Table Of ContentDOCUMENT RESUME
ED 271 558
CE 044 644
AUTHOR
Hires, Bill; And Others
TITLE
Small Engine Repair. Two-Stroke and Four-Stroke
Cycle.
INSTITUTION
Mid-America Vocational Curriculum Consortium,
Stillwater, Okla.; Missouri Univ., Columbia.
Instructional Materials Lab.
PUB DATE
85
NOTE
754p.; Revision of Comprehensive Small Engine Repair
(ED 146 392). Some pages use colored paper.
AVAILABLE FROM
Mid-America Vocational Curriculum Consortium, 1500
West Seventh Avenue, Stillwater, OK 74074 (Catalog
No. 800501--$28.00).
PUB TYPE
Guides - Classroom Use - Guides (For Teachers) (052)
EDRS PRICE
MF04 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
*Auto Mechanics; Behavioral Objectives; Competency
Based Education; *Electrical Systems; *Engines;
Equipment Utilization; Hand Tools; Learning
Activities; Lessor. Plans; Measurement Techniques;
Power Technology; Safety; Secondary Education; *Small
Engine Mechanics; *Trade and Industrial Education
ABSTRACT
This curriculum guide is intended to assist persons
teaching a course in repairing two- and four-stroke cycle small
engines. Addressed in the individual units of instruction are the
following topics: safety, tools, fasteners, and measurement
techniques; basic small engine theory (engine identification and
inspection, basic engine principles and design, and operation
principles of two- and four-stroke engines); electrical systems
(basic electricity and ignition, charging, and starting systems); and
engine service (parts management; lubrication, cooling, fuel,
governor, and exhaust systems; troubleshooting; and overhaul of four-
and two-stroke cycle engines). Each unit contains some or all of the
following: performance objectives, suggested activities for teachers
and students, information sheets, transparency masters, assignment
sheets, job sheets, tests, and answers to the tests. (MN)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
SMALL ENGINE REPAIR
Two-Stroke and Four-Stroke Cycle
(Revised Edition of Comprehensive Small Engine Repair)
Written by
Bill Hires
Mark Taylor
Mike Bundy
Revised by
Amon Herd
Edited by
Jane Huston
Developed by
The Mid-America Vocational Curriculum Consortium
In cooperation with the
Instructional Materials Laboratory
University of Missouri-Columbia
Board of Directors
James Dasher, Arkansas, Chairman
Les Abel, Kansas, Vice Chairman
Wiley Lewis, Colorado, Parliamentarian
John Van Ast, Iowa
0
David Poston, Louisiana
Harley Sohlichting, Missouri
U S DEPARTMENT Of EDUCATION
Of e of Educational Research end Improvement
Merle Rudebusch, Nebraska
"PERMISSION TO REPRODUCE THIS
ED CATIONAL RESOURCES INFORMATION
ONLY
MATERIAL IN MICROFICHE
CENTER (ERIC)
Ron Mehrer, North Dakota
as
HAS BEEN GRANTED BY
This document has been reproduced
Bob Patton, Oklahoma
received from the person or Organization
originating it
Larry Lyngstad, South Dakota
to improve
7 Minor changes have been made
reproduction duality
Pat Lindley, Texas
thisdOCu
Points of view or opinions stated in
Greg Pierce, Executive Director
official
ment do not neCssanly represent
RESOURCES
OERI position or policy
TO THE EDUCATIONAL
INFORMATION CENTER (ERIC)"
2
1985 by the Mid-America Vocational Curriculum Col isortium, Inc.
All rights reserved. No part of this book
may be reproduced in any form or by any
means without written permission from the publisher.
Printed in the United States of America by the
Oklahoma State Department of Vocational-Technical Education
Stillwater, Oklahoma 74074
Mid-America Vocational Curriculum Consortium, Inc.
1500 West Seventh
Stillwater, Oklahoma 74074
SMALL ENGINE REPAIR
Two-Stroke and Four-Stroke Cycle
TABLE OF CONTENTS
Orientation
Section A
Safety
Unit I:
SE-1-A
Unit II:
SE-45-A
Tools
SE-87-A
Unit III: Fasteners
SE-141-A
Unit IV:
Measuring
Basic Small Engine Theory
Section B
Engine Identification and Inspection
Unit I:
SE-1-B
Basic Engine Principles and Design
Unit II:
SE-25-B
Four-Stroke Cycle
Principles of Operation
Unit III:
SE-75-B
Two-Stroke Cycle
Principles of Operation
SE-109-B
Unit IV:
Electrical Systems
Section C
Basic Electricity
Unit I:
SE-1-C
etA
3E-59-C
Ignition Systems
Unit II:
Charging Systems
Unit III:
SE-129-C
Starting Systems
Unit IV: SE-161-C
Section D
Engine Service
Parts Management
SE-1-D
Unit I:
Lubrication Systems
Unit II:
SE-31-D
Cooling Systems
Unit III:
SE-73-D
Fuel Systems
Unit IV:
SE-91-D
Governor Systems
SE-181-D
Unit V:
Exhaust Systems
Unit VI:
SE-205-D
Troubleshooting
Unit VII:
SE-219-D
Overhaul Four-Stroke Cycle Engine
Unit VIII:
SE-247-D
Overhaul Two-Stroke Cycle Engine
Unit IX:
SE-323-D
4
Ili
FOREWORD
The Mid-America Vocational Curriculum Consortium (MAVCC) was organized for the purpose
of developing instructional materials for its eleven member states. Priorities for developing
MAVCC materials are determined annually based on the needs as identified by all member
states. One of the priorities identified was the revision of Comprehensive Small Engine Repair.
