competency, and the Assessor Checklist assists with the learner’s assessment.
Trainer’s Guide
The Trainer’s Guide is divided into learning topics and contains information and strategies that guide the trainer through each step of the content delivery.
It also contains some suggestions for working successfully with learners who have difficulty with language, literacy and numeracy (LLN).
The Assessor Checklist supports the assessment of the learner’s competence. This Checklist can be used in both a training environment and the workplace. Using this document assists the trainer to assess a learner’s practical skills and their underpinning knowledge in a valid and consistent manner.
PowerPoint presentation
The PowerPoint presentation should be used to enhance the delivery, for example:
- to discuss a diagram, procedure or concept as a group
- to explain a process in more detail to a group
- to invite and answer questions regarding a particular topic.
Learner Workbook
The Learner Workbook style and content is designed to be as clear and accessible as possible for the learner.
Activity sign-off points are located in the workbook to enable the trainer to monitor the learner’s progress and understanding.
Icons used in this guide
PowerPoint presentation
Video clip
Access and equity
People with differing needs and abilities should have the same opportunities to successfully gain skills, knowledge and experience through education and training. Trainers and their organisations should work to remove barriers and provide the supports people need to access, participate and achieve, irrespective of their age, disability, colour, race, gender, religion, sexuality, family responsibilities or location.
For students with disabilities, training organisations may make adjustments to ensure equal opportunity. Reasonable adjustments are designed to minimise the disadvantage experienced by learners with a disability and can include administrative, physical or procedural modifications.
How can you identify learners with LLN needs?
Adults with language, literacy and numeracy (LLN) problems often wish to avoid identifying themselves. They may have developed effective strategies to conceal their problems and manage in daily life.
Learners having trouble with the literacy or numeracy of a task may:
- ask for help often
- never ask for help to avoid drawing attention to themselves
- avoid doing the task
- use coping strategies for getting around the task
- display inappropriate behaviours to divert attention from the task.
How should you approach learners with LLN needs?
The following qualities should inform your dealings with these learners:
- Tact – the learner is in a vulnerable position.
- Respect – they have risked returning to a formal educational setting.
- Confidentiality – a private chat is a much better strategy than pointing out the learner’s difficulties to them in front of other learners.
- Supportiveness–you are in a position to encourage a learner who may previously have experienced failure and criticism in educational settings.
- Openness - Full explanation of any formal strategies (such as extra classes or an alternative pathway)is important to ensure the learner fully understands their own needs and the reasons for any advice you may give them.
Some training strategies for learners with LLN needs
Be aware of the LLN needs of your learners and adapt your training strategies to maximise their chances of learning.
Here are some strategies that support learners with LLN needs.
1.Design of resources
- Check the language level of your resources. Make sure it is no higher than the level required by the qualification and the job.
2. Teaching practices
- Use oral activities such as discussion, question & answer, and demonstration as well as reading and written activities.
- Don’t overload the learners with large amounts of information.Present it in manageable chunks. Break tasks down into smaller steps to make them clearer.
- Teach the language of the workplace explicitly. Introduce new terms clearly. Explain exactly what they mean, even if you think it is obvious and everyone should know it.
- Write new words and key words on the whiteboard as they arise. Explain them and give learners time to copy them down if they want to.
- Scaffold any writing tasks. Provide a skeleton of a model and the learners add the details. As learners’ skills develop, reduce the amount of structure provided, requiring them to do more themselves. This gives learners a framework to use until they feel confident to do a writing task independently.
- Practice writing often. Provide opportunities for repeated practice of required writing tasks, initially supported /scaffoldedand then independent practice.
3. Learner management
- When in a classroom setting, arrange the furniture so everyone can see and hear easily. This also creates a sense of personal connection with the trainer, rather than a feeling of being invisible in a large group.
- Encourage learners to ask questions. Point out that this is how we learn, and that it is not a sign of failure but a strategy that the best learners use.
- Check regularly that learners have really understood the material you are presenting. Don’t just ask, “Have you got that?”Ask them to actively use the information in some way e.g. give an example, retell it in their own words, or answer a specific question.
