AUR30405
CERTIFICATE III IN AUTOMOTIVE
MECHANICAL TECHNOLOGY
AURT366108A
Carry out diagnostic procedures
TRAINER GUIDE
© Commonwealth of Australia 2011
ISBN: 978-1-876838-27-0
This document is available under a “Free for Education” licence for educational purposes – see http://www.aesharenet.com.au/FfE2 for details.
This work is copyright. You may download, display, print and reproduce this material in whole or in part or in modified form (retaining this notice) for your personal, noncommercial use or use within your organisation. If you use, display, or reproduce this material or a modified form of it in whole or in part within your organisation you
must include the following words in a prominent location within the material in font not less than size 12: ‘The views expressed in this publication do not necessarily
represent the view of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation
to the contents of this work’. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction
and rights should be addressed to the Commonwealth Copyright Administration, Attorney General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600
or posted at http://www.ag.gov.au/cca.
Funded under the Workplace English Language and Literacy (WELL) Program by the Australian Government Department of Education, Employment and Workplace Relations.
The views expressed in this publication do not necessarily represent the view of the Minister for Education or the Australian Government. The Australian Government does
not give any warranty nor accept any liability in relation to the contents of this work
1
How to use this resource
This learning resource will assist a trainer to deliver lessons for this
competency. The Trainer’s Guide, PowerPoint and Learner Workbook
support the delivery of the competency, and the Assessor Checklist assists
with the learner’s assessment.
Trainer’s Guide
The Learner Workbook style and content is designed to be as clear and
accessible as possible for the learner.
Activity sign-off points are located in the workbook to enable the trainer
to monitor the learner’s progress and understanding.
Icons used in this guide
The Trainer’s Guide is divided into learning topics and contains
information and strategies that guide the trainer through each step of the
content delivery.
PowerPoint presentation
It also contains some suggestions for working successfully with learners
who have difficulty with language, literacy and numeracy (LLN).
Video clip
The Assessor Checklist supports the assessment of the learner’s
competence. This Checklist can be used in both a training environment
and the workplace. Using this document assists the trainer to assess a
learner’s practical skills and their underpinning knowledge in a valid and
consistent manner.
PowerPoint presentation
The PowerPoint presentation should be used to enhance the delivery, for
example:
1
Learner Workbook

to discuss a diagram, procedure or concept as a group

to explain a process in more detail to a group

to invite and answer questions regarding a particular topic.
Access and equity
People with differing needs and abilities should have the same
opportunities to successfully gain skills, knowledge and experience
through education and training. Trainers and their organisations should
work to remove barriers and provide the supports people need to access,
participate and achieve, irrespective of their age, disability, colour, race,
gender, religion, sexuality, family responsibilities or location.
For students with disabilities, training organisations may make
adjustments to ensure equal opportunity. Reasonable adjustments are
designed to minimise the disadvantage experienced by learners with a
disability and can include administrative, physical or procedural
modifications.
© Commonwealth of Australia 2011
How can you identify learners with LLN
needs?
How should you approach learners
with LLN needs?
Adults with language, literacy and numeracy (LLN) problems often wish to
avoid identifying themselves. They may have developed effective
strategies to conceal their problems and manage in daily life.
The following qualities should inform your dealings with these learners:

Tact – the learner is in a vulnerable position.

Respect – they have risked returning to a formal educational
setting.

Confidentiality – a private chat is a much better strategy than
pointing out the learner’s difficulties to them in front of other
learners.

Supportiveness –you are in a position to encourage a learner
who may previously have experienced failure and criticism in
educational settings.

Openness - Full explanation of any formal strategies (such as
extra classes or an alternative pathway) is important to ensure
the learner fully understands their own needs and the reasons
for any advice you may give them.
Learners having trouble with the literacy or numeracy of a task may:
2

ask for help often

never ask for help to avoid drawing attention to themselves

avoid doing the task

use coping strategies for getting around the task

display inappropriate behaviours to divert attention from the
task.
© Commonwealth of Australia 2011
Some training strategies for learners
with LLN needs
Be aware of the LLN needs of your learners and adapt your training
strategies to maximise their chances of learning.

Write new words and key words on the whiteboard as they
arise. Explain them and give learners time to copy them down
if they want to.

Scaffold any writing tasks. Provide a skeleton of a model and
the learners add the details. To begin with, just leave out a few
details. As learners’ skills develop, reduce the amount of
structure provided, requiring them to do more themselves.
This gives learners a framework to use until they feel confident
to do a writing task independently.

