Use wiring diagrams to trace electrical/electronic circuits

Lesson Plan for

AUT 154-155 Maintenance and Light Repair Section C
Course HS Title:

Maintenance and Light Repair

Program:

KCTCS Courses included in HS Title: (Lesson is prepared for

course highlighted.)
KCTCS Course No.

KCTCS Course Title

Introduction/Contex This lesson will instruct students on how to use wiring diagrams to trace
t
electrical/electronic circuits.
Prepared By

School

Grade Level

No. Students

Date:

No.IEP's:

Lesson
Length:

Task
Use wiring diagrams to trace electrical/electronic circuits.

No.
1

Objective
Given the proper tools and instructions, students will be able to use wiring diagrams to trace
electrical/electronic circuits, and pass a written exam on the task with 100% accuracy by the end of
the course.

Connections
Skills Standards:
OH 001
OH 002
OH 003
OD 002
OD 003
OD 005
New Common Core Standards:
RST 11-12 3
A-CED-4
N-Q.1
Common Core Technical Standards:
TD-OPS 2
TD-SYS 2
New Generation Science Standards:
HS-PS2-5.

HS-PS3-3.
HS-PS3-5
INSTRUCTIONAL MATERIALS/TECHNOLOGY
Teacher Designed Materials and Other Handouts
Wiring schematics for Shop Vehicles.

Textbooks and Workbooks

Author

Title/ISBN No.

Edition

Publisher

Pages

Duffy

Modern Automotive Technology

2004

Goodheart-Willcox

677

Software
Title

Version

Source

Content/Presentation/Demonstration Outline
Instruct students that wiring diagrams are drawings that show the relationship of the electrical
components and wires in a circuit. They are useful when an electrical problem is difficult to locate and
correct.
Wiring diagrams normally give the following information: Wire color coding-special color markings on
wire insulation for tracing wires through the vehicle. Component location-number-letter sequence
around the border of the diagram for quickly finding parts in circuit. Wire splices and connections-where
and how wires are joined together. Electrical symbols-simple drawings showing minor components in
the circuit. Component drawings-simplified illustrations of major circuit components for easy location on
diagram.
Inform student that to use a wiring diagram, locate the parts being tested. Then, follow the lines that
show where the wires go to the next component in the circuit. For example, if a technician was having
trouble with a horn circuit, they would find the horn circuit diagram in a service manual, and then trace
the horn wires. They would then find a relay, the grounds, the horn switch and the wires in the circuit. Any
of these could be at fault.

Applications/Practice
1

Students can practice this task by studying wiring diagrams of any shop vehicle, and then locating the
connectors, wires, grounds and components on the vehicle, using the diagram/schematic as a map.

Evaluation and feedback Prior to Testing or Lab Work

Instructor should test the students ability to find connectors, wires, grounds and components using a
wiring diagram. Find a particular item in the vehicle that you want the student to find, and instruct the
student to trace down the item and its circuit by using the wiring diagram for the car. For instance, tell
1
the student you want them to locate the circuit, wire colors, and grounds for a Throttle Position Sensor.
Student should be able to find these items and explain to the instructor how they used the diagram to
locate them. Instructor should be sure and document the students ability to complete this task.

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

Multiple choice tests questions will be given to students dealing with the use of wiring diagrams to
diagnosis electrical circuit problems. This will help demonstrate student knowledge of the task. Sample
Question: Technician A says that wiring diagrams are drawings that show the relationship of the
1
electrical components and wires in a circuit. Technician B says that electrical symbols-simple drawings
showing minor components are not shown in a wiring diagram. Who is correct? A. Technician A. B.
Technician B. C. Both Technician A and B. D. Neither Technician A nor B. Answer: Technician A.

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.)