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Career Preparation Program Curriculum Guide for:General Mechanics.British Columbia Dept. of Education, Victoria.Curriculum Development Branch.ISBN-0-7719-8984-982217p.Guides - Classroom Use Gui des (For Teachers) (052)
MF01/PC09 Plus Postage.*Auto Mechanics; Behavioral Objectives;Bibliographies; *Career Education; CooperativeEducation; Course Descriptions; Curriculum Guides;Diesel Engines; Electricity; Engineering Drawing;Engines; Equipment; Hand Tools; High Schools; HumanRelations; Learning Activities; Learning Modules;Motor Vehicles; Postsecondary Education; ProgramDescriptions; Safety; Secondary Educatibn; *Trade andIndustrial Education; Welding
ABSTRACTThis curriculum outline provides secondary and
postsecondary instructors with detailed information on studentlearning outcomes for completion of the general mechanics programrequirements. A program overview discusses the aims of education;secondary school philosophy; and career preparation programs andtheir goals, organization, and evaluation. Sections two and threeprovide the curriculum format for programs in grades 11 and 12,respectively. Each program is divided into units containing from oneto nine modules. Both course and unit general aims are cited. Modulesconsist of these components: goal statements, learning outcomes, andstudent activities to support the learning outcomes. Topics coveredin the 23 units in the grade 11 program and the 13 units in the grade12 program include cooperative career preparation; school practices,human relations, and safety procedures; tools and equipment;fasteners; technical reading, writing, and reporting; mechanicaldrawing; gas welding; electricity; wheels, hubs, and tires; hydraulicSystems; brake systems; engines; fuel systems; cooling systems;lubrication systems; clutches; transmission; driveshafts anddrivelines; steering systems, suspension, and frame designs;soldering; electrical systems; power brake systems; emission controlsystems; and differentials. Section four lists resource materials.(YLB)
************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *
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CAREER PREPARATION PROGRAM
CURRICULUM GUIDE FOR :
GENERAL MECHANICS
PROVINCE OF BRITISH COLUMBIA
MINISTRY OF EDUCATION
DIVISION OF EDUCATIONAL PROGRAMS SCHOOLS
CURRICULUM DEVELOPMENT BRANCHUS. DEPASTMENTDE EDUCATION
NATIONAL IN_S-ITUTEO_F EDUCATIONEDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)This document_ has been reproduced asreceived from the person or organiiationoriginating it.
. : Minor changes have been made to improvereproduction quality.
Points of view or opinionk stated in this document do not necessarily represent official NIEposition or policy.
1982
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATION_Ak RESOURCESINFORMATION CENTER (ERIC)."
© MINISTRY OF EDUCATION, PROVINCE OF BRITISH COLUMBIA, CANADA(E)
CN-No part of this publication may be reproduced in any formwithout permission in writing from the publisher.
0
Canadian Cataloguing in Publication DataMain entry under title:Career preparation program curriculum guide for
general mechanics
Bibliography: p.ISBN 0-7719-8984-9
1. Machinery - Maintenance and repair - Studyand teaching - British Columbia. I. BritishColumbia: Schools Dept. Curriculum DevelopmentBranch.
TJ158.C37 621.8'16'0710711 C82-092191-2
ACKNOWLEDGEMENTS
e The Ministry of Education gratefully acknowledges the work ofthe General Mechanics curriculum committee members for theircontribution to this Career Preparation Program and curriculumguide:
Carl Johnson
Gus McTavish
Alvin Stacey
Gene Steeves
Sooke (S.D. #62)
Greater Victoria (S.D. #61)
Greater Victoria (S.D. #61)
Camosun College, Victoria
a Appreciation is also extended to:
John Liket
Dave Kellestine
George Marriott
Phil Wright
Richmond (S.D. #38)
Peace River North (S.D. #60)
Peace River North (S.D. #60)
Northern Lights College, Fort St. John
The Ministry of Education personnel involved in this project were:
Ken Douglas
Ross Regan
The B.C. Teachers Federation and those numerous persons in thefield who contributed to and supported the production of thisdocument.