The success of this publication is due, in large part, to the capabilities of the personnel who
worked with its original development and revision. The technical writers have numerous years
of industry as well as teaching experience. Assisting them in their efforts were representa-
tives of each of the member states who brought with them technical expertise and the experi-
ence related to the classroom and to the trade. To assure that the materials would parallel the
industry environment and be accepted as a transportable basic teaching tool, organizations
and industry representatives were involved in the developmental phases of the manual. Appre-
ciation is extended to them for their valuable contributions to the manual.
This publication is designed to assist teachers in improving instruction. As it is used, it is
hoped that student performances will improve and that students will be better able to assume
a role in thei. chosen occupation, small engine repair.
Instructional materials in this publication are written in terms of student performance using
measurable objectives. This is an innovative approach to teaching that accents and augments
the teaching/learning process. Criterion referenced evaluatior instruments are provided for
uniform measurement of student progress. In addition to evaluating recall information, teach-
ers are encouraged to evaluate the other areas including process and product as indicated at
the end of each instructional unit.
It is the sincere belief of the MAVCC personnel and all those members who served on the com-
mittees that this publication will allow students to become better prepared and more effective
members of the work force.
James Dasher, Chairman
Board of Directors
Mid-America Vocational
Curriculum Consortium
r
0
v
PREFACE
If one stops to think about the many and varied uses of some type of small engine, it is easy to
understand why educators have felt the need for iistructional materials to improve the quality
of their training programs. It is not so much that there is a shortage of materials available, but
that there are so many that no single instructor has the time to compile them for use. To this
task, the Mid-America Vocational Curriculum Consortium developed the original Comprehen-
sive Small Engine Repair manual which was released in 1977.
Utilization of these units of instruction has far exceeded anything which we had anticipated.
Therefore, it seemed only natural that we should look at it on a regular basis in order to provide
the book with the technical update needed to keep the user current. The result of this work is
the revised publication, Small Engine Repair: Two-Stroke and Four-Stroke Cycle.
Be assured that teachers, industry representatives, and various others have been involved to
make this publication usable, readable, and by all means basic enough to be easily used. It is
hoped that once you have used these materials which address the information needed to be
able to repair most two and four cycle engines, you will consider the various supplements
which MAVCC has also developed. They include:
Outdoor Power Equipment Repair Chain Saw Repair
Motorcycle Repair
Snowmobile Repair
Outboard Repair
Because we wish to continue the process of updating and revising, we invite you to notify us
of any suggestions and/or corrections which you feel would increase the quality of this publi-
cation. A postage paid postcard has been enclosed for this purpose.
Best wishes for the successful use of Small Engine Repair.
Greg Pierce
Executive Director
Mid-America Vocational
Curriculum Consortium, Inc.
yip
ACKNOWLEDGEMENTS
Appreciation is extended to those individuals who contributed their time and ta;ent to the
development and revision of Comprehensive Small Engine Repair
The contents of this publication were reviewed by:
Mid-America Vocational Curriculum Consortium Committee
Richard Carter, Small Engine Instructor
Joe Rush, Small Engine Instructor
Iowa State Boys Training School
Gordon Cooper Area Vo-Tech School
Shawnee, Oklahoma
Eldora, Iowa
Wayne Helbling, Owner
James Sharpton, Curriculum Specialist
Small Engine Repair Shop
Curriculum Instructional Materials Center
Mandan, North Dakota
State Dept. of Vo-Tech
Stillwater, Oklahoma
Amon Herd, Associate Director
Instructional Materials Laboratory
University of Missouri
Columbia, Missouri
The contents of this publication were originally planned by:
Lincoln, Nebraska
George Alexander
Kent Boyer
Albuquerque, New Mexico
Fargo, North Dakota
Thomas Cary
Barton Elmore
Hot Springs, Arkansas
Arnold Garcia
Ponderosa, Nex Mexico
Jack Hardway
Shawnee, Oklahoma
Jim Hein
Greeley, Colorado
Wayne Helbling
Mandan, North Dakota
Wilbur Hull
Austin, Texas
Bob Jackson
Commerce, Texas
Larry Judd
Mesa, Arizona
Lincoln, Nebraska
Jerome Kohl
Thomas Owen
Topeka, Kansas
James Schnaible
Rapid City, South Dakota
Columbia, Missouri
Curtis Weston
Alan Mikkilson
Minot, North Dakota
Thanks are extended to Robert Robinson, State Director of Industrial Education, Jefferson
City, Missouri and Glen Shinn, Teacher Educator from the University of Missouri at Columbia
for their assistance and input into the development of this publicatico.
