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Oswego Update Project

A Graduate Research ProjectUpdating Course Outlines in Technology Education

June 2004

“Automotive Technology”(formerly “Automotives”)

In collaboration with:

Developer:

Mr. Kenneth Goodsell, Graduate Research, SUNY – Oswego, kgoodsell@rhnet.org

Project Directors:

Dr. William Waite, Professor, SUNY-Oswego, waite@oswego.edu Mr. Eric Suhr, Laisson, New York State Education Department, esuhr@mail.nysed.gov

Content Consultants:

Mr. Roger Powers, SUNY Morrisville, powersrw@morrisville.eduMr. John Conti, West Irondequoit High Schools, JConti@westirondequoit.monroe.eduMr. Chris Stahl, Fairport High School, chris stahl@fairport.monroe.edu

Digitally available atwww.oswego.edu/~waite

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Forward

The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.

The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.

Hundreds of sections are offered in New York state each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.

It is hoped that this graduate-level research endeavor will accomplish the following:

provide a solid graduate research project for the developers involved (learning by doing)

involve known, successful teachers as consultants to the process through a common interview template

honor the work and dedication of the original writing teams

refresh course objectives and teaching strategies

forge a more uniform format between and among course outlines

update the bibliography of each course to reflect the last ten years of literature review

include Internet resources both useful as general professional tools, and as specific content enhancement

develop an index showing how NYS M/S/T standards are accomplished for each course objective

The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.

Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education

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Overview of the Course

Course Goals

To introduce and educate students about one of the 20th centuries greatest inventions, the automobile. Students will learn how this invention changed lives and helped a nation grow. Students will also understand the basic systems with in an automobile and how they can be individually diagnosed and repaired.

Course Description

This course will introduce students to the history, evolution and systems of the automobile. Students will be introduced to mechanical systems with in the modern automobile. Students will also learn the different automotive systems within an automobile.

Automotive Technology is continually changing due to advances in other technological fields. This course will help students understand how mechanical and electrical systems work through hands-on labs and projects. Knowledge in these automotive systems will prepare students for real life problem solving. This course should reflect a combination of older technology and the latest tool and equipment available to automotive diagnosis.

This course could vary due to the lab and budget of the school. This curriculum is written in a format that allows for flexibility within the curriculum, while still meeting the objectives of the course.

Course Skills, Knowledge, and Behaviors to be Developed

Students will develop skills in the use of modern automotive hand and power tools, as well as show a cognitive understanding of the various systems of an automobile. Students will be expected to show safe work skills and over professionalism. When this source is completes students will understand how an automobile works, be able to diagnose basic problems with in an automobile, and identify if an automobile is safe for the road.

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Content Outline

MODULE 1: Introduction to Automotive Technology

1.1: History of the Automobile1.1.1. Horse to horseless carriage1.1.2. What was the need for the automobile

1.2: Changing a Nation1.2.1. Impacts on society1.2.2. Economic impacts1.2.3. Environmental Impacts

MODULE 2: Chassis

2.1. Changing engine oil2.1.1. Identifying type and quantity2.1.2. Completing a change2.1.3. Evaluate used oil condition

2.2: Fluid Level Check2.2.1. Oil level check2.2.2. Coolant level check 2.2.3. Brake fluid level check2.2.4. Washer fluid level check

2.3: Automotive Brake Systems3.2.1. Identification of system types3.2.2. Diagnosis of Problems3.2.3. Disassembly and repair

2.4: Tire change2.4.1. Flat Tire change2.4.2. Change and balance tires on rim

MODULE 3: Automotive Systems - Mechanical Parts

3.1: Internal combustion engine3.1.1. Four stroke cycle

3.1.1.1. Gas Piston Engine3.1.1.2. Diesel Engine3.1.1.3 Wankel Engine

3.2: Cooling System3.2.1. Operation3.2.2. Maintenance of the system3.2.3. Diagnosis of cooling problems

3.3: Charging System3.2.1. Identification of types of charging systems3.2.2. Testing for problems3.2.3 Replace or repair of system components

3.4: Fuel system3.4.1 Operation

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3.4.2 Diagnosis of Problems3.4.3 Replace or repair of system components

3.5 Ignition system3.5.1 Operation3.5.2 Diagnosis of Problems3.5.3 Replace or repair of system components

3.6 Emission system3.6.1 Operation3.6.2 Diagnosis of Problems3.6.3 Replace of repair of system, components

MODUAL 4: Automotive tune-ups and repair

4.1: Checking for problems4.1.1. Spark plugs4.1.2. Vacuum testing4.1.3. Compression testing4.1.4. Leak down testing

4.2: Determining cost of repair or replace4.2.1. Replacing pieces or component

MODUAL 5: Computer/Electronic Evaluation

5.1: EEC Computer control system5.1.1. Explanation of system5.1.2. Identification of components and their function5.1.3 Diagnosis using scan tool.