Practice writing often. Provide opportunities for repeated
practice of required writing tasks, initially supported
/scaffolded and then independent practice.
REMEMBER:
The LLN level of the training, resources and assessment
tasks should be no higher than that of the work
learners are training to do.
If learners have trouble reading questions and/or
writing answers, and the LLN level required is above
what they would need in their workplace, then oral
questions and answers should be used as a substitute.
3. Learner management

When in a classroom setting, arrange the furniture so everyone
can see and hear easily. This also creates a sense of personal
connection with the trainer, rather than a feeling of being
invisible in a large group.

Encourage learners to ask questions. Point out that this is how
we learn, and that it is not a sign of failure but a strategy that
the best learners use.

Check regularly that learners have really understood the
material you are presenting. Don’t just ask, “Have you got
that?” Ask them to actively use the information in some way
e.g. give an example, retell it in their own words, or answer a
specific question.

Be alert for non-verbal signs that a learner doesn’t understand
e.g. confused looks, frowning, leaning over to ask a neighbour,
spending a lot of time doing preliminary arranging instead of
tackling a task, never volunteering to answer a question.
Here are some strategies that support learners with LLN needs.
1. Design of resources

Check the language level of your resources. Make sure it is no
higher than the level required by the qualification and the job.
2. Teaching practices
3

Use oral activities such as discussion, question & answer, and
demonstration as well as reading and written activities.

Don’t overload the learners with large amounts of information.
Present it in manageable chunks. Break tasks down into
smaller steps to make them clearer.

