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Fundamentals of Internal Combustion Engine Diagnostics – Where to Start?

Project "Innovations in VET education" is co-financed by the European Union

Introduction to the WQ topic
Information for the Teacher

Introduction to the WQ topic

Internal combustion engine diagnostics is a critical process that involves identifying, locating, and solving problems related to the engine's performance. The internal combustion engine, which is the heart of the vehicle, is exposed to various factors affecting its efficiency and reliability. A proper understanding of diagnostics allows mechanics not only to effectively repair malfunctions but also to take preventive measures that extend the engine's lifespan and improve its performance.

In engine diagnostics, it is crucial to understand basic concepts such as: pressure, temperature, speed, and fuel consumption. Each of these parameters provides essential information about the engine's technical condition. For example, excessive cylinder pressure may indicate issues with the seals, while abnormal temperatures may suggest malfunctioning cooling systems.

Types of diagnostics:

There are several diagnostic methods that can be divided into categories:

Visual diagnostics: Involves inspecting the engine and components to detect visible damage, leaks, or corrosion.

Sound analysis: Specialists can evaluate the engine's condition based on the sounds it makes during operation, which may indicate worn mechanical parts.

Electronic diagnostics: Modern engines are equipped with monitoring systems that provide data on the operation of various components. Using OBD-II scanners allows real-time reading of error codes and engine parameters.

Load testing: Conducted on diagnostic platforms, this allows the engine's performance to be evaluated in real-life conditions, which is crucial for assessing its efficiency.

Diagnostic tools: Modern workshops use various diagnostic tools that significantly simplify the diagnostic process. OBD-II scanners, exhaust gas analyzers, pressure gauges, and battery testers are just a few examples. These tools help mechanics quickly and effectively identify issues, reducing repair time and costs for customers.

Diagnostic stages:

The diagnostic process typically involves several key stages:

Gathering information: The mechanic starts by talking to the vehicle owner to understand the symptoms of the problem.

Assessing technical condition: The mechanic conducts preliminary inspections of the engine and its components to identify possible sources of issues.

Diagnostic tests: Performing appropriate tests, such as sound analysis, error code reading, and load tests.

Analyzing results: The mechanic evaluates the test results, identifies faults, and plans further steps.

Solving the problem: Finally, the mechanic performs repairs and conducts further tests to ensure the issue is resolved.

Applying diagnostics: Internal combustion engine diagnostics is crucial not only for fault detection but also for routine maintenance. It helps increase engine efficiency, reduce operational costs, and minimize exhaust emissions. Diagnostics also enable mechanics to anticipate potential problems, preventing them from becoming major failures.

Information for the Teacher

The Web Quest is intended for vocational school students specializing in mechanics and electrical engineering. Its goal is to familiarize students with the fundamentals of internal combustion engine diagnostics, including methods, tools, and diagnostic processes used in practice.

Students will work in groups, each preparing a presentation on a specific aspect of internal combustion engine diagnostics, describing and illustrating its application and significance in the work of a mechanic.

By completing the WQ, students will:

• Learn the basic principles of internal combustion engine diagnostics.

• Learn about various tools and devices used in diagnostics.

• Learn to identify common problems in internal combustion engines.

• Understand the importance of diagnostics in maintaining engine efficiency and reducing repair costs.

Students will work both independently, collecting information, and in groups, creating presentations on their chosen aspect of engine diagnostics. The work will be carried out under time pressure, allowing students to develop planning and organizational skills.

Suggested time for completing the WQ:

Students will work on the project for 12 hours of class time.

Evaluation criteria, the following will be evaluated:

• The degree of topic exhaustiveness (maximum grade: 5, exceeding this knowledge: grade 6),

• Presentation aesthetics and the way information is presented,

• Engagement and teamwork skills of the students.

Evaluation:

• The teacher will help students analyze the content with them until they understand it. The teacher will provide assistance, advice, and explanations, rather than ready-made solutions. This method will be a good form of introducing students to independent action and creative thinking.

• The teacher should thoroughly analyze the content with the students until they understand it. However, the teacher should provide help, advice, and explanations, rather than ready-made solutions. This method will be a good form of introducing students to independent action and creative thinking.

• Group division can be done according to various criteria, such as cognitive abilities, skills, and interests, so as to "evenly" distribute the forces among the groups.

• The teacher can help students when they work in groups by asking them guiding questions. It should be noted that they are learning a new way of working (a process).

• The teacher should provide students with specific information about evaluating their achievements, both during group work and during the summarization of results.

• The time allocated for the project should be adjusted to the students’ capabilities. It is not set in advance. The time frames for individual stages of the process should be treated as indicative.

TASK

Divide into 4 groups. Each group will prepare a presentation on a different aspect of internal combustion engine diagnostics. The proposed topics for the groups are:

Group 1: Types of diagnostic tools – discussion of the basic tools used in diagnostics, such as manometers, multimeters, and diagnostic scanners.

Group 2: Fuel system analysis – presentation of issues related to the fuel system and diagnostic methods used to identify them.

Group 3: Ignition system diagnostics – description of problems that can occur in the ignition system of internal combustion engines and methods of detecting them.

