AUR30405
CERTIFICATE III IN AUTOMOTIVE
MECHANICAL TECHNOLOGY
AURT202166A
Repair cooling systems
TRAINER GUIDE
© Commonwealth of Australia 2011
ISBN: 978-1-876838-55-3
This document is available under a “Free for Education” licence for educational purposes – see http://www.aesharenet.com.au/FfE2 for details.
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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

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.
Be aware of the LLN needs of your learners and adapt your training
strategies to maximise their chances of learning.

Scaffold any writing tasks. Provide a skeleton of a model and
the learners add the 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.
Here are some strategies that support learners with LLN needs.
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.
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

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
3
© Commonwealth of Australia 2011
Video clips
The video clips referred to in this Guide are from a commercial provider
of automotive training resources called CDX Global
http://www.cdxglobal.com/ . Many Australian automotive RTOs subscribe
to CDX and use some combination of their resources, and the videos
referred to here are an excellent enhancement of training.
However they are not critical to a successful training outcome. Video clips
from other sources, hands-on demonstration and ‘home-made’ videos
using flip cameras or similar are all good substitutes.
Below are the CDX videos suggested for use in this unit:
4
Video Title
CDX Number
Cooling systems
2201
Heat transfer
2101
Cylinder head construction
2301
Water pump operation
4301
Thermostat
4401
Fans
4501
Radiators
4101
Radiator hoses
4201
© Commonwealth of Australia 2011
Delivery Guide
TOPIC
Introduction
INFORMATION
Repair cooling systems
Oral presentation
Provide learners with an overview of the
 Example of different types of cooling
main topics to be covered in this competency
system used in vehicles in the automotive
and how it will relate to other competencies
industry
and their own skill development
Cooling system function Main function of cooling system
Liquid cooling
operation
Liquid cooling
construction
5
METHODOLOGY
What is a liquid cooling system
Types of vehicles that use them
Heat transfer
System operation
Component function
System components
Describe/identify components
Oral presentation
 Describe the main function of the cooling
system
Oral presentation
 Describe the types of vehicle that use this
system, why must heat transfer be
managed
 How does the system operate?
 What are the functions of the systems
components?
Oral presentation
 Visual displays
 Running engines
 Dismantled components(preferably
sectioned)
RESOURCES
PPT slides 1 & 2
Types of vehicles
Cooling systems
(CDX Video 2201)
Learner workbook p. 6
PPT slide 3
Heat in engines
Learner workbook p. 6
PPT slide 5
Engine temperature
Heat energy
Learner workbook p.7
Heat transfer
(CDX Video 2101)
PPT slide 6
Cooling system components
Learner workbook pp. 8-9
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
Activity 1
Learner to complete Activity 1 in workbook.
Conduct review of questions and discuss
Learners answer questions 1-6
Engine coolant safety
Use Learner workbook for Learners to read
caution statements and highlight safety
precautions
Oral presentation
Activity 2
Learner to complete table in workbook.
Conduct review of questions and discuss.
Point out the headings in the MSDS.
Encourage and assist learners to write main points
only, not copy out paragraphs.
Cooling system testing
& diagnosis - External
External
Refer to p18 Learner workbook for cooling
system components to check.
Emphasise leaks inside cabin (heater core)
Oral presentation
 Cover main points p17-p18 Learner
workbook
 Perform testing procedure
Cooling system testing
& diagnosis - Internal
C02leak detector
6


Learner workbook caution statements
Explain four main steps to remove radiator
cap.
Use example of effects of internal leaks.
Oral presentation
Explain how minor head gasket leaks will
 Visual display of damaged heads and
develop into major engine repairs if not
gaskets
controlled or detected early.
 Perform testing procedure/demonstration
Explain head check unit operating procedure.
Use an engine in good operating condition
and demonstrate test fluid colour change
using exhaust gas sample.
RESOURCES
Learner workbook p. 11
PPT slide 7 & 8
Learner workbook pp. 14-15
Learner workbook p. 16
MSDS for engine coolant
PPT slide 10
Radiator with test equipment
with adaptors
Stationary or running engine
Learner workbook pp. 16-19
PPT slide 11
Radiator with test equipment
with adaptors
Stationary or running engine
Cylinder head
Cylinder gasket
Learner workbook pp. 20-24
© Commonwealth of Australia 2011
TOPIC
Activity 3
INFORMATION
Learner to complete questions 1-5 in
workbook.
Conduct review of questions and discuss.
Workshop activity to complete checklist.
METHODOLOGY
Oral presentation



