Identify and inspect electronic brake control system components; determine necessary action

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Identify and inspect electronic brake control system components; determine necessary action.

Lesson Plan for

AUT 186-187/AUT 292

Automotive Service Technology Section C/Automotive Special Problems

Course HS Title:	Automobile Service Technology/Special Problems		Program:
	KCTCS Courses included in HS Title: (Lesson is prepared for course highlighted.)
	KCTCS Course No.	KCTCS Course Title


Introduction/Context	This lesson will instruct the student on how to identify and inspect electronic brake control system components; determine necessary action. Knowledge of these techniques and the skills required to correct problems associated with this task are necessary for a student to acquire if they wish to compete for high paying, high skilled jobs in an Automotive Repair Facility. Entry level technicians need to be able to perform this task to 100% accuracy. Incorrectly performing this task can lead to an automobile accident or create customer satisfaction issues.
Prepared By	School		Date:

Grade Level	No. Students	No.IEP's:	Lesson Length:

	Task
	Identify and inspect electronic brake control system components; determine necessary action.

No.	Objective
1	Given the proper tools and instruction, the student will be able to identify and inspect electronic brake control system components; determine necessary action, and pass a written test covering the task with 100% accuracy.

Connections:

Skills Standards:

OH 001

OH 002

OH 003

OD 002

OD 003

OD 005

Common Core Technical Standards:

TD-SYS-2

New Common Core Standards:

RST 11-12.2

RST 11-12 3

A-CED-4

N-Q-1

New Generation Science Standards:

HS-PS2-5.

HS-PS3-3.

HS-PS3-5.

INSTRUCTIONAL MATERIALS/TECHNOLOGY

Teacher Designed Materials and Other Handouts

Textbooks and Workbooks

Author	Title/ISBN No.	Edition	Publisher	Pages
VanGelder	Brakes/Fundamentals of Automotive Technology	2014	Jones/Barlett	181-182

Equipment

Quantity	Item	Source
As Needed	Scan Tool	Various

Content/Presentation/Demonstration Outline

Teach students that The ABS system/Electronic Brake Control is designed to prevent wheels locking or skidding, no matter how hard the brakes are applied or how slippery the road surface, and to maintain steering control of the vehicle. Instruct them that the primary components of the ABS braking system are:

1. ABS master cylinder: Creates hydraulic pressure for each of the two hydraulic brake circuits.

2. EBCM or electronic control unit (ECU): An onboard computer that is programmed to monitor sensor data and send output control signals to the electronic solenoid valves, which modify brake pressure to individual wheel brake units.

3. Hydraulic control unit (HCU) or modulator: Contains electric solenoid valves controlled by the EBCM to modify hydraulic pressure in each hydraulic circuit. Most systems also contain an accumulator to store brake fluid under pressure.

4. Power booster: Boosts driver brake pedal force on the master cylinder,

5. Wheel speed sensor: A device that monitors wheel speed and sends that signal to the EBCM.

6. Brake switch: An on/off switch that informs the EBCM of whether or not the driver is applying the brakes.

Inform them that the EBCM may be located inside the vehicle, mounted near the HCU, or it could be integrated into the HCU. Explain that in many cases, it is a separate module from the power train control module and may be part of the vehicle’s body control module (BCM). Tell them the body control module is the computer that controls the electrical system in the body of the vehicle, and that the EBCM receives input signals from the ABS sensors, compares that data to information stored in its memory, decides what actions are necessary, and sends output commands to the HCU.

Instruct them that the HCU or modulator is connected in-line with the brake lines between the master cylinder and the wheel brake units. It houses electric solenoid valves that control the flow of brake fluid to each wheel The HCU receives operating signals from the EBCM to control the brakes under ABS conditions.

Tell students the power booster and master cylinder assembly is mounted on the firewall. Let them know that in most current applications, these components operate similarly to non-ABS power boosters and tandem master cylinders. Inform them that some manufacturers use a portless master cylinder to allow brake fluid to return to the master cylinder reservoir more easily than a master cylinder fitted with a compensating port.

Instruct students that when the brakes are operating without ABS action, the brake pressure is controlled by the driver’s foot pressure, which is assisted by the power booster. Explain that in other words, the ABS system only affects brake pressure when one or more wheels are starting to skid.

Teach students that the wheel speed sensor consists of a toothed tone wheel (or tone ring) that rotates with the road wheels and a pick-up assembly that generates a speed signal. Tell them the wheel speed sensor is located near the wheel hub in many applications. Instruct them that the wheel speed sensor sends an electrical signal that varies with the speed of the wheel to the EBCM.

Let students know that wheel speed sensors can be variable reluctance sensors (magnetic induction), generating an analog AC sine wave signal, and wheel speed sensors can also be of the magneto-resistive or Hall Effect type, generating a digital square wave signal. These signals can be used by the EBCM to determine the speed of each wheel.

Applications/Practice

1	Refer to content

Evaluation and feedback Prior to Testing or Lab Work

Objective 1. / Formative assessment / Instructor will observe students as they practice the procedure to assure correct procedure and safety practices are being followed. A checklist will be utilized to chart student progress on the task. Questioning techniques will be utilized as necessary to demonstrate student comprehension / Adaptations and/or accommodations for special needs students will be added if required.

STUDENT ASSESSMENT: (Assess student progress with performance criteria.)

1	Objective 1 / Summative assessment / written test questions on stated objective / adaptation and / or accommodations for special needs students will be added if required

IMPACT--Reflection/Analysis of Teaching and Learning: (How did students’ progress in relation to the state objectives? Was the instruction successful? Analyze samples of student work particularly that which is unsatisfactory, for the purpose of planning further instruction.)

REFINEMENT--Lesson Extension and Follow-up: (To be filled in as the lesson is modified during initial planning and/or during the teaching learning process.)

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