- Be alert for non-verbal signs that a learner doesn’t understand e.g. confused looks, frowning, leaning over to ask a neighbour, spending a lot of time doing preliminary arranging instead of tackling a task, never volunteering to answer a question.
© Commonwealth of Australia 2011
Content Delivery guide
© Commonwealth of Australia 2011
Video clips
The video clips referred to in this Guide are from a commercial provider of automotive training resources called CDX Global . Many Australian automotive RTOs subscribe to CDX and use some combination of their resources, and the videos referred to here are an excellent enhancement of training.
However they are not critical to a successful training outcome.Video clips from other sources, hands-on demonstration and ‘home-made’ videos using flip cameras or similar are all good substitutes.
Below are the CDX videos suggested for use in this unit:
Video Title / CDX NumberCooling systems / 2201
Heat transfer / 2101
Cylinder head construction / 2301
Water pump operation / 4301
Thermostat / 4401
Fans / 4501
Radiators / 4101
Radiator hoses / 4201
© Commonwealth of Australia 2011
© Commonwealth of Australia 2011
Delivery Guide
TOPIC / INFORMATION / METHODOLOGY / RESOURCESIntroduction / Repair cooling systems
Provide learners with an overview of the main topics to be covered in this competency and how it will relate to other competencies and their own skill development / Oral presentation
- Example of different types of cooling system used in vehicles in the automotive industry
Types of vehicles
Cooling systems
(CDX Video 2201)
Learner workbook p.6
Cooling system function / Main function of cooling system / Oral presentation
- Describe the main function of the cooling system
Heat in engines
Learner workbook p.6
Liquid cooling operation / What is a liquid cooling system
Types of vehicles that use them
Heat transfer
System operation
Component function / Oral presentation
- Describe the types of vehicle that use this system, why must heat transfer be managed
- How does the system operate?
- What are the functions of the systems components?
Engine temperature
Heat energy
Learner workbook p.7
Heat transfer
(CDX Video 2101)
Liquid cooling construction / System components
Describe/identify components / Oral presentation
- Visual displays
- Running engines
- Dismantled components(preferably sectioned)
Cooling system components
Learner workbook pp.8-9
Activity 1 / Learner to complete Activity 1 in workbook.
Conduct review of questions and discuss / Learners answer questions 1-6 / Learner workbook p.11
Engine coolant safety / Use Learner workbook for Learners to read caution statements and highlight safety precautions / Oralpresentation
- Learner workbook caution statements
- Explain four main steps to remove radiator cap.
Learner workbook pp.14-15
Activity 2 / Learner to complete table in workbook.
Conduct review of questions and discuss. / Point out the headings in the MSDS.
Encourage and assist learners to write main points only, not copy out paragraphs. / Learner workbook p. 16
MSDS for engine coolant
Cooling system testing & diagnosis - External / External
Refer to p18 Learner workbook for cooling system components to check.
Emphasise leaks inside cabin (heater core) / Oral presentation
- Cover main points p17-p18 Learner workbook
- Perform testing procedure
Radiator with test equipment with adaptors
Stationary or running engine
Learner workbook pp.16-19
Cooling system testing & diagnosis - Internal
C02leak detector / Use example of effects of internal leaks.
Explain how minor head gasket leaks will develop into major engine repairs if not controlled or detected early.
Explain head check unit operating procedure.
Use an engine in good operating condition and demonstrate test fluid colour change using exhaust gas sample. / Oral presentation
- Visual display of damaged heads and gaskets
- Perform testing procedure/demonstration
Radiator with test equipment with adaptors
Stationary or running engine
Cylinder head
Cylinder gasket
Learner workbook pp.20-24
Activity 3 / Learner to complete questions 1-5 in workbook.
Conduct review of questions and discuss.
Workshop activity to complete checklist. / Oral presentation
- Learners answer questions 1-5
- Explain assessment requirements of cooling system checklist
- Completing the checklist part of the activity can be done by a group or individual
Learner workbook
Access to a workshop
Running engines
Head check unit pressure test kit
Learner workbook pp.26-29
Cooling system repairs
Cooling system flushing
Reverse flushing / Explain minor serving to avoid major repairs.
