Motorcycle Construction — The Institute of the Motor Industry End-Point Assessment Motor Vehicle & Transport Revision

    This subtopic introduces learners to the fundamental construction of motorcycles, covering the diverse types available, the nomenclature of major component

    Topic Synopsis

    This subtopic introduces learners to the fundamental construction of motorcycles, covering the diverse types available, the nomenclature of major components, and the distinct control layouts of scooters versus conventional motorcycles. Understanding these basics is essential for any aspiring vehicle technician, as it forms the foundation for safe operation, maintenance, and communication within the industry. Practical application includes identifying parts during inspections and explaining differences between models to customers.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Motorcycle Construction

    THE INSTITUTE OF THE MOTOR INDUSTRY
    vocational

    This subtopic introduces the fundamental construction of motorcycles, focusing on differentiating between various types such as sports, cruisers, and scooters, and understanding their key components. Learners will develop the ability to identify major parts and control layouts, which is essential for safe and effective operation in automotive body repair contexts.

    15
    Learning Outcomes
    39
    Assessment Guidance
    40
    Key Skills
    15
    Key Terms
    41
    Assessment Criteria

    Assessment criteria

    IMI Level 1 Certificate In Automotive Body Repair (VRQ)
    IMI Level 1 Diploma In Automotive Body Repair (VRQ)
    IMI Level 1 Diploma In Automotive Refinishing (VRQ)
    IMI Level 1 Certificate In Automotive Refinishing (VRQ)
    IMI Level 1 Diploma In Motorcycle Maintenance (VRQ)
    IMI Level 1 Certificate In Motorcycle Maintenance (VRQ)
    IMI Level 1 Award in Vehicle Maintenance (VRQ)
    IMI Level 1 Diploma in Vehicle Maintenance (VRQ)
    IMI Level 1 Certificate in Vehicle Maintenance (VRQ)
    IMI Entry Level Award for the Introduction to Vehicle Technology (Entry 3) (VRQ)
    IMI Entry Level Certificate for the Introduction to Vehicle Technology (Entry 3) (VRQ)
    IMI Entry Level Diploma for the Introduction to Vehicle Technology (Entry 3) (VRQ)

    Topic Overview

    The IMI Entry Level Diploma for the Introduction to Vehicle Technology (Entry 3) (VRQ) is a foundational qualification designed for students with little or no prior knowledge of motor vehicle maintenance and repair. It covers the basic principles of vehicle technology, including health and safety, tools and equipment, and simple vehicle systems such as brakes, steering, and suspension. This qualification is ideal for those considering a career in the motor industry, providing a stepping stone to further study at Level 1 or an apprenticeship.

    Students will learn through a combination of practical tasks and theoretical knowledge, focusing on the safe use of tools, identification of vehicle components, and understanding how basic systems work. The course emphasizes the importance of following instructions, working methodically, and maintaining a safe workshop environment. By the end of the diploma, students should be able to perform simple tasks like checking tyre pressures, changing a wheel, and identifying major engine parts.

    This qualification fits into the wider subject of Motor Vehicle & Transport by establishing core competencies that underpin more advanced study. It aligns with industry standards set by the Institute of the Motor Industry (IMI), ensuring that students develop skills recognized by employers. Success at Entry 3 prepares learners for the IMI Level 1 Diploma in Vehicle Maintenance and Repair, where they will tackle more complex systems and diagnostic procedures.

    Key Concepts

    Core ideas you must understand for this topic

    • →Health and Safety: Understanding workshop hazards, using personal protective equipment (PPE), and following safe working practices to prevent accidents.
    • →Tools and Equipment: Identifying common hand tools (e.g., spanners, screwdrivers, jacks) and their correct use, including maintenance and storage.
    • →Vehicle Systems: Basic knowledge of braking systems (disc and drum), steering and suspension components, and engine layout (e.g., cylinder, piston, crankshaft).
    • →Routine Maintenance: Performing simple tasks such as checking fluid levels (oil, coolant, brake fluid), tyre pressure and tread depth, and replacing wiper blades.
    • →Workshop Procedures: Following job cards, reporting faults, and disposing of waste materials (e.g., used oil, tyres) in an environmentally responsible manner.

