Advanced Automotive Technology Model

Units:

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Lesson Plan Industry Sector
Transportation

Lesson Plan Originally Created By: John Potter

Animation Fuel Injectors (updated) by John Potter

Part of Unit: Fuel Systems

Lesson Plan Overview / Details

This lesson covers how fuel injectors deliver fuel in different modes: Sequential and Simultaneous. It is designed to get the students to think about why we have both and which ones can be mechanical, electronic, and computer, using animation and lab displays.

Lesson Time

Two Periods
120 Minutes

Objectives and Goals

  • Students will be able to:
  • Demonstrate the difference between Sequential and Simultaneous injection systems.
  • Identify which injection system is better and why and whether they be both used on the same vehicle.
  • Determine if it is always electric, or is any of it used on mechanical systems.

Activities in this Lesson

  • Fuel Injection Animation - Hooks / Set

    As the students enter the class they get into their assigned groups. One member from each group will get their group binder from the bookcase. After bringing it to their group, it will be opened and the note pages will be taken out that were given to them the preceding day for this activity. I give out the next day’s activity at the end of each day so the students know what they are going to learn the next day. No Surprises!  

  • Video Clips - Demo / Modeling

    As I play the Simultaneous video clip on the overhead, I ask the students, "Is this simultaneous or sequential?" Then I play Simultaneous 2 which gives the answer, Simultaneous. I then ask. "Can it be mechanical, electrical, or both?" Answer: All three. I give examples:

    - VW or L Jetronic which is Mechanical

    - Early Fuel Management System which is Electrical

    - Late model cars use Computers

    I then play the video Sequential 1 asking the question, "Is it simultaneous or sequential?" I then play Sequential 2 which has the answer.

    I ask the students which system is on late model cars. After the students give their reply, I answer, Both."  For starting the car when cold, the computer turns on all injectors for a rich mixture. Then it goes into closed loop and runs sequential for better gas mileage and best performance given road conditions, temperature, air pressure and volume, etc. Then it goes back into simultaneous mode for power or heavy load. Example: pulling a grade.

    At this time I pass out some of the injection systems and related parts.  We have an open discussion until six minutes before the end of class.

  • Checking for Understanding - Assessment

    After giving them time to discuss among themselves, each group will write down a summary of today's lesson and have them available to me as I walk around the class and mark in their binder points this activity (5 points max). If the group gets low points, they will have time to redo their notes for a higher score at a later date.

  • Review - Closure

    As the students enter the class, they get into their assigned groups. One member from each group will get their group binder from the bookcase. After bringing it to their group, it will be opened and the note pages will be taken out that were given to them the preceding day for this activity. I give out the next day’s activity at the end of each day so the students know what they are going to learn the next day. No Surprises!  

Assessment

Assessment Types:
Journals,

Once I have finished giving them time to discuss among themselves, each group will write down a summary of today's lesson and have them available to myself as I walk around the class and mark in their binder points this activity (5 points max). If the group gets low points, they will have time to redo their notes for a higher score at a later date.