TRAINER NOTES FOR LESSON PLAN School Bus Drivers Inservice

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TRAINER NOTES FOR LESSON PLAN

2010–11 School Bus Drivers Inservice

TITLE OF LESSON: MECHANICS OF A SCHOOL BUS

Length of Lesson: 45 minutes TRAINER NOTES:

This lesson plan is pretty straight forward with no scheduled activities or group discussions. It is not intended to be a basic instruction course on conducting a pre-trip, but a reinforcement tool to bring awareness back to the importance of checking items and a more understandable means of dialog in reporting problems.

A suggestion in presenting this information may be to ask for assistance from your technician in answering questions that may arise, or give you clarification on your systems and the subject matter at hand.

Hand outs may be disbursed as the lesson progresses where designated, or at the end of the lesson. The trainer can decide which will work best for them.

This lesson plan may be handed out prior to the presentation if the Power Point is used.

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2010–11 Lesson Plan 1 Mechanics of a School Bus For the Driver

2010–11 School Bus Drivers Inservice

TITLE OF LESSON:

MECHANICS OF A SCHOOL BUS

Objectives of Lesson

: At the end of this lesson, the student will be able to:

1. Identify items that operate differently on buses in your fleet. 2. Describe how to properly report faulty items.

3. Name three bus emission control devices.

4. Explain what items require checking during pre/post-trip.

Equipment for Lesson:

• Lap Top

• LCD Projector and Screen

• Handouts

Introduction:

Slide 1

The operation, mechanics, and care of a school bus are intricate parts of our job description. We must have a thorough understanding of safe bus operation and principles to conduct proper pre-trip and post-trip

inspections, and reporting of problems.

This lesson will review and discuss four important aspects about the bus

you operate. This will include: Slide 2

1. Conducting required pre-trip and post trip inspections which are used to identify potential and existing mechanical problems.

2. Recognizing differences between buses. Working components vary between each bus and are important to recognize.

3. Report mechanical defects properly. Provide clear, accurate information to the service department about mechanical problems and concerns for effective response.

4. New emission controlling devices including their basic function and commonly used acronyms.

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Presentation:

I.

Pre-Trip Inspections

Slide 3

The best way to ensure a safe, mechanically sound journey in our bus is a complete and thorough pre-trip. The key to pre-trip inspection is

consistency. Each district will have its own procedures. By performing your inspection the same way each time, you are more likely to check all of the required items.

Two state regulations, Washington Administrative Codes (WACs), address important requirements in regards to the pre-trip.

• WAC 392-145-041(2) states: School bus drivers, prior to

commencement of any trip, shall assure that the windshield and rear window of the bus are clean.

• WAC 392-145-041(5) states: School bus drivers shall be certain that all brakes, lights, stop signs, warning signal lamps, and other safety devices are working properly before starting on any trip and shall assure that the bus is equipped with a first aid kit and a fire

extinguisher.

Each district will have its own procedures as adopted by the governing school board. Washington State has general guidelines in the School Bus Driver Handbook.

Trainer note: The next section, gives only a brief overview of the listed pre-trip items. Trainers should also insert and hand out a list of the

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Suggested Pre-trip Inspection:

Slide 4

1. Approach the bus.

• Look for vehicle problems.

• Check for fluids on the ground.

• Check for hoses, wires, etc., hanging.

2. Insert the key in the ignition and check the engine compartment per

district requirement. Slide 5

• Coolant.

• Engine oil.

• Power steering fluid, etc.

3. Check suspension. Slide 6

• Brake condition.

• Wheel condition.

• Rim condition.

4. Start the bus and set the engine speed at manufacturer’s suggested

RPMs. Slide 7

• Check and read gauges and warning buzzers.

• Check lights, oil pressure gauge, voltmeter, etc.

5. Check the outside of the bus. Slides 8 & 9

• Right side.

 Glass and body damage along front and right side.  Right side emergency door (if there is one).

 Air tank (if one is on the right side).

• Rear.

 Lights and the emergency exit.

• Left side.

 Glass and body damage along the front and left side.  Left side emergency door.

 Air tank (if one on left side).

 Stop sign damage and proper operation.

• Front.

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6. Check the bus interior. Slide 10

 Steps, aisles, and seats for damage.  Side, top and rear emergency exits.  First aid kit.

 Reflectors.  Spare fuses.  Fire extinguisher.  Body fluid kit.