Special thanks are extended to Amon Herd, Associate Director, Instructional Materials Labo-
ratcry, University of Missouri-Columbia and his staff for their contributions toward the devel-
opment of this book. Special appreciation goes to Briggs and Stratton Corporation and to Dan
Stapleton, graphic designer, and Paul Hughes, illustrator, with the Instructional Materials Lab-
oratory, University of Missouri-Columbia, for the illustrations and drawings used in this publi-
cation.
0
7
ix
Gratitude is also expressed to the businesses and indusl.ies who provided us with reference
materials; to Jane Huston for her assistance in editing; to Tom Harriman and John Hanson for
their assistance in checking technical content; to Kim Hale for his assistance in revising art-
work; to Leslie Mathis for typing; and to the printing staff of the Oklahoma State Department
of Vocational and Technical Education for printing this publication.
8
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USE OF THIS PUBLICATION
Instructional Units
Small Engine Repair: Two-Stroke and Four-Stroke Cycle contains twenty-one units which
have been divided into four main areas of interest. Each instructional unit includes some or all
of the basic components of a unit of instruction; performance objectives. suggested activities
for teachers and students, information sheets, assignment sheets, job sheets, visual aids,
tests, and answers to the test. Units are planned for more than one lesson or class period of
instruction.
Careful study of each instructional unit by the teacher will help to determine:
The amount of material that can be covered in each class period
A.
The skills which must be demonstrated
B.
Supplies needed
1.
Equipment needed
2.
Amount of practice needed
3.
Amount of class time needed for demonstrations
4.
Supplementary materials such as pamphlets or filmstrips that must be ordered
C.
Resource people who must be contacted
D.
Objectives
Each unit of instruction is based on performance objectives. These objectives state the
goals of the course, thus providing a sense of direction and accomplishment for the student.
Performance objectives are stated in two forms: unit objectives, stating the subject matter
to be covered in a unit of instruction; and specific objectives, stating the student performance
necessary to reach the unit objective.
Since the objectives of the unit provide direction for the teaching-learning process, it is
important for the teacher and students to have a common understanding of the intent of the
objectives. A limited number of performance terms have been used in the objectives for this
curriculum to assist in promoting the effectiveness of the communication among all individ-
uals using the materials.
Reading of the objectives by the student should be followed by a class discussion to
answer any questions concerning performance requirements for each instructional unit.
Teachers should feel free to add objectives which will fit the material to the needs of the stu-
dents and community. When teachers add objectives, they should remember to supply the
needed informaticn, assignment and/or job sheets, and criterion tests.
1J
xi
Suggested Activities for the Instructor
Each unit of instruction has a suggested activities sheet outlining steps to follow in accom-
plishing specific objectives. Duties of instructors will vary according to the particular unit;
however, for best use of the material they should include the following: provide students with
objective sheet, information sheet, assignment sheets, and job sheets; preview filmstrips,
make transparencies, and arrange for resource materials and people; discuss unit and spe-
cific objectives and information sheet; give test. Teachers are encouraged to use any addi-
tional instructional activities and teaching methods to aid students in accomplishing the
objectives.
Information Sheets
Information sheets provide content essential for meeting the cognitive (knowledge) objec-
tives in the unit. The teacher will find that the information sheets serve as an excellent guide
for presenting the background knowledge necessary to develop the skill specified in the unit
objective.
Students should read the information sheets before the information is discussed in class.
Students may take additional notes on the information sheets.
Transparency Masters
Transparency masters provide information in a special way. The students may see as well
as hear the material being presented, thus reinforcing the learning process. Transparencies
may present new information or they may reinforce information presented in the information
sheets. They are particularly effective when identification is necessary.
Transparencies should be made and placed in the notebook where they will be immediately
available for use. Transparencies direct the class's attention to the topic of discussion. They
should be left on the screen only when topics shown are under discussion.
Assignment Sheets
Assignment sheets give direction to stody and furnish practice for paper and pencil activi-
ties to develop the knowledge which is a necessary prerequisite to skill development. These
may be given to the student for completion in class or used for homework assignments.
Answer sheets are provided which may be used by the student and/or teacher for checking
student progress.
Job Sheets
Job sheets are an important segment of each unit. The instructor should be able to demon-
strate the skills outlined in the job sheets. Procedures outlined in the job sheets give direction
to the skill being taught and allow both student and teacher to check student progress toward
the accomplishment of the skill. Job sheets provide a ready outline for students to follow if
they have missed a demonstration. Job sheets also furnish potential employers with a picture
of the skills being taught and the performances which might reasonably be expected from a
person who has had this training.
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