CURRICULUM REVISION PROJECT

2012

TEACHER GUIDE FOR

(TWO WHEELER TECHNOLOGY 17521)

FIFTH SEMESTER

AUTOMOBILE ENGINEERING GROUP

JUNE 2014

MAHARASHTRA STATE
BOARD OF TECHNICAL EDUCATION, Mumbai
(Autonomous) (ISO 9001:2008) (ISO/IEC 27001:2005)

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1. APPROACH TO CURRICULUM DESIGN

1.1 Background:

MSBTE is introducing the revised curriculum under ‘G’ scheme from the academic year
2012-13.

There are many institutions in the state running different diploma courses. In order to ensure
uniform and effective implementation of the curriculum it is necessary that every teacher is
aware of approach for curriculum design, educational principles to be adopted, learning
resources to be used and evaluation methods. The teacher guide prepared for each subject
will provide the inputs related to above mentioned aspects to achieve uniform and effective
implementation of curriculum of various subjects.

1.2 CURRICULUM PHILOSOPHY

MSBTE has adopted systems approach while designing the scientific based curriculum
since 1995. The same approach has been adopted while revising the curriculum in
semester pattern.
Fig. No. 1 shows the systems diagram. This diagram provides the holistic view for
curriculum designing, development, implementation and evaluation
The input to polytechnic education system is the students having 10+ qualifications. The
teaching learning process occurs in the institution for six/eight semesters. The output of
the system i. e. Diploma pass out is normally the input to industries. (Some students do
go for higher education). While designing the curriculum the expectations of the
industries play a major role. Due to globalization and competition the industries expect
that pass outs have generic and technological skills along with right attitude.
To fulfill the needs derived from systems approach following conceptual framework is
considered:
1.3 Curriculum:
“Curriculum is an educational program designed and implemented to achieve
specified educational objectives”
This definition takes into account the fact that
 Education is purposeful
 There is an organized plan of action contemplated
 Such a plan is translated into action through appropriate strategies of implementation.

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 REGULATING AGENCIES

M.H.R.D., A.I.C.T.E.

5) MGT
MOE
DTE, DIIC, MSBTE
POLYTECHNICS
3 INPUT
1. Students
2. State level 4) PROCESS EDUCATIONAL PROCESSES 2) OUTPUT 1) CUSTOMER
RO level
Administrator Diploma
Principals State Institutional Curriculum LRDC Instructional Student’s Engineer External
HODs Planning Planning Design & Design Learning with 1. Industries
Teachers & Develop LRUC
Tech. Support desired 2. Service
Staff skills Sector
Ministerial Staff
3. Identified
Resource, ENABLING
Persons PROCESSES
4. Identified
Faculty Manpower Internal
(Trainers) having Staff of:
knowledge, 1. MOE
State
I.I.I. Project I.I.I. H.R.D. Organisational M.I.S skills and
2. DTE/
Planning Development attitudes
required to DIIC/
`
use, MSBTE
operate, &
6) RESOURCES evaluate, Regional
update and Offices
maintain
PHYSICAL HUMAN INFORMATION FINANCE TIME ENERGY AND
MIS
Faculty

Feed Back
Fig 1 Systems Approach

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1.4 Curriculum goals

1. To develop l. confidence in students by providing more exposure to industry experience

and world of work at global leve
2. To provide conceptual knowledge and develop analytical ability

3. To develop communication skill with good English by providing sufficient practice

4. To enhance latest technical knowledge industry interaction and media

5. To develop learning to learn skills and life skills to cope up with industrial culture

6. To impart managerial skills by providing appropriate theoretical inputs

7. To develop problem solving ability through technical projects.

1.5 DESIRED SKILLS

Industries expect from the diploma engineer the abilities and skills of general nature and
specific to the job performance. The curriculum aims at developing life skills and
technological skills so that the diploma pass outs would be suitable for industry. The skills
are listed below:

Life Skills:

 Search information from various sources

 Develop communication ability
 Develop Presentation skill
 Work as a member of a team/group and as leader
 Collect field data
 Develop Learning to learn
 Write report for given task/work/project
 Develop computer proficiency
 Develop observation skills

Technological Skills:

Diploma engineers should possess following intellectual and motor skills in order to
satisfactorily perform duties assigned to them. It is required that each group should put
the skills as identified in Scheme G.

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 A) Intellectual skills.

1. Observe, compare and describe two wheelers on basis of Aerodynamics, Aesthetics and
Ergonomic considerations for their merits and demerits.
2. Understand the functions of various parts of a two wheeler body.
3. Understand various systems of a two wheeler. Use various facilities available in an
advanced two wheeler

B) Motor Skills.
1) Clutch cable free play adjust, replace, dismantling, assembling
2) Carburetor tuning, idle speed adjust, air filter cleaning
3) Adjusting brake shoes, free play for brake lever/pedal
4) Checking electrical system components.
5) Cleaning spark plug, checking ignition timing.

1.6 Salient Changes in the curriculum:

 For First Semester Basic Science is divided into two parts- Basic Physics and Basic
Chemistry. Theory examination of both parts as well as practical examination of both
parts will be conducted on separate days. Sum of theory marks of both parts shall be
considered for passing theory examination of Basic Science. Similarly it is applicable to
practical examination. It is mandatory to appear for theory and practical examination of
both parts. Candidate remaining absent in any examination of any section will not be
declared successful for that exam head.
 For second semester Applied Science is divided into two sections- Applied Physics and
Applied Chemistry where the theory examination of 50 marks each and practical
examination of 25 Marks each will be conducted separately and the minimum passing
marks for Applied Science will be the combination of both the sections. . It is mandatory
to appear for theory and practical examination of both parts. Candidate remaining absent
in any examination of any section will not be declared successful for that exam head.
 The components of Development of Life Skills were taught in two semesters. In
Development of Life Skills –I the topics related to personal development, such as
Learning to Learn Skills, personality development, presentation skills etc. were included.
In Development of Life Skills – II the topics related to Team Building, Leadership, group
behavior etc. were covered. In the revised curriculum the scope of development of life

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 skills has been broaden to include behavioral science component. Therefore the subject
Development of Life Skills – II has been renamed and it is now included at Vth Semester
in the revised curriculum under the title Behavioral Science.
 The subject of Professional Practices was introduced to integrate the skills acquired in
Development of Life Skills, through technical subjects from second to sixth semester.
The experience in implementing the contents of the subject shows that there are limited
activities possible in second semester as the technical knowledge given to the students
is very limited. Also at sixth semester the student are doing projects in which they are
performing many activities included in the Professional Practices and therefore it is
proposed that the subject of Professional Practices be prescribed only for three
semesters vis. Third, fourth and fifth semesters.
 Introduction of Environment Studies at fourth Semester for all courses
 From the experience of implementation of Elective Subjects at V and VI semesters in
last five years, it is proposed to have only one elective at the sixth semester for all
courses. However the specialized courses like Medical Electronics, Electronics and
Video Engineering will not have provision for electives. For elective, student will have
to choose one from the given two/three subjects.
 While revising the curriculum redundant /obsolete topics/sub topics are being replaced
by new/advance technology topics/sub topics.
 In Civil Engineering Group CAD and Building Materials have been added as an
independent subject. Topics on Airport Engineering and Docks and Harbours have been
added in the subject Transportation Engineering.

2. OBJECTIVES

2.1 Introduction
Objectives are the statements which describe the expected learning outcome. Such
statements enable teachers to plan instructional process with appropriate resources. These
objectives also provide a direction to frame proper questions to assess the learning
outcome. During last decade there has been research on cognitive approach in
psychology. This approach is based on biological structure of brain and meta-cognitive
knowledge dimension. Important elements of this approach which form basics of learning
are explained below.

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2.2 Domains of Learning:
Learning is a process by which students develop relatively permanent change in mental
associations through experience. This is how learning is defined by cognitive psychologists.
Behavioral; psychologists define learning as a relatively permanent change in behavior.
There are following domains of learning:
A: Cognitive Domain relates to intellectual skills or abilities
B: Affective Domain relates to emotions, feelings, likes, dislikes etc.
C: Psychomotor Domain relates to manipulative skills of hands, legs. Eye-hand coordination
in Engineering & Technology courses, endeavor is made to design curriculum with a focus on
development of cognitive skills through classroom teaching. Where as manipulative
(psychomotor) skills are developed in workshops, laboratories & seminars where students work
individually or in a group. Development of affective skills attitudes and value is supposed to be
acquired through projects and co curricular activities. These are also developed from the work
culture or institutions.
How far a student has developed these abilities/skills especially from cognitive and
psychomotor domains is assessed on the basis of suitable examinations. When classroom and
laboratory teaching is viewed in this light, evaluation becomes an integral part of teaching –
learning process.
2.3 LEVELS OF LEARNING:
Question paper is a tool/ instrument designed to test the extent of learning of the student. Various
questions set in a question paper should assess the abilities of students to respond to level of
learning. Dr. Bloom a German educationist classified levels of learning in cognitive domain for
the purpose of writing objectives and assessment. Dr. Bloom’s revised taxonomy is based on
cognitive psychology and is two dimensional. First dimension is cognitive process dimension ad
other is knowledge dimension. Details of these two dimensions are given below.
2.4.1 Cognitive Domain:
Dr. Benjamin Bloom (1956) analysed questions asked in various examinations in American
situation and proposed a hierarchical arrangement of instructional objectives (Intellectual
abilities) tested by these questions.
The lowest level of cognitive learning achieved by a student is demonstrated by the recall of
information that the student retrieves from his long term memory. So, the storage and retrieval of

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specific facts, concepts, principles, laws, definitions, properties, procedures etc. directly from
memory was classified as a knowledge level objective. Thus questions testing memory of
students were treated as at the lowest level of the hierarchy of intellectual abilities. The other
levels of hierarchy proposed by Dr. Bloom in 1956 relate to the degree of information processing
required in the brain needed to provide answer to a question. The various levels in the cognitive
hierarchy proposed by Dr. Bloom in 1956 and further revised in 2001 are given below in the
diagrammatic form.