- v -
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
INTRODUCTION
SECTION-ONE - PROGRAM OVERVIEW
PART 1.0 - AIMS OF EDUCATION
PART 2.0 - SECONDARY SCHOOL PHILOSOPHY
PART 3.0 - CAREER PREPARATION PROGRAMS
PART 4.0 - GOALS OF CAREER PREPARATION
PART 5.0 - ORGANIZATION
PART 6.0 EVALUATION
SECTION TWO C P 11 - GENERAL MECHANICS
UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED)
MODULE 1.01 = CAREER DEVELOPMENT AND COMMUNICATION . .
MODULE 1.02 - WORK ETHIC AND WORK OBSERVATION
MODULE 1.03 - ORGANIZATIONAL STRUCTURES AND ROLE OFMAF,GEMENT AND LABOUR
MODULE 1.04 = WORKING CONDITIONS AND LABOUR LEGISLATION.
MODULE 1.05 = JOB SEARCH SKILLS AND JOB INTERVIEWS. .
MODULE 1.06 - FIELD TRIPS AND RESOURCE SPEAKERS
MODULE 1.07 - EDUCATIONAL REQUIREMENTS FOR CAREERPLANNING
UNIT 2.0 SHOP PRACTICES, HUMAN RELATIONS AND SAFETYPROCEDURES
MODULE 2.01 - SHOP RULES AND PRACTICES
MODULE 2.02 - HUMAN RELATIONS AND PERSONAL ATTRIBUTES
MODULE 2.03 - GENERAL SHOP ADMINISTRATION
MQDULE 2.04 - EMERGENCY PROCEDURES (FIRE AND MEDICALROUTINES)
PAGE
1
5
7
8
9
15
17
22
35
36
37
40
41
43
44
46
47
48,
48
51
54
55
vi -
PAGE
UNIT 3.0 TOOLS AND EQUIPMENT57
MODULE 3.01 - USE AND CARE OF HAND TOOLS 57
MODULE 3.02 - PRECISION MEASURING TOOLS 58
MODULE 3.03 - USE AND CARE OF POWER TOOLS AND ACCESSORIES 50
MODULE 3.04 - CLEANING EQUIPMENT AND AGENTS 62
MODULE 3.05 - USE AND MAINTENANCE OF GENERAL SHOPEQUIPMENT 63
UNIT 4.0 FASTENERS 64
MODULE 4.01 - TYPES OF FASTENERS 64
MODULE 4.02 - OPER4TION OF TAPS AND DIES 66
MODULE 4.03 - IDENTIFICATION, SELECTION AND APPLICATIONSOF PIPES, TUBING, HOSES AND FITTINGS . . . 68
UNIT 5.0 TECHNICAL - READING, WRITING AND REPORTING . 70
MODULE 5.01 - RECORD AND INTERPRET SERVICE AND REPAIRINFORMATION 70
MODULE 5.02 - WRITE DAILY WORK SHEETS 72
MODULE 5.03 - RELAY INFORMATION IN WRITING 73
MODULE 5.04 - IDENTIFY MODEL, TYPE AND SERIAL NUMBERS 74
UNIT 6.0 MECHANICAL DRAWING CONCEPTS 75
MODULE 6.01 - SKETCH SIMPLE COMPONENTS 75
MODULE 6.02 - IDENTIFY SCHEMATIC SYMBOLS 76
MODULE 6.03 - PARTS MANUALS AND EXPLODED VIEWS 77
MODULE 6.04 - READ SIMPLE DRAWINGS 78
UNIT 7.0 STARTING AND RUNNING EQUIPMENT (MOBILE/STATIONARY) 79
MODULE 7.01 - PERFORM PRE-START CHECKS (SAFETY) 79
MODULE 7.02 - USE OF SAFETY TAGS 80
6
PAGE
UNIT 8.0 GAS WELDING OPERATIONS 81
MODULE 8.01 - IDENTIFY COMMON METALS AND THEIRCHARACTERISTICS 81
MODULE R.02 - WELDING SAFETY PRACTICES 82
MODULE 8.03 - CUT, BRAZE, WLLD AND HEAT WITH GASWELDING EQUIPMENT 85
UNIT 9.0 APPLICATIONS OF ELECTRICITY 88
MODULE 9.01 - FUNDAMENTALS OF ELECTRICITY 88
