Tiger Mileage and an Atmospheric Ride

Most recent mileage data: 378kms using 19.5 litres of gas, which is 5.16 litres/100kms or 45.6mpg. The Tiger typically returned just over 50mpg before, so I’m seeing a minor hit in mileage. Triumph claimed it’d get 43mpg, so I’m close to that. Perhaps previously I wasn’t wringing it out like I am now that it’s healed.

Took it out for a ride on a June Saturday when it was supposed to get very hot. Instead it got very pop up rain stormy and I ended up cold. Love riding in the rain though, it consumes all of my attention…

No issues in the rain and I can live with a small mileage cut, though I’m still not convinced this fix has one. Perplexity agrees with me. 160kms in the rain and the bike purred like a kitten.

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Every Graduate In Canada is an Immigrant in their Own Country

“an image showing the effects of high youth
unemployment in canada showing angry
 young people from many fields of work in
front of a wilting maple leaf”

 The gap between education and work in Canada continues to grow. Many people are aware of the challenges immigrants face when trying to break into the Canadian job market, but young people, even those born here, face many of the same hurdles including in-built prejudices by the people hiring them.

A colleague recently told me her son cannot find a cybersecurity job even after finishing his college program in it. I’ve talked about cybersecurity a fair bit on Dusty World and it’s a mess. Academia wanted its pound of flesh and so rebranded computer science courses as cybersecurity specializations and further muddied the water, but cyber is a an applied skill set, like policing, nursing or teaching. You can sit in a cloud and theorize about it as much as you like, but the work of it happens in the real world every day and a Ph.D. in it isn’t the same as doing it. Yet requirements for entry level cyber jobs have become absurd with expectations of post-graduate degrees which do little to prepare a young person for the work itself any more than a masters in law would help a police officer work on the streets. This young man did everything right, studying cyber in an applied manner in college to fill a need Canada claims it has, and yet he finds himself out in the cold.

Last night I was at a mining industry event. Someone on our panel suggested that we could resolve the skills shortage by upskilling people local to the mines in Northern Ontario. This has the added benefit of them more likely sticking around because they’re already home. They also aren’t caught out by life in the north as those in Southern Ontario often are. Someone in the audience pushed back with the story of their son who grew up in Northern Ontario doing all the right things. He answered the call for skills trades and became an apprentice electrician in hopes of working the local mines where money is good and he can stay close to home. His applications to all the mines in the area were summarily ignored. We often hear these skills-gap closing suggestions and they sound great when you’re floating on a boat in Toronto harbour, but why isn’t a kid in a high-demand skilled trade finding work in an industry that claims to be desperately short of young talent?

Youth unemployment (ages 18-24) remain at
over double what everyone else faces. It was
even worse during COVID.

Canadians are cliquey by nature, even when it comes to their own children. You hear constant bleating from industry about shortages in skilled trades, technology, yet we seem to go out of our way to find a reason not to hire young people.

In the past year I’ve worked with cybersecurity, manufacturing and mining organizations on engaging students with career possibilities. The promise is a high-demand, good paying job with future readiness baked in, yet when it comes to landing that job the people hiring seem to go out of their way to find reasons not to even acknowledge these applications let alone accept them.

I’d always assumed this was a failure of education, but the problem runs deeper than that. Perhaps it’s Canada’s colonial history. Do we have an ingrained belief that we don’t have to develop talent or provide it with places to grow? Perhaps this is mixed up with our immigration policies as well. Why nurture local talent when you can cherry pick it from other countries? The next time I hear someone lamenting a ‘brain drain’ to another country I’ll laugh. Trying to grow a career in Canada’s stoney ground makes it less a brain drain and more of a brain catapult. Other countries aren’t stealing our talent, we’re rejecting it and they’re taking what we throw away.

There is a lot of momentum in Canada right now to build an economy that can function internally without everything going through the US, as it so often has, but we’re not going to build that economy unless we resolve our talent supply chain first. And we’re not going to resolve that yawning school to work gap unless we not only build the programs to support it, but also change our minds and get out of this colonialist mindset.