6
Create

5
Evaluate

4
Analyse

3
Apply

2
Understand

1
Remember

Following are the details of each level which indicate the general and specific objectives. Further
appropriate verbs are given which are useful in setting good questions. In this table only four
levels are considered for diploma students.

Description of the Major Levels in the Illustrative General Illustrative verbs

cognitive Domain (Bloom’s Taxonomy) Instructional Objectives for stating
specific learning
outcomes
Remember – Knowledge is defined as the Knows common terms, Define, describe,
remembering of previously learned specific facts, basic identify label, list,

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 material. This may involve the recall of a concepts, principles, match, name,
wide range of material, from specific facts methods & procedures outline,
to complete theories, but all that is required reproduce, select,
to mind of the appropriate information. This state
represents the lowest level of learning
outcomes in the cognitive domain
Understand – This is defined as the ability Understands fact, Convert,
to grasp the meaning of material. This may principles Interprets distinguish
be shown by translating material from one verbal material, estimate, explain,
form to another (words or numbers) by Interprets charts, tables, extend, generalize,
interpreting material (explaining or graphs. give examples;
summarizing), and by estimating future Translates verbal infer, paraphrase,
trends (predicting consequences or effects). material to predict, rewrite,
Draw sketches these learning outcomes go mathematical formula. summarize, draw
one step beyond the simple remembering of Estimates labeled sketches.
material and represent the lowest level of consequences implied
understanding. in data. Justifies
methods & procedures.
Apply – Application refers to the ability to Applies principles to Change, compile,
use learned material in new and concrete new situations. Applies demonstrate,
situations. This may include the application theories to practical discover
of such things as concepts, principles, rules, situations. Solves manipulate,
methods, laws and theories. Learning mathematical problem. modify operate,
outcomes in this area require a higher level Construct charts, predict, prepare,
of understanding than those under the level graphs Demonstrates produce, show,
described earlier. correct usage of a solve, use.
procedure
Analyze – Analysis refers to the ability to Recognizes unstated Breakdown,
break down material into its component assumptions and diagram,
parts so that its organizational structure may logical fallacies in differentiate,
be understood. This may include the reasoning. discriminate,
identification of the parts, analysis of the Distinguishes between distinguish,
relationship between parts, and recognition facts and inferences. identify illustrate,
of the organizational principles involved. Evaluates relevance/ infer, outline,
Learning outcomes here represent a higher adequacy of data. point out, relate,
intellectual level than “understand” and select, separate,
apply because they require an understanding subdivide.
of both the content and the structural form
of the material.

2.4.2 Categories of Knowledge Dimension

After considering the various designations of knowledge types, especially developments
in cognitive psychology that have taken place since the original framework of Bloom’s

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taxonomy, knowledge is categorised in 4 types – Factual , Conceptual, Procedural and Meta-
cognitive.
Factual Knowledge (A) is knowledge of discrete, isolated content elements. It includes
knowledge of terminology and knowledge of specific details and elements. In contrast,
Conceptual Knowledge (B) is knowledge of “more complex, organised knowledge form”. It
includes knowledge of classifications and categories, principles and generalizations and theories,
models and structures.
Procedural Knowledge (C) is “knowledge of how to do something”. It includes knowledge of
skills and algorithms, techniques and methods, as well as knowledge of criteria used to determine
and/or justify “when to do what” within specific fields and disciplines.
Meta-cognitive knowledge (D) is “knowledge about cognition in general as well as awareness of
and knowledge about one’s own cognition. It encompasses strategic knowledge, knowledge
about cognitive tasks, including contextual and conditional knowledge; and self-knowledge”.
Assessment is required to be done on the basis of categories of knowledge and levels of learning.
Table below indicates the two dimensional grid based on Blooms Taxonomy for setting
questions.

COGNITIVE PROCESS DIMENSION

Knowledge
Dimension
1 Remember 2 Understand 3 Apply 4 Analyze

A. Factual
Knowledge

B. Conceptual
Knowledge

C. Procedural
Knowledge

D. Meta-cognitive
Knowledge

2.5 Components of Curriculum:

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2.5.1 Rationale: It indicates the logical basis for the inclusion of the subject in the curriculum
It also indicates the importance of the subject related to entire curriculum.

Rationale tells the students the connection of subjects related to study of higher level subjects
and also the use in their job/profession.

2.5.2 Objectives: Objectives indicate what the student will be able to do/perform after he/she
completes the study of the subject. It also in other words indicates the scope of the subject.

Objectives indicate what is achievable and hence gives direction to the student about how to
study the subject, what important things are to be observed and performed during practicals.

Just as rationale indicates the use of the knowledge gained while studing the subject, objectives
indicate how efficiently and effectively one can work if the objectives are fulfilled while
studying the subject.

2.5.3 Learning Structure: It graphically/pictorially indicates the content of the curriculum of

the subject and what is to be learnt in the subject. As you know that Cognitive Domain
knowledge is divided in four components as mentioned in the Two dimensional grid. Of this
Factual, Conceptual and Procedural knowledge components are identified in the curriculum of
the subject along with the applications.
Facts, Concepts, Principles are used in developing procedures and applications. So these are
given sequentially below procedure as Principles, Concepts and Facts in their order. Learning
structure also provide an idea about how to develop the subject logically to achieve the
objectives.

2.5.4 Contents: List of topics and subtopics to be included in the curriculum of the subject is
given in the contents. This helps in achieving the rationale and objectives identified. Contents
indicate the importance of the topics, sub topics in development of the subject and accordingly
weightages in terms of Hours required to teach the subject components, so that the desired
learning takes place. Marks to be allotted while testing the knowledge gained by the student are
also indicated.

2.5.5 Practicals: While designing the curriculum the objectives are identified. To achieve
these objectives students have to develop certain intellectual and motor skills. These skills are
developed through well designed Practicals. So in the curriculum the list of the skills to be
developed through Practicals is given. The list of Practicals is so developed that after performing
the Practicals identified skills will be developed. Here it is necessary that the teacher gives
enough opportunity to all the students to perform the practical properly to develop the skills in
each one of them.

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The skills will be developed if the students actually perform certain activities or tasks. Therefore
it is necessary that any practical included in the curriculum necessarily involve some activities to
be done by the students. So one has to think and innovate to modify the study experiments so
that students will be asked to perform some activity. It could be in terms of identifying
components, listing of materials used for manufacturing the components, stating importance of
use of certain materials etc.

So any curriculum of a subject is so designed that it achieves the objectives of that subject as
well as fulfill the objectives of the entire curriculum

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3. CONTENT ANALYSIS

3.1 Components of Content Analysis:

As we have discussed earlier, any curriculum or syllabus of a SUBJECT given to the teacher is
organised in terms of UNITS which include TOPICS or SUB-TOPICS as the case may be
indicating the TIME in which it is expected to be taught to the students. Components of a topic
or part thereof are analysed here at a micro level.

Before we begin actual teaching of any topic (lesson), we must carefully and critically analyse it
so that we can plan for teaching - select appropriate media, methods and techniques of teaching
and arrange the suitable resources to be required. This analysis of the content of a Topic results
in identification of the following components of the content:

1. Facts
2. Concepts
3. Principles (rules, laws, theories)
4. Applications
5. Procedures
6. Skills (Psychomotor Skills), and
7. Attitudes (underlying affective behaviors as quite often these are not specifically
mentioned in the curriculum, still they are to be developed lesson after lesson gradually).

When we undertake the exercise of content analysis, we ourselves understand the subject fully
well and at the same time we become clear as to what we are going to teach. It also gives us an
idea as to which methods of teaching and media of instruction we should prepare and use
and also what resources including time we will require. This analysis will also enable us to
design assignments as well as how we are going to assess students learning.

Since the nature of the components of content (1 to 7) differs from one another. These are
learned by the students differently as different mental processes are involved in learning these

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components. The immediate implication of this varying nature of components is that these need
to be taught differently and assessed differently. For example, if you look at components I to 5
all of which belong to Cognitive Domain of Learning; Component 6 belongs to Psychomotor
Domain and Component 7 belongs to Affective Domain (cannot be taught as these attitudes are
caught), you will find that these differ from one another. The classification of human behaviors
(activities) into the above three domains of learning entails the use of entirely different methods
and media of instruction. Different locations of learning (classroom, laboratories, workshops,
field visits) need to be selected.

Now we will discuss these components in some detail and see how each one of these should be
taught and assessed differently.