MODUAL 6: Automotive performance

6.1: Camshaft technology6.1.1. Operation6.1.2. Modification pros/cons

6.2: Forced Induction6.1.1. Superchargers

6.2.1.1 Operation6.2.1.2 Types of superchargers6.1.2.3. Pros/cons

6.2.2. Turbochargers6.2.2.1 Operation6.2.2.2 Types of superchargers6.2.2.3 Pros/cons

6.3 Nitrous Oxide6.3.1 What is NOS6.3.2 Pros/Cons

MODUAL 7: Consumerism

7.1 Buying a car7.1.1 New or used

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7.1.2 Trends7.1.3 Financing

7.2 Selling a car7.2.1 How to get the most from your car

7.3 NYS Inspection7.3.1 Knowing what the mechanics look for7.3.2 Fixing the car before you go.

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Module 1Introduction to Automotive Technology

In this unit students will gain an understanding of how and why the automobile was created and the affect it has had on our lives.

Performance Indicators/Supporting Competencies

Students will be able to:

a. Define Automotive Technologyb. Describe technological advances which have improved the automobilec. List historical events that changed the automobile.d. Name key figures involved with the invention and improvement of the automobilee. Analyze the affects of living without the automobile.f. Describe how important the automobile is.g. List key ideas that make the automobile a valuable asseth. Name cultures that live without the use of the automobile.i. List the affects the automobile had on early 1900’s Americaj. Describe how these affects speed up the technological advancement in America.k. Introduction to Automotive Technology List the positive and negative impacts the

automobile had on the US economyl. List the negative affects the automobile hat on pollutionm. Discuss if the positive attributes created by the automobile outweigh the negative

attributes of pollution caused by the automobile.

Suggested Specific Instructional Strategies

a. Internet research on key figures in automotive history.b. Worksheet on positive and negative effects of the automobile.c. Discuss life in early 1900’s America and describe ways the automobile changed this

lifestyled. Group students to research how specific cities changed or were created due to the

automobile

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Module 2Chassis

In this unit students will be introduced to the components which make up an automotive chassis. They will understand each of its components and how to make checks and repairs.

Performance Indicators/Supporting Competencies

Students will be able to:

a. Explain where to look up information pertaining to oil specifications for any car.b. Demonstrate the ability to successfully obtain the correct material needed to perform and

oil changec. Explain the procedure for changing the oil in a lab car.d. Demonstrate the ability to properly change oil in a lab car.e. Safely dispose of used motor oil.f. Identify the type of brake fluid being used in a vehicleg. Check for low levelh. Detect if the fluid had gone bad.i. Demonstrate the ability to properly and safely modify the brake fluid in a lab vehicle.j. Identify where to add washer fluid in a variety of lab vehicles.k. Explain why washer fluid is a safety concern.l. Safely prepare a car for a tire changem. Demonstrate the ability to change a flat tire using both in lab and in car tools.n. Safely dismount and remount a tire on a rim using a pneumatic tire machineo. Describe the difference between disk and drum brakes.p. Perform checks to determine if brakes need to be replaced.q. Demonstrate the ability to safely change both drum and disk brakes on a lab vehicler. Apply knowledge learned from lab activity to other applicationss. Describe the difference between disk and drum brakest. List the pros and cons of each systemu. Recognize the different systems on lab vehicles.v. List different problems that can occur in a brake system.w. Identify a problem in a lab vehiclex. Recommend a solutiony. Safely perform diagnosis of brake type and problemz. Assess best fix to problemaa. Change brake pads/shoes, rotor/drum

Suggested Specific Instructional Strategies

a. Bring student car into lab for demonstration to gain interest.b. Challenge students to find faults with lab car, give prize.c. Handouts showing and describing how to identify the different components.d. Show pictures of what can happen if safety practices are not upheld.e. Team students for lab activity

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Module 3Automotive systems

In this unit students will be introduced to the different systems with an automobile. Students will gain an understanding of how each system works and how to diagnose problems when they occur.