It is the driver’s responsibility to document each pre-trip on a form or electronic device. Information must be clear, legible, accurate, and informative.

II. Report Mechanical Defects Properly Slide 11 We have looked at our bus prior to the run, now how do we clearly and effectively convey this information to our maintenance department? You should be familiar with your district’s reporting procedure. In our pre-trip procedures we have already completed a form to document what we have checked and its condition. It is vital that any information on defects you find is immediately reported to the maintenance department.



Remember to keep in mind these key points when reporting defects. Slide 12

• KISS it; Keep It Short and Simple. Write clear, short explanations using key words to explain what you want to convey.

• Report symptoms―not assumptions. Slide 13 Let your service department know what you see, smell, or hear NOT what you assume to be the problem.

• Look for pre-breakdown defects. For example: Slide 14  Dampness or moisture around hoses shiny spots indicating rubbing

looseness or wear.

 One or both air gauges reading empty or abnormally low or a heater/defrost motor that makes noise upon start-up.

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Here are examples that may be used on the dispatch radio or on trouble reports. Keep in mind that you will have limited room on trouble reports for descriptions.

Slide 15 Improper reporting: “My bus is dead, I need a spare.”

Proper alternative: “My bus will not restart at the middle school; it turns over but will not fire or start.”

Improper reporting: “I have an air leak, please advice.”

Proper alternative: “I am losing a lot of air; it seems to be coming from under the dash and stops when I set the brake.” Improper reporting: “My heaters are not working, should I continue?” Proper alternative: “My heaters are not working, I tried my horn and it

won’t work either. My gauges are OK, except the voltmeter does not come up with the RPM’s like it usually does.”

Slide 16 Report defects properly … every time!

When reporting a breakdown or defect never omit the written defect.

• Report the actual problem or problem area.

• Open the engine compartment to locate the dripped fluid instead of reporting a leak under the bus.

• Include, if possible, the color of the fluid. Many of the vehicle fluids come in different colors now and your maintenance/technician will have a better idea where to start with this information.

.

• Listen to your bus. Know or learn what is normal, what is not. Does the noise happen with the engine off or running, going forward, backward or both, during right turns, left turns or straight ahead.

Information can be misinterpreted! Slide 17 Here is a situation and example of how giving facts is better than making assumptions.

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Situation:

There is a sound coming from under your bus. Assumption:

You report a stick caught somewhere under the bus is making a noise.

A technician checks thoroughly under your bus and around all tires and wheels for debris, Nothing is found The tech concludes the debris fell out prior to your return and sends the bus back out with you for the next run.

Fact:

A grinding sound seems to be coming from the right front corner when you turn left at highway speeds.

The technician will check for obvious debris and any mechanical defect visible; such as, a broken shock or possible wheel well liner loose.

From your description they will raise the vehicle’s front end and check for a

damaged wheel bearing.

The latter is the most probable cause of the noise according to your accurate description of symptoms.

Know what to do―Know when to continue. Slide 18 Let’s look at a few trouble situations that may happen to you, and possible short term responses. Keep in mind; any and all problems should be properly reported. By saying the word “response”, we are identifying if we can make the proper call in continuing or finishing our route.

Anti-lock light comes on. Slide 19

We should be aware that although a yellow light on our dash indicates the anti-lock system has failed in some manner, we are safe in finishing our current run and that our brakes will work.

Low air warning. Slide 20

You discover your low air warning buzzer comes on at 58 lbs. during an inspection. Is the bus drivable? Yes, you are not broke down. This should be reported to the maintenance department via the inspection form, but the bus is fully operational and legal down to 55 lbs. by WSP inspection

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Coolant leaks. Slide 21

A minor leak develops inside the bus while on route. Possible solutions to follow are:

1. Turn off both heater hose lines, generally in the engine compartment. 2. Make sure a large volume of coolant has not been lost.

3. Do not turn off only one valve, pressure may still be present and cause more coolant to leak.

4. If only a small amount of coolant has been lost it will be safe to finish the run and return to maintenance.

Brake/tail/turn light not working. Slide 22 While on route, you are informed only one turn/brake light on either the right or left is not working. It is safe, legal, and acceptable to continue as long as one turn or brake indicator is working on each side of the bus. Keep in mind you must follow your own district’s procedures in these situations.

This is true for the front and rear alike.

• Should a single headlight burn out it is still acceptable to finish the route.