MODULE 9.02 - FUNDAMENTALS OF LEAD ACID BATTERY OPERATION 90
MODULE 9.03 - INSPECT, TEST AND SERVICE BATTERIES. . 91
MODULE 9.04 - INTERPRET BASIC ELECTRICAL SCHEMATICS. 93
MODULE 9.05 - INSPECT; TEST AND SERVICE SIMPLE CHASSISCIRCUITS 94
UNIT 10.0 WHEELS, HUBS AND TIRES 95
MODULE 10.01 - CONSTRUCTION AND DESIGN FEATURES OF TIRES 95
MODULE 10.02 - TYPES AND APPLICATIONS OF WHEEL BEARINGS. 96
MODULE 10.03-WHEEL AND HUB SERVICE PROCEDURES 97
UNIT 11.0 HYDRAULIC SYSTEMS 98
MODULE 11.01-HYDRAULIC PRINCIPLES 98
MODULE 11.02 =HYDRAULIC SAFETY PRACTICES 100
MODULE 11.03 --TEST, INSPECT AND SERVICE BASIC HYDRAULICCOMPONENTS 101
UNIT 12.0 BRAKE SYSTEMS 102
MODULE 12.01-FUNDAMENTALS OF AUTOMOTIVE BRAKES 102
MODULE 12.02 - INSPECT AND_SERVICE HYDRAULIC ANDMECHANICAL BRAKE SYSTEMS 104
MODULE 12.03 =OPERATION OF DISC BRAKES 105
MODULE 12.04 - SERVICING DISC BRAKE SYSTEMS 106
- vi -
PAGE
UNIT 13.0 BASIC INTERNAL COMBUSTION GASOLINE ENGINE -DESIGN AND OPERATION (SINGLE CYLINDER) 107
MODULE 13.01 - THEORY AND DESIGN OF TWO AND FOUR STROKE
CYCLE DESIGNS 107
UNIT 14.0 ENGINES GASOLINE (MULTI-CYLINDER) 114
MODULE 14.01 - DESIGN, CONSTRUCTION AND OPERATION OFMULTI-CYLINDER INTERNAL COMBUSTION ENGINES. 114
MODULE 14.02 - INSPECT, MEASURE AND EVALUATE ENGINE PARTS. 115
UNIT 15.0 DIESEL ENGINES 116
MODULE 15.01 - BASIC OPERATION OF THE DIESEL ENGINE. . 116
MODULE 15.02 = DIESEL ENGINE APPLICATIONS 117
MODULE 15.03 = DESIGN CLASSIFICATION OF DIESEL ENGINES . 118
MODULE 15.04 - OUTLINE OF DIESEL ENGINE COMBUSTION CHAMBERS 119
MODULE 15.05 - DIESEL ENGINE AIR INDUCTION COMPONENTS. . 120
UNIT 16.0 FUEL DELIVERY SYSTEMS 121
MODULE 16.01 = CHEMISTRY OF COMBUSTION 121
MODULE 16.02 - PRINCIPLES OF CARBURETION 123
MODULE 16.03 - FUEL PUMPS, TANKS, LINES AND FILTERS. . 124
UNIT 17.0 COOLING SYSTEMS 126
MODULE 17.01 - PRINCIPLES OF OPERATION AND TYPES OF SYSTEMS 126
MODULE 17.02- RADIATORS AND AUXILIARY COOLING SYSTEMS AND
COMPONENTS 127
- 1X -
PAGE
UNIT 18.0 LUBRICATION SYSTEMS 129
MODULE 18.01 - TWO STROKE CYCLE AND FOUR STROKE CYCLELUBRICATION METHODS 129
MODULE 18.02 - INSPECT AND SERVICE LUBRICATING SYSTEMSAND COMPONENTS 130
UNIT 19.0 CLUTCHES132
MODULE 19.01 - FUNDAMENTALS OF CLUTCH OPERATION 132
UNIT 20.0 TRANSMISSION134
MODULE 20.01 - FUNDAMENTALS OF STANDARD TRANSMISSIONOPERATION 134
MODULE 20.02 - MAINTENANCE AND REPAIR OF THE STANDARDTRANSMISSION
136
138UNIT 21.0 INTRODUCTION TO DRIVESHAFTS AND DRIVELINES
MODULE 21.01 - FUNCTION AND OPERATION OF DRIVESHAFTSAND DRIVELINES
UNIT 22.0 FINAL DRIVE
MODULE 22.01 =. DIFFERENTIALS - TYPES AND OPERATION .