    Learning Objectives

    What you need to know and understand

    • Identify common motorcycle types and their distinguishing features.
    • List the primary structural and mechanical parts of a conventional motorcycle.
    • Describe the location and function of controls on a scooter.
    • Compare the control configurations between a scooter and a conventional motorcycle.
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly naming at least five motorcycle types from visual references.
    • Assess the accurate identification of major components (e.g., frame, engine, wheels) on a labeled diagram.
    • Check for precise description of control positions, such as throttle, brake levers, and gear shift on each motorcycle type.
    • Award credit for correctly identifying and categorising at least five distinct types of motorcycles, such as sports, cruiser, touring, scooter, and off-road, including a brief characteristic of each.
    • Award credit for accurately naming and locating main components like frame, engine, fuel tank, suspension (forks, swingarm), wheels, brakes, exhaust, and body panels on a motorcycle diagram or physical model.
    • Award credit for demonstrating knowledge of control positions on a scooter versus a conventional motorcycle, e.g., twist-grip throttle on right handlebar, absence of clutch lever and gear pedal on scooters, placement of front and rear brake controls.
    • Award credit for explaining the functional relationship between key parts and how damage to bodywork might affect adjacent components in a repair context.
    • Award credit for correctly identifying at least three motorcycle types (e.g., standard, cruiser, sport, touring) with key distinguishing features.
    • Award credit for accurately labelling a diagram showing the main parts of a motorcycle, such as frame, engine, wheels, suspension, and handlebars.
    • Award credit for correctly stating the position of all primary controls on a conventional motorcycle (e.g., clutch lever left hand, gear shifter left foot, front brake lever right hand, throttle right hand, rear brake pedal right foot).
    • Award credit for accurately describing the control layout on a scooter, highlighting the absence of foot controls and the integration of brakes on the handlebars.
    • Accurately label a diagram of a conventional motorcycle with at least eight main parts (e.g., fuel tank, handlebars, footrests, swingarm, forks, exhaust, engine, seat).
    • Correctly differentiate between scooter and conventional motorcycle control positions, specifying where the rear brake, throttle, and gear selector are located on each.
    • List three distinct types of motorcycles (e.g., sports, cruiser, touring) and state one defining feature for each, such as riding position or fairing design.
    • Award credit for accurately identifying and describing at least three distinct motorcycle types (e.g., scooter, sport, cruiser) with key characteristic features.
    • Award credit for correctly labelling the main parts of a motorcycle on a diagram or physical component, including frame, engine, wheels, suspension, and exhaust system.
    • Award credit for demonstrating the correct location and operation of controls on both a scooter (e.g., throttle on right grip, combined brake lever on left) and a conventional motorcycle (e.g., foot brake, clutch lever).
    • Award credit for providing detailed oral or written explanations that differentiate between the control layouts of scooters and conventional motorcycles.
    • Award credit for accurately categorising motorcycles into at least three distinct types (e.g., sport, cruiser, scooter, tourer) with key distinguishing features.
    • Award credit for correctly labelling a diagram of motorcycle main parts (e.g., frame, engine, wheels, suspension, fuel tank, exhaust) with proper terminology.
    • Award credit for identifying the location and function of primary controls on a conventional motorcycle (e.g., right handlebar: throttle, front brake lever; left handlebar: clutch lever; right footpeg: rear brake pedal; left footpeg: gear shifter).
    • Award credit for comparing the control layout differences between a scooter and a conventional motorcycle (e.g., scooter often has automatic transmission, rear brake on left handlebar, no clutch lever).
    • Award credit for correctly identifying at least three major motorcycle types (e.g., standard, cruiser, sport, touring, dual-sport, scooter) and describing a key characteristic of each.