3.1.1 FACTS:
These are universally accepted and commonly understood items about which there cannot
be much argument and discussion. These are required only to be informed. For example: The sun
rises in east and sets in the west; names of scientists and the year in which their theories were
propounded; the rules and regulations of admission and examination prescribed by the University
are some of the examples of facts. Sometimes, they need not be emphasised in the class as the
students already know them. But information can be passed on by word of mouth, if deemed
necessary.

3.1.2 CONCEPTS:
A concept is an abstraction or an idea that permits the learner to classify a variety of
related phenomena into a convenient and meaningful category. Concept of something is like a
picture formation of that thing which helps in conceptualizing it. Gagne says that concept
learning produces a certain fundamental change in human performance that is independent of
subject or content. Concepts can be divided into the following two categories:
1. Concrete Concepts: those which can be seen, touched and manipulated e.g.
house, book, table, chair, cat, dog, any machine or apparatus, overhead projector,
chalkboard and duster.

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 2. Abstract Concepts: those which cannot be seen and touched and handled but can
only be imagined e.g. force, work, fractions, decimal, bending moment, moment of
inertia, friction, heat, and induction. Teaching of concrete concepts is not that difficult
because the teacher can show the object physically or its picture. On the contrary,
teaching of an abstract concept offers difficulty to the teacher as well as for students to
understand. These concepts can be learned by heart without understanding as children
mug up Nursery Rhymes without understanding even a single word. But at the stage of
higher tearing, this type of rote learning is not desirable. Adolescents (teenagers) and
adults do not accept things without understanding.

3.1.3 Concept Attributes:

We identify a concept and understand it, once we are told about its qualities
characteristics, and features. They are technically called concept attributes. While teaching a
concept to our students we must spell out as many attributes as possible for better understanding
of the concept.
Example: The Concept of Friction
Attributes:
1. Friction is a resistive force.
2. Frictional force acts in the direction opposite to the direction of the applied force.
3. Frictional force is more when the surfaces in contact are rough.
4. Smooth surfaces (perfect) have zero friction.
5. Frictional force is self-adjusting to a limit.
Towards the end of this Theme Paper a number of examples of concept attributes are
given for your guidance.

The following questions pertaining to a concept (object or process) will be helpful in writing
concept attributes:
1. What it is.
2. What are its constituent parts.
3. How it works.
4. How it is similar to and different from other known concepts.

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5. What are its uses?

3.1.4 PRINCIPLES:
A principle is a statement of relationship between two or more concepts. Principles are
sometimes called rules, laws or generalizations. In others words, relationship between two
or more concepts which is scientific and universally true is called a Principle.

For Example: (related concepts are underlined)

1. Actions and reactions are equal and opposite.
2. Ohm's law I = V/R is a principle, where I (Current), V (Voltage), and R
(Resistance) are the concepts. While teaching a principle we must recall the concepts which it
involves. These concepts might have been taught in the previous lesson. As you already know,
concept learning is a prerequisite to Principle learning. Thus we recall the concepts of current,
voltage and resistance by asking questions to the students. Only after that we must tell the
relationship among these i.e. Ohm's Law.
3.1.5 APPLICATIONS:
Whatever principles, laws and theories have been learned are only academic exercises unless
these are applied to solve a practical problem. In other words, we call this application transfer of
learning to a new situation. If you recall, the process of learning dealt with in Theme Paper 2,
you will appreciate that the litmus test of learning having occurred is its application in a new
situation or solving a new problem.
For example:
1. Ohm's law can be applied to find out the unknown quantity (voltage, current, and
resistance).
2. Design of a structure can be made based on related principles and theories.
3. Principles of learning and events of instruction can be applied in ‘Designing a lesson
Plan' and 'Presenting the lesson in the classroom".
4, The above principles can also be applied while preparing textbooks, workbooks, learning
packages and laboratory manuals to be used by the students.
3.1.6 PROCEDURES:

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 While analysing the content of a topic you might come across certain standard procedures
which are prescribed to perform an operation or a given task. These procedures should be
clearly identified and taught accordingly not to be left to chance. We should not pre-suppose that
the students understand them. We cannot afford to take these things for granted.

For Example:
1. Procedure of setting up of an apparatus.
2. Procedure to start an engine.
3. Procedure to operate a machine (a lathe).

3.1.7 SKILLS (PSYCHOMOTOR):

A skill is an ability to perform a task expertly and well. The skilled performance; must meet a
pre-specified standard of acceptable performance. A skill has the following three characteristics:
1. It represents a chain of motor responses;
2. It involves the co-ordination of hand and eye movements, and
3. It requires the organization of chains into complex response patterns.

Skills could be intellectual (thinking, understanding); interactive (communication skills) and

social (socialising, mixing up with others) also. But normally when we use the word skills, it
refers to psychomotor skills.

For Example:
1. Welding a butt joint,
2. Setting a theodolite at a station,
3. Making proper circuit connections, and
4. Turning a job on a lathe machine.
Laboratories and workshops of Polytechnics are the locations where these skills are developed
among the students under the guidance of expert instructors of operators. Drill and practice are
the main methods of teaching and learning these skills through model demonstrations and careful
observations thereof.
Alongside developing these skills, desirable attitudes like cooperation, team work, leadership,
safety, cost consciousness are also developed.

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3.2 TEACHING OF CONCEPTS;
In order to teach concepts effectively the following steps have been suggested by De Cecco &
Crawford (1974).
Steps Suggested:
1. Describe the performance expected of the student after he has learned the concept.
2. Reduce the number of attributes to be learned in complex concepts and make important
attributes dominant.
3, Provide the student with verbal indicators (explanation).
4. Provide positive and negative examples (non-examples) of the concept.
5. Present the examples in close succession or simultaneously.
6. Provide occasions for student responses and the reinforcement of these responses, and
7. Assess the learning of the concept.

3.3 TEACHING OF PRINCIPLES:

De Cecco & Crawford (1974) has suggested the following steps for teaching principles
effectively.
Steps:
1. Describe the performance expected of the student after he has learned the
principle.
2. Decide and indicate which concepts or principles the students must recall in learning the
new principle.
3. Assist the student in the recall of component concepts.
4. Help the student in the recall of component concepts.
5. Help the student to combine the concepts and put them in a proper order.
6. Provide for practice of the principle and for reinforcement of student responses.
7. Assess the learning of the principle.

3.4 CONCLUSION:
To sum up, it can be said that. it is essential for the teachers to develop the skills of 'Content
Analysis' of their subjects. It brings content clarity among teachers themselves. More
importantly, Content Analysis will be a pre-requisite for writing Instructional Objectives of the
topic to be taught. You will study Instructional Objectives in a separate Theme Paper in detail.
Teaching and learning process is bound to be effective once these crucial academic activities are
undertaken.

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19
4. CURRICULUM:
Course Name : Diploma in Automobile Engineering
Course Code : AE
Semester : Fifth
Subject Title : Two Wheeler Technology
Subject Code : 17521
Teaching and Examination Scheme:
Teaching Scheme Examination Scheme

TH TU PR PAPER TH PR OR TW TOTAL
HRS
03 -- 02 03 100 -- -- 25@ 125

NOTE:
> Two tests each of 25 marks to be conducted as per the schedule given by MSBTE.
> Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet
under the head Sessional Work (SW).
Rationale:
There is an increased need of public transport. The public transport systems in cities and in rural area do not meet
the requirement effectively. This has led to huge demand of two wheelers.
Presently the two wheelers are used by a large section of society as personalized transport. In view of the growth,
large employment potential in this field and the manpower required to cater to the same, this subject is included as
an elective subject.

General Objectives:
Students will be able to
1. Carry out the recommended procedures of the servicing using a service manual.
2. Select a suitable two wheeler for specific requirements of user.
3. Understand various mechanical, electrical and electronic systems and modern features used in two wheelers.

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Learning Structure:

21
Theory:
Topic and Contents__ Hours Marks
1: Frames, Body and Transmission system 05 12
Specific Objectives:
 Know various types of frames, bodies, select a suitable type of frame for
particular application.
 Compare types of clutches, gearboxes and their applications.
Contents:
1.1 Type of frames 04Marks
• Single cradle frame, Double cradle frame, Tubular frame (Single Down-tube frame
using the engine as a stressed member),
• Body- Monocoque Construction.
1.2 Selection of Transmission system components. 04Marks
• Cable Actuated Wet Multi-disc clutch, Centrifugal clutch.
• Chain drive, Belt drive with variator mechanism, Gear drive.
1.3 Working of Gear box, its comparison with four wheelers. 04Marks
• Gear ratios in scooter and motorcycle.
• Working of Constant mesh gear box.
2: Engines, Fuel Supply System, Lubrication System and Emission Control System 13 28
Specific Objectives:
 Understand engine features and its working.
 Understand working of Induction system, Exhaust System, Fuel Supply System,
Lubrication System and Emission Control System.
Contents:
2.1 Induction and Exhaust system. 18 Marks
Induction System
• Air filter/ Air Cleaner: construction and function - Washable oiled sponge element,
washable Dual foam wet type.
• Two Stroke Engines - Arrangement of Ports in the cylinder, Decompression Valve
arrangement.
• Four Stroke Engines - Overhead Valve and Overhead cam arrangements.
Advantages of Multiple valves.
Fuel supply system
• Gravity feed and vacuum operated system.
• Down draught and horizontal/ Side draught carburetor.
• Carburetor functions and working under various Engine operating conditions like -
Idling, Starting, accelerating, normal running.
• Advantages of electronic fuel injection system.
Exhaust system
• Construction and function of Exhaust system: Header pipe, Muffler Types and their
application, Tail Pipe arrangement and location.

