Choose how to learn
Lesson review: 0 / 7
Learn · seven mini-lessons
Explore · inspection zones and diagnostic evidence
Select an area to see what it can contribute to a complaint and what evidence should be preserved before a repair decision.
Four complaint-to-verification journeys
Virtual lab · relate a vibration frequency to rotating driveline speeds
This simplified fictional RWD classroom model compares an observed vibration frequency with estimated wheel and propeller-shaft rotational frequency. It is a reasoning exercise, not an NVH diagnosis. Tire growth, slip, converter/clutch behavior, transmission architecture, AWD paths, tolerances and many other real factors are omitted.
Inspection-priority teaching board
The bars only visualize how closely the selected observed frequency falls near a 1× wheel or 1× prop-shaft frequency in this invented arithmetic model. They are not probabilities.
Arithmetic used for the teaching model: wheel RPM ≈ road speed × 336 ÷ tire diameter; prop-shaft RPM ≈ wheel RPM × final-drive ratio; rotational Hz = RPM ÷ 60. The 336 constant is a common unit-conversion approximation, not a vehicle specification.
Diagnose · follow the evidence
Pick a fictional work order. Open the evidence cards before selecting the next action. The activity rewards separating observations from assumptions and using current service information.
Check knowledge · 10 questions
Answer every question before scoring. This check measures conceptual understanding only—not lift safety, measurement technique, repair quality or vehicle-release authority.
Instructor-observed practical skills · separate record
Hands-on driveline work can involve vehicle lifting, rotating components, stored energy, hot fluids and heavy assemblies. The instructor must establish the authorized task, current OEM information, lift/support plan, PPE, stop-work conditions and any required special tools before observation.