Running Head: 4 CYCLE ENGINES LEARNING MODULE

Andrew Cook
EDU 649: Technologies for Teaching & Learning
Week 6 Assignment: 4 Cycle Engines Learning Module
Professor: Dr. Joann Wheeler
Monday, July 24, 2017

1|Page
 4 Cycle Engines Leaning Module

What do you do when your engine won't start? Don't know? Then join me and participate

in the 4 cycle engines learning module and we'll figure it out together! During this lesson

students will be improving their critical thinking and problem solving skills through simulation.

Groups of students will be given an engine with a no start problem, with which they must work

together to brainstorm and create a trouble tree to solve their issue. A normal small engines class

consists of roughly 25 students of all backgrounds. When the class is broken down it usually

comes out to 10% African American, 20% Hispanic, and 70% Caucasian with a 5:1 ratio of boys

to girls. This lesson will address a few different learning styles including visual and kinesthetic

styles mainly. This small engines class consists largely of visual and kinesthetic learners with a

few auditory and read/write learners. The purpose of this lesson is to reinforce students

previously learned knowledge of 4 cycle engine theory through simulation. Through the lessons

activities learners of all types will have the opportunity to learn in the way that best suits their

needs. This lesson will improve the students ability to meet the learning goals and objectives of

the unit. Those goals and objectives are as follows:

Learning Objective(s)

Students will be able to apply knowledge of the internal combustion engine to problem

solve a no start issue on a small engine.

Students will demonstrate knowledge of critical thinking and problems solving skills

through the creation of a mind map troubleshooting tree.

2|Page
 4 Cycle Engines Leaning Module

Learning Goal(s)

Students will develop critical thinking and problem solving skills.

Students will work effectively as a team.

Learning outcomes must be specific and measurable to serve as the foundation to

evaluating the effectiveness of the teaching and learning process. (Osters, Tiu) This is ever so

important when technology comes into play as technology can change the intended learning

outcomes without intentionally doing so. If instruction is planned and then technology is thought

about afterward the dynamic of the lesson will change and the lesson will need to be re-written to

accommodate for the technology being incorporated. It is essential to start with the end goal in

mind and build from there. Ask yourself; what do I want the students to be able to do? How will

they get there? What will they need to get there? How do I measure proficiency? Learning

outcomes must address performance, conditions, and criteria to be acceptable. This can be done

through the use of action verbs depending on what level of blooms taxonomy you are trying to

address. Learning goals and objectives are very important and essential to the creation of a great

lesson.

During the process of creating this lesson my skill and wits were put to the test. I decided

to use a lesson I have taught previously and use it to create a web-based lesson that included all

of the necessary material for anyone to teach the lesson. I took the time to make sure that my

lesson was tailored to the types of learners that dominate the make-up of my class. Tailoring the

lesson to my learners would make implementation easier and allow the lesson to flow smoother

3|Page
 4 Cycle Engines Leaning Module

than if it wasnt tailored. The decision to adapt my original lesson to my learners was a no-

brainer which lead me to an easier decision of what instructional methods to use.

For my learning activity I decided to address demonstration, simulation, and problem

solving instructional methods through gradual release. This learning activity will take place in a

high school setting covering grades 9-12 in a small engines class. This learning activity is based

on the internal combustion engine and its principles of operation. At the start of class students

will be assigned into groups of 2-3 students due to limited resources. Once groups are assigned

each group will be assigned an engine that has a no start issue that was put in place by the

instructor. After every group is prepared and has their engine the instructor will provide a

demonstration of the process of solving the no start issue via video. Here is a look at the lesson

plan itself.

Instructor Name: Andrew Cook

Class: Small Engines

Lesson Title: Internal Combustion Engines: no start issue

LESSON IMPLEMENTATION

Objective(s):
Students will be able to apply knowledge of the internal combustion engine to problem
solve a no start issue on a small engine.
Students will demonstrate knowledge of critical thinking and problems solving skills
through the creation of a mind map troubleshooting tree.

Goal(s)
Students will develop critical thinking and problem solving skills.
Students will work effectively as a team.