Highlight information about inhibitors used contain chemicals.
Explain how the reverse flushing process operates. / Oral presentation
- Explain procedures for safe flushing of cooling system
- Emphasise points from PPTslide
Learner workbook pp.30-33
Engine block flush / Explain steps to reverse flush an engine block. / Oral presentation
- Demonstrate reverse flushing operation
Simulated work area
Workplace environment
Learner workbook p.34-35
Activity 4 / Learner to complete questions in workbook.
Conduct review of questions and discuss. / Oral presentation
- Learners answer questions
- Explain assessment requirements of reverse flushing engine
Activity 5 / Workshop activity to complete reverse flushing of engine.
Select tasks for learners to complete. / Learner workbook p. 39
Access to a workshop
Running engines
Flushing equipment
Welsh plugs /
- Use cylinder head video to explain the function of Welsh Plugs
- Explain types of Welsh plugs
- Explain the removal and replacement procedures
- Types of Welsh plugs
- Demonstrate removal and replacement of welsh plugs
Cylinder head construction
(CDX Video 2301)
Learner workbook pp.40-43
Access to a workshop
Running engines
Applicable tools and equipment
Different types of Welsh plugs
Activity 6 / Learner to complete questions 1-2 in workbook.
Conduct review of questions and discuss
Question 3 - Workshop activity to complete remove and replace water pump / Oral presentation
- Learners answer questions 1-2
- Explain assessment requirements of removing and replacing water pump
Access to a workshop
Running engines
Water pumps
Tools and equipment
Water pump /
- Water pump operation
- Effects of damaged, worn pumps
- Testing of water pumps
- Removal and replacement of water pumps
- Operation
- Effects of damaged, worn pumps
- Testing pumps
- Procedure for removal and replacement of pumps
Water pump operation
(CDX Video 4301)
Learner workbook pp. 46-50.
Activity 7 / Learner to complete questions 1-4 in workbook.
Conduct review of questions and discuss
Question 5 - Workshop activity to complete remove and replace water pump / Oral presentation
- Learners answer questions 1-4
- Explain assessment requirements of removing and replacing water pump
Access to a workshop
Running engines
Water pumps
Tools and equipment
Thermostat /
- Function and operation of thermostat
- Effect of faulty thermostats
- Types of thermostats
- Remove, test and replace thermostats
- Types of thermostats
- Demonstrate removal and replacement of thermostat
Thermostat
CDX Video 4401
Learner workbook pp.55-60
Access to a workshop
Running engines
Applicable tools and equipment
Thermostats
Activity 8 / Learner to complete questions 1-8 in workbook.
Conduct review of questions and discuss
Question 9 - Workshop activity to complete remove, test and replace thermostat / Oral presentation
- Learners answer questions 1-8
- Explain assessment requirements of removing and replacing water pump
Access to a workshop
Running engines
Thermostats
Tools and equipment
Cooling fan /
- Cooling fan operation
- Explain shift from fixed to viscous cooling type fans
- Electric fans
- Effects of cooling fans not operating
- Operation
- Types of cooling fans
- Effects of cooling fans not operating
Fans
(CDX Video4501)
Learner workbook pp.66-67
Access to a workshop
Running engines
Applicable tools and equipment
Types of cooling fans
Activity 9 /
- Test cooling fan
- Use appropriate workshop manual procedures and available test equipment.