    • Credit for accurate labelling of main motorcycle parts on a diagram, including frame, engine, wheels, suspension, brakes, and exhaust system.
    • For controls knowledge, mark for correctly indicating the position of throttle, clutch, gearshift, and brake controls on both a conventional motorcycle and a scooter, noting key differences.
    • Award credit for accurately listing at least three distinct motorcycle types (e.g., sport, cruiser, touring, adventure, scooter) with a brief distinguishing feature.
    • Require candidates to correctly name and locate a minimum of five main parts (such as frame, engine, wheels, forks, fuel tank) on a diagram or actual vehicle.
    • Assess ability to identify controls (throttle, brakes, clutch, gear selector, indicators) and state their positions on both scooter (typically automatic, left-side rear brake) and conventional motorcycle (manual clutch lever, foot gear shifter).
    • Award credit for correctly naming a minimum of ten main motorcycle parts, such as frame, engine, suspension, brakes, wheels, exhaust, handlebars, fuel tank, seat, and lights.
    • Evidence must clearly differentiate between scooter controls (e.g., left-hand rear brake, twist-and-go throttle) and conventional motorcycle controls (e.g., right-hand front brake, foot-operated gear shift and rear brake).
    • Assessors should look for accurate identification of motorcycle types (e.g., scooter, cruiser, sports, adventure) with brief descriptions of their typical uses and constructions.
    • Award credit for correctly naming at least three different types of motorcycle (e.g., scooter, sports bike, cruiser) and giving a brief characteristic of each.
    • Award credit for accurately identifying and labelling main motorcycle parts on a diagram or actual vehicle, including engine, wheels, seat, handlebars, exhaust.
    • Award credit for clearly distinguishing the control positions on a scooter versus a conventional motorcycle, such as the brake lever placement and whether the gear selector is hand or foot operated.
    • Award credit for demonstrating an understanding of the function of key controls (throttle, clutch, brakes) and their typical locations.
    • Award credit for correctly naming at least five different motorcycle types (e.g., sports, cruiser, touring, scooter, off-road) and stating one key feature of each.
    • Expect learners to accurately label a diagram of a motorcycle with main parts (engine, forks, swingarm, fuel tank, exhaust, etc.) and provide a short function for each.
    • Assess the ability to compare control positions by correctly identifying the location of throttle, clutch lever, brake levers/pedals, gear shifter, and indicator switches on both a scooter and a conventional motorcycle, using a provided chart or template.
    • Award credit for accurately identifying and naming at least five main motorcycle parts, such as engine, frame, wheels, handlebars, and exhaust, in a labelled diagram or practical observation.
    • Expect candidates to correctly differentiate between the control positions of a scooter (e.g., automatic transmission, combined brake lever) and a conventional motorcycle (e.g., clutch lever, gear shift lever) during verbal questioning.
    • Candidates should demonstrate knowledge of motorcycle types by listing at least three distinct types (e.g., sport, cruiser, touring, scooter) and stating one key feature of each.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use flashcards with images to memorize part names and control positions before the assessment.
    • 💡When completing a written test, carefully read diagrams and use the correct terminology as outlined in the unit specification.
    • 💡When answering questions on motorcycle types, describe at least one unique feature per type to display comprehensive understanding and earn higher marks.
    • 💡Practise with diagrams or actual motorcycles: physically pointing out and naming parts helps reinforce location and terminology for assessments.
    • 💡Remember: scooter controls differ significantly. Always highlight the absence of a clutch lever and the typical rear brake lever on the left handlebar to show awareness of variations.
    • 💡For body repair scenarios, relate component knowledge to repair implications; for instance, mention that fairing removal often requires disconnecting indicators or mirrors, demonstrating practical insight.
    • 💡Use examiner terminology: refer to 'conventional motorcycle' rather than just 'motorbike', and specify 'twist-grip throttle' instead of 'gas handle' to meet vocational language standards.