MODULE 22.02 - INSPECTION OF DIFFERENTIALS
UNIT 23.0 STEERING SYSTEMS, SUSPENSION AND FRAME DESIGNS.
MODULE 23.01
MODULE 23.02
MODULE 23.03
- TYPES AND IDENTIFICATION OF FRONTSUSPENSION SYSTEMS
- FRONT AND REAR SUSPENSION SPRINGS ANDSHOCK ABSORBERS
- FRONT SUSPENSION INSPECTION AND FRONTEND GEOMETRY
MODULE 23.04 - FRAME DESIGNS AND CHARACTERISTICS
138
140
140
141
142
142
143
145
146
PAGE
SECTION THREE C P 12 - GENERAL MECHANICS 153
UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED). 154
MODULE 1.01 - PREPLACEMENT ROUTINE 154
MODULE 1.02 - PLACEMENT (EXTERNAL TO SCHOOL) 156
MODULE 1.03 - POSTPLACEMENT ROUTINE 157
MODULE 1.04 - STUDENT REPORTING PROCESS 158
MODULE 1.05 - LETTER OF THANKS TO EMPLOYER 159
UNIT 2.0 SHOP SAFETY AND BASIC PROCEDURES 160
MODULE 2.01 - REVIEW OF SAFETY PROCEDURES 160
MODULE 2.02 - REVIEW OF EMERGENCY PROCEDURES -FIRE AND MEDICAL 161
MODULE 2.03 SHO? PRACTICES AND CUSTOMERRELATIONS 162
UNIT 3.0 TOOLS AND EQUIPMENT 164
MODULE 3.01 - SPECIALIZED TOOLS AND EQUIPMENT 164
MODULE 3.02 - REVIEW OF PRECISION MEASURINGEQUIPMENT 165
UNIT 4.0 INTERPRETATION OF MECHANICAL DRAWINGSAND TECHNICAL DATA
MODULE 4.01 - READING DRAWINGS AND EXPLODED VIEWS
MODULE 4.02 - READING PARTS CATALOGUES
UNIT 5.0 SOLDERING AND GAS WELDING
MODULE 5.01 - REVIEW OF SOLDERING PROCEDURES
MODULE 5.02 - REVIEW OF GAS WELDING PROCEDURES
MODULE 5.03 - SAFETY RELATED TO GAS WELDING IN
HAZARDOUS LOCATIONS
166
166
167
168
168
170
171
PAGE
UNIT 6.0 ELECTRICAL SYSTEMS 172
172
174
MODULE 6.01 - PRINCIPLES OF ELECTRIC MOTOR OPERATION . .
MODULE 6.02 - PRINCIPLES OF SWITCHING/RELAY DEVICES . .
