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Automotive Technology Bill Voisin North Harris Montgomery College

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Page 1: Automotive Final

Automotive Technology

Bill Voisin North Harris Montgomery College

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Automotive Technology

Table of Contents Needs Assessment............................................................................................................................5 Skills Analysis .................................................................................................................................9 Skills Crosswalk Matrix.................................................................................................................11 COMG 1005 Communications Improvement IV

Syllabus..............................................................................................................................13 Learning Activity Plan.......................................................................................................19 Assessment Plan...............................................................................................................121

Acknowledgement .......................................................................................................................161

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Automotive Technology

Needs Assessment According to the Occupational Outlook Handbook, published by the U.S. Department of Labor, Bureau of Labor Statistics, minorities and immigrants will constitute a larger share of the U.S. population in 2015 than they do today. Substantial inflows of migrants and refugees, both documented and undocumented, from every corner of the world have significant implications for the labor force because immigrants tend to be of working age but of different educational and occupational backgrounds than the U.S. population as a whole. Enrollments in adult basic education programs (which include ESL) are increasing because of changes in immigration policy that require basic competency in English and civics, and an increased awareness of the difficulty in finding a good job without basic academic skills. From 2000 to 2025, Texas population is expected to increase by 8.7 million –a 41.7 percent increase. In addition to its sheer growth, Texas population is experiencing other fundamental changes. The state’s Hispanic population is expected to increase from 33 percent of the current total population to 44.9 percent by 2025. Together, Hispanics and Blacks are projected to account for more than 55.4 percent (16.4 million) of Texas population by 2025, with Anglos accounting for 39.8 percent (11.8 million). Source: Strategic Plan for Texas Community Colleges 2005-2209, Texas Higher Education Coordinating Board, Division of Community and Technical Colleges Austin, Texas, 2004. Houston is, and has been a port of entry for immigrants from all over the world. As the largest city in the state, and the fourth largest city in the country, Houston has provided a haven to those seeking a new home, for political, social, and/or economic reasons. The majority of these recent immigrants are Limited English Proficient (LEP) and their functioning in and contribution to the overall community and their own families is limited by this fact. Census data, immigration data, local education agency data, and provider demand data all indicate that the number of functionally illiterate Houstonians is growing at an alarming rate. About fifteen percent of adults over 18 years of age lack eighth grade attainment; more than eighteen percent of adults have attended school between ninth and twelfth grade without a high school credential. A census estimate of families in which the home language is other than English indicates that English fluency needs persist. This is also indicated by the rapid growth of the Hispanic and Asian communities (60% and 96%, respectively) and their percentage of the total population within the service area (28% and 4%, respectively). The latter is confirmed by Houston Independent School District data on the number of children experiencing similar needs in school. Traditionally, limited English proficient (LEP) adults have been excluded from job training programs until they attained proficiency in English. However, experience has show LEP students can complete job training just as successfully and in the same amount of time as their English-speaking peers when a Workforce English as a Second Language (WESL) program is in place. The instructional goal of this model is to prepare adults with the necessary English language skills, basic skills, job skills, and workplace skills required to find immediate success in the job market. The WESL program we are proposing is Communication Improvement for Automotive Technology. It is designed for participants who have the ability and desire to obtain an entry-level auto mechanic position, but are deficient in English language and basic occupational skills. Source: TEXAS WORKFORCE COMMISSION Career Schools and Veterans Education Information Document for Workforce English as a Second Language (WESL) [Ref. Title 40, Texas Administrative Code (TAC),§807.93]

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The Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07, reports that employment opportunities should be very good for people who have formalized training. Employers have indicated difficulty in finding people with the right skills. People possessing good problem-solving skills and knowledge in electronics and computers in addition to the automotive skills should have the best opportunities. Employment of automotive service technicians/mechanics is expected to grow 12% over 2004-2014.

Employment United States 2002 2012

Percent Change Job Openings 1

Automotive Service Technician and Mechanics 818,000 919,000 + 12.4 % 31,900

Employment Texas

2002 2012 Percent Change Job Openings 1

Automotive Service Technician and Mechanics 58,546 68,776 + 17.47 % 2,581 1Job Openings refers to the average annual job openings due to growth and net replacement. RESOURCES: BRADLEY, Curtis, Patricia KILLIAN, and Joan FRIEDENBERG. Employment Training for Limited English Proficient Individuals: A Manual for Program Development. Alexandria, VA: Development Associates, Inc., 1988. CARNEVALE, Anthony, Leila GAINER, and Ann MELTZER. Workplace Basics: The Skills Employers Want. Alexandria, VA: American Society for Training and Development, 1988. CHEN, Judy. Proven Practices in Bilingual Vocational Training: Job Development, Job Placement, and Follow-Up. Washington, DC: U.S. Department of Education, Office of Vocational and Adult Education, Bilingual Vocational Education Program, 1990. FLANSBURG, Sundra. Bilingual Vocational Education: A Model Project of Catholic Charities of Richmond, Inc., Chesterfield County Public Schools, and Henrico County. Newton, MA: Education Development Center, Inc., 1991. FLEISCHMAN, Howard, Gerald HANBERRY, and Charlene RIVERA. Evaluation Guide for Bilingual Vocational Training. Alexandria, VA: Development Associates, Inc., 1987. J ENKINS, Lynn, and Irwin KIRSCH. Adult Literacy in Texas: Results of the State Adult Literacy Survey. Austin, TX: Educational Testing Service, 1994. KEEFE, Brian, Duties and Standards for Level I Machining Skills, The National Institute for Metalworking Skills, Inc. Fairfax, VA, 2001. MANLY, Donna, James MULLARKEY, Cindy BENTLYE, Pablo CARDONA, Lisa FLESCH, and Barbara SUYAMA. Workplace Educational Skills Analysis Training Guide. Milwaukee, WI: Wisconsin Workplace Partnership Training Program, 1991.

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Secretary's Commission for Achieving Necessary Skills (SCANS)., U.S. Department of Labor. What Work Requires of Schools: A SCANS Report for America 2000. Washington, DC: U.S. Government Printing Office, 1991. Secretary's Commission for Achieving Necessary Skills (SCANS)., U.S. Department of Labor. Learning a Living: A Blueprint for High Performance. Washington, DC: U.S. Government Printing Office, 1992. Secretary's Commission for Achieving Necessary Skills (SCANS)., U.S. Department of Labor. Skills and Tasks for Jobs: A SCANS Report for America 2000. Washington, DC: U.S. Government Printing Office, 1992. Secretary's Commission for Achieving Necessary Skills (SCANS)., U.S. Department of Labor. Teaching the SCANS Competencies. Washington, DC: U.S. Government Printing Office, 1993. Strategic Plan for Texas Community Colleges 2005-2209, Texas Higher Education Coordinating Board, Division of Community and Technical Colleges, Austin, Texas, 2004. TEXAS WORKFORCE COMMISSION Career Schools and Veterans Education Information Document for Workforce English as a Second Language (WESL) [Ref. Title 40, Texas Administrative Code (TAC),§807.93]. THOMAS, Robert, Jane GROVER, Donald CICHON, Lelija BIRD, and Charles HARNS. Job-Related Language Training for Limited English Proficient Employees: A Handbook for Program Developers. Washington, D.C.: Development Assistance Corporation, 1991. WOODCOCK, Richard. Woodcock Language Proficiency Battery-Revised. Chicago, IL: The Riverside Publishing Company, 1991. Workforce Learning Systems: Preparing Today's Workforce for Tomorrow's Workplace. San Diego, CA: Comprehensive Adult Student Assessment Systems (CASAS), 1995

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Automotive Technology

Skills Analysis

The curriculum developer performed a Performance Criteria Analysis [PCAL] for automotive service technician and mechanic with local employers and employees; collected documents, such as forms, work orders, labels, manuals, job descriptions, safety information, and training materials; collected ancillary written materials, such as benefits packages, employee manuals, policy manuals; and the Texas Standardized Curriculum Framework Workforce/Workplace Standards. This analysis provided:

the main components or duties of the job the language and literacy tasks that comprise each of the job components, the language skills

(i.e. listening, speaking, reading, writing) and cultural information the kinds of interactions with coworkers required the nature of social interactions during the work day the safety issues related to language and literacy skills cross-cultural information to be addressed

Once the analysis was completed, the curriculum developer analyzed the language and literacy needs that had been identified and the performance objectives, derived from competencies identified through the language and literacy task analyses, were set. These objectives related to one or more of the following:

performance of actual tasks language and literacy of the job and the workplace general oral and written English language structures

After the goals and performance objectives had been established, the language and literacy competencies and vocabulary that needed to be taught to meet those objectives were determined. Under each task, a need was determined for:

Language functions: different types of oral language used for a specific communicative purpose (e.g. listening to directions, understanding and asking for clarification)

Literacy tasks: tasks involving reading, writing and other cognitive skills in relation to printed material for both communications (e.g., filling out an order form) and for gaining and processing information (e.g., scanning a price or size chart)

Vocabulary: technical, idiomatic, or general. The curriculum was then developed by taking job content information and competencies from language and literacy task analyses, and incorporating them with other workplace and general language and literacy competencies relating to limited English-proficient workers’ needs. From these competencies, learner outcomes were created and content materials were chosen from the textbook, Modern Automotive Technology, James E. Duffy, Goodheart Wilcox Publisher, 2003. This is the textbook students are using in their AUMT 1405 Introduction to Automotive Technology course. These content materials were then organized and sequenced by topic themes.

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The Communication Improvement for Automotive Technology program is designed to teach participants how to communicate and function effectively in the world of work. It teaches learners the language skills needed on the job, while also exploring safety issues relevant to the workplace. The program is organized around three areas: (1) competencies - what learners need to be able to do with English in real-life situations, (2) functions - how people use language: to ask and answer situation-specific questions, to state opinions, to agree and disagree, to make suggestions, to ask for clarification, etc., and (3) SCANS foundation skills and competencies. Special activity types integrating SCANS are used to help students develop skills that are valued highly by employers. These include problem-solving and decision-making, gathering information, categorizing, and sequencing.

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Automotive Technology

Skills Crosswalk Matrix NHMCCD North Harris College Automotive Technology – ESL for the Automotive Technician Crosswalk of Skills

ESL

Auto

A. Listening Skills 1. Listen actively to the service advisor, associate, or customer to ascertain automotive issues X 2. Listen actively to help desk when obtaining technical repair recommendations as well as listen

and respond to telephone prompts when obtaining information X

3. Listen to online instructor in occasional interactive training course X 4. Respond to quick verbal instructions with a time limit (imperatives) X B. Speaking Skills 1. Seek clarification of written notes from service advisor X 2. Recommend to the service advisor or associate the technical issue with the automobile and the

repair recommendation X

3. Ask for assistance from the automotive supervisor if needed as the next level of technical support and discuss technical issues with colleagues

X

4. Pose questions to online instructor in occasional interactive training course X 5. Develop good communication skills over the telephone when ordering auto parts X 6. Seek a 2nd opinion or recommendation from advisor after troubleshooting problems or when

things go wrong X

7. Articulate well about skills and experiences in a job interview and demonstrate confidence and politeness when dealing with customers and employees

X

C. Writing Skills 1. Use email to succinctly and effectively communicate with service advisor or associate, parts

department, or help desk X

2. Order automotive parts online X 3. Order parts, list repairs needed and repairs made (fill out forms written by hand) X 4. Fill out applications and write résumés X D. Reading Skills 1. Learn the meanings to textbook terms, and be able to follow written instructions in textbook

(imperatives) X

2. Read automotive technical manuals online or in print X 3. Read service advisor notes X E. Computer Technology Skills 1. Keyboarding skills for efficient and expedient data entry X 2. Use computer to receive instruction for shop repairs orders X 3. Know how to use handhelds – PDAs and wireless laptops – to access databases, email, and

Internet information

X 4. Navigate within the computer operating systems to manipulate more than one computer at a

time when accessing information online

X 5. Use databases to receive shop repair orders, input repair progress and list final repair order X

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6. Use databases to order parts to be picked up or delivered from the Parts Department X 7. Use a computer to communicate or record basic automotive information X 8. Participate in online company technical training via interactive online methodologies X F. Computer Technology cont. ESL Auto

9. Install basic computer software to a PC X 10. Troubleshoot computer printers and other basic technical issues X G. Automotive Technology Skills to Add to Program 1. Identify, describe, and know terms related to the 8 basic systems on a vehicle X 2. Read and demonstrate understanding of basic written shop safety procedures X 3. Demonstrate proper electrical safety skills X 4. Identify Electrical components—theory and principal of charging systems X 5. Demonstrate how to use electrical diagnostic systems X 6. Apply electrical principals X 7. Demonstrate the repair of Hybrid technology X 8. Utilize modern day computerized Brake diagnostic systems X H. Mathematics Skills 1. Demonstrate basic mathematical skills including frequencies X 2. Convert metric measurements to English and vice versa X 3. Use Newton measurements, meters and grams X I. Other Soft Skills 1. Admit lack of knowledge and seek help when necessary X 2. Use problem-solving and logic techniques to test automotive systems to determine reported

repair issues

X 3. Follow schematics to troubleshoot automotive issues X

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Automotive Technology

COMG 1005 Syllabus

(CIP 09.0101)

COMG 1005

Communications Improvement IV (Automotive Technology)

COURSE DESCRIPTION: COMG 1005. Designed for students whose primary language is other than English. Focus on comprehending challenging industrial and job-related materials. Emphasis on industry-related vocabulary development and skills acquisition, including determining meaning from context, identifying word forms and variation in meaning, synonyms and antonyms, context clues, connotation and denotation, and fact and opinion.

Two 2 hour classes weekly to complement AUMT 1405 – (64 Contact Hours) PREREQUISITES:

Completed level 3 or scored the following on the COMPASS/ESL or the CELT [Comprehensive English Language Test] placement test:

COMPASS ESL CELT Listen 82-87 LA 33-41 Grammar* 76-89 SA 51-60 Read 86-96 VA 43-55

* Writing sample required.

The materials written for the automotive technology course require that students have a grade level of 9 on the Flesch-Kincaid readability scale.

WECM LEARNING OUTCOMES:

1. Select the correct meaning of industrial and specific job-related terms based on the context surrounding the words.

2. Label industry-related examples of the following: synonyms versus antonyms, connotation versus denotation, and fact versus opinion.

3. Summarize by paraphrasing paragraphs and longer passages. 4. Explain the relationships between main ideas and supporting details in specific business-related

passages ADDITIONAL LEARNING OUTCOMES RECOMMENDED:

5. Listen actively and respond to customers, service advisors, help desk, and associates to ascertain automotive issues and obtain technical repair information.

6. Respond to quick verbal instructions including telephone prompts when obtaining information.

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7. Seek clarification of written notes from service advisor. 8. Develop good communication skills over the telephone when ordering parts. 9. Recommend to service advisor or associate the technical issue with the vehicle and repair

recommendation. 10. Seek a 2nd opinion or recommendation from service advisor after troubleshooting a problem or

when things go wrong. 11. Ask for assistance from automotive supervisor if needed as the next level of technical support

and discuss technical issues with colleagues. 12. Articulate well about skills and experiences in a job interview and demonstrate confidence and

politeness when dealing with employees and customers. 13. Use email to succinctly and effectively communicate with service advisor, associate, help desk,

or parts department. 14. Effectively fill out forms written by hand when ordering parts, listing repairs needed and repairs

made. 15. Fill out applications and write résumés. 16. Read and demonstrate understanding of basic shop safety and safety procedures. 17. Learn the meanings to terms related to the 8 basic systems on a vehicle. 18. Be able to follow basic step-by-step written instructions in automotive technical manuals or

textbooks. 19. Read automotive technical manuals online or in print. 20. Read service advisors notes. 21. Admit lack of knowledge and seek help when necessary.

SEQUENCE OF LEARNING WITH COURSE OBJECTIVES: Week Number Objectives Activities Tests and Due

Assignments 1

Introduction: Personal

Safety Skills

1. Describe an inspection of shop and safety equipment.

2. List the uses of eye, ear, and clothing protection for OSHA standards.

3. Identify procedures for fire and hazardous materials situations.

4. Explain safety items from OSHA’s “Right to Know” document.

5. Describe how to operate a customer’s vehicle in a safe manner.

Student Handouts: H1:1; H1:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTER 5.

Review Chapter 5. Answer review questions, pg. 68-69,

Take VOCABULARY 1 QUIZ.

2 General

Shop Skills

6. Describe how to maintain clean and organized workstations.

7. Identify and describe the use of selected hand and power tools.

8. Read and pronounce correctly the readings of precision measuring tools.

9. Explain how to inventory materials and tools.

Student Handouts: H2:1; H2:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 3, 4, & 6.

Review Chapter 3, 4, and 6.

Take VOCABULARY 2 QUIZ.

3 Introduction to

Automotive Technology

10. Use printed service publications (shop

manuals or service bulletins) and on-line computer systems to obtain service procedures and specifications for selected vehicles.

11. Use Vehicle Certification Label to obtain service information.

Student Handouts: H3:1; H3:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 7 & 9.

Review Chapters 7 and 9. Answer review questions on pages 95 and 125.

Take VOCABULARY 3 QUIZ.

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Week Number Objectives Activities Tests and Due Assignments

12. Identify, select, and tell how to install proper fasteners in specific applications.

13. Describe how to create threads, repair damaged threads, and remove broken fasteners

14. Identify specified shop terms and write sentences for examples of each.

4 Basic

Vehicle Knowledge and Service

Skills

15. Identify the major components of Engine, Power-train, and Chassis/Body.

16. Describe safe use of jacks and hoists. 17. Explain how to do a “customer courtesy”

inspection of a selected vehicle.

Student Handouts: H4:1; H4:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 1, 2, & 4.

Review Chapters 1, 2, and 4.

Take VOCABULARY 4 QUIZ.

Drive train diagram.

5 Engine Systems Minor Service

Skills: Vehicle Maintenance

18. Describe engine oil maintenance. 19. Explain air filter components. 20. Explain fuel system checks. 21. Identify the steps in testing and servicing

the cooling system. 22. Describe the inspection and adjustment

of drive belts.

Student Handouts: H5:1; H5:2; H5:3.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 10, 39, 40, & 42.

Review Chapter 10. Take

VOCABULARY 5 QUIZ.

Complete Service Illustration Diagram.

6 Power Train

Systems: Minor Service Skills

23. Describe functions and services to manual and automatic transmissions.

24. Identify the autos with rear axles and explain how to check/service drive shafts, universal joints, and differentials.

25. Make a comparison/contrast of front wheel dive and rear axle automobiles.

26. Describe inspection of transaxle, boot, and CV-joints.

Student Handouts: H6:1; H6:2; H6:3; H6:4.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 10 & 64.

Review Chapter 10, pp. 130-132 and Chapter 64, pp 1205-1207.

Take VOCABULARY 6 QUIZ.

Label parts of Power Train Illustration.

7 Chassis System Minor Service

Skills

27. Describe checking brake fluid level. 28. Explain how to check the power steering

fluid level for cold/warm engine. 29. Describe a tire inspection and inflation

check. 30. Explain the purpose of tire rotation and

how to torque lug nuts. 31. Describe the lubrication of the

suspension and steering systems.

Student Handouts: H7:1; H7:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 10 & 66.

Review Chapter 10, pp. 132 - 136.

Take VOCABULARY 7 QUIZ.

Complete Tire Check and Rotation Diagram.

8 Body and Accessory

System Minor Service Skills

32. Explain how to diagnose and attend to wind noise problems of the chassis.

33. Describe possible reasons for water leak issues.

34. Identify the procedures and approved tools to make the needed repairs of these chassis problems.

Student Handouts: H8:1; H8:2.