2.2 Lubrication and Emission Control Systems 10 Marks

Lubrication system.
• Petrol Lubrication with Separate Oil Pump for Two stroke engines.
• Wet sump Pressurized Lubrication in four stroke engines. Block diagram and
working of pollution control measures
• Catalytic convertor, Exhaust Gas Recirculation, Positive Crankcase Ventilation.
3: Steering and Suspension System 04 08
Specific Objectives:

22
  Know types of front and rear suspension system and steering System.
Contents:
• Handle Bar arrangement, Steering fork, Purpose of providing Caster angle.
• Use of Dampers/ Double acting type of shock absorbers.
• Use of Variable Rate coil spring, Coil in coil spring arrangement.
• Advantages of Mono-shock suspension system.
• Advantage of Gas filled shock absorber for rear end suspension.
4: Brakes, Wheels and Tyres. 04 08
Specific Objectives:
 Understand types of braking system, types of wheels and modern tyres.
Content :
• Drum (Mechanical Expanding Shoe type) and disc Brakes (Fixed Caliper and
Floating Caliper types.)
• Mechanical and Hydraulic brakes.
• Lever operated and pedal operated brakes.
• Application and criteria for selection of wheels and tyres, their specification for
motorcycles, scooters, sports bike.
5: Electrical System 12 24
Specific Objectives:
 Know types of ignition and other electrical systems.
Contents :
5.1 Ignition System 08 Marks
• Working of Condenser Discharge Ignition (CDI) system.
• Microprocessor controlled Ignition system block diagram and working.
• Benefits of Twin Spark Ignition system
5.2 Starting system and Charging System 08 Marks
• Kick Start and Button Start arrangements. Components of starting system and their
functions: D C motor, Battery, Battery Rating for use in Button start vehicles.
• Schematic circuit and working of charging system. Schematic diagram showing AC
and DC circuits.
5.3 Lighting System and accessories- 08 Marks
Specifications and Application of
• Head Lamp, Tail and number plate Lamp, Purpose of using LED lights in tail lamp,
Turn Signal Lamp, Side Stand Indicator Lamp, High Beam Indicator Lamp, Neutral
Indicator Lamp, Speedometer Lamp,
• Horn, Mobile Charger point, Head lamp and tail lamp Reflectors used in two
wheelers.
Dash units
• Use of Speedometer (Analog and digital), Trip meter.
• Use of Engine Speed indicator/ Tachometer.
6: Aerodynamics, Ergonomics, Aesthetics and Safety Aspects. 10 20
Specific Objectives :
 Understand Aerodynamics, Aesthetics and Ergonomic aspects of a two wheeler.
Contents :
6.1 Aerodynamic Aspects 04 Marks
• Head lamp shape (Sealed beam and conventional).
• Tail lamp and indicator light arrangements- body enclosed and separate.
• Shape of Fuel Tank in Motorcycles
6.2 Ergonomic and Aesthetic Aspects 12 Marks
Ergonomic Aspects
• Seat Arrangement for rider and pillion rider
• Handle bar position.

23
 • Floor/ Foot rest for driver and pillion rider, Aesthetic Aspects
• Headlamp fairing of motorcycles.
• Side panels for scooter/ scooterate and motorcycle.
• Ground clearance.
• Mud guard shape and position.
6.4 Safety Aspects 04 Marks
• Crash bar, Saree guard
• Driving Habits.
• Drive gear - Jacket, Helmet, Day night goggle.
Total 48 100

Practical:

Skills to be developed: Intellectual Skills:

1. Observe, compare and describe two wheelers on basis of Aerodynamics, Aesthetics and Ergonomic
considerations for their merits and demerits.
2. Understand the functions of various parts of a two wheeler body.
3. Understand various systems of a two wheeler. Use various facilities available in an advanced two wheeler

Motor Skills:
1. Adjust the idling speed of two wheeler engine. Perform clutch and brake adjustment.
2. Check parameters like tyre inflation, battery voltage, charging voltage of a two wheeler.
List of Practicals:
1. Observe and sketch the layout of a two wheeler transmission system.
2. Check the following electrical / electronic components, parameters of a two wheeler.
- CDI system components,
- Charging System components,
- Voltage at battery, specific gravity and high discharge test Use service/ operators manual for specifications.
3. Adjust idle speed of a two wheeler engine using the specified procedure. Check the Idling Emission using
Exhaust Gas Analyzer and do necessary carburetor adjustments for better performance.
4. Check the Ignition Timing of a two-wheeler and compare it with the Workshop/ Operators Manual Specification.
Remove, observe, clean the Spark plug and adjust the gap and refit.
5. Remove and refit rear wheel of a two wheeler - check the conditions of brake shoes, brake drum, bearings etc.
Perform brake adjustment. Replace brake cables, brake shoes/ pads.
6. Visit a Two wheeler Dealer Showroom/ Company showroom to obtain Chassis specification of a Scooter/
Motorcycle or scooterate. Share and Compare the data collected for two vehicles in the same category of vehicles
(on the basis of Ground clearance, wheel base, engine power, spare wheel, claimed fuel efficiency, load carrying
capacity). Prepare a report to identify the better one in the category.
7. Dismantle and assemble a motorcycle clutch and perform clutch adjustments. Replace clutch cable, if required.
8. Carry out lubrication and greasing of a vehicle.
- Engine, brake linkage, clutch linkage, fork, axle, chain and levers.

Notes:
1. Practicals to be conducted in a group of 4 to 6 students.
2. Number of practicals shall be conducted simultaneously.

List of Assignments:
1. Report all the salient features of a latest two wheeler. Describe the technical and ergonomic features, if
information is available. Comment on the aesthetics of the vehicle. Separate models should be considered by a group
of four students.
2. Prepare troubleshooting chart for failure of a two wheeler system. (Symptoms, Causes and remedies)

Learning Resources: 1. Books:

24
Sr. No. Author Title Publisher, Edition

1 -- Service Manuals of Popular Indian Two --

Wheeled Vehicles.
2 K.K. Ramalingam Two wheelers. SCITECH-I

3 R.B. Gupta Automobile Engineering --

4 K.K. Ramalingam Automobile Engineering. SCITECH-II

2. Websites: Wikipedia, How Stuff Works,

25
5. IMPLEMENTATION STRATEGY:
5.1 Planning of Lectures for a Semester with Content Detailing:

Topic I Name: Frames, Body and Transmission system

Teacher shall implement the methodology/ techniques mentioned in the following

table while teaching the topics. Along with this teacher may use
additional/alternative methods to make students learning more meaningful.

Knowledge Example/s of Teaching methodology

Category category
FACT Frame, Show the various components of two wheeler in
chain, Belt, the lab. Make use of PPTs for better
Gear, Clutch understanding of students.
plate
CONCEPT Gearbox,Explanation with chalk & board initially. Make
use of PPTs of component & assembly. Explain
Gear ratio,
Drives the function, construction and working of frames
and transmission system components. Ask
student to observe various frames and
transmission system from cut sections of
transmission system of two wheelers.
PRINCIPLE Lubrication Explain with figures and ppts, the details
regarding the lubrication of clutch operating
mechanism, multi-plate clutch, chain drive and
gear box.
PROCEDURE Clutch Explain clutch adjustment procedure as per
adjustment manufacture’s workshop manual. Explanation
with PPTs and videos to the students for better
understanding.
APPLICATION Transmission Explanation with chalk & board or PPTs
system of initially. Explain the various types of
various two transmission system and working of Constant
wheeler mesh gear box, using the actual systems or
videos. Use of exploded views from the
workshop manual may be done for better
understanding of students.
Learning Resources: Learning Resources: Books , Charts ,Models and PPTs
Books: 1) Dr. Kripal Singh- Automobile engine Vol.2
Title 2) Anil Chikara- Automobile engineering Vol.1
3) R.B.Gupta- Automobile engineering
4) K.K.Ramlingam- Two wheelers : Theory, Maintenance & Operation
5) Service Manuals of various two wheelers.

26
 Teaching Aids: Charts of two wheeler frame types, Cut section models of 2-Stroke and
4-Stroke Engine & Crankcase, Working model of valve mechanism and model or charts
of various drives and transmission system layout.

