1.
2.
Troubleshooting
Troubleshooting Diagram
Unit 3: Systems
Lesson 4: Troubleshooting
Lesson Snapshot
Big Idea: Troubleshooting allows users to continue to use and maintain the proper operation of a system or product.
Purpose of Lesson: Unit 3, Lesson 4 introduces students to troubleshooting diagrams and simulations and prepares students to create a
troubleshooting diagram for a system or product.
Activity Highlights
Engagement: Students attempt to repair a malfunctioning electronic circuit without any documentation on the function of the circuit.
Exploration: Students attempt to repair the malfunctioning electronic circuit from the Engagement activity by using a supplied schematic documentation
and troubleshooting diagram developed for the circuit (File 3.4.1). In small groups, students reflect on how the documentation assisted in their repair of
the circuit.
Explanation: The teacher delivers a presentation on different types of troubleshooting diagrams, troubleshooting simulations (File 3.4.2), and common
flowchart components (Presentation 3.4.1). Students draw examples of troubleshooting diagrams in their EDJs. The teacher models creating a
troubleshooting diagram from a malfunctioning circuit (notthe same one from the Engagement and Exploration activities) The teacher delivers a
presentation on schematic diagrams in preparation for the Extension activity (Presentation3.4.1).
Extension: Using the product reverse engineered in the previous lesson, each student generates a troubleshooting guide for a user to troubleshoot the
electrical function of the device in the event of a malfunction.
Lesson Overview
Technology: Standards for Technological Literacy
STL 12 Students will develop the abilities to use and maintain technological products and systems.
M Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it. Troubleshoot, analyze, and maintain
systems to ensure safe and proper function and precision.
The Nature of Technology Design and Systems
• Systems fail because they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were poorly
designed to begin with.
• The most common ways to prevent failure are pretesting of parts and procedures, overdesign, and redundancy.
Habits of Mind Manipulation and Observation
• Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices. 12C/H1*
• Troubleshoot common mechanical and electrical systems, check for possible causes of malfunction, and decide on that basis whether to fix it
themselves or get help from an expert.
Learning Objectives
1. Students will learn to:
2. Use tools, materials, machines, and knowledge to repair a system or product that is malfunctioning.
3. Explain that systems fail because they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were
poorly designed to begin with.
4. Troubleshoot common mechanical and electrical systems, checking for possible causes of malfunction, and decide whether to fix it or get help from an
expert.
5. Design a troubleshooting diagram and manual for another user to maintain the safe and proper operation of a system or product.
1 Material reprinted from Benchmarks for Science Literacy (AAAS, 1993/2009) with permission from Project 2061,on behalf of the American Association
for the Advancement of Science, Washington, DC.
6. Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.
7. Explain that the most common ways to prevent failure are pretesting of parts and procedures, overdesign, and redundancy.
8. Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.
9. Diagnose a system that is malfunctioning and distinguish tools, materials, machines, and knowledge to repair it.
10. Contribute to a group endeavor by offering useful ideas, supporting the efforts of others, and focusing on the task.
11. Work safely and accurately with a variety of tools, machines, and materials.
12. Actively participate in group discussions, ideation exercises, and debates.
Resource Materials
Internet Search Terms and Suggested Sites
• Troubleshooting diagrams
• Schematic diagrams
• User manual troubleshooting
Troubleshooters.com. (n.d.). The Universal Troubleshooting Process, Retrieved from
http://www.troubleshooters.com/tuni.htm
High Performance Wash Systems, Inc. (n.d.). Troubleshooting Chart,
Makeuseof.com. (n.d.). Troubleshooting chart,
Accurate Building Inspectors. (n.d.). Troubleshooting Chart, Retrieved from
http://www.accuratebuilding.com/publications/family_circle/
Audiovisual Materials
Garden Guides. (n.d.). Electric lawnmower troubleshooting, Retrieved from Gardenguides.com
http://www.gardenguides.com/
Required Knowledge and/or Skills
Students should be able to search for information on the Internet and know how to use
word-processing and presentation software.
Lesson Plan
Engagement
Students are presented with multiple electronic circuits with purposeful wiring and/or component errors. For example, the teacher may switch and/or
open wires, or may reverse diode components prior to giving the circuits to students. Working in pairs, the students have 15 minutes to attempt to repair
the malfunctioning circuit without any documentation on the function of the circuit (File 3.4.3).
Exploration
Students attempt to repair the malfunctioning electronic circuit from the Engagement activity by using a supplied schematic documentation and
troubleshooting diagram developed for the circuit (File 3.4.1). In small groups, students reflect on how the documentation assisted in their repair of the
circuit.
Explanation
Students take notes in their EDJs on the content delivered by the teacher and actively participate throughout the presentation. Students draw examples
of troubleshooting diagrams in their EDJs.
The teacher, involving students in the following discussions as they contribute their experiences from the Engagement and Exploration activities along
with any prior knowledge they may have about the subject (File 3.4.3):
1. Shows students examples of troubleshooting diagrams included in user manuals, troubleshooting diagrams, and troubleshooting simulations,
including common flowchart components.
2. Explains that users must maintain the safe and proper operation of a system or product.
3. Explains that companies develop materials to ensure that users are able to use systems for the designed purpose. Systems fail because they have
faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were poorly designed to begin with.
4. Explains that the most common ways to prevent failure are pretesting of parts and procedures, overdesign, and redundancy.