Whether it’s a gap between post-secondary institutions and employers or some deeper cultural mindset Canadians are prejudiced with, finding work in Canada remains far more difficult than it should be for young people, even if they follow all the advice and spend a lot of money training themselves in the high-demand careers everyone keeps telling them Canada so desperately needs.

The advertising is one thing, the reality another.

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Reframing Digital Literacy: what it is and how to teach it

I did a research piece for Canadian School Libraries last winter that looked at how you might develop the complex, multi-disciplinary digital skills you find in cybersecurity in a relatively short period of time. When I first put it together I found myself spending a lot of the time at the front of the paper trying to define the digital skills we find ourselves lacking. I came to the conclusion that adopting high abstraction digital tools such as those you find in cyber, A.I. and other emerging technologies makes for an impossible leap when we don’t have the basics in place.

How we’ve missed this in education is a good question. Anyone with a background in the field knows that there is no such thing as a ‘digital native‘ and that this myth, which has caused so much damage as it prevents education from building meaningful digital pedagogy, kicked off what has become a multi-generational skills shortage that is doing real damage to both the economy and students’ future prospects.

Digital technology has worked its way into everything in 2025, so being unable to make productive use of it damages our ability to compete in a digitally connected world. That we continue to hum and haw about what digital fluency is and how to build it suggests that we’re not going to resolve this problem any time soon in Canadian classrooms.

We’ve seen coding and computational thinking finally worm their way into education curriculums, but this is the tip of a much bigger iceberg when it comes to understanding what digital skills are and how we should approach them.

Originally created for this post on why education is seemingly unwilling to address a persistent digital skills shortage (from 2023).


I’ve been pushing the boundary of what constitutes digital skills ever since I first got knocked out of digital technology by the compsci grads who had claimed the keys to the kingdom. It took me decades to recover and come around to the approach I have now that nurtures my hacking mindset rather than dismissing it.


A few weeks ago I attended a STEM space technology event put on by a partner of ours in Mississauga. Moonshot was designed to introduce students to the interdisciplinary nature of STEM careers – something we go out of our way to avoid in our departmentalized schools. If you’re building space technology as an electronics engineer your job doesn’t end where the wires stop, it also involves collaborating with all the other teams to ensure the electronics are working in conjunction with mechanical, communications, logistics and many other systems. Why do schools insist on siloing subjects like they do?

That siloing is also hobbling digital literacy development. The current coding/computational thinking fixation is just the latest in a long line of compsci blinkered approaches to addressing digital technology literacy. What would it look like if we represented the true breadth of digital and taught that wider scope of understanding in our classrooms? We use this technology daily to do everything from operate our schools to deliver learning across all subjects, but then avoid teaching how it all works at all costs.

At the Moonshot event I was introduced to the CEO of MineConnect, an organization that represents and works to promote the mining industry in Ontario. Our chat at Moonshot led to introductions with Science North over their Mine Evolution game. I’m hoping to get a web based version of that running on UBC’s Quantum Arcade – perhaps with a quantum add-on as quantum sensing is going to drastically improve s in how we mine in the next decade.

What does this have to do with digital literacy? The fact that you’re asking this question shows how little most people understand about where digital technologies come from, and that understanding should be a part of their literacy, don’t you think? If you look up ‘digital supply chain’ you don’t get what we need to build digital technologies, instead you only information on how to ‘go digital’. Even industry goes out of its way to ignore what digital technology is… except in rare mineral mining, hence my work with Mine Connect and Science North.

It’s incredible to me that this late in our adoption of this technology that we still go out of our way not to teach what is needed to make digital happen. The current wholesale adoption of A.I. in education is a great example of this ignorance, as was the rush to the cloud. There is no cloud (it’s someone else’s computer) and A.I. isn’t intelligent, but we’ll grasp at digital straws with willful ignorance if we think it’ll make our lives easier.

In the CSL research I created a pyramid that showed how I taught digital awareness from the ground up in my rural high school. The assumption is that ‘kids nowadays’ know all of this, but that simply isn’t the case. If you want to disable a ‘digital native’ it’s as easy as flipping a switch they don’t usually use. If you want to send a room of them into a panic unplug the Wi-Fi router (assuming you know what that is and where to find it).

