Table Of ContentDOCUMENT RESUME
ED 319 915
CE 054 857
AUTHOR
Baugus, Mickey; Fulkerson, Dan, Ed.
TITLE
Motorcycle Mechanic. Teacher Edition.
INSTITUTION
Hid-America Vocational Curriculum Consortium,
Stillwater, Okla.
PUB DATE
88
NOTE
892p.
AVAILABLE FROM
Mid-America Vocational Curriculum Ccnsortium, 1500
West Seventh Avenue, Stillwater, OK 74074 (order no.
100462, $23.00).
PUB TYPE
Guides - Classroom Use - Guides (For Teachers) (052)
EDRS PRICE
MF06 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
Auto Mechanics; *Maintenance; Metric System; *Motor
Vehicles; Postsecondary Education; Secondary
Education; *Small Engine Mechanics; Vocational
Education
IDENTIFIERS *Motorcycles
ABSTRACT
These teacher's materials are for a 19-unit
competency-based course on entry-level motorcycle mechanics at the
secondary and postsecondary levels. The 19 units are: (1)
introduction to motorcycle repair; (2) general safety; (3) tools and
equipment; (4) metric measurements; (5) fasteners; (6) service
department operations; (7) motorcycle engines; (8) battery and
electrical service; (9) carburetion and fuel systems; (10) wheels and
tires; (11) steering and suspension; (12) brakes; (13) clutches; (14)
starting systems; (15) basic ignition tune-up; (16) basic engine
tune-up; (17) basic' chassis tune-up; (18) assembly and predelivery;
and (19) one-cylinuer engine top-end service. The first section is
designed to show teachers how to use the materials and includes an
explanation of instructional elements, an instructional task analysis
for each unit; a list of tools, equipment, and materials; and a list
of 25 references. The instructional elements for the units include
objectives, suggested activities, information sheets, transparency
masters, assignment sheets, answers to assigner.` sheets, job sheets,
tests, and test answers. Some elements, such as tne information
sheets, include photographs, diagrams, and line drawings. (CML)
***********************************A*********A**********2******g*******
Reproductions supplied by EDRS are the best that can be made
from the original document.
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1
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CONSORTIUM
BEST COPY AVAILABLE
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3
MOTORCYCLE MECHANIC
Written by
Mickey Baugus
Edited by
Dan Fulkerson
Developed by
The Mid-America Vocational Curriculum Consortium, Inc.
Board of Directors
Harley Schlichting, Missouri, Chairman
Larry Lyngstad, South Dakota, Vice Chairman
Ron Mehrer, North Dakota, Parliamentarian
James Dasher, Arkansas
Bob WI !moth, Colorado
John Van Ast, Iowa
Les Abel, Kansas
David Poston, Louisiana
Ann Masters, Nebraska
Joyce Sawatsky, Okahoma
Robert Patterson, Texas
4
CN100462
88-005028
c) 1988 by the Mid-America Vocational Curriculum Consortium, Inc.
All rights reserved. No part of this book
may be reproduced in any form or by any
means without written permission from the publisher.
Printed in the United States of America by the
Oklahoma State Department of Vocational-Technical Education
Stillwater, OK 74074
Mid-America Vocational Curriculum Consortium, Inc.
1500 West Seventh
Stillwater, Oklahoma 74074-4364
5
MOTORCYCLE MECHANIC
TABLE OF CONTENTS
Unit I:
Introduction to Motorcycle Repair
1
Unit II:
General Safety
33
Took and Equipment
Unit III:
79
Unit IV:
Metric Measurements
111
Fasteners
Unit V:
173
Unit VI:
Service Department Operations
237
Unit VII:
Motorcycle Engines
271
Unit VIII:
Battery and Electrical Service
313
Carburetion and Fuel Systems
Unit IX:
379
Unit X:
Wheels and Tires
437
Unit XI:
Steering and Suspension
533
Unit XII:
Brakes
593
Clutches
Unit XIII:
637
Starting Systems
Unit XIV:
669
Basic Ignition Tune-Up
Unit XV:
703
Unit XVI:
Basic Engine Tune-Up
733
Unit XVII:
Basic Chassis Tune-Up
819
Unit XVIII:
Assembly and Pre-Delivery
847
Unit XIX:
One-Cylinder Engine Top-End Service
885
iii 6
FOREWORD
Should Motorcycle Mechanic become an award winning book, it wouldn't surprise us. You
see, Mickey Baugus, the writer, is used to awards
and impressive ones at that! Miclzey's
motorcycle repair program at Central Vo-Tech in Drumright, Oklahoma, won the Secretary of
Education's award for being the outstanding vocational program in America! The award, from
the office of then Secretary of Education, the honorable T.H. Bell, was presented to Mickey at
an all-school advisory comm!itee meeting in 1983.
The Secretary of Education's Award brought national attention. In 1984, Mr. Tetsuo Chino,
President of American Honda, visited Central Area Vo-Tech to personally congra...late Mickey
Baugus, and to announce Honda's donation of six million dollars worth of motorcycles and
equipment to American vocational education programs, a milestone in vo-tech history.
We feel that Mickey's award winning abilities are evidenced in the pages of this text. The entry-
level skills presented here follow the same guidelines that Mickey emphasizes in Central Vo-
Tech's motorcycle repair program. They are the same entry-level skills endorsed by Mickey's
advisory committee, and for all these reasons, we feel that Motorcycle Mechanic will provide
a utilitarian curricululm for motorcycle repair programs everywhere
and turn them into win-
ners.