• Remember that if you are on an extended trip you would want all headlights working in hours of darkness and should ask for

replacement/repair as soon as possible.

Cracked engine belts. Slide 23

During pre-trip inspection, small cracks are found on the inside grooves of your engine’s accessory or serpentine belt.

• The belt may be usable for a long time.

• Some cracking is normal on the belt inner surface.

• Have your maintenance personnel check it and review with you what is acceptable.

Remember, WAC 392-145-031(2) states, Slide 24 School bus drivers shall immediately report any suspected malfunction or needed repair of the school bus in their charge (H-2).

Trainer note: Ask drivers now to bring up situations they have encountered when they have had to decide to continue on or not. Make this a short discussion.

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III. Differences in Equipment

Know the differences in equipment. Listed are some examples.

•

• Type of bus. Slide 25

• Control location.

 Dash, side panel, overhead, steering wheel.

• Brake and accelerator. Slide 26

 Location, height, distance.

• 8–way sequencing system, 2 or 3 switch controls. Slide 27

• Seat and steering column adjustments.

• Wiper control location.

• Gauge cycling upon start-up.

• Chain box.

• Location of noise suppression switch. Slide 28

• Strobe switch–overhead or intensity?

• Child Check Mate–electronic sleeping child monitor.

• Winter Equipment–i.e. chains, sanders, retarders.

Familiarize yourself before taking the bus out on the road. Slide 29 If necessary, find your driver trainer or mechanic to assist you.

IV. New Emission Control Devices

Recently, the Department of Ecology has asked more from our industry in

respect to: Slide 30

• Harmful gases, and

• The amount of particulates expelled into the atmosphere.

• Adding equipment, retrofit controlling devices, and

• Creating computer programs to test emissions.

Trainer note: Explain these items in detail. Address variances in your fleet. Encourage drivers to discuss.

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Why be concerned about emissions? Slide 31

• It affects the students we transport, our family members, and our own health.

• It is detrimental to our environment.

• It changes the way the bus operates in respect to fuel mileage, the kind of fuel it burns, and how we maintain this equipment.

Here is a little history: Slide 32

• From 1994 to 2007 these gases have been reduced by 67%.

• Up through 2007 particulates have been reduced by 90%, and that standard remains unchanged through 2010.

• In 2010 the United States EPA is requiring 83% reduction in NOx (oxides of nitrogen).

• NOx is an exhaust element that contributes to acid rain, smog, and greenhouse gas levels.

Great strides have been made with particulate matter expulsion and these are huge accomplishments not to be overlooked. Any way you look at it, remember that Washington State school busses are among the greenest fleets in the world today.

Now let’s take a quick look at some of the current emission controlling

devices. H–3 Slide 33

• DOC―Diesel Oxidation Catalyst Slide 34

The DOC in the truck or diesel world is the equivalent of a catalytic converter on your car.

o This muffler shaped device has a ceramic center that collects an extreme amount of heat from the engine system.

o It burns unused gases before allowing them to be expelled.

• EGR―Exhaust Gas Recirculation Slide 35

A process of rerouting exhaust gases through the engine to burn unused fuel and gases.

• SCR–Selective Catalytic Reduction Slide 36 This is generally used in combination with EGR to reduce NOx gases. Along with some recirculation of exhaust, this process utilizes an added chemical to change the compound of gases in a catalyst.

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• DEF―Diesel Exhaust Fluid Slide 37

This is an additive made up in part of uric acid, and injected into the exhaust flow in front of a DOC or SCR Catalyst.

The DEF, when injected via computer metering,

o Changes gases into ammonia compound that when heated in the catalyst, changes into nitrogen and water– two harmless substances that are expelled out the tail pipe.

o A relatively small quantity of DEF is stored in an auxiliary tank on the vehicle.

• Regeneration System Slide 38

This is a current system that some of you may be familiar with.

o Incorporates a particulate trap in the exhaust system.

 When a predetermined contamination level is met, the system regenerates by means of heat.

 Regeneration happens when the vehicle is stationary and takes approximately 15 to 20 minutes to complete.

 Regeneration does not happen often and when the computer indicates it is time the bus can still be driven.