Start with the physical substrata and work your way up into the more abstract realms of digital technology; starting digital fluency at coding is like starting literacy at poetry. 

In grade 9 I got a lot of digitally engrossed students who thought they knew it all because adults who lack even basic digital familiarity have been telling them that for years. Revealing that this perceived expertise is merely familiarity with a couple of devices and specific software doesn’t take long. In many cases these kids had owned a series of game consoles and phones and that’s it. Familiarity with software is limited to games and social media. Very few knew what an operating system was let alone the firmware that kick start it; this is literally how all computers work yet almost no one seems to know it.

Last week I was in Ottawa doing an introduction to OSes on our cyber range. The grade 5s didn’t know what an OS was, but by the end of our 90 minutes they certainly did. They also learned the boot process any digital device goes through from firmware start-up to OS loading to where most users think computers start – when the desktop appears. They also got to interact with Linux as well as Windows on their Chromebooks (we use a cloud based cyber range so you’re not limited to the restrictive OS on your local device). None of the students knew what Linux was, but they use it everyday because their Chromebook ChromeOS is Linux based. By the end of our afternoon they were navigating the settings in multiple OSes and understood how you could interrupt boot sequences to gain control and interrupt processes.

That we hand students tools like these without any understanding of what they are or how they work is a great failure in modern education, especially as we are only accelerating our use of these machines in classrooms. Considering how widespread their use is now, digital skills have become an ignored foundational literacy.

***

How did I tackle this ever widening digital divide in my program? We started by making our lab DIY. My seniors and I built the first iteration out of e-waste and then kept improving it as we found resources. In 2015 I returned tens of thousands of dollars in board run desktops which then got converted into half a dozen chromebook carts for other classes to use. In that first year our DIY conversion saved the board over tens of thousands of dollars.

In 2016 I contacted AMD and asked if they’d provide CPUs for our next upgrade, and they did! Our board’s SHSM program provided additional funding and for a fraction of the cost of a board run computer lab we had significantly better hardware and control over installing our own OSes and software, which allowed us to provide digital learning opportunities others couldn’t reach.

By 2018 we had a mix of AMD APUs that could handle the graphic modelling we were doing in our game-dev class. This meant they were also more than capable of running any other software we needed to build digital fluency from scratch. In the process my one teacher department went on to win multiple national awards across a staggering range of digital domains ranging from coding and electronics to IT & Networking, 3d modelling and cybersecurity. DIYing is essential if we’re to build digital skills without those compsci coding blinkers on. Even worse is buying a ready-made ‘edtech solution’ which does it all for you and doesn’t teach anyone (staff or students) how technology works. It also tends to trap you in a single brand rather than striving for agnostic digital comprehension.

Having a flexible digital learning environment that we built ourselves allowed us to create unique student projects. In grade 9 that means starting with Arduino micro-controllers. Not only did these open source electronics allow us to develop an understanding of the circuits that all digital technologies depend on, it also offered a tangible approach to programming where the lines of code would produce direct outputs like turning on lights or making music. By the end of the Arduino unit students were confident in building circuits and for many it was also their first opportunity to code in text as opposed to blocks.

As you can see by the gif, getting into Arduino in grade 9 means that by grade 10 students are building customized electronics solutions to everything from the PC temperature system you see to various robotics and digital art installations. One of my seniors worked out an Arduino based fuel management system for his pickup that he then sold to others. Understanding the electronics substrata that digital operates in is imperative for well rounded digital literacy.

From that basis in electronics and introductory coding we moved to information technology and networking – two subjects studiously ignored in schools even though every one of them depends on both to operate every day. We begin I.T. by walking students through PC parts in our recently delivered Computers For Schools desktops. After covering the safety requirements for tools and working with machines that can contain enough electricity to knock you out if you don’t treat them with respect, we dug in.

The biggest point I make in PC building is about static management. As long as students respect the delicacy of the electronics (which they already understand thanks to Arduino), they quickly gain confidence and are never again tyrannized by this technology. After this unit no one calls a desktop PC a “CPU”, because that’s just one part of a much bigger device. Calling a desktop a CPU is like calling a car an engine.