Performance Indicators/Supporting Competencies

Students will be able to:

a. List the four cycles of a gas engineb. Describe technological advances which have improved the internal combustion enginec. Differentiate between a gas and diesel engined. List the parts of a wankel enginee. Describe how a wankel engine works.f. Recognize similarities between a wankel and piston engineg. Identify vehicles that use this engineh. Apply knowledge to other applicationsi. List the different parts of an automotive cooling systemj. Explain how each part functionsk. Point out what will happen if one part is missingl. List the checks being performedm. Identify Type of coolant being usedn. Perform a coolant system flush and changeo. Demonstrate proper use of a hydrometerp. Record resultsq. List the different charging systemsr. Identify and alternator and generator.s. Explain the differences between and alternator and generator.t. List possible problemsu. Identify problems on lab vehiclesv. Apply previously learned knowledge to new activityw. Demonstrate ability to properly diagnose problem within charging systemx. Perform proper fix after diagnose of problemy. Apply knowledge to other applicationsz. List the four cycles of a diesel engineaa. Describe how a diesel engine worksbb. Differentiate between a diesel and gas engine

Suggested Specific Instructional Strategies

a. PowerPoint presentation on different types of engines and how they workb. Lab demonstration of the different engines and how they run.c. Handouts showing and describing how to identify the different types of enginesd. PowerPoint presentation on the different systems of an automobile.e. Lab demonstration of the different systems and how to check for problems.f. Pair students into teams for lab activities on the different system checks and repairs.g. Show students different electrical problems by melting down a demo alternator.

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Module 4Automotive Tune-ups and Repair

In this unit students will apply knowledge about systems in the previous unit to understand why keeping an engine in tune is important, and how to perform this task.

Performance Indicators/Supporting Competencies

Students will be able to:

a. Identify automotive running conditions by spark plug conditionb. Demonstrate ability to properly gap and replace a sparkplugc. Determine when it is time to change a sparkplugd. Discuss what happens if a vacuum leak existse. Test for vacuum leaksf. Demonstrate ability to properly find and fix a leakg. Explain why we check engine compressionh. Demonstrate ability to properly test engine compressioni. Record test resultsj. Determine if the engine is within acceptable specificationsk. Explain why we perform a leak down checkl. Demonstrate ability to properly perform a leak down testm. Record test resultsn. Discuss resultso. Determine if the engine is within acceptable specificationsp. Decide if problem exists and determine whereq. Research cost of partsr. List pros and cons of each solutions. Discuss findingst. Convince others of their solution

Suggested Specific Instructional Strategies

a. PowerPoint presentation on different types of engines and how they workb. Use student vehicle for democ. Handouts showing and describing how to perform tasksd. Pair students into teams for lab activities on the different checks.e. Student research on cost of parts for local auto parts store.f. Students compete to find the cheapest price on parts.

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Module 5Computer/Electronic Evaluation

In this unit students will learn how and why computers are used in automobiles, and why it is necessary to use a computer to diagnose problems.

Performance Indicators/Supporting Competencies

Students will be able to:

a. Define what an EEC isb. Discuss the pros and cons of this systemc. Understand why they are in use todayd. List the components in an EEC system.e. Identify components of an EEC systemf. Understand their individual function.g. Anticipate what would happen of various components failedh. Explain why we need a computer to test a computeri. Connect the scan tool tester to the vehiclej. Complete a diagnosis of the EEC systemk. Discuss problemsl. Perform component change

Suggested Specific Instructional Strategies

a. Take ECC out of lab vehicle in front of students to perform demo.b. Show students a running engine and disconnect different sensor to show what affect they

have.c. Handouts showing and describing how to perform tasksd. Pair students into teams for lab activities on the different checks using their own vehicle.