PPTs with Sample: Types of Frames, Layout of cable actuated multidisc clutch, Types
of primary drive, gear ratios of two wheeler & constant mesh gear box.
Websites: www.slideshare.net
www.howstuffworks.com
www.youtube.com
www.npkauto.com

Lecture Topic/ Subtopic to be covered

No.
1 & 2 1.1 Type of frames
・ Single cradle frame, Double cradle frame, Tubular frame (Single
Down-tube frame using the engine as a stressed member),
・ Body- Monocoque Construction.
3 & 4 1.2 Selection of Transmission system components.
・ Cable Actuated Wet Multi-disc clutch, Centrifugal clutch.
・ Chain drive, Belt drive with variator mechanism, Gear drive.
5 1.3 Working of Gear box, its comparison with four wheelers
・ Gear ratios in scooter and motorcycle.
・ Working of Constant mesh gear box.
Topic Name: Engines, Fuel Supply System, Lubrication System and Emission
2 Control System
Teacher shall implement the methodology/ techniques mentioned in the following
table while teaching the topics. Along with this teacher may use
additional/alternative methods to make students learning more meaningful.
Knowledge Example/s of Teaching methodology
Category category
FACT Air filter, oil, Show the cut section models for observation of
valves, jets induction system of a two wheeler. Make use of
PPTs for better understanding of students.
CONCEPT Carburetor, Explanation with chalk & board initially. Make
engine use of PPTs of carburetor operations under
different conditions. Explain the working of 2-
stroke and 4-stroke engine, decompression
valve. Ask student to observe two wheeler
engine cut sections for better understanding.
PRINCIPLE Automization Explain with figures using transparencies, PPTs
and venturi or videos the details regarding the working of
principle carburetor under different conditions.

27
 PROCEDURE Idle Speed The specified procedure should be implemented
setting, air during practical session.
filter
cleaning
APPLICATION Systems like Explanation with chalk & board or PPTs . Use
fuel supply, of schematic diagram / Exploded views from the
lubrication workshop manual may be done for better
and emission understanding of students.

Learning Resources: Learning Resources: Books , Charts ,Models and PPTs

Books: 1) Dr. Kripal Singh- Automobile engine Vol.2

Title 2) Anil Chikara- Automobile engineering Vol.1
3) R.B. Gupta- Automobile engineering
4) K.K. Ramlingam- Two wheelers : Theory, Maintenance & Operation
5) Service Manuals of various two wheelers.

Teaching Aids: Charts of two wheeler engine cut section, Fuel Supply system,
carburetors, Lubrication, catalytic convertor & PCV system. Cut Sections of two wheeler
silencer-with catalytic convertor may be used.

PPTs: Induction system, exhaust system, valve arrangements & multiple valves,
Lubrication and Emission Control system.

Websites: www.slideshare.net
www.howstuffworks.com
www.youtube.com
www.npkauto.com
Lecture Topic/ Subtopic to be covered
No.
1 2.1 Induction and Exhaust system.
Induction System
・ Air filter/ Air Cleaner: construction and function - Washable oiled
sponge element, washable Dual foam wet type.
2 ・ Two Stroke Engines - Arrangement of Ports in the cylinder,
Decompression Valve arrangement.
3 ・ Four Stroke Engines - Overhead Valve and Overhead cam
arrangements. Advantages of Multiple valves.
4 Fuel supply system
・ Gravity feed and vacuum operated system.
5 ・ Down draught and horizontal/ Side draught carburetor.
6&7 ・ Carburetor functions and working under various Engine operating
conditions like – Idling, Starting, accelerating, normal running.

28
 8 ・ Advantages of electronic fuel injection system.
9 Exhaust system
Construction and function of Exhaust system: Header pipe, Muffler
Types and their application, Tail Pipe arrangement and location
10 2.2 Lubrication and Emission Control Systems
Lubrication system.
・ Petroil Lubrication with Separate Oil Pump for Two stroke engines.
・ Wet sump Pressurized Lubrication in four stroke engines.
11 & Block diagram and working of pollution control measures
12 ・ Catalytic convertor, Exhaust Gas Recirculation, Positive Crankcase
Ventilation.
Topic Name: Steering and Suspension System
3
Teacher shall implement the methodology/ techniques mentioned in the following
table while teaching the topics. Along with this teacher may use
additional/alternative methods to make students learning more meaningful.

Knowledge Example/s of Teaching methodology

Cate ory category
FACT Show the suspension and steering system
Spring, Oil,
of two wheeler. Cut section models of
Steering
fork shock absorber. Show Various types of
spring and there arrangements Make use of
PPTs for better understanding of students.
CONCEPT Steering, Explanation with chalk & board initially.
caster, self- Explain the concept of Caster and self-
rightening rightening torque. Ask student to observe
torque the arrangement of fork in various
motorcycle for better understanding.
PRINCIPLE Damping Explain with figures using transparencies,
PPTs or videos the details regarding the
working of Damper.
PROCEDURE Adjustment Explain adjustment procedure of rear
of rear damper stiffness. Refer manufacture’s
damper workshop manual. Explanation with PPTs
stiffness and videos to the students for better
understanding.
APPLICATION Suspension Explanation with chalk & board or PPTs .
and steering Use of schematic diagram / Exploded
system views from the workshop manual may be
done for better understanding of students.

Learning Resources: Learning Resources: Books , Charts ,Models and PPTs

29
 Books: 1) Dr. Kripal Singh- Automobile engine Vol.2
Title 2) Anil Chikara- Automobile engineering Vol.1
3) R.B.Gupta- Automobile engineering
4) K.K.Ramlingam- Two wheelers : Theory, Maintenance & Operation
5) Service Manuals of various two wheelers.

Teaching Aids: Use of two wheeler manufacturer’s website & Relevant website data for
preparation of PPTs based on Suspension and steering system.

PPTs: Suspension and Steering Systems of two wheeler

Websites: www.slideshare.net
www.howstuffworks.com
www.youtube.com
www.npkauto.com
and Websites of Various Two wheeler manufacturer.

Lecture Topic/ Subtopic to be covered

No.
1 ・ Handle Bar arrangement, Steering fork, Purpose of providing Caster angle.
2 Use of Dampers/ Double acting type of shock absorbers.
・ Use of Variable Rate coil spring, Coil in coil spring arrangement.
3 ・ Advantages of Mono-shock suspension system.
4 ・ Advantage of Gas filled shock absorber for rear end suspension.
Topic Name: Brakes, Wheels and Tyres.
4 Teacher shall implement the methodology/ techniques mentioned in the following
table while teaching the topics. Along with this teacher may use
additional/alternative methods to make students learning more meaningful.
Knowledge Example/s Teaching methodology
Category of category
FACT Drum, Show the Components of two wheeler braking
Disc, tyre, system using PPTs & Videos for better
wheel & understanding of students.
Caliper
CONCEPT Disc Brake Explanation with chalk & board or PPTs. Explain
and Drum the concept of Disc brake and drum brake. Explain
Brake comparison between the two types.
PRINCIPLE Friction, Explain the principle of friction, its conversion in
Pascal’s heat and transfer of same to the surrounding.
law Explain the concept of brake fading.
PROCEDURE Brake shoe Explain brake shoe adjustment procedure for two
adjustment, wheeler. Explain using PPTs and videos for better
understanding of students.

30
 APPLICATION Braking Explanation with chalk & board or PPTs. Explain
System, the use of caster angle for stability of steering at
tyre rolling speeds. Use of schematic diagram / Exploded
views from the workshop manual may be done for
better understanding of students.
Learning Resources: Learning Resources: Books , Charts ,Models and PPTs
Books: 1) Dr. Kripal Singh- Automobile engine Vol.2
Title 2) Anil Chikara- Automobile engineering Vol.1
3) R.B.Gupta- Automobile engineering
4) K.K.Ramlingam- Two wheelers : Theory, Maintenance & Operation
5) Service Manuals of various two wheelers.
Teaching Aids: Use of two wheeler manufacturer’s website & Relevant website data for
preparation of PPTs based on Brakes Wheels and tyres.
PPTs: Brakes, Wheels and tyres of two wheeler
Websites: www.slideshare.net
www.howstuffworks.com
www.youtube.com
www.npkauto.com and Websites of Various Two wheeler manufacturer.
Lecture Topic/ Subtopic to be covered
No.
1 ・ Drum (Mechanical Expanding Shoe type) and disc Brakes (Fixed
Caliper and Floating Caliper types.)
2 ・ Mechanical and Hydraulic brakes.
3 ・ Lever operated and pedal operated brakes.
4 Application and criteria for selection of wheels and tyres, their
specification for motorcycles, scooters, sports bike.

Topic Name: Electrical System

5 Teacher shall implement the methodology/ techniques mentioned in the following
table while teaching the topics. Along with this teacher may use
additional/alternative methods to make students learning more meaningful.

Knowledge Example/s of Teaching methodology

Category category
FACT Spark plug, Show the Components of two wheeler
Battery, DC electrical system using PPTs & Videos for
motor and better understanding of students. Actual
Lamps Components may be shown.
CONCEPT CDI System, Explanation with chalk & board or PPTs.
Starting & Explain the concept of various electrical
Charging systems.
systems

31
 PRINCIPLE Energy Explain the principle of conversion of
Conversion electrical energy to chemical energy to
mechanical energy / light or spark.
PROCEDURE -- --
APPLICATION Electrical System Explanation with chalk & board or PPTs.
Explain the use of Mechanical and Button
Start arrangements. Explain the use of
various lamp used in a two wheeler. Use of
schematic diagram / Exploded views from
the workshop manual may be done for better
understanding of students.

Learning Resources: Learning Resources: Books , Charts ,Models and PPTs

Books: 1) Dr. Kripal Singh- Automobile engine Vol.2
Title 2) Anil Chikara- Automobile engineering Vol.1
3) R.B.Gupta- Automobile engineering
4) K.K.Ramlingam- Two wheelers : Theory, Maintenance & Operation
5) Service Manuals of various two wheelers.

Teaching Aids: Use of two wheeler manufacturer’s website & Relevant website data for
preparation of PPTs based on electrical circuits, Starting, charging, ignition, lighting
system.