Cooling system repairs
Learners answer questions 1-5
Explain assessment requirements of cooling
system checklist
Completing the checklist part of the activity
can be done by a group or individual
RESOURCES
PPT slide 12
Learner workbook
Access to a workshop
Running engines
Head check unit pressure test kit
Learner workbook pp. 26-29
Explain minor serving to avoid major repairs.
Highlight information about inhibitors used
contain chemicals.
Explain how the reverse flushing process
operates.
Oral presentation
 Explain procedures for safe flushing of
cooling system
 Emphasise points from PPT slide
Engine block flush
Explain steps to reverse flush an engine
block.
Oral presentation
 Demonstrate reverse flushing operation
Flushing equipment
Simulated work area
Workplace environment
Learner workbook p. 34-35
Activity 4
Learner to complete questions in workbook.
Conduct review of questions and discuss.
Oral presentation
Learner workbook pp. 37-38
Cooling system flushing
Reverse flushing
Activity 5
7
Workshop activity to complete reverse
flushing of engine.
Select tasks for learners to complete.


PPT slide 14
Learner workbook pp. 30-33
Learners answer questions
Explain assessment requirements of reverse
flushing engine
Learner workbook p. 39
Access to a workshop
Running engines
Flushing equipment
© Commonwealth of Australia 2011
TOPIC
Welsh plugs
INFORMATION



Activity 6
Water pump
8
Use cylinder head video to explain
the function of Welsh Plugs
Explain types of Welsh plugs
Explain the removal and
replacement procedures
METHODOLOGY
Oral presentation
 Types of Welsh plugs
 Demonstrate removal and replacement of
welsh plugs
Learner to complete questions 1-2 in
workbook.
Conduct review of questions and discuss
Question 3 - Workshop activity to complete
remove and replace water pump
Oral presentation
 Learners answer questions 1-2




Oral presentation
 Operation
 Effects of damaged, worn pumps
 Testing pumps
 Procedure for removal and replacement of
pumps
Water pump operation
Effects of damaged, worn pumps
Testing of water pumps
Removal and replacement of
water pumps

Explain assessment requirements of
removing and replacing water pump
RESOURCES
PPT slide 15
Cylinder head construction
(CDX Video 2301)
Learner workbook pp. 40-43
Access to a workshop
Running engines
Applicable tools and equipment
Different types of Welsh plugs
Learner workbook p. 44
Access to a workshop
Running engines
Water pumps
Tools and equipment
PPT slide 16
Water pump operation
(CDX Video 4301)
Learner workbook pp. 46-50.
© Commonwealth of Australia 2011
TOPIC
Activity 7
Thermostat
INFORMATION
Learner to complete questions 1-4 in
workbook.
Conduct review of questions and discuss
Question 5 - Workshop activity to complete
remove and replace water pump
Oral presentation

Oral presentation



Activity 8
9
METHODOLOGY
Function and operation of
thermostat
Effect of faulty thermostats
Types of thermostats
Remove, test and replace
thermostats
Learner to complete questions 1-8 in
workbook.
Conduct review of questions and discuss
Question 9 - Workshop activity to complete
remove, test and replace thermostat




Learners answer questions 1-4
Explain assessment requirements of
removing and replacing water pump
Types of thermostats
Demonstrate removal and replacement of
thermostat
Oral presentation


Learners answer questions 1-8
Explain assessment requirements of
removing and replacing water pump
RESOURCES
Learner workbook pp. 52-54
Access to a workshop
Running engines
Water pumps
Tools and equipment
PPT slide 17
Thermostat
CDX Video 4401
Learner workbook pp. 55-60
Access to a workshop
Running engines
Applicable tools and equipment
Thermostats
Learner workbook pp. 62-64
Access to a workshop
Running engines
Thermostats
Tools and equipment
© Commonwealth of Australia 2011
TOPIC
Cooling fan
INFORMATION