MODERN

AUTOMOTIVE TECHNOLOGY,

CHAPTER 37

Review Chapter37. Take Mid-Term

Exam

9 Basic

Engine Diagnosis

35. Describe how to perform an engine vacuum test and how to determine the needed repairs.

36. Identify the steps of cylinder balance tests and the process of repair.

37. Describe the test for cylinder leakage and the repair process.

Student Handouts: H9:1; H9:2; H9:3; H9:4.

MODERN

AUTOMOTIVE TECHNOLOGY,

Review Student Handouts.

Complete Repair Chart Exercise.

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Week Number Objectives Activities Tests and Due Assignments

38. List the steps for the cooling system tests: pressure, combustion leakage, and temperature.

39. Describe the types of inspections for the engine assembly: fuel, oil, coolant, or other possible leaks.

40. Tell how to determine the needed repairs for these problems

CHAPTERS 19, 40, 45, & 46.

10 Operating

Fundamentals for Automatic Transmissions

41. Describe an automatic transmission. 42. Identify the sequential steps of

transmission disassembly to subassemblies.

43. Describe the basic hydraulics. 44. Identify the components of: torque

converter/converter clutch, gear train, friction units, and fluid cooler.

Student Handouts: H10:1; H10:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTER 57.

Review Chapter 57. Complete

Transmission Diagram.

11 Emission Control System Testing

45. Define the fundamental terms relating to automotive emission control systems.

46. Describe the operating principals of emission control systems.

47. Answer ASE certification test questions on emission control system operation and construction.

48. Explain the use of exhaust gas analyzers.49. Describe how to replace or repair major

emission control components. 50. Answer ASE certification test questions

on emission control system testing and service.

Student Handouts: H11:1; H11:2.

MODERN

AUTOMOTIVE TECHNOLOGY,

CHAPTERS 43 & 44.

Review Chapters 43 and 44.

Take VOCABULARY 11 QUIZ.

Complete Example of STATE VEHICLE INSPECTION REPORT.

12 Engine Repair Theory

51. Describe the design and construction of an engine cylinder head.

52. Explain the purpose and operation of valves.

53. Describe the construction and operation of a camshaft, lifters, and rocker arm assemblies.

54. Explain the construction and design of intake and exhaust manifolds.

55. Compare the construction of different types of cylinder blocks.

56. Explain the functions of piston rings and bearings.

57. Describe the different methods used to measure and rate engine performance.

58. Answer ASE certification test questions on engine size and performance.

Student Handouts: H12:1; H12:2; H12:3.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 13, 14, & 16.

Review Chapters 13, 14, and 16.

Take VOCABUALRY 12 QUIZ.

Label parts of Engine Diagram.

13 Engine Repair

Theory: Performance

59. Describe the input, processing, and output sections of a basic computer system.

60. Explain input sensor and output device classifications and operation.

61. Summarize computer system signal classifications.

62. Identify where computers, control

Student Handouts: H13:1; H13:2; H13:3.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTERS 17, 18,

& 19.

Review Chapters 17, 18, and 19.

Take VOCABULARY 13 QUIZ.

Complete the COMPUTER

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Week Number Objectives Activities Tests and Due Assignments

modules, sensors, and actuators are typically located.

63. Answer ASE certification tests questions on automotive computer system fundamentals.

64. Explain the use of scan tools to simplify reading of trouble codes.

65. Describe the process to erase diagnostic trouble codes.

SYSTEM MODEL.

14 Engine Repair

Theory: Electrical Systems

66. Describe the servicing of components; flushing a system.

67. Explain the principles of electricity; OHM’s Law.

68. Describe the action of basic electrical circuits.

69. Identify basic electric and electronic terms and components.

Student Handouts: H14:1; H14:2; H14:3.

MODERN

AUTOMOTIVE TECHNOLOGY,

CHAPTERS 8 & 19.

Review Chapters 8 and 19.

Take VOCABULARY 14 QUIZ.

Complete Circuit Diagram.

15 Automotive Electrical Systems

70. Explain how to perform fundamental electrical tests.

71. Explain different kinds of automotive wiring.

72. Describe the steps in battery testing and diagnosis.

73. Answer ASE certification test questions on electricity and electronics.

Student Handouts: H15:1; H15:2.

MODERN

AUTOMOTIVE TECHNOLOGY, CHAPTER 8.

Review Chapter 8. Take

VOCABULARY 15 QUIZ.

Label Wiring Diagram.

16 Final Exam

Turn in Automotive Folder.

Take Final Exam.

COURSE ASSESSMENT:

Your grade will be determined based on your completion of the following activities.

Graded Elements

Details Points (if applicable)

Percent of Final Average

Chapter Preview Email

You will be assigned pages to preview before a chapter begins. Preview questions need to be answered by email before the class meets for the chapter. Five (5) points will be given upon submission. Additional points will be awarded based on the quality of the answer. Each preview email can earn up to 10 points.

150 (10 points each)

10%

Quizzes A total of 15 quizzes will be given. Each quiz corresponds to each unit. Students need to take the quiz on a weekly basis. No make-up quiz is allowed.

150 (10 points each)

20%

Writing Assignment

Ten (10) written lab reports will be assigned throughout the course.

100 (10 points each)

20%

Mid-term Exam

200 20%

Final Exam 200 20%

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Participation Attendance and participation in learning activities 100 5% Portfolio Each student must submit a portfolio before being

considered passing the class and given a grade. (Details in class)

100 5%

Total: 1000 100%

Grading:

Final Average in Percent

Credit Students Letter Grade Continuing Education Students Grade

90 – 100% A Satisfactory (Certificate) 80- 89% B Satisfactory (Certificate) 70- 79 % C Satisfactory (Certificate) < 70% IP (Student is progressing but needs to repeat the class) Unsatisfactory (No certificate)

RESOURCES:

Textbook: • Modern Automotive Technology, James E. Duffy, Goodheart Wilcox Publisher, 2003.

Tools/Equipment (furnished by students):

• 1 pocket folder or 1 binder

Optional Materials or Reference Texts: • English Grammar Book (for reference only) • English-English Dictionary

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Automotive Technology

Learning Activity Plan

Table of Contents LEARNING ACTIVITY 1 Introduction: Personal Safety Skills...............................................21 LEARNING ACTIVITY 2 General Shop Skills........................................................................30 LEARNING ACTIVITY 3 Introduction to Automotive Technology .......................................37 LEARNING ACTIVITY 4 Basic Vehicle Knowledge and Service Skills................................42 LEARNING ACTIVITY 5 Engine Systems Minor Service Skills: Vehicle Maintenance........48 LEARNING ACTIVITY 6 Power Train Systems Minor Service Skills ...................................56 LEARNING ACTIVITY 7 Chassis System Minor Service Skills ............................................62 LEARNING ACTIVITY 8 Body and Accessory System Minor Service Skills........................68 LEARNING ACTIVITY 9 Basic Engine Diagnosis .................................................................70 LEARNING ACTIVITY 10 Operating Fundamentals for Automatic Transmissions ................80 LEARNING ACTIVITY 11 Emission Control System Testing..................................................86 LEARNING ACTIVITY 12 Engine Repair Theory ....................................................................93 LEARNING ACTIVITY 13 Engine Repair Theory: Performance ...........................................102 LEARNING ACTIVITY 14 Engine Repair Theory: Electrical System....................................108 LEARNING ACTIVITY 15 Engine Repair Theory: Electrical System....................................114

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Learning Activity 1

Introduction: Personal Safety Skills Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

1. Describe an inspection of shop and safety equipment. 2. List the uses of eye, ear, and clothing protection for OSHA standards. 3. Identify procedures for fire and hazardous materials situations. 4. Explain safety items from OSHA’s “Right to Know” document. 5. Describe how to operate a customer’s vehicle in a safe manner.

Topics:

Protection equipment for ears and eyes. Procedures for different types of emergencies of fire and hazardous spills. Safety issues for Material Safety Data Sheets (MSDS) and OSHA.

Language Skills:

Skimming, Scanning, Transitions: Illustration, Patterns of Organization: List of Items Main idea; Major details; Transitions: Illustration, Patterns of Organization: List of Items

Recommended Resources for Learning Activity:

Student Handouts: H1:1 and H1:2 Text: James E. Duffy, et al, Modern Automotive Technology, Chapter 5.

Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Tell the students that they will learn about their classmates by interviewing a partner and then

telling the class something interesting or unusual about that person. Elicit questions they can ask their partners, such as What do you? Why are you taking this class? Write the responses on the board.

Put the students in pairs. Give them five to seven minutes for interviewing. Ask the pairs to

introduce each other to the class and share something interesting about their partners. Encourage the class to ask follow-up questions if time permits.

Develop Learning Activity:

Vocabulary Development 1

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Tell students that the Vocabulary Development Activities consist of making a list of vocabulary words for each lesson. These words are taken from the textbook. Most of the words are the ones that automotive technicians use to talk about their work and about the automotive shop. Each word will be defined and discussed in class. The words appear in the readings assigned in each unit.

Distribute handout H1:1. Pronounce the words and have students repeat. Read the definitions and

clarify any questions. Have students study the vocabulary and match the definitions in the blank spaces.

Answers for H1:1

1. – A 2. – D 3. – M 4. – J 5. – E 6. – N 7. – C 8. – N 9. – B 10. – O 11. – F 12. – K 13. – P 14. – I 15. – G 16. – H

Reading Comprehension - The Auto Shop and Safety – CHAPTER 5

Set the stage. Instruct the students to scan the chapter. Ask them to describe the auto shop and important factors of the shop. Prompt them with questions as needed.

Personalize the situation. Ask the class if they have ever worked in or visited an automotive

shop. Encourage them to give details such as what types of tools and equipment there were; who the people were, etc.

Focus on selected items. Write the following on the board and elicit their meanings: safety

rules, accidents, injuries, fire extinguisher, safety equipment, etc.

Set the reading task. Before completing the tasks of the second page of the handout H1:1, ask students to review the text of CHAPTER 5, looking for the answers to the following questions: What is the first step in inspecting a shop? What types of safety equipment does a technician use? What are some of the most common types of accidents? Write the questions on the board and draw out responses from students.

Check the reading task. Elicit or provide meanings for any unfamiliar vocabulary. Whenever

possible, help the students guess the meaning of unknown words or expressions using

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contextual clues. Ask the students for their responses to the reading task. Write them on the board.

Engage the students in pair work. Ask the students to read the questions to the reading

comprehension questions, pages 68-69, and answer them in pairs. Call on individual students to give the correct answer.

Reading Skills

Textbook writers use two common methods to show relationships and make their ideas clear. These two methods are transitions and patterns of organization. Transitions are words or phrases that show relationships between ideas. In the same way, patterns of organization show the relationships between supporting details in paragraphs, essays, and chapters. If students recognize the common patterns in which information is arranged, they then will be better able to understand and remember what they read. In this unit, introduce students to relationships that involve illustration and patterns of organization that show list of items.

Write the following on the board:

______ Never set flammables near a source of sparks or grinders. Paints, thinners, and other

combustible materials should be stored in a fire cabinet.

______ Never set flammable materials near a source of sparks such as grinders. For example, paints, thinner, and other combustible materials should be stored in a fire cabinet.

Ask students to tell you which is easier to understand. Tell them the second one is easier to follow. The words such as and For example make it clear that these are specific items to be careful about in a shop. Illustration words indicate that a writer will provide one or more examples to develop and clarify a given idea. Put the following words on the board that show illustration:

for example Like for instance including Such as specifically

Put the following sentences on the board. Ask students what words signal that one or more

examples are coming, what the examples are, and what they are examples of.

Many fires are caused by hazardous situations such as gasoline spills, oily rags, and electrical shorts in wiring.

Signal words: such as Examples: gasoline spills, oily rags, electrical shorts

Examples of: causes of fires.

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Assign to students the completion of the second page of Handout H1:1; they may work with a partner or in small groups to complete the exercise. Check answers by having different groups put their responses on the board and explain results.

Answers for H1:1 Possible Answers:

SAFETY EQUIPMENT: 1. You work around a battery. 2. You handle materials such as solvents or caustic substances. 3. You are doing dangerous activities, for example: grinding or hammering.

LIFTING/RAISING A VEHICLE:

1. First, jack up the vehicle slowly and safely. 2. Next, place jack stands under the recommended lift points to secure the vehicle. 3. Never work under a vehicle supported only by a floor jack.

Lesson 2: 2 hours Capture Student Attention: Warm Up

Write the words automotive on the board like this:

A U T O M O T I V E

These letters are initial letters of words learners must write. Examples:

A-sphyxiation, U-nsafe, T-ool room, O-ily rags, M-ask/respirator, O-perations, T-echnician, I-njuries, V-apors, and E-xplosion.

Put the students in pairs. Give them five to seven minutes for writing words related to items in the automotive shop. Organize it as a competition to see which pair comes up with the best list in the shortest time.

Develop Learning Activity: Vocabulary Development

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Review the handout H1:1 PART A. Pronounce the words and have students repeat. Review the definitions and clarify any questions. Have students study the vocabulary and prepare for the vocabulary quiz.

Reading Comprehension – Material Safety Data Sheet (MSDS)

Set the stage. Instruct the students to look at the example on page 68 of the textbook. Ask them what types of information are given on this form. Prompt them with questions as needed.

Personalize the situation. Ask the class to list the various types of precautions to take with this

material.

Focus on selected items. Have the students explain the emergency and first aid procedures mentioned for this substance.

Set the reading task. Assign the students the task of finding and reading information on the web

about OSHA – RIGHT TO KNOW. Write several guiding questions on the board: What is OSHA? How does the RIGHT TO KNOW help technicians in working more safely?

Check the reading task. Elicit or provide meanings for any unfamiliar vocabulary. Whenever

possible, help the students guess the meaning of unknown words or expressions using contextual clues. Ask the students for their responses to the reading task. Write them on the board.

Engage the students in pair work. Ask the students to explain what they would do if they

observed some unsafe situation in a shop. Reading Skills Pattern of Organization - List of items.

A list of items refers to a series of reasons, examples, or other points that support an idea. The items may have no time order, but can be listed in whatever order the author prefers. Addition words are often used in a list to tell us that other supporting points are being added to a point already mentioned. Textbook writers frequently organize material into lists of items, such as a list of types of jobs in an auto shop, symptoms of asphyxiation, or reasons for gasoline safety rules.

Write the following on the board: (Numbers) are the keys; do not write these initially.

( 4) Then, completely extinguish the fire. (3) Next, find the appropriate type of fire extinguisher. (1) In case of a fire, there are several important steps to take. (5) Finally, report the incident to the supervisor. (2) First, determine what kind of fire it is.

Tell students to try to arrange the sentences by putting a 1 in front of the sentence that should come first, a 2 in front of the sentence that comes next, a 3 in front of the third sentence, a 4 in front of the fourth sentence, and a 5 in front of the sentence that should come last. The result will be a short paragraph. Use the addition words as a guide.

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This paragraph begins with the main idea: “In case of a fire, there are several important steps to take.” The next four sentences go on to list four of these steps, resulting in the pattern of organization known as a list of items. The transitions first, next, then, and finally introduce the points being listed and indicate their order.

Addition words signal added ideas. These words tell you the writer is presenting one or more ideas that continue along the same line of thought as a previous idea. Like all transitions, addition words help writers organize their information and present it clearly to readers. Put the following words on the board that show addition.

One First

In addition Next

Then Last second, third, etc. Finally

Reading Practice: Ask students to re-read Section 9, PERSONAL PROTECTION, of the MSDS on page 68 of the textbook. Have students describe the items of protection by using the above addition words.

Conclude Learning Activity: Evaluation

• Student Assessment: H1:3.

Students will read sentences based on shop inspection and safety equipment, with correct pronunciation of each item.

Students will list and describe the safety equipment studied.

Students will describe how to operate a customer’s vehicle in a safe manner.

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Learning Activity 1 – Part A - Vocabulary Development H1:1 Match the vocabulary words to the definitions:

1. A specialized stall used when working on a car’s steering

and suspension systems. 2. An area that provides for changing into your work clothes.

3. Filter masks that should be worn when working around any

airborne impurities. 4. Shop equipment used to raise a vehicle into the air.

5. A result of electrical current passing through parts of your

body, causing injury or death.

6. Any location in the shop where repair operations are

performed.

7. Injury to the skin caused by contact with hazardous shop

substances. 8. A small work area where a car can be parked for repairs.

A. Alignment rack B. Asphyxiation C. Chemical burns D. Dressing/Locker

room E. Electrical shock F. Explosion G. Eye flushing station H. Fires I. Ground prong J. Lift K. Physical injury L. Repair area M. Respirator N. Shop stall O. Toolroom P. Outside work area

9. Dizziness, headaches, vomiting, and even death caused by

breathing toxic or poisonous substances.

10. An area used to store shop tools, small equipment, and

supplies.

11. The rapid, almost instant, combustion of a material that

causes a shock wave.

12. Cuts, broken bones, strained backs, or such caused by

accidents in the shop.

13. Area adjacent to the garage doors, which can be used for

auto repairs in good weather.

14. A round prong on a plug socket.

15. An area used to wash chemicals from your eyes after an

accident.

16. The burning of combustible materials.

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Learning Activity 1 – Part B – Reading Comprehension H1:1 Read the textbook pages 64 – 67. Then, respond to the exercises. SAFETY EQUIPMENT: Always use protection equipment when you: 1. ____________________________________

____________________________________ 2. ____________________________________

____________________________________ 3. ____________________________________

____________________________________ LIFTING/RAISING A VEHICLE: To work under a vehicle with a jack: 1. First, ________________________________

_____________________________________ 2. Next, ________________________________

_____________________________________ 3. Never, ________________________________

_____________________________________

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Learning Activity 1 H1:2

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Learning Activity 2

General Shop Skills Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

6. Describe how to maintain clean and organized workstations. 7. Identify and describe the use of selected hand and power tools. 8. Read and pronounce correctly the readings of precision measuring tools. 9. Explain how to inventory materials and tools

Topics:

Shop tools: identify, safe use, maintain and store properly. Language Skills:

Main Idea; Transitions: Time words, Patterns of Organization: Series of Events or Stages Recommended Resources for Learning Activity:

Student Handouts: H2:1 and H2:2 Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park Illinois, Chapters 3, 4, and 6 . Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Place several hand tools (or pictures of tools) in front of students and ask them to name the tool and describe its use.

Develop Learning Activity: Vocabulary Development 2

Tell students that the Vocabulary Development is an ongoing list of key vocabulary words derived from each unit study. Each word will be defined and discussed in class.

Distribute Student Handout H2:1 and Handout H2:2. Focus first on the H2:1 page. Pronounce the

words and have students repeat to check for correctness. Instruct students to review the indicated chapters in the textbook and find the correct definitions for each vocabulary term.

Answers for H2:1 1. I 10. K

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2. D 3. A 4. E 5. M 6. P 7. H 8. O 9. L

11. F 12. R 13. J 14. Q 15. G 16. N 17. C 18. B

Reading Comprehension

Set the stage: Ask the students to scan Chapter 3 and select a hand tool to describe orally. Class listens to description and then has a question time to elaborate on description/use.

Personalize the situation: Ask the students which hand tool do they use the most and the reason

for this tool.

Set the reading task: Direct the students to Chapter 4; they should skim through the chapter and locate a power tool that is the least familiar to them. Ask the student what does he/she think that it does. Allow for several students to give their answers. In some are not sure, explain that the class will identify and discuss these through the vocabulary exercise. Focus now on the HANDOUT H2:2. Have students complete the vocabulary exercise and review responses orally in the classroom.