PPTs: Electrical circuits of Starting, charging, ignition system. Lighting system.

Websites: www.slideshare.net
www.howstuffworks.com
www.youtube.com
www.npkauto.com
and Websites of Various Two wheeler manufacturer.
Lecture Topic/ Subtopic to be covered
No.
1 5.1 Ignition System
・ Working of Condenser Discharge Ignition (CDI) system.
2 Microprocessor controlled Ignition system block diagram and working.
・ Benefits of Twin Spark Ignition system
3, 4 & 5.2 Starting system and Charging System
5 ・ Kick Start and Button Start arrangements. Components of starting system and their
functions: D C motor, Battery, Battery Rating for use in Button start vehicles
6 & 7 ・ Schematic circuit and working of charging system. Schematic diagram showing AC and
DC circuits.
8 & 9 5.3 Lighting System and accessories Specifications and Application of
・ Head Lamp, Tail and number plate Lamp, Purpose of using LED lights in tail lamp, Turn
Signal Lamp, Side Stand Indicator Lamp, High Beam Indicator Lamp, Neutral Indicator
Lamp, Speedometer Lamp,

32
 10 ・ Horn, Mobile Charger point, Head lamp and tail lamp Reflectors used in two wheelers.
11 Dash units
・ Use of Speedometer (Analog and digital), Trip meter.
・ Use of Engine Speed indicator/ Tachometer
Topic Name: Aerodynamics, Ergonomics, Aesthetics and Safety Aspects
6 Teacher shall implement the methodology/ techniques mentioned in the following
table while teaching the topics. Along with this teacher may use
additional/alternative methods to make students learning more meaningful.

Knowledge Example/s of Teaching methodology

Category category
FACT Head lamp, Fuel Show the PPTs of types of Headlamp, Tail
Tank, Seat and lamp, Indicator and Fuel tank shape. Actual
Handle bar Components may be shown.
CONCEPT Ground Explain the importance of ground clearance
Clearance, as applied to road conditions with pothole and
Safety Bumps, using chalk & board or PPTs. Explain
the concept of safety of rider and pillion rider
in relation to drive gear, driving habits and
guards.
PRINCIPLE Aerodynamic Explain the Aerodynamic and Ergonomic
and Ergonomic Principles applied to the seat, handle bar, foot
Principles rest and shape of fuel tank.
PROCEDURE -- --
APPLICATION Aesthetically, Explain a two wheeler features as regards
ergonomically aesthetics, ergonomics and aerodynamics
and using PPTs or Videos. Use of schematic
aerodynamically diagram / Exploded views from the workshop
designed two manual may be done for better understanding
wheeler of students.
Learning Resources: Learning Resources: Books , Charts ,Models and PPTs

Books: 1) Dr. Kripal Singh- Automobile engine Vol.2

Title 2) Anil Chikara- Automobile engineering Vol.1
3) R.B.Gupta- Automobile engineering
4) K.K.Ramlingam- Two wheelers : Theory, Maintenance & Operation
5) Service Manuals of various two wheelers.

Teaching Aids: Use of two wheeler manufacturer’s website & Relevant website data for
preparation of PPTs based on Aesthetic, ergonomic and aerodynamic design

PPTs: Aesthetic, ergonomic and aerodynamic design

Websites: www.slideshare.net
www.howstuffworks.com

33
 www.youtube.com
www.npkauto.com
and Websites of Various Two wheeler manufacturer.
Lecture Topic/ Subtopic to be covered
No.
1 6.1 Aerodynamic Aspects
・ Head lamp shape (Sealed beam and conventional).
2 ・ Tail lamp and indicator light arrangements- body enclosed and
separate.
3 ・ Shape of Fuel Tank in Motorcycles
4 6.2 Ergonomic and Aesthetic Aspects
・ Seat Arrangement for rider and pillion rider
・ Handle bar position.
5 ・ Floor/ Foot rest for driver and pillion rider,
6 Aesthetic Aspects
・ Headlamp fairing of motorcycles.
・ Side panels for scooter/ scooterate and motorcycle.
7 ・ Ground clearance.
・ Mud guard shape and position.
8 6.4 Safety Aspects
・ Crash bar, Saree guard
・ Driving Habits.
9 & 10 ・ Drive gear – Jacket, Helmet, Day night goggle.

5.2 Planning and Conduct of Test:

a) The time table and sample test paper for the test should be displayed minimum 10 days
before the test.
b) Each test will be of 25 marks.
c) First test should cover about 40% of curriculum and second test should cover remaining
curriculum.
d) Format for question paper should be as per the sample question paper supplied by
MSBTE.

e) Guidelines for Setting Class Test Question Paper:

 Question no.1 Attempt any three out of four (3X3=9 Marks)
 Question no.2 Attempt any two out of three (2X4=8 Marks)
 Question no.3 Attempt any two out of three (2X4=8 Marks)

34
5.3 Details about conduct of assignments:

5.4 Strategies for Conduct of Practical:

Strategy for conduction of Experiment No. 04

Instruction to Teacher
1. Teacher should explain the layout of ignition system.
2. He should ask the students to take certain precaution as regards the
a. High voltage circuit
b. Preventing admission of dirt in the engine cylinder.
c. Keeping hands off the rotating parts, even it appears to be stationary.
d. Spraying of engine oil out of the timing check opening of the crankcase in case of
some motorcycle.
3. Teacher shall explain the procedure of checking ignition timing using timing light. He
should draw schematic diagram on board and explain it.
4. We should ask students to perform certain tasks like making the removing plug and
covering the spark plug well etc., making electrical connection and holding timing light
and aiming it at proper place and note the observation.

Title : Check the Ignition Timing of a two-wheeler and compare it with the Workshop/
Operators Manual Specification. Remove, observe, clean the Spark plug and adjust the gap
and refit.

Prior concept: Persistence of vision, TDC mark on the crankshaft pulley.

New Concept: Ignition Timing

Instructions to be given to students

Precautions
i. While handling spark plug, spark plug cap and its chord ensure that the engine is in the off
condition and allowed to cool.
ii. Clean the cylinder head area around the spark plug. While removing it, unscrew by ¾ turn.
Crank the engine to blow dirt across threads. (with ignition switch in off condition)
iii. Using a spark plug spanner, remove the spark plug, cover the spark plug hole by a clean
cloth. Observe it for the condition of electrodes, insulation and deposits. Clean it in the
spark plug cleaning and testing machine. Check the gap using a wire gauge and adjust if
necessary.
iv. Refit the spark plug. Ensure that appropriate torque is applied while fighting it.
v. Refit the spark plug cap and chord.
vi. Connect the timing device to the ignition system and start the engine.
vii. Caution: Ask students to keep their hands and tools off the rotating parts. The magneto
appears to be stationary due to persistence of vision.
viii. Crank the engine with ignition switch in ON condition. Aim the timing gun flashes at the
reference mark and timing marks of the engine.

35
 ix. Observe the ignition timing during idling and at particular engine rpm as per
manufacturer’s specification. As the throttle is opened, ignition timing gets changed and
the timing mark appears to move in advanced direction. (Opposite to direction of rotation)
x. Compare the result with specification of the engine.
xi. Apron, belt and shoes should be made compulsory for the practical.

Questions
1. Describe the concept of persistence of vision.
2. Describe significance of correct ignition timing.
3. State the necessity of ignition advance.
4. List tools and equipment used in conduct of experiment.

In the similar way strategy for other practical’s may be prepared.

5.4.1 Suggestions for effective conduct of practical and assessment:

5.4.3 Preparation for conduct of practical

6. Mode of assessment:

6.1.1 Class Test:

 There will be two tests each of 25 marks.
 The tests will be conducted as per the MSBTE schedule.
 Teacher should prepare model answer of class test question papers.
 After completion of test, subject teacher should display model answer on
Department Notice Board.
 Teacher should show the answer paper of class test to the student and discuss
about the mistakes.
 Teacher should maintain the record of class test as per MSBTE norms
(CIAAN)

6.1.2 Sample Test Papers:

Sample Test Paper I

Roll No.
17521
36
Institute Name:
Course Name:Automobile Engineering Course Code: AE 5G
Semester: FIFTH
Title of the Subject: Two Wheeler Technology Subject Code: 17521
Marks: 25 Time: 1 Hour
Instructions:
1. All questions are compulsory
2. Illustrate your answers with neat sketches wherever necessary
3. Figures to the right indicate full marks
4. Assume suitable data if necessary
5. Preferably, write the answers in sequential order
Q.1) ATTEMPT ANY THREE 09
MARKS
a) State three features of a two wheeler gearbox.
b) How Multi-port arrangement in Two-Stroke engine is useful?
c) Draw a schematic diagram of fuel valve of vacuum operated fuel supply system.
d) State 2 types of muffler. State application of any one type.
Q.2) ATTEMPT ANY TWO 08
MARKS
a) Describe the operation of normal running circuit in a carburetor. Draw a schematic
diagram for the same.
b) State 2 merits of chain drive and 2 merits of gear drive types of transmission mechanism.
c) State the gear ratios used in a scooter. Why neutral position of gear shifter appears
between 1st and 2nd gear position?
Q.3) ATTEMPT ANY TWO 08
MARKS
a) Describe concept of Wet Sump Pressurized lubrication for two-Stroke engine.
b) Describe the working of Exhaust Gas Recirculation System using a Block diagram.
c) Draw a schematic diagram of single cradle frame and label it.