We typically spend a week taking a part desktops and putting them back together. Getting them is no problem because no one wants desktops these days and CFS has piles of them they’re aching to give to classrooms. When we wrap up the IT unit anyone who wants to take their computer home can – you’d be surprised how many students (and teachers) don’t own a home computer. The best part? If it ever goes wrong they know how to fix it because the built it from the hardware up.

Once we got the hardware figured out we installed operating systems. This involves interrupting boot processes and learning how to navigate BIOSes and other types of firmware. Everyone gets to the point where they have Windows and Linux installed, but some students want to build an epic stack. This can involve adding extra hard drives and going through install processes on up to a dozen OSes. By the end of week two we’ve got OSes installed and students have explored many more than the one that came on their phone or game system (which are often Linux based). We’ve even had our share of Hackintoshes in the lab.

Our final step in the IT/Networking unit is to connect the desktops together on a local network and figure out IP addressing and all those other connectivity details most people have no concept of even though they use them daily. Building a network like this takes it out of theory and into tangible practice, as does the PC building. By the end of the week no one is calling connectivity ‘WIFI’ any more. Ethernet is ethernet and wireless is wireless and everyone knows how to configure and troubleshoot both. The motivation is that once we’ve got our network up and running on a domain where everyone can see each other we cue up a LAN party and everyone plays networked games on their DIY systems.

Our wide ranging and borderless approach to digital skills created interesting opportunities to mash up different technologies that are typically taught in siloed departments (if at all). In this case a student leveraged Arduino electronics, PC building and networking with robotics to build a whimsical LAN party robotrain.

We do eventually get to coding of course, but starting that far up the tech pyramid is absurd. High level coding languages (the only ones schools teach) are resource heavy because they spell out commands in easy to understand English (easier for humans = harder for machines). We did HTML and associated languages in grade 9 so the internet didn’t baffle anyone anymore. In grade 10 it was Python simply because it’s in such wide use. In the senior grades students choose their own coding focus, but not before I drag them through an introduction to low level ‘machine language’ programming so they have an appreciation for all the work those high level languages are doing for them. After you’ve had to do your own memory addressing, it changes you.

Leveraging this digital literacy, my seniors helped keep the tech in our building running smoothly. This not only saved money but also gave students invaluable public facing support experience. Perhaps the best example of this was our Chromebook graveyard. We would take in broken machines and then repair them with bits from others. After a couple of years of service most high schools in our board had lost over a quarter of their Chromebooks to abuse and accidents – we enjoyed a 90%+ active rate meaning more computers for more students at no extra cost.

The ‘that’s not your job’ thinking that most boards operate under prevents this kind of innovation and cost savings. I always am left wondering to whose benefit.

The other benefit was that our digital fluency made us resilient. When COVID struck and everyone else folded up their classes and went home early, the digitally fluent students in my program didn’t want to lose their semester’s work and we went online, created our own Discord and landed it remotely. It took a bit of re-culturing because the students needed reminding that this isn’t a gaming Discord – you’re at school, but they quickly adapted and were sharing 3d models, Unity code snippets, circuit designs and network details back and forth to build complex demonstrations of their skills. In many cases they were doing it on the PCs they’d built when they were in grades 9 or 10 because many parents thinking digital technology is a toy.

So what’s stopping us from graduating digitally fluent students with a wide range of skills who are ready to go into any field they choose because every one of them these days involves some kind of digital technology? I come from a time when home computers were brand new and no one had worked out how to ‘do them’ yet. In that primordial binary goo I hacked my own software and learned how to build my own hardware. My millwright apprenticeship turned to IT because of my familiarity with this new technology but I never came at it as a scientist might, but rather as a mechanic would. Hacking isn’t bad, it’s humans finding ways to approach digital technology as agents rather than consumers.

This is from a decade ago. FB has faded from
relevance, but every ‘tech’ we use follows
the same approach: your attention is the
product being sold.

If we’re going to tackle complex interdisciplinary digital technologies like artificial intelligence with anything other than willful ignorance, we need to start building an understanding of digital from the ground up so students and teachers can see beyond the box tech companies want to keep you in. If we’re putting children on it, we should be showing them how it works so that they become more than what most of us are: consumers.