Answers for H2:2 1. G 2. I 3. E 4. D 5. K 6. A

7. C 8. B 9. J

10. L 11. F 12. H

Check the reading task: Now, inquire of the other students to ask who can describe the function

of the equipment that students were not sure of in the previous discussion. If no one can, then refer students to the text and read again for comprehension. Write on the board: What is this power tool called? What is it for and how does it work? Write the responses from student knowledge or text reading.

Engage the students in pair work: Tell the students to work with a partner or small group to

review what power tool description was most useful to them. Conclude Learning Activity:

Ask the students to respond orally, as a re-teaching strategy, to the review questions on page 59 of the textbook.

Lesson 2: 2 hours Capture Student Attention:

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Warm Up

Ask students to observe the measurement charts on pages 70-71 of textbook. Inquire of group which measurements are familiar and which are not. Then, ask for examples of applications of the different categories.

Capture Student Attention: Vocabulary Development 2:2

Remind students that the Vocabulary Development is an ongoing list of key vocabulary words derived from each unit study. Each word will be defined and discussed in class.

Distribute Student Handout H2:3. Pronounce the words and have students repeat to check for

correctness. Instruct students to review the indicated chapters in the textbook and find the correct definitions for each vocabulary term.

Answers for H2:3 1. F 2. C 3. K 4. D 5. A

6. L 7. G 8. I 9. H

10. J Reading Comprehension

Set the stage: Ask the students to observe the illustration Figure 6- 13, on page 75 of textbook.

Personalize the situation: Ask the students if they have ever used a micrometer and the reason for this tool.

Set the reading task: Have the students review the instructions for reading a micrometer as

listed on pages 75-76.

Check the reading task: Write on the board: STEPS FOR READING A MICROMETER. Review with students the Language Skills: Main Idea/Transitions: Time Words for Patterns of Organization: Series/Stages. Write as a list:

First,_________ . Next,_________ . Then,_________ . Finally,_______ .

Engage the students in pair work: Tell the students to work with a partner or small group to

complete stages of reading a micrometer. Then, each group shares with class their explanation. Conclude Learning Activity:

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Ask the students to respond orally, as a re-teaching strategy, to the review questions on page 83 of the textbook.

Evaluation

Students will select a tool and read a passage about the proper use. Then, each will give a description of the process of using that tool by writing the main idea and filling in the steps that must be done in order.

Students will successfully answer the Vocabulary 2 Quiz, ASSESSMENT H2:3.

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Learning Activity 2 – Part A - Vocabulary Development H2:1 Match the vocabulary words to the definitions. 1. A box-end tool with a small opening in the jaw. A. Adjustable wrench B. Allen, or hex, wrench 2. A tool that is completely closed on both ends. C. Ball peen hammer D. Box end wrench

E. Chisel or punch holder 3. A tool that has jaws that can be adjusted to fit different sizes. F. Flat chisel

G. Flex-combination wrench 4. A tool used to align or hold another tool. H. Off-set screwdriver I. Tubing or line wrench

J. Phillips screwdriver 5. A set of pliers with adjustable jaws for different size parts.K. Pin punch

L. Ratchet 6. A tool with a single, flat blade that fits into a slot. M. Slip joint pliers N. Snap ring pliers 7. A tool that is bent, to use in tight places. O. Socket P. Standard screwdriver 8. A cylinder-shaped, box end tool for bolts or nuts. Q. Stubby screwdriver R. Torx screwdriver 9. A lever tool used with a socket. 10. A tool with a straight shank used to push a shaft or a rod. 11. A tool used for cutting off damaged or badly rusted

fasteners.

12. A tool used for fasteners with special shaped heads. 13. A tool with two crossing blades used to fit star-shaped

slots.

14. A tool used to remove fasteners in tight places. 15. A tool with a socket on one end and an open end on the

other.

16. A tool with sharp pointed tips for installing or removing

clips.

17. A tool with one side flat and the other a round end. 18. A six-sided wrench used for set screws

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Learning Activity 2 – Part B - Vocabulary Development H2:2 Match the vocabulary words to the definitions. 1. Equipment used to remove grease and oil from parts. A. Air compressor B. Air hammer or chisel

C. Air hoses 2. A tool that provides a very fast means of installing or removing threaded fasteners. D. Air ratchet

E. Arc welder 3. Equipment used to melt and fuse metal parts together. F. Blow gun G. Cold solvent tank

H. Floor jack 4. A special impact wrench designed for working in limited, tight places. I. Impact wrench

J. Jack stand 5. Equipment used to heat, cut, weld, or braze metal parts. K. Oxyacetylene torch L. Soldering gun 6. Equipment to provide a source of pressurized air for the

auto shop.

7. Flexible connection to the metal lines from the air

compressor.

8. A tool useful during various driving and cutting operations. 9. This supports a vehicle during repairs. 10. Equipment used to join wires during electrical repairs. 11. A tool commonly used to dry and clean parts washed in

solvent.

12. Equipment used to raise the front, the sides, or the rear of a

vehicle.

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Learning Activity 2 –Vocabulary Development H2:3 Match the vocabulary words to the definitions. Vocabulary Words:

A. Dial indicator B. Scale C. Vacuum gauge D. Feeler gauge E. Temperature gauge F. Torque wrench G. Vernier caliper H. Metric measuring system I. Decimal conversion chart J. Outside

K. Micrometer L. Conventional measuring system

Definitions: 1. Equipment used to remove grease and oil from parts. 2. Commonly used to measure negative pressure or suction. 3. Can easily measure to one ten-thousandth of an inch. 4. Used to measure small clearances or gaps between parts. 5. Used to measure part movement of thousandths of an inch. 6. Originated from sizes taken from the parts of human body. 7. Can make inside, outside, and at times, depth measurements with considerable accuracy. 8. Used to interchange and find equal values for fractions, decimals, and millimeters. 9. Uses a power of 10 for all basic units. 10. Used when making external measurements where 1/64” is sufficient.

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Learning Activity 3

Introduction to Automotive Technology Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

10. Use printed service publications (shop manuals or service bulletins) and on-line computer systems to obtain service procedures and specifications for selected vehicles.

11. Use Vehicle Certification Label to obtain service information. 12. Identify, select, and tell how to install proper fasteners in specific applications. 13. Describe how to create threads, repair damaged threads, and remove broken fasteners 14. Identify specified shop terms and write sentences for examples of each.

Topics:

Service Information: types and applications. Auto fasteners most commonly used

Language Skills:

Skimming, Scanning, and Finding Information. Distinguish between Fact and Opinion; based on exact information.

Recommended Resources for Learning Activity:

Student Handouts: H 3:1; H 3:2. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 7 & 9. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Explain to students that many situations in automotive diagnosis and repair are based on opinions that may or not be correct. Ask for students to relate personal experiences or offer one.

Ask students: How can a technician be sure about diagnosing and repairing auto problems?

Explain that his class will help them learn how to be more accurate in their operations.

Develop Learning Activity: Vocabulary Development 3 – Part A

Tell students that the Vocabulary Development Exercises define vocabulary words for each lesson. These words are taken from the textbook and reference manuals. Most of the words are

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the ones that auto technicians use to talk about their work and about the shop environment. Each word will be defined and discussed in Class. The words appear in the text readings and classroom discussions.

Ask students to work in pairs or small groups to read and find in the text the words listed in the

Important Terms sections of the selected chapters. Distribute the handout H3:1; pronounce orally the words listed in the WORD BANK and have students repeat. Ask students to complete the definitions exercise on the handout. After the students have finished the exercise, have them share their responses. Students should review their vocabulary lists and correct any incorrect/incomplete definitions.

Answers for H3:1 1. J 2. D 3. G 4. F 5. E 6. L

7. B 8. K 9. C 10. H 11. A 12. I

Reading Comprehension – Information

Set the stage. Instruct the students to look at the picture on page 85 of the textbook. Ask them to describe the situation and what the person is doing. Prompt them with questions as needed.

Personalize the situation. Ask the class if they have ever had to find service information or used

a service manual. Ask leading questions such as: What information did you need? How did you find it? What did you do with the information?

Focus on selected items. Have students observe the illustration Figure 7- 2, on page 82 of the

textbook. Inquire of group what categories of information are given.

Set the reading task. Ask students to read the details and information given in Figure 7-3, on page 87 of the textbook. Write on the board the example of the VIN chart.

Check the reading task. Go section by section through the reading of the VIN example and ask

students to describe the information given in part of the number.

Engage the students in pair work. Ask the students to work in pairs: one student points to a number of the VIN and the other student tells what information is given in that place.

Conclude Learning Activity:

Ask the students to respond orally, as a re-teaching strategy, to the review questions on page 95 of the textbook.

Lesson 2:2 hours Capture Student Attention:

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Warm Up

Place a variety of different types of nuts and bolts for students to observe. Ask group how many can they name specifically and what is the purpose of each.

Develop Learning Activity: Vocabulary Development 3 – Part B

Instruct students to turn in the textbook to Figure 9-1, on page 111. Ask individual students to point to a type of fastener and pronounce orally the name. Then, ask all the class to repeat the pronunciation; check for correctness and accuracy. After naming all the different types of fasteners, distribute handout H3:2. Tell students that they are going to find each type of fastener mention and create their own drawing illustration of that specific fastener.

Reading Comprehension – Information

Set the stage. Instruct the students to turn to page 117 in the textbook. Ask the question: What are threads for on the fasteners?

Personalize the situation. Ask the class if they have use mostly SAE threads or Metric threads

in their experience. Then, ask if they have ever have a bolt strip or break. What can you do about damaged threads?

Set the reading task. Have the students skim the section on Thread Repairs of pages 117-120.

Write on the board: What is the difference between a minor thread damage and a major thread damage? What is the difference between a tap and a die?

Check the reading task. Ask students to answer as a group the previous questions in a class

discussion format. As each student adds more information, write their answers under the questions on the board. Extend the reading comprehension by directing the class to the section of Thread Repair Insert, page 118. Ask who can explain when it would be necessary to use an insert and how does it work.

Conclude Learning Activity:

Ask the students to respond orally, as a re-teaching strategy, to the review questions on page 125 of the textbook.

Evaluation

Students will observe and correctly interpret information from a VIN example.

Students will practice distinguishing between fact and opinion by using precise and exact service information.

Students will identify and describe the uses of different types of fasteners.

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Learning Activity 3-A –Vocabulary Development H3:1 Match the vocabulary words with the definitions. 1. Uses pictures, symbols, and words for information. 2. Also called manufacturer’s manual, it covers each vehicle produced by a company for 3. It is given to the purchaser of a new vehicle. 4. By reading this, technicians stay up-to-date with recent changes, repair problems, and

other service information. 5. In this section of a shop manual, vehicle identification, basic maintenance, and such are

found. 6. This shows how fluid flows in a circuit or a part. 7. It lists conditions, causes, and corrections. 8. These are drawings that represent how wires, hoses, passages, and parts connect. 9. This gives a logical sequence for testing and inspecting when trying to solve a repair

problem. 10. A technician needs it to calculate how much labor to charge a customer for a repair. 11. Information published by companies other than major vehicle makers. 12. The part of a service manual that covers the vehicle’s major systems. Word Bank:

A. Block analysis chart B. Diagrams C. Factory manuals D. Flat rate manual E. General information F. General repair manual

G. Hydraulic diagrams H. Illustrated diagnosis chart I. Owner’s manual J. Repair section

K. Technical bulletins L. Tree diagnosis chart

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Learning Activity 3-B –Vocabulary Development H3:2 Study the types of fasteners named in Figure 9- 1, on page 111 of text. Then, draw an illustration of each of the fasteners listed below.

1. Cap screw

2. Castle nut

3. Clevis pin

4. Cotter pin

5. Hex head bolt

6. Rivet

7. Set screw

8. Snap ring

9. Socket head screw

10. Stud

11. Washer

12. Wing nut

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Learning Activity 4

Basic Vehicle Knowledge and Service Skills Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

15. Identify the major components of Engine, Power-train, and Chassis/Body. 16. Describe safe use of jacks and hoists. 17. Explain how to do a “customer courtesy” inspection of a selected vehicle.

Topics:

Major components of a vehicle: engine, power-train, chassis, and body. Use of shop equipment in a safe manner: jack and hoist. Customer courtesy inspection.

Language Skills:

Synonyms of words. Distinguish between connotation and denotation of word meanings.

Recommended Resources for Learning Activity:

Student Handouts: H 4:1; H 4:2. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 1, 2, and 4. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Explain to students that many situations in automotive diagnosis and repair are based on opinions that may or not be correct. Ask for students to relate personal experiences or offer one.

Ask students: How can a technician be sure about diagnosing and repairing auto problems?

Explain that his class will help them learn how to be more accurate in their operations.

Develop Learning Activity: Vocabulary Development 3 – Part A

Tell students that the Vocabulary Development Exercises define vocabulary words for each lesson. These words are taken from the textbook and reference manuals. Most of the words are the ones that auto technicians use to talk about their work and about the shop environment. Each

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word will be defined and discussed in Class. The words appear in the text readings and classroom discussions.

Ask students to work in pairs or small groups to read and find in the text the words listed in the

Important Terms sections of the selected chapters. Distribute the handout H3:1; pronounce orally the words listed in the WORD BANK and have students repeat. Ask students to complete the definitions exercise on the handout. After the students have finished the exercise, have them share their responses. Students should review their vocabulary lists and correct any incorrect/incomplete definitions.

Answers for H3:1 1. J 2. D 3. G 4. F 5. E 6. L

7. B 8. K 9. C 10. H 11. A 12. I

Reading Comprehension – Information

Set the stage. Instruct the students to look at the picture on page 85 of the textbook. Ask them to describe the situation and what the person is doing. Prompt them with questions as needed.

Personalize the situation. Ask the class if they have ever had to find service information or used

a service manual. Ask leading questions such as: What information did you need? How did you find it? What did you do with the information?

Focus on selected items. Have students observe the illustration Figure 7- 2, on page 82 of the textbook. Inquire of group what categories of information are given.

Set the reading task. Ask students to read the details and information given in Figure 7-3, on page 87 of the textbook. Write on the board the example of the VIN chart.

Check the reading task. Go section by section through the reading of the VIN example and ask students to describe the information given in part of the number.

Engage the students in pair work. Ask the students to work in pairs: one student points to a number of the VIN and the other student tells what information is given in that place.

Conclude Learning Activity:

Ask the students to respond orally, as a re-teaching strategy, to the review questions on page 95 of the textbook.

Lesson 2:2 Capture Student Attention: Warm Up

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Place a variety of different types of nuts and bolts for students to observe. Ask group how many

can they name specifically and what is the purpose of each. Develop Learning Activity: Vocabulary Development 3 – Part B

Instruct students to turn in the textbook to Figure 9-1, on page 111. Ask individual students to point to a type of fastener and pronounce orally the name. Then, ask all the class to repeat the pronunciation; check for correctness and accuracy. After naming all the different types of fasteners, distribute handout H3:2. Tell students that they are going to find each type of fastener mention and create their own drawing illustration of that specific fastener.

Reading Comprehension - Information

Set the stage. Instruct the students to turn to page 117 in the textbook. Ask the question: What

are threads for on the fasteners?

Personalize the situation. Ask the class if they have use mostly SAE threads or Metric threads in their experience. Then, ask if they have ever have a bolt strip or break. What can you do about damaged threads?

Set the reading task. Have the students skim the section on Thread Repairs of pages 117-120. Write on the board: What is the difference between a minor thread damage and a major thread damage? What is the difference between a tap and a die?

Check the reading task. Ask students to answer as a group the previous questions in a class

discussion format. As each student adds more information, write their answers under the questions on the board. Extend the reading comprehension by directing the class to the section of Thread Repair Insert, page 118. Ask who can explain when it would be necessary to use an insert and how does it work.

Conclude Learning Activity:

Ask the students to respond orally, as a re-teaching strategy, to the review questions on page 125 of the textbook.

Evaluation

Students will describe automotive systems with correct pronunciation and accurate information.

Students will practice using synonyms and words in connotation in explanations of major components.

Students will successfully complete the vocabulary quiz for unit 4.

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Learning Activity 4-1 –Vocabulary Development H4:1 Match the vocabulary words to the definitions. Word Bank:

A. Automatic transmission B. Charging system C. Clutch D. Drive shaft E. Drive train F. Engine cooling system G. Ignition system H. Lubrication system I. Manual transmission J. Rear axle assembly

K. Starting system L.Transaxle

Definitions: 1. Reduces friction and wear between internal engine parts. 2. Contains a transmission and a differential in one case. 3. Used to engage or disengage the engine and transmission. 4. Replaces electrical energy used during the starting system operation. 5. Uses an internal hydraulic system to shift gears. 6. Transfers turning force from the engine crankshaft to the drive wheels 7. Contains a differential and two axles. 8. Produces extremely high voltage that operates the spark plugs. 9. Allows the driver to change gear ratios and engine torque going to drive wheels. 10. Transfers power from the transmission to the rear axle assembly. 11. Maintains a constant engine operating temperature. 12. Rotates the engine crankshaft until the engine “fires” and runs on its own power.

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Learning Activity 4 H4:2 AUTOMOTIVE SYSTEMS: Write a short description of each of the systems.

1. BODY and FRAME: ____________________________________________________________ _____________________________________________________________________________

2. ENGINE: _____________________________________________________________________ _____________________________________________________________________________

3. COMPUTER SYSTEMS:_________________________________________________________

_____________________________________________________________________________

4. ELECTRICAL SYSTEMS: ______________________________________________________ _____________________________________________________________________________

5. COOLING and LUBRICATING SYSTEMS: ________________________________________

_____________________________________________________________________________

6. EXHAUST and EMISSIONS CONTRIL SYSTEMS: __________________________________ _____________________________________________________________________________

7. DRIVE TRAIN SYSTEMS: ______________________________________________________

_____________________________________________________________________________

8. SUSPENSION, STEERING, and BRAKE SYSTEMS: _________________________________ _____________________________________________________________________________

9. ACCESSORY and SAFETY SYSTEMS: ____________________________________________

_____________________________________________________________________________

10. SYSTEMS INTERACTION: Make a block illustration of the interaction of the different systems, as shown in Figure 1- 2, on page 2.

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AUTOMOTIVE SYSTEMS and PARTS: Name the system and parts shown below.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

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Learning Activity 5

Engine Systems Minor Service Skills: Vehicle Maintenance Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

18. Describe engine oil maintenance. 19. Explain air filter components. 20. Explain fuel system checks. 21. Identify the steps in testing and servicing the cooling system. 22. Describe the inspection and adjustment of drive belts.

Topics:

How to check a car’s fluid levels. Safe practices while working with vehicle fluids. How to inspect for general problems.

Language Skills:

Synonyms of words; distinguish between connotation and denotation of word meanings. Patterns of organization: Process Steps.

Recommended Resources for Learning Activity:

Student Handouts: H 5:1; H 5:2; H 5:3; H 5:4 Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapter 10. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Tell students to review the list of activities in Lubrication Service, on page 127 of textbook. Ask the group which of these activities they can perform. Allow individuals to share their knowledge and experiences.

Develop Learning Activity:

Vocabulary Development 5

Remind students that the Vocabulary Development Exercises are an ongoing part of the course objectives. Ask students to look at the list of vocabulary terms listed for Chapter 5, on page 141 of text. Then, tell students to scan text of Chapter 10 to locate these terms and seek to understand the words in context.

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Distribute Student Handout H5:1 and practice orally the pronunciation of the WORD BANK

words. Next, allow students to work in pairs or small groups to complete the vocabulary exercise.

