Part of Unit: Engine Fundamentals
Lesson Plan Overview / Details
This in an introduction to what is Bore and Stroke; the meaning of short and long, larger and small; and to introduce the meaning of over square and under square. (Note: This is not about calculating the volume of a cylinder using math.)
- One Period Class
- 87 Minutes
California's 2008 CTE Standards
- T.C.C1.1 Know and understand common environmental conservation practices and their applic...
- T.C.C3.1 Understand the operating principles of internal and external combustion engines.
- T.FS.11.0 Demonstration and Application
California Academic Content Standards (Reinforced)
Objectives and Goals
- Student will be able to better understand the relationship of the engine Bore verse the engine Stroke, which will introduce the student to better understand of bore/stroke.
- Student will identify what is oversquare and undersquare.
Activities in this Lesson
- Flour and an engine Hooks / Set
Students have been placed in groups from their previous lessons. Students will get into their assigned group and one member will get their binder from the bookcase and bring it back to the desk. Another student will pull out of a hat the name of a car which is the group's name for the day. The instructor will put the daily points in their binder's check-off sheet.
- Bore/Stroke PowerPoint Demo / Modeling
The instructor after taking roll will bring a cylinder head and engine to the front of the class or the class to the engines. You will show a PowerPoint presentation on what is bore, stopping at the pictures and having a student show on the engine part what you are talking about. You choose a different student each time. The slide show will stop at a slide that will ask a question or two. I pick students to answer.
Continue until you come up to slide nine. Here, I pass out a crossword worksheet . The crossword has words and definitions to match. I have the students fill them out after their Lab Activity is done. They can take them home if need be to be turned in the morning.
- Flour Power Lab / Shop
The materials needed for this activity are a bag of flour per engine, one empty container, safety glasses and students that are awake.
Students will put on a set of Safety Glasses and will follow safe work practices while in the lab area. Each group will select an engine to test, one container per engine, and a vacuum cleaner to clean any mess up. Have the students make sure the piston is all the way down in the bore. Follow the steps from the PDF file on slide show that I show on the overhead and have the students put flour into the engine block. Remembering to follow the steps on the PDF.
When the students get done with the task, are cleaned up and have answered step 9 question, they are done. You can show them that different manufacturers make different size bore and store sizes to do the work.
Resources and Materials
- PDF Bore verse Stroke [ Download ] PDF version of slide show to be used in the shop
- Assessment Types:
The student will be able to describe why we use more valves for late model engines and why making the cylinder bigger does not necessary make for more performance.
The students should be able to work in a group setting and get along, as well as following safe work pratice which includes cleaning up their mess.
I do not grade heavy in this area. It is more to make the students willing to learn what is involved in the designing of an engine.