Lesson Plan : Balancing a Tire

Teacher Name:
 Becky Johnston
 Grade 11-12
 Vocational Ed.

 Balancing Tires
 Suspension, Steering, Bead, Dynamic Balancing, Safety Rims, Static Balance
 The goal is for the student to safely and correctly balance a tire.
 The student will be able to balance wheels and tires. Identify different type of wheel weights.
 A wheel balancing machine, basic hand tools, a weight hammer to remove and install balance weights, a vehicle lift, shop car, impact wrench, impact socket, torque stick, and a tire pressure gauge. Also see Chapter 49 of Total Automotive Technology 4E.
 Tires will be dynamically (spinning during balancing)balanced. Modern wheel balancers are computerized and the guesswork of deciding where and on what side of the wheel to install the weights are performed by the computer. Always check tire pressure and add air as necessary to meet specifications.
 1. Place vehicle properly on lift or stands. 2. Remove each wheel for balancing and check tire pressure. 3. Install on the wheel balancing machine as instructed by the machine instructions. The 4 parts to program: general location of weights, distance from arbor to inside tire rim, rim width, and rim diameter. Press start: the computer will show you where and on which side of the wheel to put the weights. 4.Use the proper wheel weight hammer to remove and/or replace weights. Press start to re-spin; the computer will inform you when the tires are in balance.
 The instructor will demonstrate the steps of balancing a tire using a shop vehicle. This demonstration will be hands-on and descriptive as we move through the steps. Each student will have an opportunity to practice with direct supervision.
 Identify students who need extra help understanding and/or completing balancing process. Identify students who will not be allowed to use equipment without immediate direct supervision. Schedule ed tech to be in shop area when using tire balancer.
Checking For Understanding:
 Verbally question students as they make there way through the procedures.
 Using progress chart--mark off students using the criteria 1. skilled-can perform task independently, 2. semi-skilled--may need more practice to be consistent, 3. instruction provided--information was given but direct supervision still needed
 Physical demonstration. Fill in progress chart. Record in skills mastery report.

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