Answers for H5:1

1. H 2. E 3. K 4. F 5. G 6. J

7. L 8. D 9. I

10. A 11. B 12. C

Reading Comprehension – Vehicle Maintenance

Set the stage. Review with students words used in patterns of organization when describing a process step-by-step or in a series. Write the list of words on board:

First, _____________ Next, _____________ Then, _____________ Afterwards, _______ Finally, ___________

Personalize the situation. Ask the class which maintenance process are they most familiar with

and in what situation they have done this.

Set the reading task. Tell students to scan the pages 127 -132. They should observe carefully the steps listed in the processes and the information given in the illustrations.

Check the reading task. Write above the list of words on the board: CHANGING ENGINE OIL

AND FILTER. Ask the group to help complete the process on the board, using the series presented in the textbook. Explain that some steps may be combined and that other series words may be added to the list: Now, ___, etc.

Engage the students in pair work: Have students work with a partner or small group to skim

pages 332 – 333. Then, explain to one another how to service an air filter.

Conclude Learning Activity:

Ask the students to review their Vocabulary 5 handout. Then, distribute the handout H5:2 and H5:3 for homework. Explain to students that they will write a description of a fuel filter check. Refer students to pages 327 – 328 of textbook for information on fuel filters.

Lesson 2:2 hours Capture Student Attention:

Warm Up

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First, have students present the H5:2/3. Allow students to share with the class their descriptions of how to check and replace a fuel filter.

Develop Learning Activity:

Vocabulary Development 5

Ask students to review their handout of Vocabulary 5 and practice with them orally the pronunciation of words. Inquire if all understand the concepts and definitions.

Reading Comprehension – Inspecting Systems

Set the stage. Explain to students that one focus of maintenance is the routinely serviced areas

like fluids and filters. However, another aspect of service is inspecting parts that are replaced only when damaged or worn out. Make a diagram on the board to list main items and their parts. Example:

- coolant fluid

COOLING SYSTEM - radiator cap - water hoses

Now, ask students what are some other examples and write their responses on the board. (Examples: belts, tires, muffler, and battery.)

Personalize the situation. Ask the class which of these parts do they know how to inspect and

service.

Set the reading task. Tell students to scan the pages 137-139. They should observe carefully the steps listed in the processes and the information given in the illustrations.

Check the reading task. Ask the group to help complete the process on the board, using the

series presented in the textbook. Explain that some steps may be combined and that other series words may be added to the list: Now, ___, etc.

Engage the students in pair work: Divide the class into two groups. Have one group prepare a

presentation of how to inspect the cooling system, Figure 10-21, on page 137. Use the handout H5:4 as a guide. Ask the other group to prepare a presentation of how to inspect drive belts, based on Figure 10-22, page 137.

Review with students words used in patterns of organization when describing a process of step by-step or in a series. Write the list of words on board:

First, _____________ Next, _____________ Then, _____________ Afterwards, _______ Finally, ___________

Allow groups to share presentations with the entire class.

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Conclude Learning Activity:

Ask the students to review their Vocabulary 5 handout. Take assessment of Vocabulary 5 quiz, H5:5

Evaluation

Students will correctly describe steps in how to check fluid levels, using correct pronunciation of vocabulary and key words.

Students will practice using synonyms and words in connotation in explanations of vehicle

maintenance.

Students will successfully complete the vocabulary quiz for unit 5.

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Learning Activity 5 – Vocabulary Development H5:1 Math the vocabulary words in the word bank with the corresponding definitions. 1. This is a result of overfilling the fluid level, which reduces is lubricating ability. 2. This is an excellent lubricant for door and truck locks. 3. It is useful for locating hissing sounds, rattle, whines, and squeaks. 4. This tool is used to force lubricant into small fittings. 5. Check fluid levels, inspecting condition of all fluids, changing oil and filter, and

changing automatic transmission fluid. 6. Use this to pinpoint the source of internal part noises and problems. 7. Any operation that will keep a car in good running condition. 8. It is desirable to use on strikers. 9. This is specially suited for rubber door weather stripping. 10. A good, all-around lubricant that can be used on easy to reach hinges and latches. 11. Used in some manual transmissions hydraulic systems. 12. Fluid used to maintain engine operating temperature. Word Bank:

A. Chassis grease B. Clutch fluid C. Coolant D. Dry stick lubricant E. Graphite F. Grease gun G. Lubrication service H. Oil foaming I. Silicone lubricant J. Stethoscope

K. Vacuum hose L. Vehicle maintenance

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Learning Activity 5 H5:2

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Learning Activity 5 H5:3

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Learning Activity 5 H5:4

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Learning Activity 6

Power Train Systems: Minor Service Skills Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

23. Describe functions and services to manual and automatic transmissions. 24. Identify the autos with rear axles and explain how to check/service drive shafts, universal joints,

and differentials. 25. Make a comparison/contrast of front wheel dive and rear axle automobiles. 26. Describe inspection of transaxle, boot, and CV-joints.

Topics:

Functions and types of drive trains. Manual and automatic transmissions. How to inspect for general problems.

Language Skills:

Comparison and contrast compositions. Patterns of organization: Process Steps.

Recommended Resources for Learning Activity:

Student Handouts: H 6:1; H 6:2. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 10 and 64. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask students which is preferable: a manual or an automatic transmission? Allow expressions of opinions.

Develop Learning Activity:

Vocabulary Development 6

Explain to students that this vocabulary list will cover several different chapters, so they will

need to practice their skills in skimming through material. Distribute the handout H6:1 for the vocabulary focus of this unit.

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Direct students to Chapters 63 and 64 of textbook. Ask students to use these as references to complete the vocabulary exercise. Students may work individually or with a partner to do the exercise. When students have finished, practice first the pronunciation of the terms in the WORD BANK. Then, ask students to check their answers for correctness. Answers for H6:1

1. C 2. I 3. H 4. A 5. K 6. F

7. G 8. E 9. J

10. B 11. D 12. L

Reading Comprehension – Transmission Service/Maintenance

Set the stage. Explain to students that this unit will use the process of comparison (how things are similar) and contrast (how things are different). First, there will be a comparison of automatic and manual transmissions. Have students observe the Figure 1-19 and information on page 15 and then contrast this with Figure 1-20 on page 16. Ask students to describe some of the differences (With a manual transmission, the driver changes the gears. In an automatic, the hydraulic system automatically changes the gears.)

Personalize the situation. Ask the class which maintenance would be difficult for them:

automatic or manual? Allow several responses.

Set the reading task. Tell students to scan the pages 130 -132. They should observe carefully the steps listed in the processes and the information given in the illustrations.

Check the reading task. On the board, create three columns. One is titled AUTOMATIC; the

other is MANUAL; the third is DIFFERENTIAL. Ask the group to list the process to check the fluid levels (AUTO – dipstick; MANUAL –fill plug of fill hole; DIFFERENTIAL- fill plug of fill hole.)

Engage the students in pair work: Direct the students to the section for checking hydraulic

clutch fluid, page 133. Ask them to explain to a partner the process for checking this fluid level.

Conclude Learning Activity:

Tell the students to review their Vocabulary 6 handout. Ask if there are any concepts that are not clear. Then, distribute the handout H6:2 for homework. Explain to students that they will make a chart of two columns: REAR WHEEL DRIVE and FRONT WHEEL DRIVE. Tell class to list all things that they observe from the illustration under each heading.

Lesson 2:2 hours Capture Student Attention: Warm Up

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Ask students which is better: rear wheel or front wheel drive? Allow several students to express their ideas.

Develop Learning Activity: Vocabulary Development 6

Ask students to review their handout of Vocabulary 6 and practice with them orally the pronunciation of words. Inquire if all understand the concepts and definitions.

Tell the class to look at their homework assignment of comparing front/rear drives. Explain that key words help to make comparisons and contrast. Write on the board;

COMPARE CONTRAST (Similar) (Different) _____ like _____ _____ but _____ _____ similar to _____ _____ on the other hand _____ Both _____ However, _____

Now, ask the students to take the information that they wrote in their charts as homework and make these points into complete sentences using the key words listed above. Allow several students to give responses.

Reading Comprehension – Drive Train Service/Maintenance

Set the stage. Explain to students that this unit will use the sequence words as used in explaining other step-by-step processes.

Personalize the situation. Ask the class if anyone has ever serviced an automatic transmission.

Inquire if the task was very difficult.

Set the reading task. Tell students to scan again the pages 130 -131. They should observe carefully the steps listed in the processes and the information given in the illustrations.

Check the reading task. On the board, write SERVICING THE AUTOMATIC TRNASMISSION

FLUID AND FILTER. Ask the class to tell in their own words the steps in doing this process. (Check list on page 131 for correctness.)

Engage the students in pair work: Direct the students to the section for checking and

lubricating a universal joint, page 135 or 1134. Ask them to explain to a partner the process for checking and servicing this part of the drive train.

Conclude Learning Activity:

Tell the students to review their Unit 6 handouts. Ask if there are any concepts that are not clear. Take the assessment for Vocabulary 6 – H6:3

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Evaluation

Students will correctly describe steps in how to check fluid levels in manual and automatic transmissions, using correct pronunciation of vocabulary and key words.

Students will prepare a comparison and contrast presentation using appropriate grammar

structures.

Students will successfully complete the vocabulary quiz for Unit 6.

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Learning Activity 6 – Vocabulary Development H6:1 Match the vocabulary words to the definitions. 1. Used in an automatic transmission for checking lubricant level. 2. A transmission and a differential combined in a single assembly. 3. This receives power from drive shaft, houses the differential and wheel axles. 4. It uses a hydraulic system to shift gears. 5. Drive system in which the engine is mounted sideways in the engine compartment. 6. An opening in a manual transaxle for checking lubricant level. 7. This allows the driver to change gear ratios. 8. The system that transfers engine power to the drive wheels. 9. The part of the system that uses various gear combinations to multiply engine speed. 10. The set of gears and shafts that transmit power from drive shaft to axles. 11. Also called propeller, transfers power from transmission to the rear axle. 12. A swivel connection capable of transferring a turning force between shafts at an angle to

one another. Word Bank

A. Automatic transmission B. Differential C. Dipstick D. Drive shaft E. Drive train F. Fill hole G. Manual transmission H. Rear axle assembly I. Transaxle J. Transmission

K. Transverse L. Universal joint

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Learning Activity 6 H6:2

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Learning Activity 7

Chassis System Minor Service Skills Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

27. Describe checking brake fluid level. 28. Explain how to check the power steering fluid level for cold/warm engine. 29. Describe a tire inspection and inflation check. 30. Explain the purpose of tire rotation and how to torque lug nuts. 31. Describe the lubrication of the suspension and steering systems.

Topics:

Service interval charts. Functions fluids in systems. Tire inflation problems.

Language Skills:

Main idea and details; Fact and Opinion Patterns of organization: Process Steps. Reading charts and diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H7:1; H7:2. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 10, 65, and 66. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask students how often should a vehicle have a complete lubrication? Allow expressions of opinions.

Develop Learning Activity:

Vocabulary Development 7

Explain to students that, once again, this vocabulary list will cover several different chapters, so

they will need to practice their skills in skimming through material. Distribute the handout H7:1 for the vocabulary focus of this unit.

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Direct students to Chapters 10 and 65-66 of textbook. Ask students to use these as references to complete the vocabulary exercise. Students may work individually or with a partner to do the exercise. When students have finished, practice first the pronunciation of the terms in the WORD BANK. Then, ask students to check their answers for correctness.

Answers for H7:1 1. E 2. G 3. C 4. B 5. I

6. A 7. F 8. J 9. D 10. H

Reading Comprehension – Chassis System Service

Set the stage. Explain to students that this unit will help to distinguish between fact and opinion concerning service intervals and details. First, there will be a clarification between opinion (what a person thinks about something) and fact (what is proven by information). Have students observe the chart of Figure 10-20 and information given, on page 136. Mention to the class that many people base service intervals on personal opinion rather that facts supported by exact information. However, automobile manufacturers haven given precise information on service recommendations. This information should be followed instead of personal opinions.

Personalize the situation. Ask the class from where they usually get their information about

service operations.

Set the reading task. Tell students to study the chart o page 136. This unit will focus on three areas of maintenance: brakes, power steering, and tires. Ask students to scan the pages 132 – 138 to find details about these systems.

Check the reading task. On the board, draw three columns. One is titled BRAKES; the other is

POWER STEERING; the third is TIRES. Ask the group to find details for the process to check the fluid levels (BRAKES- Markings on the master cylinder; POWER STEERING – dipstick; TIRES- Inflation pressure, tread wear, and sidewall/rim damage.) Ask students to locate and interpret details, then note these on the board in the appropriate groups.

Next, ask for a person to take each area and give a complete description of how this item is checked and serviced. Allow different students to add to or modify the process in consideration.

Engage the students in pair work: Direct the students to the section on tire, page 1247. Ask

them to explain to a partner what is the process for rotating tires and why it is important

Conclude Learning Activity:

Tell the students to review their Unit 7 vocabulary handouts. Ask if there are any words or concepts that are not clear.

Lesson 2:2 hours Capture Student Attention:

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Warm Up

Ask students when should a tire be replaced? Allow several responses. (Tread wear, uneven tread, sidewall damage, etc.)

Develop Learning Activity: Vocabulary Development 7

Ask students to review their handout of Vocabulary 7 and practice with them orally the pronunciation of words. Inquire if all understand the concepts and definitions.

Reading Comprehension – Tire Inspection

Set the stage. Explain to students that this class will once again focus on the difference between fact and opinion. Remind students that opinions are very subjective; they are determined by what a person feels or thinks sat that moment.

On the other hand, facts are based on precise information. So, issues such as replacing a tire or any other car part should be based on precise facts.

Personalize the situation. Ask the students if they know the parts of a tire that determine a tires

condition? (Hint: tread, sidewall, and beads)

Set the reading task. Tell students to scan the pages 1243-1247. Instruct them to observe carefully information given in charts, illustrations, and diagrams. Distribute the handout H7:2 about tires. Ask the students to make an illustration, on the back of the sheet, like a large letter U. Now, use this to label the parts of a tire that are important in a tire inspection.

Beads- on top of tire Sidewall- on side of tire Tread-

U on bottom of tire

Next, ask the students to reproduce, on the back of the handout also, the illustration of the tire inflations, Figure 66-4, on page 1245.

Check the reading task. On the board, draw three titles: UNDERINFLATION,

OVERINFLATION, and PROPER TIRE INFLATION. Ask students to describe the consequences of each of these conditions.

Engage the students in pair work: Direct the students to their illustrations and the illustrations presented on the handout H 7:2. Have the students work with a partner. One will point to an example of an inspection (Example: E-Cupping); the partner will then diagnose the problem in this situation: needs wheel balance, new shocks, or ball joints.

Conclude Learning Activity:

Tell the students to review their Vocabulary 7 handout.

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Take the assessment for Vocabulary 7 – H7:3.

Evaluation

Students will correctly describe steps in how to check fluid levels for brakes and power steering units, using correct pronunciation of vocabulary and key words.

Students will read charts and diagrams to interpret information based on facts and distinguish

this from opinion.

Students will successfully complete the vocabulary quiz for Unit 7.

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Learning Activity 7 – Vocabulary Development H7:1 Match the vocabulary words to the definitions: Word Bank

A. Beads B. Fluid leaks C. Lug nuts D. Proper tire inflation E. Service interval F. Sidewall G. Stop-leak products H. Tire rotation I. Tread J. Valve stem

Definitions 1. The amount of time, months or miles, between recommended maintenance checks and

operations. 2. Fluids or materials designed to recondition seals. 3. These hold the wheel and tire assembly on the vehicles. 4. A result of bad gaskets, seals, or hoses; sometimes cracks in parts. 5. The outer surface of the tire that contacts the road. 6. The two rings that are made of steel wire and encased in rubber; hold the sidewall to the

rim. 7. The outer part of the tire that extends from the bead to the tread. 8. It is pressed into a hole in the wheel to allow inflation and deflation. 9. This makes the full tread area of the tire touch the road. 10. The changing of the location of the tires to ensure maximum tire life.

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Learning Activity 7 H7:2

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Learning Activity 8

Body and Accessory System Minor Service Skills Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

32. Explain how to diagnose and attend to wind noise problems of the chassis. 33. Describe possible reasons for water leak issues. 34. Identify the procedures and approved tools to make the needed repairs of these chassis problems.

Topics:

Chassis design. Service interval charts. Types of lubricants.

Language Skills:

Main idea and details. Patterns of organization: Process Steps. Reading charts and diagrams.

Recommended Resources for Learning Activity:

Student Handouts: Review of Units 1 through 7. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 1 and 10. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask students which is the right side of an automobile body? Which is the left side? Develop Learning Activity:

Vocabulary Review

Ask students to review their handouts of Vocabulary 1 to 7. Inquire if all understand the concepts and definitions. Remind students that the mid-term exam will during the next class meeting.

Reading Comprehension – Automobile Body and Chassis

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Set the stage. Explain to students that this class will finalize the section of general automobile service and maintenance. It will focus on the automobile body and minor service recommendations by looking at several different sections of the textbook.

Personalize the situation. Ask the students how many different body types do they know? Write

some of their responses on the board.

Set the reading task. Direct the students to the reading section on body/chassis, pages 2 - 5 of textbook. Have the students scan the information concerning body types. Also, ask them to observe the information presented in Figure 1-5, on page 5. Draw a figure on the board, an oval or rectangle, to represent a car body.

On one side of the figure, write BODY/FRAME; write BODY TYPES on the other side. Ask the students to describe the two forms of construction (body-over-frame and unibody), write these under the title of BODY/FRAME. Now, ask the students to describe the different types of body styles (listed on pages 4-5). Write these under the other title. On the same figure on the board, repeat the question of which are the right and left sides of the vehicle (Figure 1-5, page 5). Write this information around the illustration. Next, have the students skim the section on chassis maintenance, pages 135-136.

Check the reading task. First, ask students to define: chassis lubrication, grease job, and

grease gun.

Next, tell students to observe Figure 10-19, on page 136. Ask students if they had considered these operations as part of a chassis lubrication? Check reading understanding by writing the following words on the board (Note: most of these words were studied in Unit 5.):

Graphite- Dry stick lubricant- Chassis grease- Silicone lubricant-

Then, ask students to describe the recommended use of each of these lubricants.

Engage the students in pair work: Have the students work with a partner to review the vocabulary words of Units 1 to 7.

Conclude Learning Activity:

Remind students to prepare for the mid-term exam that will be given in the next class. Evaluation:

Students take Mid-term Exam, H8:1.

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Learning Activity 9

Basic Engine Diagnosis Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

35. Describe how to perform an engine vacuum test and how to determine the needed repairs. 36. Identify the steps of cylinder balance tests and the process of repair. 37. Describe the test for cylinder leakage and the repair process. 38. List the steps for the cooling system tests: pressure, combustion leakage, and temperature. 39. Describe the types of inspections for the engine assembly: fuel, oil, coolant, or other possible

leaks. 40. Tell how to determine the needed repairs for these problems.

Topics: Engine design; cooling and lubrication systems. Engine repair charts. Types of measuring instruments.

Language Skills:

Main idea and details; Fact and Opinion; Comparison/Contrast. Patterns of organization: Process Steps. Reading charts and diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H-9:1, H-9:2, H-9:3, H-9:4, H-9:5, H-9:6. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 40, 45, and 46. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask students what is usually the problem when an engine is running rough? Allow several students to express their opinions.

Develop Learning Activity:

Vocabulary Development 9

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Explain to students that, once again, this vocabulary list will cover several different chapters, so they will need to practice their skills in skimming through material. Distribute the handout H9:1 for the vocabulary focus of this unit.