4|Page
 4 Cycle Engines Leaning Module

Todays Focus: Lab simulation, problem solving skills

Lesson Outline:

In todays lesson we will be covering and completing the following steps

1. Students will receive an engine that has been bugged with a no start problem by the
instructor.
2. Students will use previous knowledge of the internal combustion engine to solve the no
start issue.
3. At the completion of the lesson the students must give a report/presentation to the class
outlining how they solved their issue, what the issue was, and how they fixed it.

Opening/Anticipatory Set: assign groups of 2-3 and assign them an engine; the rest of the day
will be work time.

Activities:

1) Assign groups
2) Assign engines
3) Work time

Closure: Start clean up and put materials away with 10 minutes remaining in class.

Materials, Resources, Technology:

Small Gas Engines 9th Edition, computer with internet access

Assessment:

At the end of the Unit the students will take a unit test covering the corresponding chapter in the
book, the handouts, and the lab portion.

Teacher Notes:

Four Cycle Engines

1) Review operating principles of 4 stroke internal combustion engine.

2) Show instructor video demonstration

5|Page
 4 Cycle Engines Leaning Module

Verify the problem

o Try to start the engine
Once the problem is verified; apply previous knowledge of the three essentials for
a running engine to narrow down the issue
o Spark, compression, fuel/air
After narrowing down the issue to one of the essentials; analyze the system
corresponding to the problematic essential
o Ignition system(spark), fuel system(fuel/air),
piston/rings/valves(compression)
Fix any issues found

Technology used

1) Computer with internet access

2) Recording software for recording instructor demonstration
3) Prezi for student presentation at the end of the simulation

Students will move into lab only if they have turned in a completed chapter handout!

Demonstrations are used all the time in automotive education so students can see first-

hand how to perform a task and experience the task at the same time. When doing a

demonstration though; students need to be able to see the instructor which can be a challenge in

large classes. A good way to avoid this issue is with the use of a document camera to project the

demonstration to an overhead screen or videotape the demonstration beforehand for the students

to watch individually. Recording the demo for students to watch individually would also save

some time and the instructor can make sure the demonstration goes as planned before sharing the

video. Students will be allowed access to a computer with internet to do any needed research

needed.

Simulations are an essential part of automotive education; students must be able to

practice and experiment with their skill set. Such activities provide immediate feedback based on

decision made to the students who made the decision as well as keeps motivation levels up which

6|Page
 4 Cycle Engines Leaning Module

increases learning. The major downfall to completing a simulation activity with your students is

setup and debriefing can be very time consuming. (Newby, T. J.) With simulation though; you

can address problem solving activities at the same time.

Problem solving activities can increase a students ability to comprehend the material at

hand by having them apply theory into practice. It also involves high levels of learning and

provides opportunities for students to learn for their mistakes and think independently. (Newby,

T. J.) With problem solving activities instructors need to have plenty of time to allow for the

content to be covered, design effective instruction, and must have good management skills to

coach students without giving the answer away. (Newby, T. J.)

It is essential that this lesson be well thought out and planned accordingly. I know exactly

how I want the lesson to go and how to get the end result. I will have to ask around for recording

software suggestions as I havent found anything that I am sold on yet. There are tons of options

out there I just have to be more comfortable before I make a decision.

To view this lesson online and all of its supporting documents please visit the following

website: https://andcook15.wixsite.com/smallengines

7|Page
 4 Cycle Engines Leaning Module

Evaluation of instructional methods selection

After viewing figure 6-7 Method selection checklists in Educational technology for

teaching and learning by Newby, T. J. I think I have made a very good selection regarding the

instructional methods that I selected for this lesson. I meet most of the checklist for simulation

and problem solving and a few for demonstration. I may want to rethink using demonstrations in

the future or find a way to get around them as they can be to lengthy which doesnt fit with the

chart very well. I do think that if I made my demonstrations before-hand and recorded them for

the students; it would make the effectiveness of them better as students could watch them at their

own pace, re-watch them if need, and access them anytime. My teaching methods seem to fit

extremely well for problem solving and simulations. Those two suit my content area and my

style very well and they can go hand-in-hand if the lesson is designed properly. The process for

filling out the checklist wasnt hard at all but it does require a decent amount of thought and

reflection. Once the checklist is completed just see which column has the most checks and

consider using that method or multiple methods that you had a lot of checks in.

