IIRC, the front of the car is to the right in this diagram, I'm not quite sure anymore. But yes, the numbers coincide with the cylinders, so there is a way in which you can align the diagram with your engine.
Anonymous on 23 Apr : 21:10
Hey Bjoern. I have a question about your wiring diagram on the MAF conversion. Is the diagram of the injector wiring from the top view of the engine? Because I'm guessing the injector numbers don't coinside with the cylinder numbers? Thanks
The auto tranny is a problem, because you have a very limited choice of computers. Unfortunately, I have no idea about auto trannies and can't help you there. Conversion to standard is a big deal and not for the faint of heart. I bought a book on Ford EFI which I found to be very helpful and I learned a lot from it. I think it was this one: [link]
hey bjoern, ive had your maf conversion in my favorites forever... i finally rebuilt the engine, but put in a lumpier cam, along with some other minor mods, so now basically, it runs, but with the old map sensor, not so good. thats alot of technical words, and all ive worked on up to this point is oldies with carbs and no EFI, but im learning alot and im loving it. i have one difference, but i dont think it bothers anything, i have an automatic transmission, so if i install the maf system out of a newer pickup it may want to read the e40d when i just have an aod... unless maybe i can find one with a standard transmission?? i dunno, im getting so confused with all this technology, i would like to do it step by step just as you did. can you help me somehow?
The “generation effect” is the psychological phenomenon underlying learning-by-doing and entails that information will be remembered better if it is actively generated rather than passively perceived. Genetic dissection of the active and passive learning components underlying the generation effect in Drosophila revealed two reciprocal interactions between them. Active and passive learning components interact not only to enhance learning but simultaneously enable generalization and prevent premature habit formation. The learning gene rutabaga and the mushroom-body neuropil were specifically involved only in passive fact-learning and the interaction mediating generalization, respectively, but not in active skill-learning and the interaction enhancing learning. Extended training in wildtype flies abolished generalization and led to habit formation, constituting a phenocopy of mushroom-body impaired flies. These findings allow for the detailed analysis of the circuitry and the molecular processes underlying learning-by-doing.
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