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Module 6Automotive Performance

In this unit students will be introduced to performance items used enhance vehicles

Performance Indicators/Supporting Competencies

Students will be able to:

a. Define duration, lift, lobe, separationb. Identify a camc. Discuss the different typesd. Explain why multiple cams are usede. Describe how engine performance is a trade offf. Determine if torque or horsepower is desired.g. Design a cam for a specific task using a computer simulatorh. Explain how a supercharger worksi. D List the different types of superchargersj. Identify a superchargerk. Explain why one type is used vs. anotherl. List the pros and cons of a superchargerm. Explain why every vehicle does not have a supercharger.n. Explain how a turbocharger workso. Determine the best application for a turbochargerp. List the different types of turbochargersq. Identify a turbochargerr. Explain why one type is used vs. anothers. List the pros and cons of a superchargert. Explain why every vehicle does not have a turbocharger.u. Compare and contrast a turbocharger vs. a superchargerv. Define Nitrous oxidew. Explain why it is written NO2

x. Understand why it is called artificial airy. Determine the best application for a supercharger

Suggested Specific Instructional Strategies

a. Show exiting movie with high performance cars.b. Have guest speaker from racing team, demonstrate parts on real race car.c. Handouts showing and describing how to perform tasksd. Chemistry demonstration to produce NO2

e. Lab demonstration on vehicles with turbo/supercharger.

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Module 7Consumerism

In this unit students will learn strategies for buying and selling automobiles. They will learn what the mechanics look for.

Performance Indicators/Supporting Competencies

Students will be able to:

a. Identify problems a used car.b. Inspect a used car and determine if it is a good buyc. Present used car values for a vehicle.d. Locate financing for a vehiclee. List items checked in a NYS inspectionf. Fix problems on a vehicle prior to NYS inspection.

Suggested Specific Instructional Strategies

a. Field trip to car dealershipb. Guest speaker, salesman, mechanicc. Handouts showing and describing how to perform tasksd. Lab demonstration of on how to perform tasks

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Bibliography

Bonnick, (2001). Automotive computer controlled systems: Diagnostic tools and techniques;Newton, MA: Butterworth-Heinemann.

Brady, R.N. (1999). Automotive electronics and computer systems. Upper Saddle River, NJ: Pearson Higher Education.

Crouse and Anglin, (1994.) Automotive engines : student workbook 8th ed. McGraw-Hill Education.

CroCrouse and Anglin, (1994) Automotive engines. McGraw-Hill Education.

Duffy, J. E. (2000). Modern automotive technology. Teachers Guide Edition; Paperback; Illustrated Tinley Park, IL: Goodheart-Wilcox Publishers.

Erjavec, J. (1999) Automotive technology: A systems approach 3rd edition. Florence, KY: Thomson Learning.

Halderman, (2003). Automotive engines: Theory and servicing worktext 4th edition. Upper Saddle River, NJ: Pearson Higher Education.

Halderman, (2001). Diagonosis and troubleshooting of automotive electrical, electronic, and computer system. Upper Saddle River, NJ: Pearson Higher Education.

Hughes, J. G. (2000). Automotive engine rebuilding 2nd edition. Upper Saddle River, NJ: Pearson Higher Education.

Johanson, and Stockel, (2003). Auto brakes technology. Tinley Park, IL: Goodheart-Wilcox Publisher.

Newton, T. (1999). How cars work. Black Apple Press. ISBN: 0966862309

Sclar, D. (1997). Auto Repair for Dummies 2nd rev. edition. Berkeley, CA: Ten Speed Press.

Toboldt and Johnson, (2000). Automotive Encyclopedia. Tinley Park, IL: Goodheart-Wilcox Publisher.

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DVD, VHS, and Other Instructional Technology Resources

Automotive Design (VHS) PBS home video$27.9715min

Vehicle Maintenance Cambridge Educational$99.9522min

Cerebellum Corporation$7.4045min

Automotive VideoQADFree15min streaming video

Clay to ClassicUltimatebook$29.9545min

www.historychannel.com for several titles

www.discoverychannel.com for several titles

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Appendices

General Web Resources

Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME)   ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and Technology

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Society for the History of TechnologySuffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education

Specific Web Resources

http://ghlin2.greenhills.net/~apatter/steam.html

http://www.historychannel.com/tdih/auto.html

http://www.acdelco.com/html/as_guide_main.htm

http://www.innerbody.com/innerauto/index.html

http://inventors.about.com/library/inventors/blcar.htm

http://www.cybersteering.com/trimain/history/ecars.html

http://www.howcarswork.com/

http://www.autonews.com/

http://popularmechanics.com/

http://www.autoshop-online.com/auto101.html

http://www.khake.com/page12.html

http://www.reflinks.org/auq/Automobiles.htm

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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at: www.emsc.nysed.gov Go to MST icon)