Direct students to Chapters 40 and 45-46 of textbook. Ask students to use these as references to

complete the vocabulary exercise. Students may work individually or with a partner to do the exercise. Students may also use the Glossary of Terms (page 1545 and onward), or they may look in the Index (page 1567 and onward). When students have finished, practice first the pronunciation of the terms in the WORD BANK. Then, ask students to check their answers for correctness.

Answers for H9:1 1. H 2. A 3. E 4. L 5. F 6. D

7. B 8. I 9. G 10. C 11. J 12. K

Reading Comprehension – Engine Diagnosis

Set the stage. Explain to students that this unit will help to distinguish between fact and opinion concerning the diagnosis of engine problems. First, there will be a clarification between opinion (what a person thinks about something) and fact (what is proven by information). Have students observe the chart of Figure 45-2 and the steps listed, on page 836. Mention to the class that many people base their diagnosis on personal opinion rather specific tests. However, automobile manufacturers haven given precise processes for diagnosing and repairing recommendations. This process should be followed instead of personal opinions.

Personalize the situation. Ask the class from where do they usually get their ideas about which

engine problems might be affecting the performance? Write some of the responses on the board.

Set the reading task. Tell students to read the process on page 850 for diagnosing the problem of a rough idle. (Review the definition of rough idle.) Explain that this unit will look at several specific performance issues. The first will be vacuum leak. Ask students to study page 850 to find details about the process for this problem. (Students can also look back at pages 138-139 as a reference of this procedure. Also, mention the problems that vacuum leaks can produce for other tests, pages 282-283.)

Check the reading task. Ask one of the students to come to the board to illustrate and describe

this process. Have other students add to the description if necessary. When completed, ask the students to copy this example and place this in the portfolios. Distribute the handout H9:2. Explain that this will be used for several of the exercises.

Engage the students in pair work: Now, direct the students to page 881; ask them to work

with a partner to describe the process for a cylinder balance test. Note: review the definitions of tachometer and RPM. As the students describe the causes of these problems, have them point to the parts on the illustration: valves, piston rings, etc.

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Conclude Learning Activity:

Ask students to explain the difference between an opinion and a fact, and why this is important to recognize in doing an engine diagnosis. Give homework assignment: tell students to study the process in which a cylinder leakage tester is used as mentioned on page 906. Students will describe the process in the own words, and they will tell the function of the tester device.

Lesson 2:2 hours Capture Student Attention: Warm Up

Ask students why do cars sometimes get hot? Develop Learning Activity:

Vocabulary Development

Ask students to review their handout of Vocabulary 9 and practice with them orally the pronunciation of words. Inquire if all understand the concepts and definitions. Then check homework assignment by letting students read aloud the descriptions. File this assignment in their portfolios.

Reading Comprehension – Engine Diagnosis continued

Set the stage. Explain to students that this unit will review the use of comparison and contrast.

The comparison shows how things are similar; but a contrast describes the differences. Direct students to pages 772-773 and distribute the handout H9:5. Ask the students to study carefully the reasons for high oil consumption. Then, in the space indicated on the handout, tell the students to compare and contrast these two types of oil leaks. (External: clean the engine and then trace the leak. Internal: observe the smoke coming from the exhaust.)

“Both the external and the internal leaks are causes of high oil consumption. However, these problems are detected in different ways. . . . “

Personalize the situation. Ask the class if any one has ever used a vacuum gauge? Give the students the handout H9:3 and ask them to write and example of how a vacuum gauge could be used in one the problems that the class has seen already. (Example: cylinder leakage.)

Set the reading task. Tell students to read the process on pages 732-734 for diagnosing the

problem of coolant leaks and engine overheating. (Review the definition of overheating.)

Check the reading task. Distribute the handout H9:4. Ask the students to describe orally some of the items that were in their reading. (Example: water pump, fan belt, hose. thermostat, etc.) Tell students to complete the exercise of the handout and put in portfolio.

Engage the students in pair work: Have the students work in pairs to review Vocabulary 9.

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Conclude Learning Activity: Evaluation

Students will correctly describe the steps for assigned diagnosis of engine problems.

Students will read the basic steps for strategy-based diagnostics to interpret information based on facts and distinguish this from opinion.

Students will successfully complete the vocabulary quiz for Unit 9.

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Learning Activity 9 – Vocabulary Development H9:1 Match the vocabulary words with the definitions. Vocabulary Words: A. Cylinder balance test B. Cylinder leakage tester C. External oil leakage D. Internal oil leakage E. Overheating F. Pressure gauge G. Pressure tester H. Rough idle I. R.P.M. J. Tachometer

K. Vacuum gauge L. Vacuum leak

Definitions 1. This occurs when the engine seems to vibrate on its mounts. 2. This process measures the power output from each of the engine’s cylinders. 3. This occurs when the engine operating temperature is too high. 4. This is a common cause of rough idling, when a crack allows air to enter the intake

manifold. 5. This instrument is used to measure air or fluid pressure. 6. This shows up as blue smoke coming out of the exhaust system. 7. An instrument used to measure the amount of air lost out of the engine combustion

chamber. 8. The number of times that something turns completely in sixty seconds. 9. A hand-operated pump used to pressurize the cooling system for leak detection. 10. A condition detected by darkened or wet areas on or around the engine. 11. A device used to measure engine speed in rpm. 12. An instrument used to measure negative pressure.

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Learning Activity 9 H9:2

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Learning Activity 9 H9:3

Using a Vacuum Gauge: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Learning Activity 9 H9:4

Describe the cooling system pressure test: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Learning Activity 9 H9:5

Describe the difference between external oil leakage and internal oil leakage: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Learning Activity 9 H9:6

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Learning Activity 10

Operating Fundamentals for Automatic Transmissions Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

41. Describe an automatic transmission. 42. Identify the sequential steps of transmission disassembly to subassemblies. 43. Describe the basic hydraulics. 44. Identify the components of: torque converter/converter clutch, gear train, friction units, and fluid

cooler.

Topics: How an automatic transmission functions. The main components of an automatic transmission. Types of automatic transmissions.

Language Skills:

Main idea and details; Comparison and Contrast. Patterns of organization: Process Steps. Reading and interpreting diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H-10:1; H-10:2 AND H-10:3. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapter 57. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask students: What makes an automatic transmission work? Allow several responses. Develop Learning Activity:

Vocabulary Development 10

Remind students that the Vocabulary Development Exercises are an ongoing part of the course

objectives. Ask students to look at the list of items named for Chapter 57, on page 1069 of text. Then, tell students to practice the pronunciation of these terms.

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Distribute Student Handout H10:1 and practice orally the pronunciation of the VOCABUALRY WORDS. Next, allow students to work in pairs or small groups to scan the Chapter 57 and complete the vocabulary exercise. Review answers in class.

Answers for H10:1 1. H 2. C 3. D 4. G 5. B 6. A

7. K 8. F 9. L 10. I 11. J 12. E

Reading Comprehension – Automatic Transmissions

Set the stage. Explain to students that this unit will help to describe the main idea (purpose of an automatic transmission) and the details (the components). Also, there will be a practice of a comparison/contrast exercise. Have students observe the illustration Figure 57-1, on page 1070. Review, orally, the names of the major components.

Personalize the situation. Ask the students if they can explain the function of each of the components.

Set the reading task. Next have the students skim through the chapter anew to find each of components presented in the illustration.

Check the reading task. Tell the class to explain, orally, the function of each part. Let a different student take each one, ask the page of reference for the explanation, and check the pronunciation as well as the exactness of the particular description.

Engage the students in pair work: Ask the students to practice with a partner, taking turns naming the parts and their functions as they point to each in the illustration.

Conclude Learning Activity:

Ask students to tell which is easier to drive: a manual or an automatic transmission; then, ask them which do they think would be easier to service: a manual or an automatic transmission. Why?

Give homework assignment: tell students to study the illustration on page 1070. Distribute the

handout H10:2. Students will describe the function of each listed component in their own words. Capture Student Attention:

Warm Up

Ask students what is the function of the automatic transmission fluid? Develop Learning Activity:

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Vocabulary Development 10

Ask students to review their handout of Vocabulary 10 and practice with them orally the pronunciation of words. Inquire if all understand the concepts and definitions. Then check homework assignment by letting students read aloud the operation process of each of the components. File this assignment in their portfolios.

Reading Comprehension – Automatic Transmission

Set the stage. Explain to students that this unit will review the use of comparison and contrast.

The comparison shows how things are similar; but a contrast describes the differences. Direct students to pages 1088 – 1089. Ask the class to name the two types of transmissions mentioned in this section. Write on the board two columns:

THREE-FIVE SPEED CONTINUOUSLY VARIABLE

Both ..........depend on a hydraulic system to function and change speeds.

However, ............................................ but a CVT ...................................

On the one hand, ................................. on the other hand..........................

Personalize the situation. Ask the students if any of them have ever driven an automobile with a CVT. How was it different from a regular automatic transmission?

Set the reading task. Now, have the students review the information given on pages 1086-1091. Then instruct them to complete the comparison/contrast chart with information that they find.

Check the reading task. Ask the students to share orally what they have written. Write some of their information on the board under the corresponding column.

Engage the students in pair work: Ask the students to practice with a partner the Vocabulary

10 list, practicing the pronunciation as well as the definitions.

Conclude Learning Activity: Evaluation

Students will correctly describe the functions and main components of an automatic transmission.

Students will read and interpret a diagram of the basics of a hydraulic system.

Students will successfully complete the vocabulary quiz for Unit 10.

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Learning Activity 10 – Vocabulary Development H10:1 Match the vocabulary words to the definitions. VOCABULARY WORDS:

A. Automatic transmission fluid B. Bands C. Bell housing D. Hydraulic system E. Input shaft F. Planetary gearsets G. Servo piston H. Torque converter I. Transmission control module (TCM) J. Transmission oil pump

K. Transmission pan L. Valve body

DEFINITIONS: 1. The fluid coupling that functions as a clutch on an automatic transmission. 2. The metal shell that surrounds the torque converter and holds the transmission against

the engine. 3. The arrangement of pistons and tubing that uses fluid pressure to transmit force. 4. A metal plunger that operates a band in the automatic transmission. 5. Friction devices that drive or lock planetary gearsets to transfer power. 6. An oil with several additives that make it compatible with the friction clutches and

bands. 7. This collects and stores a supply of transmission oil. 8. These mesh with the ring and sun gear for gear reduction or reversal. 9. This contains the many hydraulic valves of an automatic transmission. 10. This monitors and controls the functions of the automatic transmission. 11. This produces the pressure to operate an automatic transmission. 12. This transfers power from the torque converter to the internal drive members/gearsets.

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Learning Activity 10 H10:2

Explain the function of each part:

Torque converter

____________________________________________________________________ ____________________________________________________________________

Oil pump ____________________________________________________________________

____________________________________________________________________

Input shaft ____________________________________________________________________ ____________________________________________________________________

Valve body ____________________________________________________________________

____________________________________________________________________

Servo piston ____________________________________________________________________ ____________________________________________________________________

Bands ____________________________________________________________________

____________________________________________________________________

Planetary gearsets

____________________________________________________________________ ____________________________________________________________________

Clutches ____________________________________________________________________

____________________________________________________________________

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Learning Activity 10 H10:3

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Learning Activity 11

Emission Control System Testing Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

45. Define the fundamental terms relating to automotive emission control systems. 46. Describe the operating principals of emission control systems. 47. Answer ASE certification test questions on emission control system operation and construction. 48. Explain the use of exhaust gas analyzers. 49. Describe how to replace or repair major emission control components. 50. Answer ASE certification test questions on emission control system testing and service.

Topics:

Terminology for emission control systems. How a computer or engine control module can be used to operate emission control systems. ASE certification test questions.

Language Skills:

Main idea and details; Cause and Effect Composition. Patterns of organization: Process Steps. Reading and interpreting diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H11:1; H11:2 AND H11:3. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 43 and 44. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention:

Warm Up

Ask students: How do vehicles pollute the environment? Allow several responses.

Develop Learning Activity:

Vocabulary Development 11

Remind students that the Vocabulary Development Exercises are an ongoing part of the course objectives. Distribute Student Handout H11:1. Ask students to look at the list of items to learn for this unit. Next, tell the students to practice the pronunciation of these terms.

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Instruct students to look at Chapter 43, page 789, to first define the term Air Pollution. Then, allow the students to skim the rest of the chapter to find the remaining terms. They can work individually or in small groups. After completing the exercise, review the responses for correctness and practice again the pronunciations.

Answers for H10:1 54. G 55. J 56. B 57. K 58. F 59. C

60. A 61. L 62. E 63. D 64. H 65. I

Reading Comprehension – Emission Control Systems

Set the stage. Tell the students that this unit will demonstrate the language skill of Cause and

Effect. Explain that the Cause is an action or event which produces an Effect or result. Write an example on the board.

CAUSE ™ EFFECT

A car produces exhaust fumes. ™ The exhaust results in air pollution.

Personalize the situation. Ask the students if they can give other examples of Cause and Effect. Write these on the board.

Set the reading task. Now, have the students review the information given on pages 789-815. Next, instruct them add to the chart on the EFFECT side the words: Smog, Hydrocarbons, Carbon Monoxide, and Oxides of Nitrogen. Now, ask them to look for the causes of these results. They may work individually or in small groups to complete this exercise. (Check answers with indicated text reference.)

Check the reading task. Ask the students to share orally what they have written. Write some of

their information on the board under the corresponding column.

Engage the students in pair work: Ask the students to co-labor with a partner or small group to answer the ASE questions on page 815. (KEY: 1-C; 2-A; 3-B; 4-C; 5-B; 6-D; 7-D; 8-A; 9-C; 10-D)

Conclude Learning Activity:

Ask students to explain anew the purpose of an emission control system. Distribute the handout H11:2. Tell students that they will give an example of Cause and Effect

as they complete this homework assignment. They will describe the operating principles of this system and then tell the results of this action.

Lesson 2:2 hours

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Capture Student Attention:

Warm Up

Ask students: Why does the state require an emissions test on each vehicle every year? Write responses on the board. (Hint: To control air pollution from vehicles.)

Develop Learning Activity:

Vocabulary Development 11

Ask students to review their handout of Vocabulary 11 and practice with them orally the pronunciation of words. Inquire if all understand the concepts and definitions. Then check homework assignment by letting students read aloud operating procedure of this emission control system and the result it has for emissions. File this assignment in their portfolios.

Reading Comprehension – Emission Control System Testing

Set the stage. Explain to students that this unit will continue the development of Cause and Effect. Review the format of Cause/Effect: Cause is an action or event; Effect is the result or consequence of that action. Direct students to page 819. Write on the board two columns: (Then, write under the EFFECT title the words Excessive Emissions)

CAUSE ™ EFFECT

Excessive Emissions

Now, ask the students to read the section on Exhaust Gas Analyzer. Tell them to list as many causes as possible for these excessive emissions. Write on the board some of their responses. Ask if they have studied any of these problems (Vacuum leaks).

Personalize the situation. Ask the students if any of them have ever taken a vehicle in for a

safety inspection. What did the technician do?

Set the reading task. Now, have the students review the information given on pages 817-839. Then instruct them to complete the exercise of Handout H11:3.

Check the reading task. Ask the students to share orally what they have written about the

testing and replacement process. File this exercise in their portfolios.

Engage the students in pair work: Ask the students to review with a partner the ASE questions on page 841. Share their answers with class (Key: 1-C; 2-D; 3-B; 4-A; 5-A; 6-B; 7-D; 9-C; 10-B.)

Conclude Learning Activity: Evaluation

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Students will correctly define the terms relating to automotive emission control systems and their purposes.

Students will read and interpret diagrams of the operations and testing of emission control

systems.

Students will successfully complete the vocabulary quiz for Unit 11.

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Learning Activity 11 – Vocabulary Development H11:1 Match the vocabulary words with the definitions. Vocabulary Words: A. Air pollution B. Blowby C. Catalytic converter D. Charcoal canister E. ECM F. EGR system G. Emission control systems H. EPA I. Evaporative emissions control system J. Oxygen sensor

K. PCV valve L. Purge valve Definitions: 1. This is used to reduce the amount of air pollution produced by the automobile. 2. This monitors the exhaust gases for oxygen content. 3. Engine combustion gases that leak past the piston rings into the crankcase. 4. This varies the flow of air for idle, cruise, acceleration, high speed, or engine off. 5. This allows burned exhaust gases to enter the engine intake manifold to help reduce NOx

emissions. 6. This burns, oxidizes, the remaining HC and CO emissions that pass into exhaust system. 7. An excess amount of harmful chemicals in the atmosphere. 8. This controls the flow of vapors from the canister to the intake manifold. 9. The electronic control module used to monitor and interface with various systems to

reduce emissions. 10. This stores fuel vapors when the engine is not running. 11. A part of the government that enforces laws concerning emissions. 12. This prevents toxic fuel system vapors from entering the atmosphere.

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Learning Activity 11 H11:2

Evaporative Emissions Control System

Describe the operating principle of this emission control system and the result it produces in the emissions: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Learning Activity 11 H11:3

EMISSION CONTROL SYSTEM: TESTING AND REPAIRING COMPONENTS

Describe how to test and replace a catalytic converter: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Learning Activity 12

Engine Repair Theory Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

51. Describe the design and construction of an engine cylinder head. 52. Explain the purpose and operation of valves. 53. Describe the construction and operation of a camshaft, lifters, and rocker arm assemblies. 54. Explain the construction and design of intake and exhaust manifolds. 55. Compare the construction of different types of cylinder blocks. 56. Explain the functions of piston rings and bearings. 57. Describe the different methods used to measure and rate engine performance. 58. Answer ASE certification test questions on engine size and performance.

Topics:

The major components and operations of an automotive engine. The tests, checks, and inspections of engine performance ASE certification test questions.

Language Skills:

Comparison and Contrast structures; Main Idea and details. Patterns of organization: Process Steps. Reading and interpreting diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H12:1; H12:2, H12:3 and H-12:4. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 11, 12, 14, and 16. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask the class: How are engines classified? (Possible responses: number of cylinders, size of motor liters or cubic inches, shape of engine as in-line or V-shape, etc.)

Develop Learning Activity: Vocabulary Development 12

Distribute Student Handout H12:1. Pronounce the words and have students repeat to check for

correctness. Instruct students to review the indicated chapters in the textbook and find the correct definitions for each vocabulary term.

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Direct students to Chapter 11 of text and read orally the definition of an engine, as stated on page 145. Now, have the students skim the chapter or look cross reference with the glossary to complete the vocabulary exercise. When all have finished, check the results for correctness.

Answers for H12:1 1. L 2. D 3. B 4. A 5. K 6. E

7. H 8. C 9. F

10. G 11. I 12. J

Reading Comprehension – Engine Repair Theory

Set the stage. Explain to students that there are many different shapes, sizes, and types of engines. So, in this unit, there will be Comparison/Contrast skills used.

Personalize the situation. Ask the students if they can give a detailed description of the engine

of the car that they drive. Allow several students the opportunity to speak.

Set the reading task. Now, have the students review the information given on Page146, concerning the Piston Stroke/Four Stroke Cycle. Distribute the handout H12:2. Instruct the class to complete the exercise, individually or in small groups.

Check the reading task. Ask the students to share orally what they have written about the

different kinds of strokes. Write on the board the four kinds of strokes and note some of the descriptions. Afterwards, file this exercise in their portfolios.

Engage the students in pair work: Ask the students to review with a partner the ASE questions

on pages 160-161. Share their answers with class.

Answers for ASE 1. B 2. C 3. A 4. B 5. D 6. C 7. B

8. A 9. C

10. B 11. B 12. A 13. C 14. D 15. A

Conclude Learning Activity:

Ask students to explain how a gasoline engine works. (Hint: Gasoline vapors are compressed above the piston then ignited by the spark plug. The power drives the piston down and moves the crankshaft to give the vehicle motion.)