Group 4: Exhaust system diagnostics – discussion of issues related to exhaust emissions and methods for monitoring the exhaust system's condition.

During the presentation, each group of students will have the opportunity to share their knowledge on internal combustion engine diagnostics. To enhance this form of learning and facilitate interaction, one member of the group will take on the role of an expert. This person will be responsible for presenting the most important information on engine diagnostics, such as methods for diagnosing problems, tools used, and key issues related to maintenance and repair.

The other group members will act as listeners. Their task will be to actively participate in the presentation by asking questions regarding the topics discussed. This approach encourages interactive discussion, as it allows for better understanding of the topics that may be complex or require further clarification.

Stage 1: Introduction to the task

• The teacher will start the class by introducing the topic of internal combustion engine diagnostics, presenting its basic concepts and importance in the context of the automotive industry.

• The teacher will emphasize how important diagnostics are in maintaining vehicle efficiency, which directly impacts safety and operational effectiveness.

• The teacher will present examples of situations where diagnostic skills are necessary and discuss what skills a good diagnostician should possess.

• Students will also receive a list of information sources that will assist them in completing their tasks, including textbooks, scientific articles, and websites.

Stage 2: Working on presentations

• During this stage, students will divide into groups and gather information on their assigned topic related to engine diagnostics.

• Each group may focus on a different aspect, such as electronic diagnostics, diagnostic methods, new technologies in engine diagnostics, or specific issues related to different types of internal combustion engines.

• The teacher will actively support the students in their work by providing guidance on key topics that should be included in the presentations.

• Students will have the opportunity to use various tools to create their presentations, helping them develop their technological and information visualization skills.

Stage 3: Presentation and discussion

• Each group will present their work to the class, allowing students to share knowledge and skills.

• The presentations will cover not only theoretical aspects of diagnostics but also examples of applying various diagnostic techniques in real-life situations.

• After the presentation, an open discussion is planned, during which the rest of the class can ask questions, share their observations, and offer their ideas on the topics discussed.

Stage 4: Evaluation

• At the end of the project, the teacher will evaluate the presentations in terms of content and group collaboration.

• The teacher will pay particular attention to the quality of the prepared materials, the degree of student involvement in the presentation, and how the information was conveyed.

• Students will be evaluated according to the established criteria, which will help them understand what aspects of their work were appreciated and what can be improved in the future.

• The teacher will evaluate the presentations based on their content and group collaboration, with particular attention to the quality of the materials, engagement, and how the information was conveyed.

Stages of work and time

2h

Stage 1

4h

Stage 2

4h

Stage 3

2h

Stage 4

Points	2	3	4
Content Quality	Work is weak in terms of content. Missing elements.	Work is good in terms of content. Minor or no errors.	Work is excellent in terms of content. Correct, engaging information.
Presentation of Work	• Presentation is unclear, superficial, and not engaging. • Lack of participation in discussion.	• Presentation is clear, good, and interesting. • The student participates in discussions but with limited input.	• Presentation is attractive, thorough, and engaging. • The student actively participates in discussions and contributes significantly.
Aesthetic Impressions	• Work is unclear, untidy, and poorly executed. • Poor arrangement of elements on the page.	• Work is clear, neat, and carefully done. • Good arrangement of elements on the page.	• Work is aesthetically pleasing, clear, and highly polished. It stands out visually. • Excellent arrangement of elements on the page.
Group Work	Lack of involvement of all group members in work and creative collaboration.	Good involvement of all group members. Satisfactory collaboration skills.	Full engagement of all group members. Excellent cooperation and motivation within the group.

Teacher’s Guide

1. Before starting the WebQuest, the teacher should familiarize themselves with its content and assess whether there is a need to supplement the students' base knowledge that is necessary for its smooth implementation.

2. The teacher should thoroughly analyze the WebQuest content with the students to ensure that they understand its subject matter.

3. Before delivering the WebQuest to students, the teacher should review the sources and, if necessary, select, limit, or expand them with additional (up-to-date) links.

4. Group division can be done according to any criteria, e.g., based on students' cognitive abilities, skills, interests, or aptitudes, so that the groups are "evenly" balanced in terms of effort.

5. The time allocated for completing the WebQuest should be adjusted to the students' capabilities. It is not predetermined. It should be set individually for each group based on their specific needs and potential.

6. The teacher should assist students at each stage of the WebQuest, consulting on work progress and group collaboration quality.

7. Students should be provided with access to a computer and the internet, and it is recommended to work on a computer with a large screen (to create a collaborative working environment).

8. It is recommended that the WebQuest also be conducted with students in other educational/training profiles unrelated to the topic of this WebQuest. This way, students will be able to expand their knowledge in other technical/professional fields and develop in a new domain.

9. When drawing conclusions from the completed WebQuest, the teacher should particularly focus on analyzing the soft skills (e.g., teamwork, negotiation, collaboration, presentation skills) developed by each student during the WebQuest. These skills will be very useful in their future professional careers (this may also be an element of additional grading).

10. It is suggested to promote the results/products achieved by students through the WebQuest within the educational institution as "best practices," encouraging other students/teachers to work using this innovative teaching method.