BOPPPS Lesson Plan

BOPPPS LESSON PLAN

COURSE: AUMT1410
Lesson Title: Brake Systems

Bridge:
1. I make myself sensitive on how they feel about the course. Some students will say they don’t really like it. And I would reply “I understand but this is a

part of what you want to be, an automotive technician. If you really want to be one, you need to embrace it. If other people can learn it why can’t you? The only
thing I see from you not being good at this is doing nothing”. In a sense, I am trying to give them options on what they want to do. I’m making sure to use the
right words that will not offend them.

2. I try to understand their situation while taking the course like what they are doing before they attend the class especially if they will come from work.
Sometimes I will see them really tired then I will try to get their attention by not humiliating them like saying, “I know your situation is hard but you need to find a
way to have plenty of rest”. I make them feel that it is not a problem if I see them like that. Giving them comforting words helps them to appreciate me and my
course.

3. Once I had a student who told me that because of his depression and head injury, he is having hard time thinking and learning the lesson. I always tell
my students that “if they have any question please don’t hesitate to ask. I myself am not a genius guy. I’m a slow learner. I just learn from doing it over and over
again. If you do not want to slow down the lecture you can ask me after the class and I will stay with you”. And because of his perseverance he was able to
understand the course and I can see in him that he was very satisfied. My student knew his weakness and by accepting it we were able to find ways cope with
that.

To build grittiness,
Grit is like a push that’s coming from you to do things and continue doing it no matter what. I always tell my students that “if you want to be competitive,

they should never stop learning. There is a lot of room for learning in our field. And for sure, if you will be good on your work and having the right attitude
towards customers, you will be happy with the results. If you fail now, then do it again until you make it right. After you make it right, look for another one to
learn”. In the lab I always make them work in teams so that they can learn from one another. I make them constantly working and applying what we’ve learn
from the lecture. I also remind them to read books and watch different videos because it’s the combination of both actual and theoretical knowledge to master
the field. Showing them a lot of activeness on the course also helps.

Estimated time: 10 min

Course Student Learning Outcome:

Diagnose and repair hydraulic systems, drum/disc brake systems, parking brakes, and anti-lock brake systems.

Learning Objectives: By the end of this lesson, students will be able to

1. Understand how hydraulic works in a brake system.
Blooms: Knowledge

2. Analyze the cause of a brake problem in relation to hydraulics.
Blooms: Analysis

Pre-Assessment:

To assess student prior to lecture, the instructor will be sending an email about what will be the lesson for the next meeting with the announcement for a
short quiz before the start of the class. And on the day of the class, ASE review questions will be given.

Estimated time: 20 min
Participatory Learning:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

Overview of the brake system: Discuss different Listening and ask questions if something needs further PowerPoint slides with
25 min factors governing braking. Video presentation explanation. Follow the lesson with the textbook. videos
Textbook
Hydraulic Pressure principles: Explain how hydraulic Students will be ask to read what on the text and will be PowerPoint slides with
20 min pressure affects braking required to explain using his /her own words. videos
Textbook
Questions:
1. Identify the parts of a master cylinder. Knowledge
2. Why there are different sizes of pistons used in a
brake system. Comprehension
3. In a dual brake system, how the front/rear split
system differ from the diagonally split system and
explain why one will be better than the
other? Analysis
4. After learning how hydraulic works in a modern
brake system, propose your own way of diagnosis in
a particular brake problem. Evaluation

15 min Giving board exercises involving problems on input Students will be called at front to answer the exercise they Board Markers

vs. output pressures. were assigned to do.

30 min Lab Activity: Dividing students into 4 groups see and Students will observe and relate what they learned from the Shop Vehicles/Tools

experience hydraulic braking on different cars lecture written in a paper.

Post-assessment:

CAT: Group Answers

After a certain topic is discussed, students will form groups and will be given a set of questions. The group will only represent one answer on each

question that they need to agree upon. This assures that there is communication within the group. Randomly selected, only one person will explain

why they end up in a particular answer. If that person can’t explain the answer thoroughly, another member can help him. Their score depends on

how well they answer. If nobody can answer a certain question, the instructor will then explain to them and make sure they understand the situation

Estimated time: 1 hr 25 min
Summary:

To have a continuing education even after the class, I will invite or share my new instructional technology on TED-ED
(https://ed.ted.com/on/cv6p2hbI#digdeeper) to the students and have them answer the questions provided in it.

Estimated time: 5 min
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

ABS Brake systems and Components.mp4

Drum Brake System.mp4

How Disc Brakes Works - Part 1.mp4

How Disc Brakes Works - Part 2.mp4

Chapter 50

Brake Systems

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Factors Governing Braking

• Four basic factors determine braking power
• The first three govern the generation of

friction

– Pressure
– Coefficient of friction
– Friction contact surface
– Heat dissipation
– Weight transfer also affects braking

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Brake Principles Video

Click on image above to play video

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Pressure

• The amount of friction generated depends
on the pressure applied to the friction
surfaces

• Hydraulic systems provide the pressure

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Principles of Hydraulic
Brake Systems

• Uses fluid to transfer pressure
• Pressure applied to fluid in a closed system

is consistent
• Force can be increased by changing piston

sizes
• Output piston travel can be increased by

using a smaller piston

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Knowledge Check

• In a brake hydraulic system, increasing the size
of the output piston will result in a(n)
in application force and a(n)
__ in piston travel.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Dual Braking Systems – Front/Rear

• Used on earlier
disc/drum systems

• Splits braking into
front and rear circuits

• A failure in the front
circuit left little
braking ability

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Dual Braking Systems - Diagonal

• Split LF/RR and RF/LR
• Allows more even

braking in the event
one circuit fails

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Brake Fluid (Cont.)

• Absorbs moisture (hygroscopic)
• Can absorb enough moisture in two years to

lower boiling point to a dangerous level
• Identified by SAE and DOT for blend and

performance characteristics
• Use only the approved fluids in the brake

system

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.

Brake Fluid Video

Click on image above to play video

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied,
duplicated, or posted to a publicly accessible website, in whole or in part.