Technology used

I decided to use the following technologies for my lesson;

1) Computer with internet access: Students will need a computer with internet access in

order to view the instructor demonstration, research any information needed during the

simulation, and create a presentation using prezi for the rest of the class.

a. Computers will be used throughout the lesson as students first access the

demonstration video that will be provided.

8|Page
 4 Cycle Engines Leaning Module

b. Later the students will be allowed to access the computers at any time to complete

any research for their simulation/problem solving activity.

2) Recording software for recording instructor demonstration: This software will be used to

record the demonstration, it hasnt been decided what software will be used but it must be

viewable by all of the students in the class.

a. This technologies sole purpose will be to support the demonstration portion of the

lesson. A link will be provided to the students for them to watch the video.

b. Students can access the video as many times as they need.

3) Prezi: students will be giving a presentation at the end of the simulation

a. Students will be creating a presentation at the end of the simulation to share what

they found out while solving their no-start issue. This software will be used to

overview the simulation and problem solving the students are completing.

b. Students are not to start on their presentation until after the simulation is

completed.

4) Mind Mapping software: Students will use this software to create a trouble tree

a. The purpose of the trouble tree will be to help guide them through the process of

solving their no-start issue

b. Another benefit of a trouble tree is that anyone can follow the process step by step

to fix the issue. So one group could use another groups trouble tree to solve a no

start issue.

When planning a lesson as a teacher starting with the end in mind is always a good

method. So, by the end of the lesson the students will be able to understand how a 4 cycle engine

9|Page
 4 Cycle Engines Leaning Module

operates as well as identify various parts of the motor which will be assessed through the writing

of an individual research paper. During this lesson students will need to access previous

knowledge of tools, safety, and any info pertaining to 4 cycle engine theory. Their knowledge of

tools and safety will aid during this lesson as they will need to use the correct tools to assemble

their model motor safely. Assembly will take place in the auto shop with the use of school tools

while the research portion of the lesson will take place in the schools computer labs. The

computer labs have enough computers to accommodate all of the students in the class and all

provide internet access. While a lot of learning will take place as a result of the research, I

suspect the majority of the students will learn the most through the hands-on portion. The best

instructional method for this type of learning environment is heavy into audio and visual using

pictures with text, videos, demonstrations and simulation / hands-on experience. When using

these methods, students will be able to transfer knowledge from one unit to the next with ease.

This lesson will not require any additional creation of materials from an instructional standpoint

but model engines will need to be purchased before implementation of the lesson.

When implementing the lesson a single teacher will manage the activities in strict

sequence, deviating from the lesson plan will cause confusion amongst the students. Any

students with special needs will receive additional help according to their IEP while groups will

receive help when needed. Maintaining the attention of the students will be essential during the

lesson; this will be achieved through the various activities the lesson provides. The true gage of

student success will be the lesson assessments; there will be a pre-assessment to gauge the DOK

of the students as well as CFUs throughout the lesson before the final assessment which is the

research paper. Students will be allowed to work ahead during this lesson and turn in their paper

10 | P a g e
 4 Cycle Engines Leaning Module

early. With students having the opportunity to work ahead and complete the paper early

enrichments must be provided. Enrichments will be in the form of shop activities; if a student

finishes early they will be given a shop activity on a real motor instead of a model. After the

completion of the lesson by all students the lesson will be reflected upon and adapted/improved

if need be. Any changes during the lesson will be addressed immediately in class and then

immediately after class by revising the lesson plan itself. Students will constantly be encouraged

to self-evaluate their decisions and performance through questioning techniques, assessments,

and daily exit slips. Students will also be asked to provide feedback throughout the lesson as it is

a difficult task for a teacher to view a learners perspective.

A learners perspective should always be considered when planning, implementing, and

assessing a lesson. It is always important to state what the student will be learning and why it is

important. Within my lesson students will be learning the basic fundamentals of operation of the

4 cycle motor. This will be important for anyone in the class who aspires to become an

automotive technician or anyone who plans to service and maintain their own vehicle one day. It

is also important to connect the new task to a previous one and explain the connection and how

the previously learned information will aide in learning the new. Previous knowledge of tools

and safety will aide with this lesson by creating a safe environment for all students and making

the assembly process less daunting. It will be important to for students to be well organized

during lessons such as these, in order to do so they should follow a plan or task list that will be

provided by the instructor. As part of the task list there will be instructor check points for the

students to get initialed. These instructor checks will also serve as a CFU, students need to

understand the importance of understanding what they are doing. Students should embrace the

11 | P a g e
 4 Cycle Engines Leaning Module

CFUs as a way for them to find out if they understand what they are doing. If they do not

understand then a different method of instruction may be needed.