Explain assessment requirements of diagnosing cooling fan faults / Learner workbook p.68
Workshop manuals
Access to a workshop
Running engines
Types of cooling fans
Tools and equipment
Removing and replacing coolant hoses
Remove and refit radiator / Checking coolant hoses
Remove and refit coolant hoses
Remove and refit radiator / Oral presentation
Operation
Types of coolant fans
Demonstrate remove and refit coolant hoses
Demonstrate remove and refit radiator / PPTslide 20
Radiators & Radiator hoses
CDX Video: 4101 & 4201
Learner workbook pp.70-74
Access to a workshop
Running engines
Applicable tools and equipment Coolant hoses
Activity 10 / Remove and refit coolant hoses
Test cooling fan
Remove and refit radiator / Learners complete workshop tasks
Explain assessment requirements of remove and refit coolant hoses and radiators / Learner workbook pp.75-77
Workshop manuals
Access to a workshop
Running engines
Coolant hoses
radiators
Tools and equipment
Activity 11 / Fill system with coolant
Bleed system
Pressure test system for leaks / Learners complete activity checklist / Learner workbook p.79
Workshop manuals
Access to a workshop
Running engines
Coolant hoses
Radiators
Tools and equipment
Glossary / Learner workbook pp.80-81
© Commonwealth of Australia 2011
ASSESSOR OBSERVATION CHECKLIST
Unit of competency: / AURT202166A - REPAIR COOLING SYSTEMSInstructions for the assessor:
1. Identify a vehicle on which the candidate can perform the practical tasks
2. Observe the candidate perform the practical tasks.
3. Place a tick in the box to show that the candidate has completed each practical task competently.
4. Whilst carrying out the practical tasks ask the candidate a selection of the questions from the attached list. This is to:
a. confirm their ability to relate underpinning knowledge to practical situations
b. identify their ability to transfer practical skills to various vehicles/situations.
5. Place a tick in the box to confirm that candidates answered the questions correctly.
6. Complete the feedback sections of the form.
Type of vehicle &/or equipment &/or system
Work performed
Date of observation
OBSERVATIONS
The applicant is able to:
- Correctly observe OH&S requirements during task.
- Select and correctly use PPE for task.
- Select and correctly use the appropriate tools for the task.
- Demonstrate knowledge of the dangers of working with cooling systems.
- Observe danger warnings during task.
- Access and use manufacturer’s specifications relevant to task.
- Access and use appropriate test equipment for task.
- Carry out test procedures in accordance with workplace procedures and manufacturer’s specifications.
- Carry out repair procedures in accordance with workplace procedures and manufacturer’s specifications.
- Analyse and compare test results with manufacturer’s specifications.
- Document test results and makes relevant repair recommendations.
- Implement repair methods in accordance with workshop procedures and manufacturer’s specifications.
- Return tools, equipment and resources correctly.
- Implement adjustments in accordance with workshop procedures and manufacturer’s specifications.
- Complete repair report correctly.
- Carry out final inspection of completed task.
- Leave work area in a safe and tidy state.
ASSESSOR OBSERVATION CHECKLIST
Did the candidate’s overall performance meet the standard? YesNoFeedback to candidate
General comments / Strengths / Improvements needed
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Candidate signature: ______Date: ____/____/20___
Assessor signature: ______Date: ____/____/20___
ASSESSOR QUESTIONS
Questions to probe the candidate’s underpinning knowledge / Satisfactory responseYes / No
- Why is it important to follow OH&S guidelines?
- What PPE will you use for this task?
- What tools will you use for the task?
- Describe some dangers of working with cooling systems.
- Where will you find the manufacturer’s specifications for coolant task?
- How do you know that the test equipment is accurate?
- Describe how you would test the radiator cap.
- Describe the correct procedure to pressure test the cooling system.
- Describe how a thermostat operates.
- What is the function of coolant inhibitor?
- Describe at least one method to check for a leaking cylinder head gasket.
- How would you correctly seal replacement welsh plugs?
- Where would you find the correct procedures for cooling system repairs?
- Why is it important that the repair worksheet is correctly completed?
- Why should the tools, equipment and resources be returned to designated storage?
- Why should the work area be left in a safe and tidy state?
ASSESSOR QUESTIONS
The candidate’s underpinning knowledge was: Satisfactory Not satisfactoryFeedback to candidate
General comments / Strengths / Improvements needed
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Candidate signature: ______Date: ____/____/20___
Assessor signature: ______Date: ____/____/20___
© Commonwealth of Australia 2011