Activity 9


RESOURCES
Cooling fan operation
Explain shift from fixed to viscous
cooling type fans
Electric fans
Effects of cooling fans not
operating
Oral presentation
 Operation
 Types of cooling fans
 Effects of cooling fans not operating
Test cooling fan
Use appropriate workshop
manual procedures and available
test equipment.
Learners complete workshop tasks
Explain assessment requirements of diagnosing cooling
fan faults
Removing and replacing Checking coolant hoses
coolant hoses
Remove and refit coolant hoses
Remove and refit
Remove and refit radiator
radiator
10
METHODOLOGY
Oral presentation
Operation
Types of coolant fans
Demonstrate remove and refit coolant hoses
Demonstrate remove and refit radiator
PPT slide 19
Fans
(CDX Video 4501)
Learner workbook pp. 66-67
Access to a workshop
Running engines
Applicable tools and equipment
Types of cooling fans
Learner workbook p. 68
Workshop manuals
Access to a workshop
Running engines
Types of cooling fans
Tools and equipment
PPT slide 20
Radiators & Radiator hoses
CDX Video: 4101 & 4201
Learner workbook pp. 70-74
Access to a workshop
Running engines
Applicable tools and equipment
Coolant hoses
© Commonwealth of Australia 2011
TOPIC
INFORMATION
METHODOLOGY
RESOURCES
Activity 10
Remove and refit coolant hoses
Test cooling fan
Remove and refit radiator
Learners complete workshop tasks
Explain assessment requirements of remove and refit
coolant hoses and radiators
Learner workbook pp. 75-77
Workshop manuals
Access to a workshop
Running engines
Coolant hoses
radiators
Tools and equipment
Activity 11
Fill system with coolant
Bleed system
Pressure test system for leaks
Learners complete activity checklist
Learner workbook p. 79
Workshop manuals
Access to a workshop
Running engines
Coolant hoses
Radiators
Tools and equipment
Glossary
11
Learner workbook pp. 80-81
© Commonwealth of Australia 2011
ASSESSOR OBSERVATION CHECKLIST
Unit of competency:
AURT202166A - REPAIR COOLING SYSTEMS
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:
1. Correctly observe OH&S requirements during task.
2. Select and correctly use PPE for task.
3. Select and correctly use the appropriate tools for the task.
4. Demonstrate knowledge of the dangers of working with cooling systems.
5. Observe danger warnings during task.
6. Access and use manufacturer’s specifications relevant to task.
7. Access and use appropriate test equipment for task.
8. Carry out test procedures in accordance with workplace procedures and manufacturer’s
specifications.
9. Carry out repair procedures in accordance with workplace procedures and
manufacturer’s specifications.

10. Analyse and compare test results with manufacturer’s specifications.


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11. Document test results and makes relevant repair recommendations.
12. Implement repair methods in accordance with workshop procedures and
manufacturer’s specifications.
13. Return tools, equipment and resources correctly.
14. Implement adjustments in accordance with workshop procedures and manufacturer’s
specifications.
15. Complete repair report correctly.
16. Carry out final inspection of completed task.
17. Leave work area in a safe and tidy state.
12
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© Commonwealth of Australia 2011
13
ASSESSOR OBSERVATION CHECKLIST
Did the candidate’s overall performance meet the standard?

Yes
 No
Feedback to candidate
General comments / Strengths / Improvements needed
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Candidate signature: __________________________________
Date: ____/____/20___
Assessor signature: __________________________________
Date: ____/____/20___
© Commonwealth of Australia 2011
ASSESSOR QUESTIONS
Satisfactory
response
Questions to probe the candidate’s underpinning knowledge
14
Yes
No
1. Why is it important to follow OH&S guidelines?


2. What PPE will you use for this task?


3. What tools will you use for the task?


4. Describe some dangers of working with cooling systems.

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5. Where will you find the manufacturer’s specifications for coolant task?

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6. How do you know that the test equipment is accurate?

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7. Describe how you would test the radiator cap.

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8. Describe the correct procedure to pressure test the cooling system.
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9. Describe how a thermostat operates.

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10. What is the function of coolant inhibitor?

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11. Describe at least one method to check for a leaking cylinder head gasket.

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12. How would you correctly seal replacement welsh plugs?

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13. Where would you find the correct procedures for cooling system repairs?

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14. Why is it important that the repair worksheet is correctly completed?
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15. Why should the tools, equipment and resources be returned to designated
storage?
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16. Why should the work area be left in a safe and tidy state?
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© Commonwealth of Australia 2011
15
ASSESSOR QUESTIONS
The candidate’s underpinning knowledge was:

Satisfactory
 Not satisfactory
Feedback to candidate
General comments / Strengths / Improvements needed
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Candidate signature: __________________________________
Date: ____/____/20___
Assessor signature: __________________________________
Date: ____/____/20___
© Commonwealth of Australia 2011