Distribute the handouts H12:3 and H12:4; and assign these as homework.

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Lesson 2:2 hours

Capture Student Attention:

Warm Up

Ask the class: How does the size and shape of an engine affect its power and performance. (Possible responses: The bigger the size, the more power.)

Develop Learning Activity: Vocabulary Development 12

Review the Student Handout H12:1. Pronounce the words and have students repeat to check for correctness. Ask the students if all the concepts are clear.

Review the homework assignment; allow several students to say their descriptions. File these

exercises in portfolios.

Direct students to Chapter 12 of text, page 162, and read orally the classifications of engines. Write on the board three columns: engine block, pistons (cylinders), and valves. Now, have the students skim the chapter to find information to put under each title. Examples:

Engine Blocks: Pistons (Cylinders): Valves:

-Inline -Four -L-head/Flathead -Slant -Six -Overhead -V-type -Eight -I-head -W-type -Others(3,5,10,12,16) -two/four valves -Opposed

Ask group if all vocabulary and other words are understood.

Reading Comprehension – Engine Repair Theory

Set the stage. Explain to students that the different types of engines will be studied and compared in this lesson.

Personalize the situation. Ask the students if they were to design an engine, which kind would

it be? Take several responses.

Set the reading task. Now, have the students review the information given in Chapter 12, pages 162-179. Ask the students to choose one of the aspects of engine classifications (page 162) and make a comparison/contrast of this characteristic of the engines. Example: in-line versus V-type; or liquid cooling versus air cooling, or 6 cylinder versus 8 cylinder; flathead versus overhead; intake manifold versus exhaust manifold; etc. Instruct the class to complete the exercise, individually or in small groups.

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Check the reading task. Ask the students to share orally what they have written about the different kinds of engines. Write on the board some of the things that are similar and some of the differences. Afterwards, file this exercise in their portfolios.

Engage the students in pair work: Ask the students to review with a partner the

ASE questions on page 179. Share their answers with class.

Answers for ASE 1. D 2. C 3. D 4. B 5. A

6. C 7. A 8. A 9. A

10. C Conclude Learning Activity:

Students will correctly define the terms relating to automotive engine components.

Students will read and interpret diagrams of the operations and testing of engine performance.

Students will successfully complete the vocabulary quiz for Unit 12.

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Learning Activity 12 – Vocabulary Development H12:1 Match the vocabulary words with the definitions. Vocabulary Words:

A. Camshaft B. Connecting rod C. Crankshaft D. Cylinder head E. Engine block F. Four cycle stroke G. Main engine bearings H. Oil pan I. Piston J. Piston rings

K. Rocker arms L. Valves

Definitions: 1. A metal device for opening and closing a port. 2. The metal section bolted on top of the engine block and forms part of the combustion

chamber. 3. This fastens the piston to the crankshaft. 4. A shaft with offset lobes used to operate the valve train. 5. A lever used to direct downward motion on a valve stem. 6. The main body of the engine containing the crankshaft, pistons, and cylinders. 7. The metal or plastic reservoir for oil, located on the bottom of the engine. 8. The main shaft supporting the connecting rods to turn piston reciprocation into rotating

motion. 9. An engine requiring two complete cycles of the camshaft to fire each piston once. 10. The removable inserts that fit between the block and the crankshaft. 11. The component that rides up and down in the cylinder. 12. These seal the clearance between the outside of the piston and the cylinder wall.

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Learning Activity 12 H12:2

Describe in your own words the four strokes of the engine: Intake ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Compression ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Power ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Exhaust ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Learning Activity 12 H12:3

Describe in your own words the function of the following: Rocker arm ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Camshaft ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Cylinder head ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Valves ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Piston ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Piston rings ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Connecting rod ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Crankshaft ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Learning Activity 12 H12:4 Explain the purpose of piston rings and bearings:

Describe how valves work:

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Learning Activity 13

Engine Repair Theory: Performance Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

59. Describe the input, processing, and output sections of a basic computer system. 60. Explain input sensor and output device classifications and operation. 61. Summarize computer system signal classifications. 62. Identify where computers, control modules, sensors, and actuators are typically located. 63. Answer ASE certification tests questions of automotive computer system fundamentals. 64. Explain the use of scan tools to simplify reading of trouble codes. 65. Describe the process to erase diagnostic trouble codes.

Topics:

The performance measurements for engines. The components and functions of automotive computers. ASE certification test questions.

Language Skills:

Cause and Effect writing structures; Main Idea and details. Patterns of organization: Process Steps. Reading and interpreting diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H13:1; H13:2 and H13:3. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 16 and 17. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention:

Warm Up

Ask the class: What do we mean when we talk about the “horsepower” of an engine? (Possible responses: the size of the motor or the power of the engine.)

Develop Learning Activity: Vocabulary Development 13

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Distribute Student Handout H13:1. Pronounce the words and have students repeat to check for correctness. Instruct students to review the indicated chapters in the textbook and find the correct definitions for each vocabulary term.

Direct students to Chapter 16 of text and read orally the description of engine size measurement,

as stated on page 223. Now, have the students skim the Chapters 16 and 17 or look for a cross reference with the glossary to complete the vocabulary exercise. When all have finished, check the results for correctness.

Answers for H13.1

1. G 2. J 3. F 4. C 5. B 6. I

7. E 8. H 9. K

10. A 11. L 12. D

Reading Comprehension – Engine Repair: Performance

Set the stage. Explain to students that there are several different ways to measure engine performance. Review the list of items mentioned on page 223.

Personalize the situation. Ask the students which of these measurements are they familiar with

and why is it important to know this information? Allow several students the opportunity to speak.

Set the reading task. Now, have the students review the information given in Pages 223-230,

concerning the engine size and performance measurement. Ask the class how does the cylinder bore size relate to the engine displacement? Direct the students’ attention to the section on Piston Displacement, on page 224. Ask the class again why is it important to know the engine displacement? (Hint: It is a reference for repair information and for ordering parts.) Next, look at the example of horsepower, on page 236, Ask the class if all understand the illustration. Review the definition of engine efficiency on page 228. Now, direct the class to Chapter 17, page 233. Read orally the definition of the computer and its function. Have students review their vocabulary words to give understanding to input, processing, and output. Then, ask students to look at page 241 and read the section of Computer System Operation. Distribute the handout H13:2. Students may work individually of in small groups to read and complete the exercise.

Check the reading task. Ask the students to share orally what they have written about the

automobile computer system. Compare answers and responses. File this exercise in their portfolios.

Engage the students in pair work: Ask the students to review with a partner the ASE questions

on pages 230-231. Share their answers with class.

Answers for ASE 1. D 2. B 3. A

6. C 7. B 8. D

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4. A 5. A

9. C 10. A

Conclude Learning Activity:

Ask students to explain how an automotive computer works. (See example below.) SENSOR ∏ INPUT ∏ CONTROL MODULE ∏ PROCESSING ∏ OUTPUT ∏ ACTUATOR Lesson 2:2 hours

Capture Student Attention:

Warm Up

Ask the class: Why are computers important in vehicles today? Allow several responses. (Possible answer: Today, automotive systems work together in an integrated package and share many of the same sensors and actuators. So, the service and repairs on modern vehicles are as much electronic as they are mechanical.)

Develop Learning Activity: Vocabulary Development 13

Review the Student Handout H13:1. Pronounce the words and have students repeat to check for correctness. Ask the students if all the concepts are clear.

Review the homework assignment; allow several students to give their explanations of the

functions of sensors and actuators. File these exercises in portfolios. Reading Comprehension – Engine Repair: Performance

Set the stage. Explain to students that there are many different types of sensors and actuators located in various areas of an automobile. This lesson will focus on some of these types and locations.

Personalize the situation. Ask the students what types of sensors can they name and where are

their locations. (Examples: oil light – engine block; temperature light – engine block; O2 sensor- exhaust manifold; etc.)

Set the reading task. Now, have the students review the information given in Pages 242-254,

which describes sensors, computers, and actuators. Draw on the board a chart similar to the one below.

SENSORS CONTROL MODULE ACTUATORS

Have students skim through the chapter to find examples of sensors and actuators to put under each title. Examples:

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SENSORS: (Pg. 246-247) ACTUATORS: (Pg. 252-254) -engine coolant temperature -solenoid -oxygen (O-2) sensor -relay -engine speed sensor -servo motor -brake switch -display device -oil level sensor -control module

Check the reading task. Ask the students to share orally what they have listed in each category

of the components. Write on the board some of the things that are mentioned. Afterwards, file this exercise in their portfolios. Now, review the locations of the components of a computer system. Ask the students to observe Figure 17-19, on page 243, and Figure17-28, on page 247; then, ask the class if they can describe the function of each of these components. (If they are not sure, have them refer back to pages 246 – 247.

Engage the students in pair work: Ask the students to review with a partner the ASE questions

on pages 256-257. Share their answers with class.

Answers for ASE 1. B 2. B 3. B 4. D 5. B 6. B 7. B

8. A 9. D

10. A 11. B 12. D 13. C 14. A 15. C

Conclude Learning Activity: Evaluation

Students will correctly define the terms relating to automotive engine performance.

Students will read and interpret diagrams of the operations and testing of engine computer systems.

Students will successfully complete the vocabulary quiz for Unit 13.

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Learning Activity 13 – Vocabulary Development H13:1 Match the vocabulary words with the definitions. VOCABULARY WORDS:

A. Actuator B. Compression pressure C. Computer input D. Computer output E. Computer processing F. Cylinder bore G. Engine displacement H. Engine efficiency I. Engine torque J. Horsepower

K. Vehicle control module L. Vehicle sensor

DEFINITIONS: 1. The volume displaced by all the pistons in an engine. 2. A measure of an engine’s ability to perform work. 3. The diameter of the engine cylinder. 4. The vehicle sensors convert conditions into an electrical signal to be used by the

computer. 5. The amount of pressure in the cylinder on the compression stroke. 6. A rating of the turning force at the engine crankshaft. 7. The computer compares sensor inputs to data in memory to determine what action to

take. 8. The ratio of usable power at the engine crankshaft to the power supplied to the engine. 9. The main computer that processes data from sensors. 10. Any output device controlled by a computer. 11. These change a physical condition into an electrical signal. 12. An electrical signal for actuators to alter a component operation.

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Learning Activity 13 H13:2 Explain how vehicle sensors give computer input to the vehicle control module:

Explain what the control module communicates to the actuators through the computer output:

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Learning Activity 14

Engine Repair Theory: Electrical Systems Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

66. Describe the servicing of components; flushing a system. 67. Explain the principles of electricity; OHM’s Law. 68. Describe the action of basic electrical circuits. 69. Identify basic electric and electronic terms and components.

Topics:

Service and repair to specific components of engine support system. The fundamentals of electricity and Ohm’s Law. Electrical circuits. ASE certification test questions.

Language Skills:

Cause and Effect writing structures; Main Idea and details. Patterns of organization: Process Steps. Reading and interpreting diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H14:1 and H14:2. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 7, 8, and 40. Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask the class: What makes the lights on a vehicle work? Allow several students to respond. Then, tell the class that they will discover different sources of electrical power in an automotive system.

Develop Learning Activity: Vocabulary Development 14

Distribute Student Handout H14:1. Pronounce the words and have students repeat to check for correctness. Instruct students to review the indicated chapters in the textbook and find the correct definitions for each vocabulary term.

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Direct students to Chapters 8 and 40 of the textbook. Have the students skim the Chapters 8 and

40, or look for a cross reference with the glossary to complete the vocabulary exercise. When all have finished, check the results for correctness.

Answers for H14:1 1. F 2. C 3. A 4. L 5. D 6. J

7. B 8. H 9. I

10. K 11. G 12. E

Reading Comprehension – Automotive Electrical Systems

Set the stage. Before the study of the electrical system, there are two items remaining in the engine repair section. First, direct the students’ attention to Chapter 7, pages 92 – 93. Have students observe the diagram for computerized service data. Tell the students that they are not expected to memorize this, but rather ask if they understand this diagram for component service and repair. Next, direct the students’ attention to another factor of engine performance and testing: the cooling system. Ask students to read the beginning paragraph of Chapter 40, on page 730. It emphasizes the importance of service to the cooling system. Now, explain that one of the most common services to the cooling system is flushing. Ask students to review their definition of flushing. Now turn to page 744 and have the students scan the section on INSPECTING/CHANGING COOLANT, pages 744-747.

Personalize the situation. Ask the students if anyone of them has ever flushed a cooling system.

What did they do?

Check the reading task. Ask the students to identify which of the vocabulary words they found in this section. Review the words and meanings. Focus on Figure 40-26, on page 746. Ask if there are any questions about this procedure.

Now, explain to the class that the lesson will focus on the last aspect of automotive systems: the electrical system. Tell the students to read individually, or in a small group, the information given on page 97 of Chapter 8. After the groups have finished the reading, ask if someone can give an explanation of what electricity is? As students give responses, draw on the board a series of three circles:

ELECTRICITY= Electron - - - - - - ∧ - - - Electron - - - - - - - ∧ - - - - Electron

Review: Electricity is the movement, or flow, of electrons from atom to atom. Ask the class to explain the difference between a conductor and an insulator.

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Turn to page 99 and look at Ohm’s Law. Explain the formula:

Resistance = voltage divided by current cvR =

Therefore: Volts = Amps X Resistance Amps = Volts / Resistance

Engage the students in pair work: Ask the students to work with a partner to review the

contents of pages 97-100 to find and practice the pronunciation of vocabulary words. Conclude Learning Activity:

Ask students to solve the following electrical problem by using Ohm’s Law: What would be the resistance produced by a 4 amp bulb?

Answer: Resistance = ampsvolts

Since an automotive system functions with a 12 volt battery, the formula would be:

ohmsampsvoltsR 3

412

==

Ask the students to study the rest of Chapter 8, pages 100 – 108, as homework.

Lesson 2:2 hours

Capture Student Attention: Warm Up

Ask the class: What is the difference between a series circuit and a parallel circuit? Write on the board the titles: SERIES CIRCUIT and PARALLEL CIRCUIT. Then, solicit descriptions from the class. Write some of the responses on the board. (Hint: A series has one path for current; a parallel has more than one electrical path.)

Develop Learning Activity: Vocabulary Development 14

Review the Student Handout H14:1. Pronounce the words and have students repeat to check for correctness. Ask the students if all the concepts are clear.

Reading Comprehension – Electrical Systems

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Set the stage. Explain to students that vehicles have many types of circuits and electrical or electronic components. The lesson for this class will expand their knowledge of these systems and their functions.

Personalize the situation. Ask the students to skim through the text, pages 98 – 109, and tell:

what was the most difficult part of the homework reading? Allow several students to reply.

Set the reading task. Now, have the students review the information in Chapter 8, on page 98, which describes current, voltage, and resistance as well as the types of circuits. Distribute the handout H14:2. Instruct the students to complete the exercise as indicated.

Check the reading task. After they have completed the project, allow one or two to share their

work. Some descriptions can be added to the list on the board. Afterwards, file this exercise in their portfolios.

Now, review the information that was read on pages 99-100, concerning switches, short circuits, and fuses. Ask students to explain: -the difference between an open circuit and a closed circuit.

-a “short” circuit. -the purpose of a fuse.

Write some of the responses on the board.

Engage the students in pair work: Ask the students to review Vocabulary 14, practicing the pronunciation and the definitions.

Conclude Learning Activity: Evaluation

Students will correctly define terms for the fundamentals of electricity.

Students will read and interpret diagrams of circuits and electrical systems.

Students will successfully complete the vocabulary quiz for Unit 14.

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Learning Activity 14 – Vocabulary Development H14:1 Match the vocabulary words with the definitions. VOCABULARY WORDS:

A. Coolant strength B. Flushing C. Fuse D. Hydrometer E. Ohm’s Law F. Parallel circuit G. Petcock H. Resistance I. Series circuit J. Short circuit

K. Switch L. Voltage

DEFINITIONS: 1. A circuit that has two or more resistance units wired so that current can flow

through them at the same time. 2. A device that protects a circuit against damage caused by a short circuit. 3. A measurement of the concentration of antifreeze in the system. 4. The force or electrical pressure that causes current flow. 5. An instrument used to measure the freezing point of the coolant. 6. This is caused when a defective wire or component touches ground. 7. The cleaning of a cooling system by running a cleaning chemical through the

system. 8. The measure of opposition to current flow. 9. A circuit with only one path for current to flow. 10. A device that allows an electrical circuit to be turned on (closed circuit) or off

(open circuit). 11. A valve placed in a tank or line for draining. 12. A simple formula for calculating circuit voltage, current, or resistance.

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Learning Activity 14 H14:2 Observe the illustration of circuits. Write a description of each one.

A series circuit A parallel circuit

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Learning Activity 15

Engine Repair: Electrical Systems Learning Outcome and Associated Content Goal(s) Given topics on introduction to machine tools and machine trade opportunities; texts that are varied and of a specialized and technical nature, which include information presented from other sources (e.g., photographs, drawings, reference text/ research information, diagrams), the participant will use English with 70% accuracy to:

70. Explain how to perform fundamental electrical tests. 71. Explain different kinds of automotive wiring. 72. Describe the steps in battery testing and diagnosis. 73. Answer ASE certification test questions on electricity and electronics.

Topics:

Fundamentals of electric circuit tests. Types of automotive wiring. Battery testing and servicing. ASE certification test questions.

Language Skills:

Cause and Effect writing structures; Main Idea and details. Patterns of organization: Process Steps. Reading and interpreting diagrams.

Recommended Resources for Learning Activity:

Student Handouts: H15:1 and H15:2. Text: James E. Duffy, et al, Modern Automotive Technology, 2004, The Goodheart-Willcox

Company, INC., Tinely Park, Illinois, Chapters 8 and 30 Recommended Instructor/Student In-Class/Lab Activity: Lesson 1: 2 hours Capture Student Attention: Warm Up

Ask the class: Why is it important to use the correct size of wire in a circuit? (Possible responses: Undersized wire may result in high resistance and overheating, with possible risks of a fire.)

Develop Learning Activity: Vocabulary Development 15

Distribute Student Handout H15:1. Pronounce the words and have students repeat to check for correctness. Instruct students to review the indicated chapters in the textbook and find the correct definitions for each vocabulary term.

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Direct students to Chapters 8 and 30 of the textbook. Have the students skim these chapters or

look for a cross reference in the glossary to complete the vocabulary exercise. When all have finished, check the results for correctness.

Answers for H15:1 1. C 2. A 3. B 4. F 5. D 6. E 7. I

8. G 9. H

10. J 11. L 12. K 13. N 14. M

Reading Comprehension – Battery and Electrical Systems

Set the stage. Explain to students that the lesson for this class will focus on two chapters of the text. For the portion of electrical tests and wiring, Chapter 8 will be used. The information on testing and servicing the battery will come from the Chapter 30. Ask again the warm up question: Why is the size of the wiring important?

Personalize the situation. Ask the students if they have ever done any service or repair to

automotive wiring? How did they know which size wire to use? Allow several students to comment on this topic.

Set the reading task. Now, have the students review the information given on the Pages 103-

104, concerning automotive wiring and types of wire. Ask students to explain the correlation of wire gauge and wire size. (Answer: The larger the gauge number the smaller the diameter, or size, of the wire.) Write on the board: Primary, Secondary. Battery Cable, Ground Straps, and Wiring Harness. Have students read to find the meanings of these terms in the text. Also cross reference with the glossary (especially Primary and Secondary).

Check the reading task. Ask the students to explain:

-the difference between primary and secondary wiring. -the reason for color coding of wires. -the purpose of a wiring harness. -the reason battery cables require a very large gauge. -the function of a ground strap.