It might sound counter-intuitive, but cybersecurity offers a unique approach to tech that other subjects lack. Cyber is inherently about edge cases and encourages a ‘meta’ mindset when approaching digital environments. You’re not a component inside the system, you’ve recognized its limitations and are working beyond it where being human is not only a benefit but essential. With all the ‘AI doing it for you’ going on these days does being human matter? Other approaches seem easier and wear ‘academic credibility’ better, but what is academic credibility but another system meant to contain your thinking? If we keep our current status quo we will, at best, produce another generation of passive consumers. We’ve tried that and it isn’t going well. Time to hack this problem by putting students back in control of the technology we are using to control them. It’s time to embrace your inner hacker.

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Cross Canada Dreams

 After decades working in the next town over commuting to the same job year in year and year out I found an opportunity to travel with work. My current gig has me doing cybersecurity training and emerging tech outreach across Canada. In the past couple of months I’ve been coast to coast to coast in Canada, but because it’s still fairly new to me I’m not making best use of it just yet.

A good example is a trip I have to Vancouver next week. If I were crafty I’d have the Tiger shipped out to Vancouver the week before, pick it up for the week of work across Vancouver Island and then begin the ride home starting on Sunday morning. At sub 500km days I could do an eight day trek home:


Vancouver to home in 8 days.

A quick poke around suggests it would cost just over a grand to get the bike out there. Considering I’m paying about that for the rental car for the week, I suspect I could get that cost covered.


The tricky bit would be finding the time to ride back, eight days costs more than just dollars.

What’s nice about the one way nature of this is that you get to see everything once and soak it up. If I could stretch it to ten days I’d slow things down in the Rockies, perhaps spending a day doing a loop out of Jasper.

Later this summer I’m in Charlottetown and Antigonish, Nova Scotia. That’d make for an even better cross country ride… truly coast to coast. Doing this sort of thing would get the Tiger north of 100,000kms this summer!


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Tiger Test Ride(s)

 The Tiger rode like it has never had any fueling problems after I hacked the idle control system last time. Idle control is a common problem on 955i Triumphs and I’ve spent years trying to get mine back into spec even as finding parts for them gets more difficult. Turns out the solution is to remove it.

Ride #2: 40 minutes locally

Second ride this week and the bike idles rock steady and is as smooth as it has ever been, and the backfiring that had been getting worse is completely gone. Today it started on the button, ran from cold with no issues and took me on a 40 minute ride without a hiccup.

We live in an overcrowded little town now thanks to Southern Ontario swelling in size post COVID, so I took the Tiger through a lot of stop-start traffic to see if I could get it to hiccup, but it wouldn’t! Makes me want to move more than ever though.


No problems on the back roads.


Pickup up from stops, no problem. Cornering roll on throttle? Smooth as butter. Idle never wavers and I’d forgotten how much fun to chuck around the Tiger is…


So if you’re having never ending headaches with your Triumph 955i idle control system, yank the damned thing! Modulating the idle through varying the vacuum between the intake manifold and the airbox (the servo moves up and down revealing the vacuum passages for the three throttle bodies) serves some purpose (perhaps emissions?), but at this point in the bike’s life at over 90k and 22 years in, removing the lot and connecting the intake vacuum lines together offers a viable fix for what may be one of the last of these bikes on the road in Canada. I’d be willing to play Top Trumps with any other 955is on mileage too.

Ride #3: Going Long

The next run was a 275 km run up to Georgian Bay to look at a blue horizon. These days it’s also a reason to get out of our increasingly overcrowded and traffic jammy town.

The first 45 minutes are straight lining through farm desert, but the geography starts to get some character once you get into the Niagara Escarpment in the Gray Highlands. I didn’t throw the 360 camera on until we got to the less tedious bits.

At just under half a tank the Tiger took me 140 kms and two stops to a fuel stop between Blue Mountain and the big water. It was still showing most of the red on the fuel gauge and took less than 17 litres (it’s a 24 litre tank), suggesting that this mod isn’t hurting mileage.

After the fill up it was some twisty bits over to Creemore for a bite and then the long haul back through farm desert (with its big, juicy flies) and then lines of traffic to get back to my driveway. Through it all the Tiger was mighty.