Harley Schlichting, Chairman
Board of Directors
Mid-America Vocational
Curriculum Consortium
v
PREFACE
When we speak of "entry-level" skills in motorcycle repair, we are talking about job getting
skills. These skills include tire and wheel service, assembly and set-up service, and battery
service, and a reminder that an entry-level technician will probably have to sweep the parking
lot every now and then.
As motorcycle dealerships expand into all terrain vehicles, lawn and garden equipment, and
pom 'red watercraft, the opportunities for motorcycle mechanics takes on new horizons.
Motorcycle Mechanic offers the basics that a beginner needs te get a job ak.ag with the solid
foundation required to turn a job into a career.
We might remind you also that Motorcycle Mechanic
is part of MAVCC's impressive small
engine repair series which includes Small Engine Repair: Two-Stroke and Four-Stroke Cycle,
Chain Saw Repair, Outdoor Power Equipment Repair, Outboard Repair, and Snowmobile
Repair. The books are all competency-based, and have become classroom favorites across the
country. Keep MAVCC in mind for outstanding Program materials.
Greg Pierce
Executive Director
Mid-America Vocational
Curriculum Consortium
ACKNOWLEDGEMENTS
The Resource Committee which planned and approved Motorcycle Mechanic was comprised
of a choice selection of outstanding motorcycle repair instructors and an impressive group of
national service representatives from the well-known major motorcycle manufacturers. The
group also included owners of motorcycle dealerships, and we feel the expertise of that
impressive committee helped make the text an outstanding one. To the Resource Committee,
we extend a special thank you:
Mike Emberty
Fort Collins Cycle Center, Fort Collins, Colorado
Vocational Curriculum Development and Research Center,
Kenneth Powers
Natchitoches, Louisiana
Al Goslee
Southeast Community College, Lincoln, Nebraska
John Shedd
Holmes High School, San Antonio, Texas
Indian Capital Area Vo-Tech School, Sallisaw, Oklahoma
Randy Lowe
Jerry Johnson Suzuki Motors, Dallas, Texas
American Honda Motor Company, Gardena, California
Lyle Sweeter
Kevin Hartley
American Honda Motor Company, Irving, Texas
Kawasaki Motors Corporation, U.S.A., Irvine, California
Ken Lizotte
Norm McDonald
K & N Motorcycles, Tulsa, Oklahoma
Mickey Saugus
Central Area Vo-Tech School, Drumright, Oklahoma
Another special thank you goes to Dennis Hendrix of Yamaha, and to Donald Church and Ken
Lizotte of Kawasaki for permission to reprint certain graphic materials that serve to enhance
this text. And for their special interest, another vote of thanks goes to Kevin Hartley from the
Honda Training Center in Dallas, and to Mike Baugus who contributed time to assist with pho-
tographs.
We thank the project editor, Dan Fulkerson, for doubling as photograher for the project, and
the writer, Mickey Baugus, who also served as a valuable member of the Resource Committee.
Many of the photographs for the text were made in the motorcycle repair shop at Central Area
Vo-Tech in Drumright, Oklahoma. To the many students who helped with many of the photo
graphs, a special thank you. And the same holds true for Norm and Lucy McDonald of K & N
Motorcycles in Tulsa. They and their staff helped significantly with many of the photographs,
and we thank them for their hospitality.
The text was phototypeset by Leslie Mathis of the Graphics Department at Oklahoma State
VoTech, and the text was printed at the print shop of the Oklahoma State Department of Voca-
tional-Technical Education. To Graphics and Print Shop personnel, a thank you for a job well
done.
ix
9
USE OF THIS PUBLICATION
Instructional Units
!,:otorcycle Mechanic contains nineteen units. Each instructional unit includes some or all
of the basic components of a unit of instruction; performance objectives, suggested activities
for teachers and students, information sheets, assignment sheets, job sheets, visual aids,
tests, and answers to the tests. Units are planned for more than one lesson or claSs period of
instruction.
Careful study of each instructional unit by the teacher will help to determine:
The amount of material that can be covered in each class period
A.
The skills which must be demonstrated
B.
Supplies needed
1.
Equipment needed
2.
Amount of practice needed
3.
Amount of class time needed for demonstrations
4.
Supplementary materials such as pamphlets or filmstrips that must be ordered
C.
Resource people who must be contacted
D.
Objectives
fibEach unit of instruction is based on performance objectives. These objectives state the
goals of the course, thus providing a sense of direction and accomplishment for the student.
Performance objectives are stated in two forms: unit objectives, stating the subject matter
to be covered in a unit of instruction; and specific objectives, stating the student performance
necessary to reach the unit objective.
Since the objectives of the unit provide direction for the teaching-learning process, it is
nd students to have a common understanding of the intent of the
important for the teaches
objectives. A limited nurr,,,a of performance terms have been used in the objectives for this
curriculum to assist in promoting the effectiveness of the communication among all individ-
uals using the materials.
Reading of the objectives by the student should be followed by a class discussion to
answer any questions concerning performance requirements for each instructional unit.
Teachers should feel free to add objectives which will fit the material to the needs of the stu-
dents and community. When teachers add objectives, tht.
should remember to supply the
needed information, assignment and/or job sheets, and criterion tests.