    • 💡Use clear, labelled diagrams to illustrate motorcycle types and main parts during assessments; accuracy in part naming is often heavily weighted.
    • 💡Remember the acronym T-CLOCS (Tyres, Controls, Lights, Oil, Chassis, Stands) as a checklist for controls and key components.
    • 💡When describing motorcycle types, focus on riding position and engine capacity as differentiating factors, and relate them to practical use cases.
    • 💡For control positions on conventional motorcycles, memorise: left hand controls clutch and signals, right hand controls throttle and front brake; left foot gear shift, right foot rear brake. On scooters, both brakes are on the handlebars.
    • 💡Use online interactive motorcycle diagrams to repeatedly practice labeling parts until you can do it blindfolded; visual memory is key for the assessment.
    • 💡Create a comparison table contrasting scooter and motorcycle controls: include throttle (right grip both), rear brake (left grip scooter vs right foot pedal motorcycle), and gear shift (left foot for most motorcycles, absent or twist-and-go on scooters).
    • 💡When describing motorcycle types, always mention the rider’s posture and the bike’s intended use—this helps in recalling features like rear-set footpegs on sports bikes or forward controls on cruisers.
    • 💡Study labelled diagrams of both scooter and conventional motorcycle controls until you can reproduce them from memory.
    • 💡Use correct technical terminology in all written and oral assessments to demonstrate professional competence.
    • 💡Practice identifying motorcycle types and parts visually, both from images and in a workshop setting, to reinforce your knowledge.
    • 💡For the written assessment, use precise technical vocabulary from the IMI training materials to name parts and controls; avoid generic terms.
    • 💡When describing motorcycle types, link their construction features to intended use (e.g., fairing on sport bikes for aerodynamics) to show deeper understanding.
    • 💡Practice with a physical or virtual motorcycle diagram to test knowledge of control positions; the examiner expects you to recall positions without visual aids.
    • 💡Use manufacturer-approved terminology consistently; avoid slang like 'gas' for throttle or 'pegs' for footrests unless specifically instructed.
    • 💡For control identification, create a comparison table between scooter and conventional motorcycle controls to avoid confusion during assessments.
    • 💡When asked about motorcycle types, mention the intended use and typical features, not just the name, to demonstrate fuller understanding.
    • 💡When answering questions about motorcycle types, always relate them to their intended use (e.g., adventure bikes for long-distance, sport bikes for high performance) to show deeper understanding.
    • 💡Use manufacturer parts catalogues or official diagrams to rehearse naming parts—this mirrors the real-world task and ensures correct terminology.
    • 💡For controls positioning, practice physically sitting on both a scooter and a conventional motorcycle to reinforce kinesthetic memory, which will help in written or oral assessments.
    • 💡In written or oral assessments, always refer to both scooter and conventional motorcycle control layouts, highlighting key differences like automatic versus manual transmission.
    • 💡Use labelled diagrams or photographs in coursework to demonstrate the exact positions of controls and major components, as visual evidence strongly supports descriptive answers.
    • 💡For practical observations, verbalise your identification of parts by function (e.g., 'This is the front brake lever, which operates the hydraulic disc brake') to clearly show understanding beyond mere naming.
    • 💡When asked to identify parts, always start by locating the engine, wheels, and handlebars as reference points, then move to smaller components.
    • 💡For controls, physically sit on a motorcycle (if available) or use a model/diagram to point out each control and state its function to reinforce memory.
    • 💡Remember that scooters typically have a 'twist-and-go' automatic transmission, so they lack a clutch lever and foot gear shift; focus on that key difference.
    • 💡Use the correct terminology as per the IMI learning materials; for example, refer to 'front brake lever' not 'hand brake'.
    • 💡When describing motorcycle types, associate each type with a typical use (e.g., sports for high-speed track, cruiser for relaxed long-distance) to help recall their features.