Flesherton to Thornbury through Beaver Valley (41kms)





Thornbury Harbour to Creemore Brewery (77 kms)



Thornbury Harbour!


Just past the scenic caves on Blue Mountain.

Creemore for a late lunch.


Steady 100km/hr sections, twisties, as big an altitude change as you can find in Southern Ontario and we never missed a beat. Left at 10am, got home just past 4pm, multiple stops, always started on the button whether cold, or or somewhere in between.Temp was mid-teens leaving and mid-twenties returning.

It’s been a while since you’ve heard this on here, but I’m a happy Tiger owner.



1) Bin 2, 3 and 4
2) Remove the top of the servo (1) and leave it plugged in but detached from the airbox.
3) Block off the hole in the bottom of the airbox left by the removed idle control stuff..
4) Plumb the three vacuum lines out of the throttle bodies into each other through a T-junction.

Bob’s your uncle! No promises, but it did the trick for me.

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Triumph 955i Stalling Issues…. Fixed!?!

 Facebook slapped me in the face with this this morning:


…so I went on a mission.

I pulled the tank (for the millionth time?) and set up the 955i Triumph Tiger so I could try many different things to test if the idle was working. Previously I’d followed the manual, but no longer!


I did the usual checks for vacuum leaks and I continue to suspect the overly complicated and no longer supported idle control system. After trying everything I’d tried before, I decided to go OFF BOOK.

If I can’t fix this @*&%ing thing perhaps I can hack it! With the bike in test mode (plugged in and ready to run with all sensors attached), now is the moment to try some alternatives, so I pulled the entire idle control system and tried variations without it.

I plugged the servo back in because I figured leaving it unplugged might piss off the computer. I also removed the end of the servo so it wouldn’t interfere with the airbox and then blocked off the airbox with Gorilla Tape.

I’d also done my due diligence by balancing the throttle bodies and making sure everything else was plugged in as normal. I also reflashed the computer through Tuneboy with the South African map I found a few years ago.

 So what happens when you remove the entire (problematic) idle control system in a Triumph 955i engine and simply connect the vacuum tubes out of the throttle body to each other?

Well, it seems to have fixed everything. The bike idles right where the computer sets it, the backfiring problem is gone and the motor fuels smoothly (though this is probably in large part due to that fantastic South African fuel map). Best of all, no more stalling.


That’s the work around. I got some silicon tubing from Amazon along with some T connectors (maybe $30 all in?). The last round of Triumph replacement parts cost me north of $200 and when I had to start buying used parts (because Triumph has stopped supporting their own bikes) and getting them shipped over to Canada it cost even more… but this hack is thirty bucks in parts and I also have a pile of unused silicon tubing and T connectors left over. I attached the silicon hoses to the T connector and then into each of the throttle bodies, so it’s a closed loop with no chance of leaks.

In the pic you can see the idle control servo (black object above the intakes on the left side). That’s what it looks like with the plunger removed. It still moves up and down but has nothing to do with moderating vacuum between the airbox and the throttle bodies which is what has caused me years of headaches.

I’m so jumpy about the motor falling through idle and stalling (it’s a perilous place to be when you’re on the road on a bike that keeps cutting out), but this hack hasn’t just solved the idle problem, it has also resolved all of the other issues. The bike idles steady right where I set it in Tuneboy, but more surprising is that the backfiring that had crept in is completely gone. The bike feels tight, full powered and like it did years ago. My only thought now is that it might hurt the gas mileage, but I’ll keep an eye on that as I get some miles under me this summer.

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Kawasaki Concours C14 1400GTR Valve Check Finished! (finally)

 It took the better part of four months over the winter thanks to lots of work travel stretching things out, but the C14 is back together again and runs like a top. The engine doesn’t feel as tight, which makes sense as all the valve shims needed were to resolve the overly tight valves.

The Bay of Fundy near Saint John (latest work trip)


It still does the clatter when you first start it (it’s to do with the cam chain tensioner needing oil
pressure to fully engage – it’s part of the engine design). The bike has always done that but now that I’ve laid hands on the thing itself it’s helpful in understanding how it all works. Knowing how complicated just the top of that motor is gives me a new sense of satisfaction hearing it run well.