Teach the language of the workplace explicitly. Introduce new
terms clearly. Explain exactly what they mean, even if you
think it is obvious and everyone should know it.
Content Delivery guide
© Commonwealth of Australia 2011
Delivery Guide
TOPIC
INFORMATION
METHODOLOGY
Introduction
Outline course requirements
Describe the scope of this resource and
explain that effective diagnosis depends
on the prior acquisition of sound
technical knowledge in the learner’s
chosen technical subjects.
Oral presentation
Normal and abnormal
states
Diagnosis- definition
Discuss the meaning of “diagnosis” in an automotive context.
Emphasise the concept of “normal” and “abnormal” states
and events, give relevant examples. Stress the need for a
systematic and logical approach to diagnosis.
Safety
Safety precautions
Activity 1
4
Learners complete Activity 1
RESOURCES
PowerPoint slide 1-2
Learner workbook pp. 1-4
Use examples of typical workshop diagnosis tasks e.g.
“investigating engine misfire” to raise the issue of safety
during diagnosis.
Have learners suggest likely dangers, list on whiteboard.
Follow up with PPE requirements, and extend discussion to
vehicle and equipment safety.
Learners answer questions 1 - 5
Assess level of knowledge through inspection of answers /
oral questioning / class discussion.
PowerPoint slide 3
Learner workbook pp. 5-6
PowerPoint slides 4 -7
Learner workbook p. 7-8
Learner workbook pp. 9-10
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
Carrying out
automotive diagnosis
Importance of diagnosis
Advantages of good Diagnosis
Describe and explain various workshop scenarios involving
diagnosis tasks.
Emphasise the importance of care and accuracy in diagnosis;
give examples of the consequences of careless diagnosis.
Point out the advantages of good diagnosis- to the business,
to the customer, to the technician.
Symptoms, Faults and
Causes
Symptoms
Question learners: “What is a symptom?” Use answers to
develop appropriate definition. Call for examples of
symptoms observed in the course of learner’s work; list.
Ensure that ‘symptom’ is not confused with ‘fault’.
Faults
Causes
Activity 2
5
Learners complete Activity 2
RESOURCES
PowerPoint slide 9
Learner workbook p. 13
Extend discussion to include the concept of a ‘fault’.
Distinguish between types of faults, and establish variety of
conditions which typify a fault. Encourage learners to
describe and list faults observed in their own workplaces.
PowerPoint slide 10
Learner workbook p.14
Assist learners to distinguish between observable faults, and
the cause of those faults. Emphasise the importance of
finding the cause of a fault, and the consequences if this is
not done. Have students suggest causes for the faults listed
above.
Learners answer questions 1 - 10
Assess level of knowledge through inspection of answers /
oral questioning / class discussion.
PowerPoint slide 8
Learner workbook pp. 11-12
PowerPoint slide 11
Learner workbook p. 15
Learner workbook pp. 17-19
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
RESOURCES
Diagnostic Procedures
Recap Symptoms, Faults and Causes
Review the relationship between symptoms, faults and
causes with a hypothetical example, and the problem of
diagnosis. Compare with a medical diagnosis process.
Learner workbook p. 21
Requirements of diagnosis
Emphasise the need for sound understanding of vehicle
systems and a systematic, logical approach, no matter what
approach is used. List three common diagnostic procedures,
or processes-‘step-by-step’, ‘branching’, and ‘black box’.
PowerPoint slide 12
Learner workbook pp. 22-23
Draw parallels with the medical diagnosis experience, and
establish the concept of a step-by-step diagnostic process.
Refer to two diagrams of process, and introduce the notion
of a feed-back loop for error correction.
PowerPoint slides 13
Learner workbook pp. 24-25
Automotive Diagnostic Procedures
Activity 3
Learners complete Activity 3
Learners answer questions 1 - 4
Assess level of knowledge through inspection of answers /
oral questioning / class discussion.
Six Step Diagnostic
procedure
Six steps of a diagnostic procedure
Take learners through the steps of a typical diagnostic
procedure. Reinforce the need to verify symptoms, gather
sufficient information, consider the evidence, locate the fault
and cause, repair the fault and confirm correct operation.
Demonstrate application of the six steps by working through
a ‘real’ diagnostic problem.
Activity4
Learners complete Activity 4
6
Learners answer questions 1 - 5
Assess level of knowledge through inspection of answers /
oral questioning / class discussion.
Learner workbook pp. 27 - 28
PowerPoint slides 14-15
Learner workbook pp. 29 – 36
Learner workbook pp. 37 - 39
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
RESOURCES
Activity 5
Create a diagnostic procedure for a
hypothetical problem
Individually or as a group complete Practical Activity 5 by
identifying the components and operation of the emission
system components
Learner workbook page 41
Reporting and
Recording the process of diagnosis- Job
documenting diagnosis Cards.
Explain the importance of recording all work carried out
during workshop diagnosis tasks, and the possible uses to
which that information could be put in the context of running
an automotive business.
Describe the make-up of a (simplified) Job Card or Repair
Order, and question learners as to the information they think
it should contain.
Build up a Job Card by working through a hypothetical task
Activity 6
Job Cards
Have students complete Activity 6.
Assess level of application of knowledge through inspection
of Job Cards / oral questioning / class discussion.
Writing a Diagnostic
Report
Reasons for writing a report about a
diagnostic task.
Discuss possible reasons for writing a report about a
diagnostic task. Explain the required content for a simple
report, and with student help build up a report based on the
same task as was used for the teacher-developed ‘Job Card’
of this workbook.
Activity 7
Create a Report
Have students complete Activity 7.
Assess level of application of knowledge through inspection
of reports / oral questioning / class discussion.
7
PowerPoint slide 16
Learner workbook pp. 43– 48
Learner workbook pp. 49–51
PowerPoint slides 17-18
Learner workbook pp. 53–56
Learner workbook pp. 57-58
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
Other Diagnostic
Approaches
Branching Diagnostic Procedures
Introduce learners to a ‘branched’ or ‘decision tree’
diagnostic process. Explain why such a process can be useful,
and point out some of the pitfalls.
Activity 8
Create a ‘Decision Tree’
‘Black Box’ Diagnosis
On-Board Diagnostics
Explain the technique of ‘Black Box’ diagnosis and
circumstances where it would be a suitable diagnostic
approach
Early OBD
Scan tools
OBD 2
8
Have students complete Activity 8.
Assess level of application of knowledge through inspection
of charts / oral questioning / class discussion.
Remind learners of the origins of on-board diagnostic
systems, and emphasise the valuable information that such
systems can provide. Point out that such systems do not do
the diagnostic job for the technician, but are of considerable
assistance. Discuss ‘code flashing on older systems; give
examples.
Discuss the advantages of scan tools on later systems, and
the capabilities of ‘factory’ vs. ‘generic’ tools.
Explain the origins of OBD 2, and describe its main features
as they relate to diagnosis.- common codes, common data
link connector, accessibility to all generic scan tools for P
codes, freeze frame information, pending codes, readiness
testing etc.
Explain the structure of OBD 2 codes; give examples.
RESOURCES
PowerPoint slide 19
Learner workbook pp. 59-60
Learner workbook pp. 61-62
PowerPoint slide 20
Learner workbook pp. 63-64
PowerPoint slides 21-22
Learner workbook pp. 65-67
PowerPoint slide 23
Learner workbook pp. 68-69
PowerPoint slides 24- 27
Learner workbook p. 70-71
PowerPoint slide 28
Learner workbook pp. 72-73
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
RESOURCES
Activity 9
Learners complete Activity 9
Learners answer questions 1 - 10
Assess level of knowledge through inspection of answers /
oral questioning / class discussion.
Learner workbook pp. 75-77
Activity 10
Diagnose a system fault
Have students complete Practical Activity 10.
Assess level of application of knowledge through inspection
of answers / oral questioning / class discussion.
Learner workbook p. 79
9
© Commonwealth of Australia 2011
ASSESSOR OBSERVATION CHECKLIST
Applicant name:
Assessor name:
Location:
Unit of competency:
AURT366108A Carry out diagnostic procedures
Instructions for the assessor:
1. Identify a vehicle on which the candidate can perform the practical tasks
2. Observe the candidate perform the practical tasks.
3. Place a tick in the box to show that the candidate has completed each practical task
competently.
4. Whilst carrying out the practical tasks ask the candidate a selection of the questions from the
attached list. This is to:
a. confirm their ability to relate underpinning knowledge to practical situations
b. identify their ability to transfer practical skills to various vehicles/situations.
5. Place a tick in the box to confirm that candidates answered the questions correctly.
6. Complete the feedback sections of the form.
Type of vehicle &/or equipment &/or system
Work performed
Date of observation
OBSERVATIONS
The applicant is able to:
10
1. Consult with client to determine symptoms and/ or consults the Repair Order and the
Service Adviser