(use format given, add performance Indicators from your course, and put in right column on the matrix)

Content Standards Performance Standards

Modules Within This Course

Standard 1“Analysis, Inquiry, and Design”

Mathematical analysisScientific inquiryEngineering design

Standard 2“Information Systems”

Retrieve Module 7ProcessCommunicateImpactsLimitationsEthics

Standard 3“Mathematics”

Mathematical reasoningNumber and numerationOperationsModelingMeasurement Module 2UncertaintyPatterns

Standard 4“Science”

Physical settingLiving environment

Standard 5“Technology”

Engineering design Module 6Tools, resources, and technological processes

Module 2, 3, 4, 5

Computer technology

Module 3

Technological systems

Module 3

History of technology

Module 1

Impacts Module 1, 7Management Module 7

Standard 6 –

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“Interconnectiveness: Common Themes”

Systems thinkingModelsMagnitude and scaleEquilibrium and stabilityPatterns of changeOptimization

Standard 7 - “Interdisciplinary Problem Solving”

ConnectionsWork habitsSkills and strategies

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Appendix B – Example of Assessment Materials

Automotive Technology Final Exam

1. Who is credited with creating the first automobilea. Karl Benzb. Henry Fordc. Robert Andersond. Nicolas-Joseph Cugnot

2. Why did every city have its own car companya. Every city competed with each otherb. The transportation system was too poor to transport resourcesc. The government gave grants to cities who had more industryd. Every person wanted a car and this was needed to keep up with production

3. Society expanded in the early 1900’s due toa. Better roads meant people could get from point A to B easierb. Many people wanted a new life for their familiesc. The invention of electricityd. Growth of cities due to jobs in automotive production

4. Henry Ford createda. Better jobsb. Assembly linec. First automobiled. First labor union

5. What was the need for the automobile?a. Cities needed a better way to transport it’s peopleb. There was a shortage of horsesc. People wanted personal freedom and the automobile provided thisd. Jobs

6. The type of oil required by a vehicle can be determined froma. The oil capb. Owners manualc. Repair manuald. All of the above

7. The most important part of any job isa. Completing the projectb. Making moneyc. Safetyd. Making the customer happy

8. Milky white oil indicatesa. The wrong oil was usedb. The engine has synthetic oilc. Coolant in the oild. You are working on a milk truck

9. Metal in your oil can meana. B & Db. Possible engine failurec. Synthetic oil

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d. Warn internal engine parts

10. A magnetic drain plug can help toa. Isolate abrasives in you engineb. Indicate if there could be a problemc. Aid in the engine brake in processd. All of the above

11. It is important to maintain washer fluida. The most important aspect of driving is you ability to seeb. The tank can freeze and crack if it is lowc. You never know when it could become valuabled. All of the above

12. Brake fluid will go bad bya. Absorbing moistureb. Going stalec. Overheatingd. Freezing

13. How can you visually tell if brake fluid has started to go bad?a. become a dark colorb. become thickc. feel slipperyd. expand in the tank

14. When changing a flat tire you shoulda. Make sure the car is in parkb. Make sure the emergency brake is on (front tire change)c. Jack on a flat level surfaced. All of the above

15. What can happen when seating a tire onto the rim?a. The rim can split and come apartb. The tire can splitc. The tire will come off if not seated rightd. The tire can explode

16. Balancing tires will result ina. Better gas mileageb. Smother ridec. Less wear on suspension partsd. All of the above

17. The four strokes of an enginea. Air, Fuel, Power, Exhaustb. Intake, Compression, Power, Exhaustc. Intake, Concussion, Spark, Gasd. Compression, Spark, Power, Exhaust

18. The correct fuel to air ratio for a gas engine isa. 10:1b. 14:1c. 15:1d. 24:1

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19. A diesel engine is similar to a gas engine except fora. Ignition Systemb. Compressionc. Exhaust Cycled. Power Stroke

20. A Wankel engine is superior to a piston due toa. Fewer moving partsb. Better Power to size ratioc. Smoother operationd. All of the above

21. Most all modern cars have disk brakesa. In the backb. Up frontc. Both Front and Backd. For the emergency brake

22. A hard vibration when the brakes are pressed could be the result ofa. Bad brake fluidb. Damaged rotorsc. Cracked brake padsd. The wrong grade of pads installed

