Dismantle, inspect and reassemble the Synchromesh Gear Box

To understand the probable faults that may occur in the gearbox it is essential to identify the various components of the synchromesh gear box. This task includes the assembly, disassembly and inspection of different elements of the synchromesh gearbox.

Educational Level

Upper Secondary

Student Age


Number of students


Lesson duration

2 hours

  • Apply automotive knowledge gained in theoretical classes to inspect the gearbox
  • Identify common faults upon inspection
  • Use relevant tools and equipment to safely dismantle and reassemble the gearbox
  • Teamwork and organisation
  • Under supervision, the students will successfully dismantle, inspect and assemble the Synchromesh gearbox.
  • Common faults will be listed by the each group and then compared against a comprehensive list of common faults and discussed.
  • Proper documentation followed.
  • Recognition for the team that manages to note the missing Synchroniser key ring in the assembly.
  • Recognition for the team that best upholds health and safety protocols.
  • Cut-section working model/Actual unit of Synchromesh gear box
  • Basic hand tools
  • Measuring tools & Gauges
  • Torque wrench
  • Pullers
  • WiFi access

A student is not able attend the class on site, and therefore TPR will be used to allow the student to participate with his/her assigned group in the practical session remotely.

Case-based learning/Learning by doing: Students apply the knowledge gained in this course to real-world scenarios, promoting higher levels of cognition.

Collaborative learning/Group work: Collaborative learning, a powerful strategy in the classroom, helps students working a group, to uncover and address gaps and misconceptions in knowledge, further develop their conceptual frameworks, improve their public reasoning and team-based skills, and free instructors to help students pursue higher order thinking.

Guided instruction: During guided instruction, the teacher prompts and facilitates students through small group learning activities that increase their understanding of the content. The guided instruction phase lasts between 10 and 20 minutes, during which time the role of the teacher shifts – he or she is no longer lecturing to the class, but instead is helping to facilitate a discussion with the class.

Problem-based learning: Problem-based learning is a student-centred approach in which students deepen their knowledge about a subject by working in groups to solve an open-ended problem. This problem is what drives motivation and learning.

Lesson Plan
Before the Lesson:


  • Prepare gearbox units (ensure they are all identical and installed properly)
  • Divide students into predetermined groups.
  • Prepare guidance notes for students (linked below)
  • Post guidance notes and preparatory guidelines in LMS
  • Prepare rubrics for students and post in LMS so that they know how they will be evaluated
  • Contact student who is not able to attend physically, to undertake TPR induction training and registration in advance.
  • Prepare Auto lab environment to make it accessible for the TPR.


  • Review the material posted on LMS
  • Prepare any questions which need clarification, to be answered in the first part of the lecture.
  • Undertake their own research on the synchromesh gearbox to be informed about common synchromesh gearbox faults
  • Review H&S guidelines
  • Student attending with TPR needs to undertake TPR registration and induction training.


  • Welcome students and inform them that for this session one student will be attending using TPR.
  • Divide students into predetermined groups.
  • Undergo a short warm up activity (video that introduces the topic)
  • Inform students to run the preliminary checklist to ensure they are wearing all necessary PPE and H&S guidelines are followed prior to starting the exercise.
  • Students to execute the dismantling, inspection and assembling of the synchromesh gearbox. Teacher to ensure that the TPR student is being involved in the exercise by his team.
  • Once all student groups finish the practical session, each group is given 5- 10 minutes to share their experience and present their work followed by an open discussion on the identified faults and concerns.
  • Students are allowed time to clean house and change back into their own clothes before closing off the practical session


  • Students are allowed time to ask any questions regarding concerns about the TPR being in class.
  • Students split in groups and have a 15-minutes to review the class notes and discuss the activity they will be doing. Roles can be assigned amongst them to improve efficiency and productivity.
  • Students execute the practical session ensuring adherence to H&S guidelines while documenting and logging their progress on the provided notes for discussion later.
  • Students identify one student to give the 5–10-minute overview of their work and present the list of faults identified.
  • Students participate in the open discussion.
  • Students to clean the laboratory and change back to their clothes before finishing class.
After Lesson:


  • Fill in rubric for each student based on their performance, participation and effectiveness during class.


Fill in the Practical related questions (Section XIX) to be submitted for assessment in 3 days.

Media and materials:
Video “Synchromesh gearbox working”: https://www.youtube.com/watch?v=VcFQZ8NiF4o

Video “Blocker Ring Synchromesh Unit – How it works”: https://www.youtube.com/watch?v=0Bqs-oHBBQk

Author: Andre Attard (MCAST – The Malta College of Arts, Science and Technology)

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  • What feedback / reflection was provided by the teacher?
  • How is the feedback from the students?
  • Why did you decide to use TRs?
  • How did the TRs inform your lesson plan?
  • What shifts or stretches are you making regarding the TRs?

Does the use of the Telepresence robots:

  • align to learning outcomes?
  • align to assessment?
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  • differentiate for individual students?
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  • increase engagement and active learning?
  • promote and support collaboration?
  • provide opportunities to construct knowledge?

Are the students participating / motivated / progressing?

1 Comment
  1. Author

    Teacher’s Reflection: This practical session allows the students to implement the theory they learn in class in an interactive manner. The group work aspect pushes them to think critically and assess their actions with each step of the process.

    Student’s Reflection: Students report that using these hands on approaches, they manage to absorb the knowledge gained in previous lectures in an easier, quicker and better manner. The group work makes them feel like they are in a work-based setting, thus further enhancing their training in preparation for their working life.

    -Why did you decide to use TRs? TPR was used to allow the student which is not able to attend physically not to miss this valuable practical session. Furthermore, this ensures he further builds the relationship with his colleagues, by communicating with them in this innovative way.

    -How did the TRs inform your lesson plan? The TPR did not affect the lesson plan in no way. The student was guided to undertake 15-minute induction training, which the TRinE team has standardised to comprehensively introduce the student to the technology while giving them a few minutes to use the TPR prior to the lesson. The TPR is brought over to the class by the staff responsible for the TPR. The student then simply logs in and follows the class as usual.

    -What shifts or stretches are you making regarding the TRs? Student needs to be available 10-15 minutes before the lecture to ensure they are logged in and ready by the time the class starts. The TPR is not modified in any way. The student is allowed to freely roam around the automotive garage being used as long as adherence to H&S is maintained. The lecturer’s only task is to ensure the laboratory is clean from any obstacles and accessible for the TPR to manoeuvre around.

    Lesson Plan Evaluation:
    The student attending the practical session using the TPR has to be more pro-active due to the limitations imposed by the technology (no way of interacting with the physical environment) The group of students working with the TPR student are motivated to help the student in participating in the group session. They assigned him the rrole of documentation and logging down their progress, an integral and important role, which makes the TPR student confident given his inclusion in the team. While the student understands that through the TPR, interaction with the gearbox jig is impossible, they assist the team further by looking up information for the team and even showing the videos of disassembly of the gearbox on the screen of the TPR for their convenience. To this end, the TPR has the potential of increasing engagement and promoting collaboration while still allowing the end user to be present in the class rather than being absent.


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