    • 💡For control positions, use a mnemonic or a simple body reference: 'Right hand = throttle and front brake; Right foot = rear brake (conventional); Left foot = gear shift (conventional)'—and contrast with scooter simplification.
    • 💡During practical identification of parts, physically touch and name components on a training motorcycle or use a 3D interactive tool if available, as hands-on reinforcement is key for retaining the terminology.
    • 💡For practical assessments, practice labeling a motorcycle diagram repeatedly until you can name all major parts from memory without hesitation.
    • 💡When describing control positions, use a standard template: start from the handlebars and work your way down to foot controls for conventional motorcycles, and note the automatic features of scooters.
    • 💡Use real-world examples: relate motorcycle types to their typical uses (e.g., touring bikes for long distances, sport bikes for performance) to help recall during written exams.
    • 💡Tip 1: In practical assessments, always demonstrate safe working practices first. Examiners award marks for correctly using PPE, securing the vehicle, and tidying the workspace before and after tasks.
    • 💡Tip 2: For theory questions, use correct technical terms (e.g., 'calliper' not 'brake clamp') and be specific about component locations. Diagrams are often required – label them clearly.
    • 💡Tip 3: When answering 'explain' questions, break down the process step-by-step. For example, when describing how to change a wheel, list: loosen nuts, jack up, remove nuts, remove wheel, fit spare, tighten nuts, lower vehicle, final torque.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing the clutch lever with the brake lever when identifying controls.
    • Misidentifying frame types or body panels between scooters and conventional motorcycles.
    • Confusing scooter construction with conventional motorcycles, especially assuming both have manual gear shifters; many learners overlook the automatic CVT and left-hand rear brake typical of scooters.
    • Misidentifying suspension components: for example, calling the telescopic fork 'handlebars' or not recognising the swingarm as part of the rear suspension.
    • Believing that all motorcycles have a fuel tank in the conventional position; some models, like scooters and electric motorcycles, may have fuel cells or batteries located elsewhere.
    • Overlooking electronic controls such as ignition switch, engine cut-off, and indicator switches, focusing solely on mechanical controls.
    • Assuming all motorcycles have a manual clutch; automatic and semi-automatic transmissions exist across various types.
    • Confusing scooters with mopeds, often overlooking the engine size and automatic transmission differences.
    • Misidentifying the motorcycle frame as the 'chassis' without specifying that the frame is a structural component, not the entire chassis system.
    • Incorrectly placing the rear brake control on a conventional motorcycle, sometimes believing it is on the handlebar rather than a foot pedal.
    • Assuming all motorcycles have a manual clutch, failing to recognise that many scooters use a continuously variable transmission (CVT) with no clutch lever.
    • Confusing the left and right hand controls on a conventional motorcycle, such as assuming the front brake lever is on the left when it is actually on the right.
    • Misidentifying the step-through frame and automatic transmission as features of a conventional motorcycle rather than a scooter.
    • Referring to the 'dash' or 'control panel' as the 'dashboard' without recognizing the term 'instrument cluster' or 'speedometer unit' as more accurate for motorcycles.
    • Confusing the terminology for exhaust system components, such as referring to the silencer as the manifold.
    • Mislocating the rear brake control, assuming it is always a hand lever (common on scooters) rather than a foot pedal on conventional motorcycles.
    • Overlooking the variety of motorcycle types, leading to incorrect assumptions about standard features (e.g., assuming all motorcycles have a clutch lever).
    • Confusing the names of handlebar controls, such as mistaking the clutch lever for the front brake lever on conventional motorcycles.
    • Incorrectly assuming all motorcycles have manual transmissions, overlooking automatic and semiautomatic options, especially in scooters.
    • Misidentifying scooter controls, placing the rear brake pedal on the floorboard when it is typically operated by the left handlebar lever.
    • Using non-standard or colloquial terms for parts (e.g., 'handle' instead of 'handlebar', 'pegs' instead of 'footpegs') which may lose marks in assessment.