23. Before reinstalling brake calipers with new pads you must firsta. Compress the caliper pistonb. Check the fluid levelc. Change the brake rotord. Rotate the tires

24. You should change you antifreeze everya. 50,000 milesb. 10,000 milesc. Every 3rd oil changesd. When it changes color

25. You can detect a coolant leak bya. A sweet smellb. A puddle under the carc. Checking the heater for leaksd. All of the above

26. Modern cars use this type of charging systema. Generatorb. Alternatorc. Batteryd. Photo cell

27. Standard spark plug gap for an electronic ignition engine isa. .045”b. .030”c. .015”d. .065”

28. A vacuum leak will result ina. A poor running engine

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b. A hissing soundc. Accessories not to work properlyd. All of the above

29. The compression tester fits ina. The carburetorb. The fuel pressure railc. A fitting on the intake manifoldd. The spark plug hole

30. A compression test will determinea. The mechanical systems with in the engineb. The compression ratioc. The condition of the engined. Fuel pressure

31. Cylinders should be with in (____%) of each othera. 10%b. 20%c. 35%d. 25%

32. A leak down test will determine a. Where any coolant leaks areb. How well the engine holds compressionc. How much fuel pressure is presentd. How much power and engine has

33. An engine in good condition should have less than _____ leakagea. 10%b. 20%c. 30%d. 40%

34. The best fix for an engine with a bad compression and leak down test isa. New piston ringsb. A valve jobc. A new engined. Not enough information is known

35. When trying to decide between repair and replace what is the biggest factora. Timeb. Costc. Knowledged. Information

36. How do you decide weather to do you self of hire outa. You comfortable level with the jobb. Can you be with out the car for a few daysc. Do you want to try the job d. All of the above

37. The final check to repairing or replacing an engine isa. Timeb. Availabilityc. Price

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d. Sentimentality

38. What does EEC stand fora. Electronic Engine Controlb. European Economic Communityc. Electric Engine Combustiond. European Engine Control

39. Most modern cars use this systema. EEC-3b. EEC-4c. EEC-2d. EEC-1

40. A sensor performs this operationa. Converts sensory inputs into a analog signalb. Measures engine activityc. Controls engine performanced. All of the above

41. A motor performs this operationa. Converts a EEC signal into a physical activityb. Runs your carc. Changes engine conditionsd. All of the above

42. The job of the EEC is toa. Modify engine inputs for optimal efficiencyb. Control pollutionc. Alert you if a problem in your engine occursd. All of the above

43. The chemical make up of Nitrous Oxide isa. NO3b. N20c. N30d. NO2

44. Nitrous oxide performs this functiona. Polymerizationb. Oxidationc. Combustiond. Compression

45. If only nitrous oxide is injected into an engine the engine willa. Increase the power by 50%b. Not runc. Smell funnyd. Run lean and self-destruct

46. A supercharger is used toa. Force extra fuel into an engineb. Force extra air into an enginec. Increase mileaged. All of the above

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47. A turbo charger is use toa. Force extra fuel into an engineb. Force extra air into an enginec. Increase mileaged. All of the above

48. A supercharger is better fora. High rpm racingb. Stop and go trafficc. Trucksd. Torque and low end power

49. A turbocharger is best used fora. Torque and low end powerb. High rpm powerc. Stop and go trafficd. Trucks

50. You can bolt on a turbo or super chargera. With out any other modificationsb. To any carc. If you modify the EECd. Only to sports cars

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Answer key

1. a2. b3. d4. b5. c6. d7. c8. c9. a10. d11. a12. a13. a14. d15. a16. d17. b18. b19. a20. d21. b22. b23. a24. a25. d26. b27. a28. d29. d30. c31. a32. b33. a34. d35. b36. d37. c38. a39. b40. a41. a42. d43. b44. b45. d46. b47. b48. d49. b50. c

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Appendix C - Students with Disabilities

The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.

The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.

Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).

Strategies for Modifying Instructional Techniques and Materials.

1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.

3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.

4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.

Infusing Awareness of Persons with Disabilities Through Curriculum.

In keeping with the concept of integration, the following subgoal of the Action Plan was established.

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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.

The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.

The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.

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Appendix D - Student Leadership Skills

Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.

Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.

Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.

Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.

More information in Technology Education can be found at the Technology Education Student Association web site at:

http://www.tsawww.org