Engage the students in pair work: Ask the students to review with a partner the section on

Automotive Electronics, pages 100-102. Practice their vocabulary words and pronunciations. Also, tell them to study carefully the diagram of Figure 8-15. They should be able to identify the components and their functions in this circuit.

Conclude Learning Activity:

Ask students to review the calculations of Ohm’s law by practicing the formulas given in Figure 8-6, on page 99. Tell students to read Chapter 30 as preparation for the next class.

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Lesson 2:2 hours

Capture Student Attention:

Warm Up

Ask the class: What should a person do if they turn on the key of the vehicle and nothing happens? Allow several students to give their ideas.

Develop Learning Activity: Vocabulary Development 15

Review the Student Handout H15:1. Pronounce the words and have students repeat to check for correctness. Ask the students if all the concepts are clear.

Reading Comprehension – Battery and Electrical Systems

Set the stage. Explain to students that the lesson for this class will focus on testing electrical circuits and batteries. Mention again that the information will come mainly from Chapters 8 and 30.

Personalize the situation. Ask the students if they have ever had to deal with a wiring short or a

dead battery? What procedure did they follow? Let students give responses.

Set the reading task. First, have the students review the information in Chapter 8, on pages 105-108, which describes some basic electrical test. Call their attention to the illustrations given in Figure 8-24 and in Figure 8-25.

Check the reading task. After they have. reviewed the section, ask if any one can explain in

their own words how to do a test with a jumper wire and how to use a test light. Allow one or two to give an oral explanation.

Set the reading task. Now, have the students turn in their texts to Chapter 30, page 501. Ask the

students to describe the situation of a “dead” battery. Next, ask the students to name some of the procedures in battery maintenance. Distribute the handout H15:2. Tell the students to skim the chapter, pages 501-513, and complete the exercise. They may do this individually or in small groups.

Check the reading task. After they have completed the exercise, ask for descriptions of the

tests and services. Allow the class to evaluate the descriptions. File this exercise in the portfolios.

Engage the students in pair work: Ask the students to review with a partner the ASE questions on page110. Share their answers with class.

Answers for ASE 1. C 2. B

6. A 7. A

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3. A 4. B 5. D

8. C 9. B

10. A Conclude Learning Activity: Evaluation

Students will correctly describe the basic instruments and processes for testing electrical circuits and automotive batteries.

Students will read and interpret diagrams of the automotive wiring.

Students will successfully complete the vocabulary quiz for Unit 15.

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Learning Activity 15 – Vocabulary Development H15:1 Match the vocabulary words with the definitions. Vocabulary Words:

A. Atom B. Battery C. Circuit breaker D. Conductors E. Current F. Diode G. Electricity H. Ground I. Horn J. Insulators

K. Integrated circuit L. Relay

M. Semiconductor material N. Transistor

Definitions: 1. A device that interrupts current if a circuit is overloaded or a short occurs; can be

reset. 2. It consists of small particles called protons, neutrons, and electrons. 3. A device containing cells that produce electricity through electrochemical action. 4. A semiconductor device that allows current flow in one direction but resists it in the

other. 5. These have atoms that allow the flow of electricity; contain free atoms. 6. The flow of electrons through a conductor. 7. A circuit that produces an audible warning sound. 8. The movement of electrons from atom to atom. 9. The terminal of the battery connected to the vehicle’s frame. 10. These do not contain free electrons; do not allow the flow of electrons. 11. A magnetically operated switch used to make or break current flow in a circuit. 12. A single chip of semiconductor material that contains various electrical components

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in miniaturized form. 13. A semiconductor that is used as a switching device. 14. A substance that acts as a conductor or insulator, depending on operating condition.

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Learning Activity 15 H15:2 BATTERY TEST AND SERVICES: Here is a model of a typical battery. Complete the exercise below to describe the tests and services for the conditions described.

Battery leakage check: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Battery terminal test: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Battery electrolyte test: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Battery charge test: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Automotive Technology

Assessment Plan Table of Contents

ASSESSMENT 1 ..................................................................................................................123 ASSESSMENT 2 ..................................................................................................................125 ASSESSMENT 3 ..................................................................................................................128 ASSESSMENT 4 ..................................................................................................................130 ASSESSMENT 5 ..................................................................................................................132 ASSESSMENT 6 ..................................................................................................................134 ASSESSMENT 7 ..................................................................................................................436 ASSESSMENT 8 Midterm Examination (1-8) .....................................................................138 ASSESSMENT 9 ..................................................................................................................142 ASSESSMENT 10 ..................................................................................................................144 ASSESSMENT 11 ..................................................................................................................146 ASSESSMENT 12 ..................................................................................................................148 ASSESSMENT 13 ..................................................................................................................150 ASSESSMENT 14 ..................................................................................................................152 ASSESSMENT 15 ..................................................................................................................154 ASSESSMENT 16 Final Examination....................................................................................156

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Assessment 1

Introduction – Personal Safety Skills

LEARNING OUTCOME 1. Describe an inspection of shop and safety equipment. 2. List the uses of eye, ear, and clothing protection for OSHA standards. 3. Identify procedures for fire and hazardous materials situations. 4. Explain safety items from OSHA’s “Right to Know” document. 5. Describe how to operate a customer’s vehicle in a safe manner.

RESOURCES REQUIRED Pen Student Handout H1:3

WRITTEN ASSESSMENT for H1:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 1 Vocabulary for Auto Shop Safety - H1:3

A 1. Injury to the skin caused by contact with hazardous shop substances.

P 2. An area used to store shop tools, small equipment, and supplies.

L 3. A type of shop equipment used to raise a vehicle into the air.

I 4. The burning of any kind of combustible materials, which can cause an accident and injury.

E 5. An area that provides for changing into your clothes.

D 6. The rapid, almost instant, combustion of a material that causes a shock wave.

B 7. A specialized stall used when working on a car’s steering and suspension systems.

F 8. A result of electrical current passing through parts of your body, causing injury or death.

K 9. Any location in the shop where repair operations are performed.

N 10. Filter masks that should be worn when working around any airborne impurities.

A. Chemical burns B. Alignment rack C. Asphyxiation D. Explosion E. Dressing/Locker

room work F. Electrical shock G. Ground plug H. Eye flushing

station I. Fires J. Physical injury

K. Repair area L. Lift

M. Shop stall N. Respirator O. Outside work area P. Tool room

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J 11. Cuts, broken bones, strained backs, or such caused by accidents in the shop.

M 12. A small work area in the shop where a car can be parked for repairs.

C 13. Dizziness, headaches, vomiting, and even death caused by breathing toxic or poisonous substances.

H 14. An area used to wash chemicals from your eyes after an accident.

O 15. Area adjacent to garage doors, which can be used for auto repairs in good weather.

G 16. A round prong on a plug socket.

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Assessment 2

General Shop Skills

LEARNING OUTCOME 6. Describe how to maintain clean and organized workstations. 7. Identify and describe the use of selected hand and power tools. 8. Read and pronounce correctly the readings of precision measuring tools. 9. Explain how to inventory materials and tools.

RESOURCES REQUIRED Pen Student Handout H2:3

WRITTEN ASSESSMENT for H2:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 2 Vocabulary – Part A: Basic Hand Tools – H2:3

Identify the following tools. Select your answers from the list, then print the letters in the appropriate blanks.

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1. B (A.) Flex-combination wrench 2. L (B.) Diagonal cutting pliers 3. E (C.) Snap ring pliers 4. C (D.) Chisel or punch holder 5. I (E.) Stubby screwdriver 6. F (F.) Slip joint pliers 7. A (G.) Ratchet 8. K (H.) Ball peen hammer 9. H (I.) Box-end wrench

10. D (J.) Off-set screwdriver (K.) Vice grip (L.) Tubing wrench

Part B: Power Tools and Equipment – H2:3 Match the vocabulary words with the correct definitions.

J 1. Useful during various driving and cutting operations.

L 2. Used to weld metal parts together.

E 3. Removes grease and oil from parts.

C 4. Used to cut, bend, and weld or braze metal parts. I 5. Source of pressurized air for the auto shop.

F 6. Impact type wrench designed for working in tight corners.

A 7. Very quick method for installing or removing threaded fasteners.

K 8. Supports a vehicle during repair.

H 9. Connected to the metal lines from the air compressor.

D 10. Commonly used to dry and clean parts washed in solvent. WORD BANK:

A. Impact wrench B. Engine crane C. Oxyacetylene torch D. Blowgun E. Cold solvent tank F. Air ratchet

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G. Drill bit H. Air hoses I. Air compressor J. Air hammer

K. Jack stand L. Arc welder

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Assessment 3

Introduction to Automotive Technology

LEARNING OUTCOME 10. Use printed service publications (shop manuals or service bulletins) and on-line computer

systems to obtain service procedures and specifications for selected vehicles. 11. Use Vehicle Certification Label to obtain service information. 12. Identify, select, and tell how to install proper fasteners in specific applications. 13. Describe how to create threads, repair damaged threads, and remove broken fasteners 14. Identify specified shop terms and write sentences for examples of each.

RESOURCES REQUIRED Pen Student Handout H3:3

WRITTEN ASSESSMENT for H3:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 3 Vocabulary – Part A: Service Information – H3:3 Match the following statements with the correct terms. Print the appropriate letter in each blank.

A. General repair manual G. Owner’s manual B. Block diagnosis chart H. Flat rate manual C. Tree diagnosis chart I. Repair section D. Factory manuals J. Illustrated diagnosis chart E. General information K. Diagrams F. Technical bulletins L. Hydraulic diagrams

D 1. Manufacturer’s manuals, also known as ______, cover each vehicle produced by

a particular company, usually for a one year period.

G 2. A(n) ___ is given to the purchaser of a new vehicle. J 3. Pictures, symbols, and words are all used in a(n) ____.

E 4. Vehicle identification, basic maintenance, etc., are all found in the ____ section

of a shop manual.

L 5. _____ show how fluid flows in a circuit or a part.

F 6. Technicians can stay up-to-date with recent technical changes, repair problems,

and other service-related information by reading _____.

H 7. A technician needs a(n) _____ to calculate how much labor to charge a customer

for a repair.

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C 8. A(n) _____ gives a logical sequence for testing and inspecting when trying to

solve a repair problem.

K 9. _____ are drawings that represent how wires, hoses, passages, and parts connect.

B 10. Conditions, causes, and corrections are listed in a(n) _____. Learning Activity 3 Vocabulary – Part B: Fasteners – H3:3

J 11. A. Clevis pin D 12. B. Hex head bolt L 13. C. Set screw F 14. D. Snap ring A 15. E. Washer K 16. F. Castle nut H 17. G. Cap screw B 18. H. Rivet G 19. I. Stud I 20. J. Cotter pin

K. Wing nut L. Socket head screw

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Assessment 4

Basic Vehicle Knowledge and Service Skills

LEARNING OUTCOME 15. Identify the major components of Engine, Power-train, and Chassis/Body. 16. Describe safe use of jacks and hoists. 17. Explain how to do a “customer courtesy” inspection of a selected vehicle.

RESOURCES REQUIRED Pen Student Handout H4:3

WRITTEN ASSESSMENT for H4:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 4 Vocabulary – Automotive Systems– H4:3 Match the following statements with the correct terms. Print the appropriate letter in each blank.

G 1. Contains a transmission and a differential in one

case.

F 2. Used to engage or disengage the engine and

transmission.

A 3. Reduces friction and wear between internal

engine parts.

H 4. Uses an internal hydraulic system to shift gears.

B 5. Transfers turning force from engine crankshaft to

the drive wheels.

E 6. Replaces electrical energy used during the

starting system operation.

D 7. Produces extremely high voltage that operates the

spark plug.

J 8. Allows the driver to change gear ratios and

engine torque going to drive wheels.

C 9. Transfers power from the transmission to the rear

axel assembly.

I 10. Contains a differential and two axels.

A. Lubrication system B. Drive train C. Drive shaft D. Ignition system E. Changing system F. Clutch G. Transaxle H. Automatic transmission I. Rear axle assembly J. Manual transmission

K. Engine cooling system L. Starting system

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Identify the following parts of the automobile. Select your answer from the list, then print the letters in the appropriate blanks.

C 11. A. Brake assembly H 12. B. Engine J 13. C. Frame D 14. D. Shock absorber K 15. E. Ignition system A 16. F. Transaxle I 17. G. Steering gear F 18. H. Steering system B 19. I. Drive axle E 20. J. Fuel tank

K. Suspension system L. Power steering pump

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Assessment 5

Engine Systems Minor Service Skills: Vehicle Maintenance Learning Outcome and Associated Content Goal(s)

18. Describe engine oil maintenance. 19. Explain air filter components. 20. Explain fuel system checks. 21. Identify the steps in testing and servicing the cooling system. 22. Describe the inspection and adjustment of drive belts.

RESOURCES REQUIRED Pen Student Handout H5:4

WRITTEN ASSESSMENT for H5:4 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 5 Vocabulary –H5:4 Complete the following statements by selecting the best answer for each from the list. Write the correct letter in the black preceding the question. A. Stethoscope B. Vacuum hose C. Vehicle maintenance D. Oil E. Lubrication service F. Coolant G. Graphite H. Grease gun I. Dry stick lubricant J. Silicone lubricant K. Clutch fluid L. Chassis grease

B 1. A(n) _____ is useful for locating hissing sounds, rattle, whines, and squeaks.

G 2. _____ is an excellent lubricant for door and trunk locks.

D 3. Overfilling can cause the _____ to foam, which reduces its lubricating ability.

E 4. Checking fluid levels, inspecting condition of all fluids, changing engine oil and filter, and changing automatic transmission fluid are all tasks completed during _____.

A 5. To pinpoint the source of internal part noises and problems, use a(n) _____.

H 6. A(n) _____ is used to force lubricant into small fittings.

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L 7. A good, all-around lubricant that can be used on easy to reach hinges and latches is _____.

J 8. _____ is specifically suited for rubber door weather stripping. I 9. It is desirable to use _____ on stickers.

C 10. Any operation that will keep a car in good running condition is considered _____.

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Assessment 6

Power Train Systems: Minor Service Skills Learning Outcome and Associated Content Goal(s)

23. Describe functions and services to manual and automatic transmissions. 24. Identify the autos with rear axles and explain how to check/service drive shafts, universal joints,

and differentials. 25. Make a comparison/contrast of front wheel dive and rear axle automobiles. 26. Describe inspection of transaxle, boot, and CV-joints.

RESOURCES REQUIRED Pen Student Handout H6:3

WRITTEN ASSESSMENT for H6:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 6 Vocabulary –H6:3 POWER TRAIN SYSTEMS: Write the letter of the correct vocabulary word by the definition. VOCABULARY WORDS: A. Dipstick

B. Differential C. Automatic transmission D. Fill hole E. Drive train F. Drive shaft G. Transaxle H. Manual transmission I. Transverse J. Rear axle assembly

K. Universal joint L. Transmission

DEFINITIONS:

J 1. This receives power from the drive shaft, and houses the differential and wheel axles.

A 2. Used in an automatic transmission for checking the fluid level.

G 3. A transmission and a differential combined in a single assembly.

D 4. An opening in a manual transaxle for checking lubricant level.

C 5. This uses a hydraulic system to shift gears.

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I 6. Drive system in which the engine is mounted sideways in the engine compartment.

L 7. The part of the system that uses various gear combinations to multiply engine speed.

F 8. Also called propeller, it transfers power from transmission to rear axle.

B 9. The set of gears and shafts that transmit power from drive shaft to axles.

K 10. A swivel connection capable of transferring a turning force between shafts at an angle to one another.

E 11. The system that transfers engine power to drive wheels.

H 12. This allows the driver to change gear ratios.

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Assessment 7 Chassis System Minor Service Skills

Learning Outcome and Associated Content Goal(s)

27. Describe checking brake fluid level. 28. Explain how to check the power steering fluid level for cold/warm engine. 29. Describe a tire inspection and inflation check. 30. Explain the purpose of tire rotation and how to torque lug nuts. 31. Describe the lubrication of the suspension and steering systems.

RESOURCES REQUIRED Pen Student Handout H7:3

WRITTEN ASSESSMENT for H7:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 7 Vocabulary –H7:3 CHASSIS SYSTEM: Write the letter of the vocabulary word by the correct definition. DEFINITIONS:

C 1. These hold the wheel and the tire assembly to the vehicle.

E 2. The amount of time, months or miles, between recommended maintenance checks and operations.

G 3. Fluids or materials designed to recondition seals.

A 4. The two rings made of steel wire and encased in rubber that hold the sidewall to the rim.

B 5. A result of bad gaskets, seals, or hoses; sometimes cracks in the parts. I 6. The outer surface of the tire that contacts the road.

H 7. The changing of the location of the tires to ensure maximum tire life.

D 8. This makes the full tread area of the tire touch the road.

F 9. The outer part of the tire that extends from the bead to the tread. J 10. It is pressed into a hole in the wheel to allow inflation and deflation.

VOCABULARY WORDS: A. Beads

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B. Fluid leaks C. Lug nuts D. Proper tire inflation E. Service interval F. Sidewall G. Stop-leak products H. Tire rotation I. Tread J. Valve stem

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Assessment 8

Body and Accessory System Minor Service Skills Learning Outcome and Associated Content Goal(s)

32. Explain how to diagnose and attend to wind noise problems of the chassis. 33. Describe possible reasons for water leak issues. 34. Identify the procedures and approved tools to make the needed repairs of these chassis

problems.

RESOURCES REQUIRED Pen Student Handout H8:1

WRITTEN ASSESSMENT for H8:1 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Midterm Examination: Lessons 1-8 Vocabulary Terms Write the letter of the vocabulary word by the correct definition. Part A: Definitions

V 1. A small work area in the shop where a car can be parked for repairs.

Q 2. A type of shop equipment used to raise a vehicle into the air.

X 3. An area used to store shop tools, small equipment, and supplies.

G 4. Dizziness, headaches, vomiting, and even death caused by breathing toxic or poisonous substances.

U 5. Filter mask worn when working around any airborne impurities.

E 6. A specialized stall used to work on a car’s steering and suspension systems.

J 7. Injury to the skin caused by contact with hazardous shop substances.

A 8. Source of pressurized air for the auto shop.

F 9. Used to weld metal parts together.

A. Air compressor B. Air hammer C. Air hoses D. Air ratchet E. Alignment rack F. Arc welder G. Asphyxiation H. Automatic

transmission I. Block analysis chart J. Chemical burns

K. Cold solvent tank L. Diagrams

M. Factory manual N. Flat rate manual O. General Information P. Impact wrench Q. Lift R. Lubrication system S. Owner’s manual T. Oxyacetylene torch U. Respirator V. Shop stall

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C 10. Connected to the metal lines from the air compressor.

P 11. Very quick methods for installing or removing threaded fasteners.

K 12. Removes grease and oil from parts.

D 13. Impact type wrench designed for working in tight corners.

B 14. Useful during various driving and cutting operations

T 15. This is used to cut bend, weld, or braze metal parts.

S 16. A(n) ____ is given to the purchaser of a new vehicle.

O 17. Vehicle identification, basic maintenance, and such are found in this section of a shop manual.

W 18. Technicians can stay up to date with recent technical

changes, repair problems, and other service related information with by reading these.

W. Technical bulletins X. Tool room

L 19. These are drawings that represent how wires, hoses, and parts connect

M 20. This manufacturer’s manual covers each vehicle produced for a one year period.

I 21. Conditions, causes, and corrections are listed in this information.

N 22. A technician needs this to calculate how much labor to charge for a repair.

R 23. Reduces friction and wear between internal engine parts.

H 24. Uses an internal hydraulic system to shift gears.