    • Confusing the left-hand lever as the rear brake on a conventional motorcycle; it is the clutch lever, whereas on a scooter, the left-hand lever operates the rear brake.
    • Misidentifying the scooter's variator transmission as a manual gearbox; scooters often use automatic CVT transmissions, leading to absence of a manual clutch and gearshift pedal.
    • Incorrectly assuming all motorcycles have a chain final drive; some use belt or shaft drive, which affects component identification.
    • Confusing scooter and moped classifications—mopeds have engine capacity ≤50cc and speed restrictions, while scooters can have larger engines.
    • Misidentifying the front suspension as just 'forks' without specifying telescopic or upside-down types, or calling the handlebars 'steering wheel'.
    • Placing the rear brake control for a scooter incorrectly; many learners assume it is always foot-operated, but on most scooters it is a left-hand lever.
    • Confusing the location of the rear brake control between scooter (left handlebar lever) and conventional motorcycle (right foot pedal), leading to safety-critical errors.
    • Mislabeling scooter bodywork as 'fairing' instead of 'leg shield' or 'body panel', and failing to recognise the step-through design.
    • Assuming all motorcycles have manual gear shifts; many learners overlook that scooters often use automatic CVT transmissions.
    • Confusing the gear shift mechanism: thinking that all motorcycles have a foot-operated gear lever and clutch lever on the handlebar, when scooters often have automatic transmission and no clutch lever.
    • Misidentifying parts: e.g., mistaking the exhaust pipe for the frame or calling the front suspension forks 'handlebars'.
    • Incorrectly naming controls: referring to the throttle as the 'accelerator handle' and the brake lever as 'stop handle'.
    • Assuming that controls are identical on all motorcycles without recognising the variations between scooter and conventional layouts.
    • Confusing the throttle with the front brake lever on the right handlebar, or misidentifying the left lever as the brake instead of the clutch on conventional motorcycles.
    • Assuming that scooters have a clutch lever and foot-operated gear shifter like conventional motorcycles, ignoring the automatic transmission and combined brake systems typical of scooters.
    • Mislabeling the fork tubes as part of the frame or calling the swingarm the 'rear axle', showing a lack of distinction between structural and suspension components.
    • Confusing the terms 'scooter' and 'moped' – a moped typically has a smaller engine and may include pedals, whereas a scooter has a step-through frame and larger wheels.
    • Misplacing controls: thinking that the rear brake on a conventional motorcycle is always hand-operated, whereas it is typically foot-operated.
    • Omitting the naming of smaller but critical parts like the swingarm or shock absorbers when listing main components, focusing only on obvious external parts.
    • Misconception: 'You can use any tool for any job.' Correction: Using the wrong tool can damage components or cause injury. Always select the correct tool for the task, e.g., using a socket wrench instead of adjustable pliers on nuts.
    • Misconception: 'Safety is just common sense.' Correction: While common sense helps, specific safety rules (e.g., never working under a car supported only by a jack) must be learned and followed strictly to avoid serious accidents.
    • Misconception: 'All vehicle systems are the same.' Correction: Different vehicles have variations in design (e.g., disc vs. drum brakes, hydraulic vs. electric power steering). Always refer to manufacturer data for specific procedures.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this Entry Level qualification, but basic literacy and numeracy skills (e.g., reading instructions, measuring tyre tread depth) are beneficial.
    • •A general interest in how vehicles work and a willingness to follow safety instructions are essential for success.

    Key Terminology

    Essential terms to know

    • Motorcycle classifications
    • Main structural components
    • Control system layouts
    • Functional anatomy
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles
    • Know about the types of motorcycle available, Know the names of the main parts found on Motorcycles, Know the position of the controls on scooter and conventional motorcycles

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