37
 Sample Test Paper II
Roll No.
17521
Institute Name:
Course Name: Automobile Engineering Course Code: AE 5G
Semester: FIFTH
Title of the Subject: Two Wheeler Technology Subject Code: 17521
Marks: 25 Time: 1 Hour
Instructions:
1. All questions are compulsory
2. Illustrate your answers with neat sketches wherever necessary
3. Figures to the right indicate full marks
4. Assume suitable data if necessary
5. Preferably, write the answers in sequential order

Q.1) ATTEMPT ANY THREE 09

MARKS
a) State three advantages of gas filled shock absorber for rear end suspension.
b) State three benefits of twin spark ignition system.
c) Write the criteria of selection of wheel for
i) Motorcycle
ii) Scooter
iii) Sports bike
d) State the use of Speedometer, Trip meter and Tachometer in dash Board.
Q.2) ATTEMPT ANY TWO 08
MARKS
a) Describe working of Double acting type of Shock Absorber.
b) Describe the Handle bar Arrangement in two wheeler.
c) Draw a schematic sketch for Lever Operated brake system.
Q.3) ATTEMPT ANY TWO 08
MARKS
a) Draw a schematic diagram of kick-start arrangement.
b) State use of

38
 i) Reflector ii) Tail Lamp
ii) Number Plate lamp iv) Side stand indicator lamp
c) Describe the working of Condenser Discharge Ignition system with neat Sketch.

6.2 End of Semester Theory Paper

6.2.1 Characteristics of a Good Examination Question Paper

6.2.1.1 Introduction
While a student answers a question, he refers to his Long Term Memory (LTM) and sees
if the answer could be readily available from the memorised data. If this is not possible, the
student processes information from his LTM and then provides the answer. All these activities
are related to processes taking place in the brain. Through question paper, we are trying to
measure intellectual activities which may not have precise measurement. The question paper
which we use to measure learning of a certain topic is usually called an instrument or a tool. The
question paper or the instrument we are designing to measure achievement in a given
subject/content should have certain qualities which will ensure a fair degree of confidence on the
results of the examination.
Standard of any examination depends upon quality of question paper and therefore efforts
must be made to see that question paper is set on scientific principles. A question paper can be
called a good quality question paper if it possesses the following essential characteristics.
 Validity
 Reliability
 Objectivity
 Usability
6.2.1.2 Validity
Validity refers to the extent to which it measures what it intents to measure. If we design
a test or a question paper to measure what students have learnt in a subject, say “Applied
Mechanics”, it should measure their achievement in Applied Mechanics only, nothing else; and
the scores in this subject are not distorted by irrelevant factors. Basically, the, validity is always

39
concerned with the specific use of the test results and the soundness of our proposed
interpretations.
There are different types of validities of a test/question paper. In our examination
question paper it is adequate and appropriate to consider only one type of validity i.e. content
validity. The content validity is related to the extent to which the question paper conforms to the
curriculum content and the pre-determined objectives. This validity is ensured by designing
question paper that matches with the specification table, which contains content matter to be
tested and the cognitive levels at which this content is to be tested.
6.2.1.3 Reliability
Reliability refers to the consistency of measurement i.e. the consistency with which an
examination question paper measures whatever it measures. If a teacher gives today an
achievement test in a subject to his students, how similar would have been the student’s scores
had this test been given yesterday or tomorrow? How would the scores have varied had the
teacher selected a different sample of equivalent questions? If it were a question paper containing
essay type question, how would the scores have differed had a different teacher scored /
evaluated it? These are the types of questions with which reliability is concerned. Unless the
measurement can be shown to be reasonably consistent over different occasions or over different
samples of the same performance domain, we can have little confidence in the results.
While measuring length, can any one get consistent results while using a tape made of
elastic material? Depending upon how much the tape is stretched; different lengths would be
obtained on each occasion. Reliability estimates of a question paper refer to the results of
measurement. A reliable (consistent) measure is not necessarily valid. Reliability is strictly a
statistical concept.
Reliability or the amount of faith which can be placed on the scores/marks of a question
paper depends upon a number of factors. Some of these factors are –
i) Clarity, Definiteness and Objectivity of the question paper
Question paper which permits students to make widely divergent interpretations of what
is expected of them (in their answer) is not likely to yield highly reliable results. For example,
teacher assessing the answer books may have different expectations from students, if the
questions are not specific, and are worded vaguely.
ii) Examiners Objectivity

40
 This relates to consistency with which examiners examine and mark the answer
scripts/books. If marks assigned to answers are greatly influenced by the examiner’s state of
mind at that moment, no one will keep faith in the assigned marks, and reliability of marking is
adversely affected.
iii) Number of Questions
Researchers have shown that more number of questions in a question paper lead to more
reliability. Reliability also depends upon the spread of scores, difficulty level of the question
paper and objectivity of scoring.
The relation between validity and reliability is sometimes confusing to persons who come
across these terms for the first time. Reliability (consistency) of measurement is needed to obtain
valid results but we can have reliability without validity. The target shooting illustration, in the
figure below, shows the concept that “reliability is a necessary but not a sufficient condition for
validity”

Target Target Target

Reliable & Valid Unreliable & Invalid Reliable but

invalid
Shooting Shooting Shooting

41
 Three shooters X, Y, Z shoot at the target, each getting three shots. Shooter Y Shoots at
different places far away from the bull’s eye. Z consistently shoots at the border spot. X
consistently shoots close to the bull’s eye.
6.2.1.4 Objectivity
This concept is related to marking of answer scripts. When answer scripts are assessed
and marked in such a way that the total score obtained by students to not change appreciably, we
say that the marking is objective. As against this, if extraneous personal biases and preferences
of examiners influence marking of answer scripts, the assessment is subjective in nature. Thus
objectivity implies assessment free from all extraneous factors and is opposite to subjectivity.
The element of subjectivity can be substantially reduced and objectivity improved, if the
following steps are taken.
1. Designing an assessment scheme for a course.
2. Developing specification table for question paper indicating distribution of marks for
different topics and levels.
3. Preparing a format of question paper showing distribution of topics in different questions,
and indicating types of questions for abilities to be tested.
4. Designing question paper as per specification table.
5. Editing the question paper so that it meets all the criteria and conform to the specification
table.
6. Developing scheme of marking for the answers to supply type questions (i.e. questions
which make students to provide answers in sentence/figural/graphical form). This is the
most necessary requirement for reducing subjectivity.
6.2.1.5 Usability or Practicability
An examination system should be so designed that it is possible to implement it without
much problems or difficulties. The system should not be something that looks good or ideal on
paper but can’t be implemented. In addition to providing examination results that possess a
satisfactory degree of reliability and validity, an examination system should also satisfy certain
other practical requirements, given below.
i) The system is economical from the point of view of both money and time.
ii) It should be easy for administration and marking.

42
 iii) The system should be simple enough to be properly understood by all the concerned
persons.
6.2.1.6 How to Ensure Reasonable Validity?
In order to have a valid test or an evaluation procedure, we must ensure that it is relevant
to the purpose for which it is to be used; it means that there should be a close relationship
between validity of a question paper and objectives of the test. In simpler words, by test validity
we mean the accuracy, conformity and effectiveness with which the test measures what it intends
to measure (Objectives).
The following steps can help to ensure reasonable degree of validity:
a) Specify the purpose of assessment.
b) Clearly define the objectives.
c) Divide the course content into convenient chapters.
d) Provide proportional weightage to each chapter.
e) Provide proportional weightage to different objectives and their levels.
f) Develop question on each of the sampled cognitive process dimension in each unit in
accordance with the weightage assigned.
g) Avoid providing free option like ‘attempt any 6 out of 9’. However, internal option of
“either”, “or” type can be given with proper care of content and objectives.
It can be noticed that the only assurance we have that a test is a valid measure of the
intended learning outcomes, is to use a systematic procedure for obtaining a representative
sample of the curriculum in the question paper. The table of specifications is a device which
provides the procedure for obtaining a representative sample of curriculum in the question paper
and thus ensures content validity.
6.2.2. Approach for Designing Good Question Paper

6.2.2.1 Concept of Specification Table

A table of specification is a blue print for test or question paper design. Just as an
engineer prepares a blue print before constructing a structure, a specification table is prepared in
advance of the examination, so that a valid test could be designed.
In fact, a Table of Specifications is a sampling plan of the objectives to be tested in the
test. This ensures following things:

43
 All important topics of the subject matter are adequately represented.
 There is no undue weightage given to any particular topic/topics.
 No content area worthwhile for testing is omitted from the test.
 The test samples adequate proportion of abilities at different taxonomy levels, in each part.
6.2.2.2 Guidelines for Preparing Specification Table
1. Study the two dimensional table of objectives
2. Use the weightages of marks (out of 80) for each chapter/topic in the subject
3. In assigning relative weightages to each topic and level of learning outcomes, a number of
factors have been considered. These factors are:
 How important is each topic in relation with total learning experience?
 How much time is expected to be devoted to each topic during instructions?
 What relative importance does curriculum assign to each topic?
 At what levels is the topic taught?
 What amount of emphasis is given for each topic at what levels?
Specification table should consider the following:
 Content to be observed
 Objectives to be achieved
 Levels of objectives
 Total time and marks for the paper
1. The specification table consists of chapters/topics and levels of cognitive process
dimension like R, U, A.
These cognitive process dimensions are –
R = Remember
U = Understand
A = Analyse / Apply
5. Review the chapter/topic and think about probable distribution of marks at the three
levels (R, U, A,) for assessment. Normally distribution be done in multiples of two
marks. Enter marks for each topic under the levels R, U, A.
6. Make total of vertical columns R, U, A. Suggested distribution is R=10% to 30%,
U=40% to 55% and A=30% to 45% depending upon the level of the students.
A Sample Classification Table is given below with arbitrary marks.