• Crankcase particulate or filtration system Slide 39 Many of the buses in Washington State are equipped with these items, largely due to an EPA grant for school districts to retrofit buses.

o This fume collecting canister is connected to the engine breathing apparatus.

o It separates the large and mostly oil particulates by means of a filter and holding canister.

o Filtered air or gases are then returned to the engine to be burned, thus eliminating raw fumes to the external atmosphere.

Again, we remind you that this is only a partial list of pollution reducing devices installed on the modern engine, and a very simplistic description of their operation.

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Summary:

Slide 40 1. We discussed the importance of the pre-trip to identify what we are

required to inspect and what we might see as a potential break down item.

Slide 41 2. During our pre-trip we have learned to document and report defects.

o “Keeping it Short and Simple” using accurate language to describe symptoms not assumptions.

o Your first hand description and gathering of information as to the problem you are experiencing will assist the maintenance

department.

Slide 42 3. We have also learned to recognize and familiarize ourselves with the

differences in the equipment and the effects it will have on our ability to drive the bus safely.

Slide 43 4. Finally, we discussed emission control devices and provided you some

of the common acronyms used to identify these parts and what their basic function is.

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Evaluation

: Slide 44

1. Name four items that operate differently on buses in your fleet.

2. Describe four things to remember to properly report faulty items.

3. Name three bus emission control devices.

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Answers:

1. Type of bus; Control location; Brake and accelerator; 8–way sequencing; Seat and steering column adjustments; Wiper control location; Gauge cycling upon start-up; Chain box; Location of noise suppression switch; Strobe switch; Child; and Winter Equipment.

2. Be Clear, Legible, Factual, Accurate, and Informative. 3. DOC―Diesel Oxidation Catalyst.

EGR―Exhaust Gas Recirculation. SCR―Selective Catalytic Reduction. DEF―Diesel Exhaust Fluid.

Regeneration System.

Crankcase Particulate Filtration System.

4. Approach: fluids on the ground, hoses, wires hanging.

Engine compartment: coolant, engine oil, power steering fluid, etc. Suspension: brake condition, wheel condition, rim condition.

Gauges and warning buzzers: lights, oil pressure gauge, voltmeter. Outside of the bus:

Right side: glass and body damage, emergency door and air tank (if there is one).

Rear: lights, emergency exit.

Left side: glass/body damage, emergency door, air tank (if one on left side).stop sign damage and proper operation.

Front: All lights at the front of the bus. Interior of bus:

Steps, aisles, and seats for damage. Side, top and rear emergency exits.

First aid kit, reflectors, spare fuses, fire extinguisher, and body fluid kit.

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2010–11 Lesson Plan 1 Mechanics of a School Bus

For the Driver Handout

Suggested list of pre-trip items from the Washington State School Bus Driver Handbook. You are encouraged to add or modify this list to meet your school district’s established procedures.

• As one approaches, look for vehicle problems, e.g., fluids on the ground, hoses, wires hanging etc.

• Insert the key in the ignition.

• Check the engine compartment for coolant, engine oil, power steering fluid, etc. (as required by the district).

• Check suspension, brake condition, wheel condition, rim condition.

• Start the bus.

• Set the engine speed at manufacturers suggested rpm.

• Check and read gauges and warning buzzers and lights, oil pressure gauge, voltmeter, etc.

• Look for glass and body damage along the front and right side of the bus.

• Check the right emergency door (if there is one).

• Check all lights and the emergency exit at the rear of the bus.

• Look for glass and body damage along the front and left side of the bus.

• Check the left side emergency door.

• Check the air tank-on either the left or right side.

• Check the stop sign for damage and proper operation.

• Check all lights at the front of the bus.

• Check all steps, aisles, and seats for damage.

• From the interior, check the side, top and rear emergency exits.

• Locate and check the first aid kit, reflectors, spare fuses, fire extinguisher, and body fluid kit.

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2010–11 Lesson Plan 1 Mechanics of a School Bus

For the Driver Handout

PRE/POST TRIP RELATED

WASHINGTON ADMINISTRATIVE CODES (WAC)

WAC 392-145-041(2) School bus drivers, prior to commencement of any trip, shall assure that the windshield and rear window of the bus are clean. WAC 392-145-041(5) School bus drivers shall be certain that all brakes, lights, stop signs, warning signal lamps, and other safety devices are

working properly before starting on any trip and shall assure that the bus is equipped with a first aid kit and a fire extinguisher.

WAC 392-145-031(2) School bus drivers shall immediately report any suspected malfunction or needed repair of the school bus in their charge.