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Part B

B 25. Used to engage or disengage the engine and transmission.

A 26. Replaces electrical energy used during starting system operation.

L 27. Allows the driver to change gear ratios and engine torque to drive wheels.

F 28. Transfers turning force from engine crankshaft to drive wheels.

I 29. Produces extremely high voltage that operates the spark plugs.

X 30. A(n) ____ is useful for locating hissing sounds, rattles, whines, and squeaks.

M 31. Overfilling can cause the ____ to foam, which reduces its lubricating ability.

Q 32. To pinpoint the source of internal part noises and

problems, use a(n) ____.

Z 33. Any operation that keeps a car in good running condition is considered ____.

J 34. Checking fluid levels, inspecting condition of all

fluids, changing engine oil and filter, and changing automatic transmission fluid are all part of the ___.

D 35. Used in an automatic transmission for checking the fluid level.

U 36. Drive system with engine mounted sideways in the engine compartment.

C 37. The set of gears and shafts that transmit power from drive shaft to axles.

G 38. An opening in a manual transaxle for checking lubricant level.

E 39. Also called a propeller, it transfers power from transmission to rear axle

A. Charging system B. Clutch C. Differential D. Dipstick E. Drive shaft F. Drive train G. Fill hole H. Fluid leaks I. Ignition system J. Lubrication system

K. Lug nuts L. Manual transmission

M. Oil N. Rear axle assembly O. Service interval P. Sidewall Q. Stethoscope R. Stop-leak products S. Tire rotation T. Transmission U. Transverse V. Tread W. Universal joint X. Vacuum hose Y. Valve stem Z. Vehicle maintenance

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N 40. This receives power from the drive shaft , and contains the differential and wheel axles.

T 41. This uses various gear combinations to multiply engine speed.

W 42. A swivel connection that transfers a turning force between shafts at an angle to one another.

H 43. A result of bad gaskets, seals, or hoses; sometimes cracks in the parts.

K 44. These hold the wheel and the tire assembly to the vehicle.

R 45. Fluids or materials designed to recondition seals.

O 46. The amount of time, months, or miles between recommended maintenance checks and operations.

V 47. The outer surface of the tire that contacts the road.

S 48. The changing of the location of tires for maximum tire life.

P 49. The outer part of the tire that extends from the bead to the tread.

Y 50. It is pressed into a hole in the wheel to allow inflation or deflation.

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Assessment 9

Basic Engine Diagnosis Learning Outcome and Associated Content Goal(s)

35. Describe how to perform an engine vacuum test and how to determine the needed repairs. 36. Identify the steps of cylinder balance tests and the process of repair. 37. Describe the test for cylinder leakage and the repair process. 38. List the steps for the cooling system tests: pressure, combustion leakage, and temperature. 39. Describe the types of inspections for the engine assembly: fuel, oil, coolant, or other possible

leaks. 40. Tell how to determine the needed repairs for these problems.

RESOURCES REQUIRED Pen Student Handout H9:7

WRITTEN ASSESSMENT for H9:7 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 9 Vocabulary –H9:7 BASIC ENGINE DIAGNOSIS: Match the vocabulary words to the correct definitions.

J 1. This occurs when the engine operating temperature is too high.

L 2. This occurs when the engine seems to vibrate on its mounts.

B 3. This process measures the power output from each of the engine’s cylinders.

A 4. This shows up as blue smoke coming out of the exhaust system.

H 5. This is a common cause of rough idling, when a crack allows air to enter intake manifold.

C 6. This instrument is used to measure air or fluid pressure. I 7. A hand-operated pump used to pressurize the cooling system for leak detection.

D 8. An instrument used to measure the amount of air lost out of the engine combustion chamber.

E 9. The number of times that something turns completely in sixty seconds.

K 10. An instrument used to measure negative pressure.

F 11. A condition detected by darkened or wet areas on or around the engine.

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G 12. A device used to measure engine speed in rpm.

WORD BANK: A. Internal oil leakage B. Cylinder balance test C. Pressure gauge D. Cylinder leakage tester E. R.P.M. F. External oil leakage G. Tachometer H. Vacuum leak I. Pressure tester J. Overheating

K. Vacuum gauge L. Rough idle

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Assessment 10

Operating Fundamentals for Automatic Transmissions Learning Outcome and Associated Content Goal(s)

41. Describe an automatic transmission. 42. Identify the sequential steps of transmission disassembly to subassemblies. 43. Describe the basic hydraulics. 44. Identify the components of: torque converter/converter clutch, gear train, friction units, and fluid

cooler.

RESOURCES REQUIRED Pen Student Handout H10:4

WRITTEN ASSESSMENT for H10:4 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 10 Vocabulary –H10:4 OPERATING FUNDAMENTALS FOR AUTOMATIC TRANSMISSIONS: Match the vocabulary words to the correct definitions.

K 1. The arrangement of pistons and tubing that uses fluid pressure to transmit force.

G 2. The fluid coupling that functions as a clutch on an automatic transmission.

I 3. The metal shell that surrounds the torque converter and holds the transmission against the engine.

H 4. An oil with several additives that make it compatible with the friction clutches and bands.

B 5. A metal plunger that operates a band in the automatic transmission.

D 6. Friction devices that drive or lock planetary gearsets to transfer power.

E 7. This contains the many hydraulic valves of an automatic transmission. J 8. This collects and stores a supply of transmission oil.

L 9. These mesh with the ring and sun gear for the gear reduction or reversal.

F 10. This transfers power from the torque converter to the internal drive members/gearsets.

A 11. This monitors and controls the functions of the automatic transmission.

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C 12. This produces the pressure to operate an automatic transmission. WORD BANK: A. Transmission control module (TCM) B. Servo pistons C. Transmission oil pump D. Bands E. Valve body F. Input shaft G. Torque converter H. Automatic transmission fluid I. Bell housing J. Transmission pan

K. Hydraulic system L. Planetary gearsets

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Assessment 11

Emission Control System Testing Learning Outcome and Associated Content Goal(s)

45. Define the fundamental terms relating to automotive emission control systems. 46. Describe the operating principals of emission control systems. 47. Answer ASE certification test questions on emission control system operation and construction. 48. Explain the use of exhaust gas analyzers. 49. Describe how to replace or repair major emission control components. 50. Answer ASE certification test questions on emission control system testing and service.

RESOURCES REQUIRED Pen Student Handout H11:4

WRITTEN ASSESSMENT for H11:4 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 11 Vocabulary –H11:4 EMISSIONS CONTROL SYSTEM TESTING: Match the vocabulary words to the definitions.

C 1. Engine combustion gases that leak past the pistons rings into the crankcase. I 2. This is used to reduce the amount of air pollution produced by the automobile.

K 3. This monitors the exhaust gases for oxygen content.

A 4. This burns, oxidizes, the remaining HC and CO emissions that pass into exhaust system.

F 5. This varies the flow of air for idle, cruise, acceleration, high speed, or engine off.

B 6. This allows burned exhaust gases to enter the engine intake manifold to help reduce NOx emissions.

L 7. The electronic control module used to monitor and interface with various systems to reduce emissions.

E 8. An excess amount of harmful chemicals in the atmosphere.

G 9. This controls the flow of vapors from the canister to the intake manifold.

D 10. This prevents toxic fuel system vapors from entering the atmosphere.

J 11. This stores fuel vapors when the engine is not running.

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H 12. A part of the government that enforces laws concerning emissions. WORD BANK:

A. Catalytic converter B. EGR system C. Blowby D. Evaporative emissions control system E. Air pollution F. PCV valve G. Purge valve H. EPA I. Emission Control systems

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Assessment 12

Engine Repair Theory Learning Outcome and Associated Content Goal(s)

51. Describe the design and construction of an engine cylinder head. 52. Explain the purpose and operation of valves. 53. Describe the construction and operation of a camshaft, lifters, and rocker arm assemblies. 54. Explain the construction and design of intake and exhaust manifolds. 55. Compare the construction of different types of cylinder blocks. 56. Explain the functions of piston rings and bearings. 57. Describe the different methods used to measure and rate engine performance. 58. Answer ASE certification test questions on engine size and performance.

RESOURCES REQUIRED Pen Student Handout H12:4

WRITTEN ASSESSMENT for H12:4 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 12 Vocabulary –H12:4 ENGINE REPAIR THEORY: Match the vocabulary words with the correct definitions.

I 1. This fastens the piston to the crankshaft.

F 2. A metal device for opening and closing a port.

A 3. The metal section bolted on top of the engine block and forms part of the combustion chamber.

K 4. The main body of the engine containing the crankshaft, pistons, and cylinders.

D 5. A shaft with offset lobes used to operate the valve train.

C 6. A lever used to direct downward motion on a valve stem. J 7. An engine requiring two complete cycles of the camshaft to fire each piston once.

B 8. The metal or plastic reservoir for oil, located on the bottom of the engine.

G 9. The main shaft supporting the connecting rods to turn piston reciprocation into rotating motion.

E 10. These seal the clearance between the outside of the piston and the cylinder wall.

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L 11. The removable inserts that fit between the block and the crankshaft.

H 12. The component that rides up and down in the cylinder. WORD BANK: A. Cylinder head B. Oil pan C. Rocker arms D. Camshaft E. Piston rings F. Valves G. Crankshaft H. Piston I. Connecting rod J. Four cycle stroke

K. Engine block L. Main engine bearings

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Assessment 13

Engine Repair Theory: Performance Learning Outcome and Associated Content Goal(s)

59. Describe the input, processing, and output sections of a basic computer system. 60. Explain input sensor and output device classifications and operation. 61. Summarize computer system signal classifications. 62. Identify where computers, control modules, sensors, and actuators are typically located. 63. Answer ASE certification tests questions of automotive computer system fundamentals. 64. Explain the use of scan tools to simplify reading of trouble codes. 65. Describe the process to erase diagnostic trouble codes.

RESOURCES REQUIRED Pen Student Handout H13:4

WRITTEN ASSESSMENT for H13:4 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 13 Vocabulary –H13:4 ENGINE REPAIR: PERFORMANCE –Match the vocabulary words to the definitions.

C 1. The diameter of the engine cylinder.

K 2. The volume displaced by all the pistons in an engine.

B 3. A measure of an engine’s ability to perform work.

G 4. A rating of the turning force at the engine crankshaft. J 5. The vehicle sensors convert conditions into an electrical signal to be used by the

computer.

L 6. The amount of pressure in the cylinder on the compression stroke.

H 7. The main computer that processes date from sensors.

E 8. The computer compares sensor inputs to data in memory to determine what action to take.

F 9. The ratio of usable power at the engine crankshaft to the power supplied to the

engine.

A 10. An electrical signal for actuators to alter a component operation.

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I 11. Any output device controlled by a computer.

D 12. These change a physical condition into an electrical signal. WORD BANK: A. Computer output B. Horsepower C. Cylinder bore D. Vehicle sensor E. Engine efficiency F. Computer processing G. Engine torque H. Vehicle control module I. Actuator J. Computer input

K. Engine displacement L. Compression pressure

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Assessment 14

Engine Repair Theory: Electrical Systems Learning Outcome and Associated Content Goal(s)

66. Describe the servicing of components; flushing a system. 67. Explain the principles of electricity; OHM’s Law. 68. Describe the action of basic electrical circuits. 69. Identify basic electric and electronic terms and components.

RESOURCES REQUIRED Pen Student Handout H14:4

WRITTEN ASSESSMENT for H14:4 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 14 Vocabulary –H14:4 ENGINE REPAIR: PERFORMANCE –Match the vocabulary words to the definitions.

G 1. A measurement of the concentration of antifreeze in the system.

E 2. A circuit that has two or more resistance units wired so that current can flow through them at the same time.

I 3. A device that protects a circuit against damage caused by a short circuit. J 4. This is caused when a defective wire or component touches ground.

F 5. The force or electrical pressure that causes current flow.

L 6. An instrument used to measure the freezing point of the coolant.

C 7. A circuit with only one path for current to flow.

D 8. The cleaning of a cooling system by running a cleaning chemical through the system.

H 9. The measure of opposition to current flow.

A 10. A simple formula for calculating circuit voltage, current, or resistance.

B 11. A device that allows an electrical circuit to be turned on (closed circuit) or off (open circuit).

K 12. A valve place in a tank or line for draining.

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WORD BANK: A. Ohm’s Law B. Switch C. Series circuit D. Flushing E. Parallel circuit F. Voltage G. Coolant strength H. Resistance I. Fuse J. Short circuit

K. Petcock L. Hydrometer

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Assessment 15

Engine Repair: Electrical Systems Learning Outcome and Associated Content Goal(s)

70. Explain how to perform fundamental electrical tests. 71. Explain different kinds of automotive wiring. 72. Describe the steps in battery testing and diagnosis. 73. Answer ASE certification test questions on electricity and electronics.

RESOURCES REQUIRED Pen Student Handout H15:3

WRITTEN ASSESSMENT for H15:3 – INSTRUCTIONS FOR INSTRUCTORS

Answers are in bold face. Learning Activity 15 Vocabulary –H15:3 BATTERY AND ELECTRICAL SYSTEMS: Complete the vocabulary exercise as indicated. Part A: Match the following statements with the correct terms. Print the appropriate letter in each blank.

D 1. The opposition to current flow.

E 2. Protects a circuit against damage caused by a short circuit.

C 3. Consists of small particles called protons, neutrons, and electrons.

B 4. The flow of electrons through a conductor.

G 5. Contains almost microscopic diodes, transistors, resistors, and capacitors in a chip. I 6. The force or electrical pressures that causes current flow.

L 7. The movement of electrons from atom to atom.

H 8. These do not contain free electrons.

K 9. Caused when a defective wire or component touches ground. J 10. Have atoms that allow the flow of electricity; contain free electrons.

A. Parallel circuit B. Current C. Atom D. Resistance

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E. Fuse F. Relay G. Integrated circuit H. Insulators I. Voltage J. Conductors

K. Short circuit L. Electricity

Part B: Identify the components indicated on the following control diagram. Select your answers from the list, then print the letters in the appropriate blanks.

11. B A. Horn switch (closed) 12. H B. Battery 13. J C. Diode 14. L D. Small control current 15. F E. Base 16. K F. Horn 17. A G. Ground 18. E H. Emitter 19. D I. Circuit breaker

J. Transistor K. Semiconductor material L. Collector

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Final Examination

Final Examination: Lessons 9-15 Vocabulary Terms Write the letter of the vocabulary word by the correct definition. Part A: Definitions

R 1. This occurs when the engine seems to vibrate on its mounts.

N 2. This occurs when the engine operating temperature is too high.

Y 3. This is a common cause of rough idling, when a crack allows air to enter the intake manifold.

M 4. This shows up as blue smoke coming out of the exhaust system.

Q 5. The number of times that something turns completely in sixty seconds.

T 6. A device used to measure engine speed in rpm.

X 7. An instrument used to measure negative pressure.

U 8. The fluid coupling that functions as a clutch on an automatic transmission.

C 9. The metal shell that surrounds the torque converter and holds the transmission against the engine.

L 10. Pistons and tubing arranged to transmit force by fluid pressure.

S 11. A metal plunger that operates a band in the automatic transmission.

B 12. Friction devices that drive or lock planetary gear sets to transfer power.

V 13. This monitors and controls the functions of the automatic transmission.

W 14. This produces the pressure to operate an automatic transmission.

A. Air Pollution B. Bands C. Bell housing D. Blowby E. Camshaft F. Catalytic converter G. Connecting rod H. Crankshaft I. ECM J. Emissions control

systems K. Engine block L. Hydraulic system

M. Internal oil leakage N. Overheating O. Oxygen sensor P. PCV valve Q. RPM R. Rough idle S. Servo piston T. Tachometer U. Torque converter V. Transmission control

Module (TCM) W. Transmission oil pump X. Vacuum gauge Y. Vacuum leak

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J 15. This reduces the amount of air pollution produced by the automobile.

O 16. This monitors the exhaust gases for oxygen content.

D 17. Combustion gases that leak past the piston rings into the crankcase.

P 18. This varies the flow of air for idle, cruise, acceleration, or high speed.

F 19. This burns the remaining HC and CO emissions in the exhaust system.

A 20. An excess amount of harmful chemicals in the atmosphere.

I 21. The electronic control module used to monitor and interface with various systems to reduce emissions.

G 22. This fastens the piston to the crankshaft.

E 23. A shaft with offset lobes used to operate the valve train.

K 24. Main body of engine containing crankshaft, pistons, and cylinders.

H 25. Main shaft with connecting rods to turn piston

reciprocation into motion.

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Part B: Definitions

S 26. A lever used to direct downward motion on a valve stem.

O 27. The metal or plastic reservoir for oil, located on the bottom of the engine.

J 28. An engine requiring two complete cycles of the camshaft to fire each piston once.

M 29. The removable inserts that fit between the block and the crankshaft.

Q 30. The component that rides up and down in the cylinder.

X 31. The volume displaced by all the pistons in an engine.

L 32. A measure of an engine’s ability to perform work.

F 33. The diameter of the engine cylinder.

C 34. The amount of pressure in the cylinder of the compression stroke.

H 35. A rating of the turning force at the engine crankshaft.

A 36. Any output device controlled by a computer.

U 37. These change a physical condition into an electrical signal.

K 38. A device that protects a circuit against damage caused by a short circuit.

W 39. The force or electrical pressure that causes current flow.

T 40. This is caused when a defective wire or component touches ground.

I 41. The cleaning of a cooling system by running a cleaning chemical through the system.

R 42. The measure of opposition to current flow.

P 43. A valve placed in a tank or line for draining.

A. Actuator B. Battery C. Compression pressure D. Conductors E. Current F. Cylinder bore G. Electricity H. Engine torque I. Flushing J. Four cycle stroke

K. Fuse L. Horsepower

M. Main engine bearings N. Ohm’s law O. Oil pan P. Petcock Q. Piston R. Resistance S. Rocker arms T. Short circuit U. Vehicle sensor V. Transistor W. Voltage X. Engine displacement Y. Ground

N 44. A simple formula for calculating circuit voltage, current, or

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resistance.

B 45. A device containing cells that produce electricity through electrochemical action.

D 46. These have atoms that allow the flow of electricity; contain free atoms.

E 47. The flow of electrons through a conductor.

G 48. The movement of electrons from atom to atom.

Y 49. The terminal of the battery connected to the vehicle’s frame.

V 50. A semiconductor that is used as a switching device.

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ACKNOWLEDGEMENTS Syllabus developed by: Bill Voisin, Adjunct Faculty, ESL, North Harris Montgomery College. This syllabus was developed under the auspices of the Texas State Leadership Partnership for Curriculum Development and funded by a grant from the Texas Higher Education Coordinating Board, Community and Technical College Division. This syllabus is recommended for use by community and technical colleges in Texas. Authorizing Agency: Texas Higher Education Coordinating Board, 1200 East Anderson Lane, Austin, TX 78752 (www.thecb.state.tx.us) Funded by: Carl D. Perkins Vocational Education Act and State Energy Conservation Office Project Advisor: Yvette Buttler, Texas Higher Education Coordinating Board Project Staff: Anne Albarelli-Siegfried, Cy-Fair College Erin DeSouza, North Harris Montgomery County Community College District Terry Conroy, Ed.D., Texas State Technical College Waco Project Partners:

Cy-Fair College North Harris Montgomery County Community College District Texas State Technical College Waco

Permission to use or reproduce this document in whole or part is granted for not-for-profit educational and research purposes only. For any other use, please request permission in writing from the Vice President for Student Learning, Texas State Technical College Waco, 3801 Campus Drive, Waco, TX 76705. Phone: (254) 867- 4834. FAX: (254) 867-3968.