44
Exam Seat No.
17521
Maharashtra State Board of Technical Education
Sample Question Paper
Course Name: Automobile Engineering Course Code: AE 5G
Semester: FIFTH
Title of the Subject: Two Wheeler Technology Subject Code: 17521
Marks: 100 Times: 3 Hours.

Q. 1 A) ATTEMPT ANY THREE 12 MARKS

a) State two types of frame. Describe construction of any one type.
b) Draw a schematic diagram of air cleaner and label it.
c) Why a decompression valve is used in some engines? Draw a schematic diagram for the
same.
d) Compare Overhead Valve and Overhead Cam arrangements on the basis of
i) Engine height
ii) Valve timing
iii) Cam shaft location
iv) Maintenance
B) ATTEMPT ANY ONE 06 MARKS
a) Draw and describe layout of gravity feed type of fuel supply system.
b) Describe operation of Microprocessor Controlled Ignition System using block diagram.

Q. 2 ATTEMPT ANY FOUR 16 MARKS

a) Describe two features of Monocoque construction.
b) State Four advantages of using multiple valves.
c) Demonstrate the importance of raised seat for pillion rider using a schematic diagram.
d) State four advantages of Monoshock suspension system.
e) Identify the system using the components shown in figure. List the components as
numbered in the figure. (6 Components)

45
Q. 3 ATTEMPT ANY FOUR 16 MARKS
a) Draw a labeled sketch of Variator mechanism used in belt drive.
b) Distinguish between the carbureted fuel supply and Electronic Fuel Injection system on
the basis of
i) Drivability
ii) Emission
iii) Efficiency
iv) Maintenance
c) Explain the purpose of providing caster angle with the schematic diagram for a
motorcycle.
d) i) How does variable rate coil spring affect suspension system?
ii) Why coil-in-coil spring arrangement is used in suspension.
e) Draw layout of hydraulic braking system used in a motorcycle and label it.

Q. 4 A) ATTEMPT ANY THREE 16 MARKS

a) Differentiate between wheels of motorcycle and scooter on the basis of
i) Size
ii) Construction
iii) Tyre Rotation
iv) Off road driving suitability

46
 b) State the purpose of using following
i) LED light in tail lamp
ii) Neutral Indicator Lamp
iii) High Beam Indicator lamp
iv) Tachometer at the dashboard
c) Draw a schematic diagram showing AC and DC circuits of a two wheeler and label it.
d) Describe working of Condenser Discharge ignition system and state two advantages of
the same.

B) ATTEMPT ANY ONE 06 MARKS

a) Draw a schematic diagram of starting circuit of a two wheeler carburetor and describe
its operation.
b) Describe the function of Following components of Starting system
i) DC Motor
ii) Battery
iii) Solenoid
Q. 5 ATTEMPT ANY FOUR 16 MARKS
a) Compare chain drive and belt drive type of transmission systems on the basis of
i) Efficiency
ii) Construction
iii) Service life
iv) Maintenance
b) Why modern scooterate exhaust tail pipe is raised?
c) Draw a schematic diagram of charging system of a two wheeler
d) State the importance of
i) Foot rest for pillion rider during braking
ii) Mud- guard shape for motor cycle rear wheel.
e) State the use of following
i) Crash bar
ii) Saree guard
iii) Jacket (Drive Gear)

47
 iv) Helmet
Q. 6 ATTEMPT ANY FOUR 16 MARKS
a) State the use of
i) Speedometer
ii) Trip Meter
iii) Reflector
iv) Tail Lamp
b) Why a separate oil pump is used in modern two-stroke engine lubrication? State one
application.
c) Statements: Kick start method is used for cold engine. Button start method is preferred
for hot engine. Justify the statements.
d) Describe the purpose of providing
i) A particular shape to motorcycle fuel tank
ii) Ground clearance
e) Describe the ergonomic aspects for
i) Motorcycle Handle bar
ii) Driver’s Seat (Motorcycle).

48
SAMPLE BASIS OF MARKING
Sub
Que Mark
Que Basis of Marking Remarks
No. Allotted
No.
a Two types of frame (1 Mark)
4
Describe any one type of frame ( 3 Marks)
b Schematic diagram of air cleaner (3 Marks)
4
Labels (1Mark)
c Reason of using decompression valve in some
engines (2 Marks)
4
Schematic diagram of Decompression valve
(2 Marks)
d Comparison of Overhead Valve and Overhead
Cam arrangements on the basis of
i) Engine height (1 Mark)
ii) Valve timing (1 Mark)
iii) Cam shaft location (1 Mark)
1A
iv) Maintenance (1 Mark)
Parameter Overhead Overhead
Valve Cam
arrangement arrangements
Engine Less than More
height OHC 4
Moderate Accurate, few
accuracy due components of
Valve
to inertia of valve gear, so
timing
valve gear lesser inertia
train
Cam shaft Crankcase Over the
location Cylinder head
More-due to Less
Maintenance
no of moving maintenance

49
 components due to lesser
moving part.
a Diagram of layout of gravity feed type of fuel
6
supply system. (3 Marks)
Description (3 Marks)
1B
b Block Diagram of Microprocessor Controlled
Ignition (3 Marks) 6
Operation (3 Marks)
a Two features of Monocoque construction with
4
description (2 Marks Each)
b Four advantages of using multiple valves
4
(1 Mark each)
c Importance of raised seat for pillion rider
(2 Marks) 4
2 Schematic diagram (2 Marks)
d Four advantages of Monoshock suspension
4
system (1 Mark each)
e Identify and name the sub-assembly (1 Mark)
List six Component as Numbered
4
(1/2 Mark
Each)
a Sketch of Variator mechanism used in belt
drive. (3 Marks) 4
Labels (1 Mark)
b Distinguish between the carbureted fuel supply
and Electronic Fuel Injection system on the
3
basis of
1. Drivability 4
2. Emission (1 Mark each)
3. Efficiency
4. Maintenance

50
 c Purpose of providing caster angle (2 Marks)
4
Schematic diagram for a motorcycle (2 Marks)
d Effect of variable rate coil spring on suspension
system (2 Marks)
4
Use of coil-in-coil spring arrangement in
suspension. (2 Marks)
e Layout of hydraulic braking system (2 Marks)
4
Label 4 Component (1/2 Mark Each)
a Differentiate between wheels of motorcycle and
scooter on the basis of
i) Size
4
ii) Construction (1 Mark each)
iii) Tyre Rotation
iv) Off road driving suitability
b Purpose of using following
i) LED light in tail lamp (1 Mark)
4A ii) Neutral Indicator Lamp (1 Mark) 4
iii) High Beam Indicator lamp (1 Mark)
iv) Tachometer at the dashboard (1 Mark)
c Schematic diagram showing AC and DC circuits
of a two wheeler (3 Marks) 4
Labels (1 Mark)
d Working of Condenser Discharge ignition
system (3 Marks) 4
Two advantages (1/2 Mark each)
a Schematic diagram of starting circuit of a two
wheeler carburetor (3 Marks)
6
Description of its operation. (3
4B
Marks)
b Function of components of Starting system
6
i) DC Motor (2 Marks)

51
 ii) Battery (2 Marks)
iii) Solenoid (2 Marks)
a Comparison of chain drive and belt drive type of
transmission systems on the basis of
i) Efficiency
4
ii) Construction (1 Mark each)
iii) Service life
iv) Maintenance
b Reason for raising exhaust tail pipe of modern
4
scooterate (4 Points; 1 Mark each)
c Schematic diagram of charging system of a two
wheeler (3 Marks) 4
5
Labels (1 Mark)
d Importance of
i) Foot rest for pillion rider during braking
(2 points, 1 mark each)
4
ii) Mud- guard shape for motor cycle rear
wheel. (2 points, 1 Mark each)

e One use of Each

i) Crash bar
ii) Saree guard (1 Mark each)
4
iii) Jacket (Drive Gear)
iv) Helmet

a Use:
i) Speedometer
ii) Trip Meter (1 Mark – 1 use each) 4
iii) Reflector
6
iv) Tail Lamp
b Three reasons for using separate oil pump in
modern two-stroke engine lubrication 4
(1 Mark

52
 each)
One application (1 Mark)
c Justification of statements ( 2 Marks each) 4
d Description of purpose
i) A particular shape to motorcycle fuel tank
4
(2 Marks)
ii) Ground clearance (2 Marks)
e Description of the ergonomic aspects for
i) Motorcycle Handle bar (2 Marks) 4
ii) Driver’s Seat (Motorcycle) (2 Marks)

53