I’m back from yet another work trip but managed to take the big Kwak for a spin last weekend and it pulls like it always has (which is to say like a nuclear missile). Today I’m going to finally do the oil change it was owed last fall and we should be on track for regular use this summer.

The question now becomes do I sell it on during the riding season or keep it having done this soul crushing maintenance job. Based on what I saw in there I’m betting I was the first to do it (at 45k kms). Considering the complexity of this job, I can understand why.

Part of that decision will come down to whether or not I’ve solved the Tiger’s fueling issues. If I have, I might sell the big (and expsnsive to insure) Kawasaki and do the summer on a dependable Tiger, though the C14 is a much more comfortable two up appliance if anyone wants to come for a ride with me.

A confirmed fix on the Tiger’s aging fuel injection system would make me consider going to one bike this summer.

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Kawasaki Concours C14 1400GTR Valve Check Part 3.1 – References for putting the plugs back together again on top of the valve cover

Tools for finding what goes where (it’s spaghetti in there!).

The comprehensive disassembly video shared previously: https://youtu.be/5JP0_Kv7x5w?si=Ictk8g8qK3e_hB3m 

Pipe in the foreground right is the routing for the coolant line to the overflow tank.

White plug in black reed valve centre plug.

https://youtu.be/RvQjEvCSGvI?si=CCvs4HMMJBEHfooM

Big grey plug under the throttle cables

Wobbly and somewhat non-linear, but another disassembly video:: https://youtu.be/b-HDezrXSc0?si=hlvAZWdhF7Qg7hoC

Black wire from throttle bodies to cam sensor on valve cover.

Definitely white plug in black reed cover.

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Kawasaki Concours C14 1400GTR Valve Check Part 3 – Putting it back together again

It’s a slow process putting all this back together again. Even with a prolific number of photos and copious notes here on the blog I’m finding this a fiddly and frustrating process. My current plan is to get everything plugged in, top up the radiator and run it to make sure it’s back together right before trying to button it up (there are a f(@# ton of  buttons).

The latest fun has been plugging the plethora of plugs over the valve cover back in.

I’ve got a couple of plugs (21) left after connecting everything else. The question now becomes, are they oxygen sensor plugs not used on a 2010 Canadian market bike? 

Got the plugs in, except for those two top left of the rat’s nest.

Here’s a close-up. That white one has me baffled but perhaps it’s the front cam sensor.

Tomorrow (assuming the late March ice storm we have in store doesn’t throw us back to the stone age), I’ll check for oxygen sensors on the exhaust, and if not there I’ll know that one of those plugs is probably unused.

Other things to check are the front cam sensor (7-R on the diagram) which was very difficult to reinstall with a new o-ring. That plug is probably dangling down the front and needs to find a mate on top of the motor. If that’s my missing plug and the other one is an unused oxygen sensor then I’m about there.

After that gets settled I’ll do one last look around for anything I might have missed before topping up the radiator and seeing if this thing’ll run. If runs like a clock I’ll reroute the wires properly and should have it back to a point where I can start reinstalling all the fairings – which is a whole separate pain in the @$$, but at least one I’ve done before.

Then things get philosophical. Work has picked up and I don’t have the patience or headspace to spend hours each weekend keeping these old bikes in motion. The temptation is to get $10k (CAD) between them and then buy something that can go when I need it to without so much TLC. 

I can save the wrench turning for when I retire. I enjoy working on them but trying to do a job this complex when I’m having to leave it for weeks on end while I’m travelling makes a difficult job more so. Had I the time and space to do this daily when I wasn’t juggling a demanding job, it’d have been an entirely different experience.

I’m loving the travel opportunities and my work is something I enjoy, but the deep bike maintenance doesn’t fit with it at this point in my life.

Haliburton was magical…
Flying out to the maritimes is never a bad thing…

…but those weeks away mean I’m coming back to an incredibly complicated job sometimes 20 days after I last touched it.

I’ve never made enough to be sentimental about vehicles and keep everything I buy (I’d rather put those resources toward travel anyway). Time to simplify the bike stable to let me focus on riding when I can squeeze that in. I’ll save the time suck that is older bike ownership for when I have more time to suck.

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