5. Models creating a troubleshooting diagram for a malfunctioning circuit.
6. Explains the basics of electronic schematics during the modeling of the troubleshooting diagram.
Unit 3: Systems
Lesson 4: Troubleshooting
File 3.4.1: Circuit Troubleshooting
Attempt to troubleshoot the malfunctioning circuit
Use the schematic diagram pictured below and the troubleshooting diagram to assist your group in the
repair.
Schematic Diagram
Troubleshooting Diagram
Find the answer at:
http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1057/1%20-t.e.d/Unit%203/Presentation%203.4.1.pptx
Unit 3: Systems
Lesson 4: Troubleshooting
File 3.4.2: Troubleshooting Diagram
Background:
To ensure proper use of systems and products, manufacturers often insert troubleshooting diagrams and documentation within a user manual for a
product. These diagrams/tables allow the user to quickly try to solve a problem when it occurs without the need for technical support. At a certain point in
the process, it may be necessary for the user to seek out technical support or additional resources beyond their capacity.
Design Problem:
You have been hired by the manufacturer of the product you reverse engineered in the previous lesson to design and create a troubleshooting diagram
to be included in the newest user manual, which will be provided on its website.
Specifications:
1.
2.
3.
4.
5.
Your troubleshooting diagram may not exceed two pages in length and should be submitted in Microsoft Word.
Your troubleshooting diagram must be designed for the target consumer to use (do not use extremely technical terms).
Your troubleshooting diagram must include additional resources beyond the user as suggestions at appropriate points within the
troubleshooting sequence.
You may include additional images, as appropriate, other than the troubleshooting diagram (such as schematics).
Your troubleshooting diagram must include a minimum of six levels a consumer could investigate to solve the malfunction.
The following rubric will be used to evaluate your work:
Category
Below Average
Average
Excellent
Steps
The student included fewer
than six levels of steps a
consumer could investigate to
solve the malfunction.
The student included six
levels of steps a consumer
could investigate to solve the
malfunction.
The student included more
than six levels of steps a
consumer could investigate to
solve the malfunction.
Accuracy
The identified steps of
troubleshooting diagram are
unrealistic for a user to
perform and do not move the
user closer to solving the
malfunction.
The identified steps of
troubleshooting diagram are
realistic for a user to perform
and move closer to solving the
malfunction.
The identified steps of
troubleshooting diagram are
realistic and accurately
presented for a user to
perform and move closer to
solving the malfunction.
The identified steps are
understood by the user, and
graphically represented.
The identified steps are easily
understood by the user,
graphically represented, and
no longer than two pages in
length.
The identified steps are easily
understood by the user,
graphically represented, and
no longer than two pages in
length, with additional
documentation as necessary.
Clarity
Unit 3: Systems
Lesson 4: Troubleshooting
File 3.4.3: Sample Circuit
The following images represent a sample circuit the teacher could build and give the students in the engagement activity. In order to ensure improper
operation, the teacher could place a wire in the incorrect row on the breadboard, flip the LEDs, or create an open in the circuit by detaching a wire.
Other simple circuits would also be acceptable, and the teacher may wish to pass out different circuits to different groups to differentiate. For example, if
the teacher finds that a group of students has more background knowledge, he/she may wish to give them a more complex circuit than the one shown.
Schematic
Picture
LED is a light-emitting diode that only allows current flow in one direction. See the diagram below to ensure the leads of the LED are properly connected
in the circuit.
LED Diagram
Unit 3: Systems
Lesson 4: Troubleshooting
File 3.4.5: Brief Constructed Response
Write a one-paragraph answer to the following. Include a strong topic sentence with good supporting details to support your answer.



Engineers must identify the design problem to solve and decide whether or not to address it.
It is important to follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical
devices.
Consumers sometimes troubleshoot common mechanical and electrical systems, checking for possible causes of malfunction, and deciding
on that basis whether to fix it themselves or get help from an expert.
This rubric will be used to evaluate your Brief Constructed Response.
Below Target
Category
Understanding
Focus
Use of Related
Information
Response demonstrates an implied,
partial, or superficial under-standing
of the text and/or the question.
Lacks transitional information to
show the relationship of the support
to the question
Uses minimal information from the
text to clarify or extend meaning.
At Target
Above Target
Response demonstrates an
understanding of the text.
Response demonstrates an understanding of the
complexities of the text.
Addresses the demands of
the question
Exceeds the demands of the question
Uses some expressed or
implied information from the
text to clarify or extend
meaning.
Effectively uses expressed or implied information
from the text to clarify or extend meaning.
Unit 3: Systems
Lesson 4: Troubleshooting
File 3.4.6: Troubleshooting Activity Rubric
Category
Below Average
Average
Excellent
Steps
The student included fewer
than six levels of steps a
consumer could investigate to
solve the malfunction.
The student included six
levels of steps a consumer
could investigate to solve the
malfunction.
The student included more
than six levels of steps a
consumer could investigate to
solve the malfunction.
Accuracy
The identified steps of
troubleshooting diagram are
unrealistic for a user to
perform and do not move the
user closer to solving the
malfunction.
The identified steps of
troubleshooting diagram are
realistic for a user to perform
and move closer to solving the
malfunction.
The identified steps of
troubleshooting diagram are
realistic and accurately
presented for a user to
perform and move closer to
solving the malfunction.
Clarity
The identified steps are
understood by the user and
graphically represented.
The identified steps are easily
understood by the user,
graphically represented, and
no longer than two pages in
length.
The identified steps are easily
understood by the user,
graphically represented, and
no longer than two pages in
length, with additional
documentation as necessary.