2. Identify the nature and scope of the diagnosis task

3. Gather relevant information- locate & consult manuals, specifications, service bulletins
etc. As required.

4. Select appropriate tools and equipment

5. Observe all OH&S safety precautions during the task; correctly apply appropriate
personal protective equipment.

6. Carry out a preliminary visual/tactile “look and feel” system check where appropriate

© Commonwealth of Australia 2011
11
7. Demonstrate the correct application of tools and test equipment, observe safety
requirements for same.

8. Remove/dismantle/clean /inspect components as necessary.

9. Interpret and compare test results and observations with manufacturer’s specifications

10. Analyse information and evidence gathered, access further information and resources
as required to accurately determine the system fault and its cause.

11. Determine appropriate repair method; confirm suitability with supervisor if required by
workplace policy.

12. Carry out repair; operate vehicle or system to confirm elimination of fault.

13. Check all systems to ensure no new faults have been created.

14. Check vehicle for cleanliness; re-instate any lost system settings e.g. radio tuning, seat &
mirror settings.

15. Demonstrate routine maintenance and storage of test equipment

16. Process and record results in accordance with workplace procedures

© Commonwealth of Australia 2011
ASSESSOR OBSERVATION CHECKLIST
Did the candidate’s overall performance meet the standard?

Yes
 No
Feedback to candidate
General comments / Strengths / Improvements needed
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
12
Candidate signature: __________________________________
Date: ____/____/20___
Assessor signature: __________________________________
Date: ____/____/20___
© Commonwealth of Australia 2011
13
ASSESSOR QUESTIONS
Questions to probe the candidate’s overall knowledge of this topic
Satisfactory
response
Yes
No
Safety and Environment
1.
Briefly describe some of the safety precautions necessary if you are required to
lift heavy objects during the diagnostic process.


2.
Describe some of the personal dangers which exist when working around a
running, but stationary, vehicle.


3.
What special safety precautions should be taken when diagnosing a problem in
a vehicle air conditioning system?


4.
What dangers could be present when measuring transmission oil pressure?


Underpinning knowledge
5.
What is the purpose of consulting with the customer or client before the job
starts?


6.
Why should you carry out a preliminary “look and feel” check if possible?


7.
What sources of information could be useful to you during this diagnosis task?


8.
Outline the diagnostic equipment you have previously used in the workshop
(both in a mechanical and electrical environment), and the situations in which
that piece of equipment is most suitable.


9.
Discuss the steps you follow in diagnosing mechanical faults in vehicles. Use an
example to illustrate your diagnostic method.


10. Explain how you have inspected different vehicle systems and determined
repair and/or replacement methods.


11. How do you obtain relevant instructions and locate relevant information in
order to complete your responsibilities?


© Commonwealth of Australia 2011
12. What part does an on-board diagnostic system play in your diagnostic
procedures?


13. What recording or reporting system is used for jobs carried out in your
workshop?


14. Describe the process that would be required if changes needed to be made to a
Repair Order- for example, if additional work was needed.


15. Outline the processes that you have undertaken to conduct an inspection of
this system and/or components.


16. What questions did you ask of the customer?


17. Demonstrate correct use and accurate reading technique for one piece of test
equipment used in this diagnosis task.


18. Have you used on-board diagnostics during this task? If so, which DTC/s did you
find?


20. A DTC of P0115 is displayed on your scan tool, with no other information. How
can you find out what this DTC means?


21. Show the range of technical information you have accessed for the current task


22. Show the results, and the meaning, of any tests or inspections you have carried
out during this task


Performance of task
14
© Commonwealth of Australia 2011
15
ASSESSOR QUESTIONS
The candidate’s underpinning knowledge was:

Satisfactory
 Not satisfactory
Feedback to candidate
General comments / Strengths / Improvements needed
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Candidate signature: __________________________________
Date: ____/____/20___
Assessor signature: __________________________________
Date: ____/____/20___
© Commonwealth of Australia 2011