After completion of the lesson students should always ask themselves how they can apply

their new knowledge to other situations or tasks as part of self-evaluation. This lesson will be

used as a building block for the next lesson in the class. With automotive courses things tend to

build off of previous material. Another part of self-evaluating should be them asking how they

could improve for future learning? Like before, automotive will build off of previous

experiences so students need to identify their weak areas to focus on for future tasks.

Technology will play a huge role in this lesson; automotive technicians use technology

everyday as more and more cars become technologically advanced in todays world. Here is a

look at technology involvement within this lesson. Instruction can improve in this lesson through

the use of technology to provide in lesson examples such as pictures, short videos, or for research

purposes. By using technology to deliver the lesson, the lesson becomes more effective and can

be shortened which will allow students for time to work, discuss, or ask questions. Technology

can also be used to track data for students and teacher purposes. Having data about student

academic performance motivates school leaders to perform better as educators, and tells them

where they need to concentrate their efforts to improve. (Lujan, J. (2010) It is always to consider

the perspective of the teacher, learner, and technology when planning, implementing, and

evaluating a lesson. Successful lessons need to address these things in order to provide the best

opportunities to the students. Creating a lesson with these perspectives in mind will allow the

lesson to keep revolving and improving with each use.

Below is the rubric that the students grade will be based on.

12 | P a g e
 4 Cycle Engines Leaning Module

No Start Activity

Student Name: ________________________________________________

CATEGORY 4 3 2 1 0

Show Show
Show
Show development development of development of
development of
of an an limited
little to no
4 cycle engine understanding of 4 understanding understanding Non-
understanding
operation cycle engine of 4 cycle of 4 cycle Performance
of 4 cycle
operation in great engine operation engine operation
engine
detail. with sufficient with limited
operation.
detail. detail.
Created a Created a sub- Did not create a
No Start Created a detailed
sufficient par trouble tree trouble tree or
trouble tree trouble tree that
trouble tree that that was not trouble tree Non-
(mindmapping was easily
could be easily could not be Performance
activity) understood.
understood. understood. understood.
Presentation is Presentation is Presentation is
Presentation is
accurate, not accurate, not accurate, not
accurate, detailed,
detailed, and not detailed, and not detailed, and not
Group and very
descriptive of descriptive of descriptive of Non-
presentation descriptive of the
the No Start the No Start the No Start Performance
No Start activity &
activity & group activity & group activity & group
group results.
results. results. results.
Paper is Paper is not
Paper lacks
Paper is accurate, accurate, accurate,
accuracy, detail,
Student detailed, and detailed, and detailed, or
and description.
research descriptive. Plus descriptive. Plus descriptive. Non-
Doesnt meet
paper meets all of the meets most of Doesnt meet Performance
most of the
requirements. the any of the
requirements.
requirements. requirements.

No Start issue No Start issue

No Start issue was No Start issue
was not was not
resolved and was resolved Non-
Engine start resolved, max resolved, little
engine started and engine Performance
up effort was given effort was made
easily within 1-5 started within 6-
to solve the to solve the
attempts. 10 attempts.
issue. issue.

Total Points:______________/_______________

13 | P a g e
 4 Cycle Engines Leaning Module

References

- Newby, T. J. (2011). Educational technology for teaching and learning. Upper Saddle River,
NJ: Pearson.

- Holcomb, L. B., Castek, J. M., & Johnson, P. R. (2007). Unlocking the Potential of K-12
Classroom Websites to Enhance Learning. New England Reading Association Journal, 43(1), 36.

- Instructional Technology. (2002). Retrieved July 3, 2017, from

http://www.ode.state.or.us/teachlearn/subjects/technology/instrtec.pdf

- Osters, S., & Tiu, S. (n.d.). Writing Measurable Learning Outcomes . Retrieved June 26, 2017,
from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf

- Lujan, J. (2010). Educators Use Student Performance Data to Plan, Implement, and Evaluate.
Journal Of Staff Development, (2),

14 | P a g e