MODULE 6.03 - INSPECT, TEST AND SERVICE STARTINGSYSTEMS
MODULE 6.04
MODULE 6.05
MODULE 6.06
MODULE 6.07
MODULE 6.08
- PRINCIPLES OF ALTERNATOR CHARGINGSYSTEMS
- INSPECT, TEST AND SERVICE CHARGINGSYSTEMS
PRINCIPLES OF IGNITION SYSTEMS
= INSPECT, TEST_AND SERVICE CONVENTIONALIGNITION SYSTEM
-
MODULE 6.09 -
INSPECT AND TEST ELECTRONIC IGNITIONSYSTEMS
PRINCIPLES OF OPERATIOR; INSPECTION ANDTESTING OF FLYWAEEL MAGNETOS
UNIT 7.0 POWER BRAKE SYSTEMS
MODULE 7.01 - POWER ASSIST BRAKE UNITS
UNIT 8.0 ENGINES: DIESEL AND GASOLINE
MODULE 8.01 - DIESEL ENGINE OPERATION
MODULE 8.02 - OVERHAULING A GASOLINE ENGINE
MODULE 8.03 - OVERHAULING A SMALL GASOLINE ENGINE
UNIT 9.0 FUEL DELIVERY SYSTEMS
MODULE 9.01 - PRINCIPLES AND TYPES OF AUTOMOTIVEFUEL INJECTION SYSTEMS
MODULE 9.02 - OPERATING PRINCIPLES OF AUTOMOTIVETURBOCHARGERS
175
176
177
178
179
180
181
182
182
183
183
184
186
188
188
189
-
UNIT 10.0 EMISSION CONTROL SYSTEMS
MODULE 10.01 - POSITIVE CRANKCASE VENTILATION SYSTEMS .
MODULE 10.02 - VAPOUR RECOVERY SYSTEMS
MODULE 10.03
MODULE 10.04
MODULE 10.05 =
MODULE 10.06
= EXHAUST GAS RECIRCULATION SYSTEMS 193
= AIR INJECTION REACTION SYSTEMS 194
CATALYTIC CONVERTORS 195
-
PAGE
190
190
192
SPARK ADVANCE AND AIR FUEL RATIONCONTROLLED SYSTEMS 196
UNIT 11.0 AUTOMATIC TRANSMISSION
MODULE 11.01 = FUNDAMENTALS OF OPERATION
UNIT 12.0 DIFFERENTIALS AND DRIVING AXLES
MODULE 12.01 - BASIC OPERATION OF DIFFERENTIALS ANDDRIVING AXLES 199
MODULE 12.02 - PLANETARY FINAL DRIVES AND APPLICATIONS. 201
UNIT 13.0 STEERING SYSTEMS AND SUSPENSION SYSTEMS . . . 202
197
197
199
MODULE 13;01
MODULE 13;02
MODULE 13.03
MODULE 13.04
MODULE 13.05
MODULE 13.06
TYPES AND IDENTIFICATION OF FRONT ANDREAR SUSPENSION SYSTEMS- 202
PRINCIPLES OF STEERING GEOMETRY
INSPECT AND SERVICE FRONT SUSPENSIONSYSTEMS
- STANDARD STEERING GEAR BOX ANDPRINCIPLES OF OPERATION
DISASSEMBLE; INSPECT AND ASSEMBLESTANDARD STEERING GEAR BOX
OPERATING PRINCIPLES OF POWER STEERING
203
204
205
206
207
- X111 -
SECTION FOUR RESOURCE MATERIALS
PAGE
213
INTRODUCTION
The purpose of this career preparation curriculum outline is toprovide the secondary school teachers and post=secondary instructorswith detailed information on student learning outcomes for completionof the career preparation_program requirements. Information containedin this outline may be used as reference by students, counsellors,school administrators, employers and the general public. PerformancestandArds and guidelines for instruction will be established accordingto the criteria developed by teachers for the modules and courseswhich comprise each career preparation program.
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PAGE
SECTION ONE PROGRAM OVERVIEW
PART 1.0 = AIMS OF EDUCATION 7
PART 2.0 - SECONDARY SCHOOL PHILOSOPHY 8
PART 3.0 - CAREER PREPARATION PROGRAMS9
PART 4.0 - GOALS OF CAREER PREPARATION PROGRAMS . . 15
PART 5.0 - ORGANIZATION 17
PART 6.0 - EVALUATION 22
PART 1.0 AIMS OF EDUCATION
The basic function of the British Columbia system of public educationis to_serve society and to meet the needs of individual students.School personnel have the primary responsibility to educate everyoneby enabling each student to pursue excellence; to experience successand to realize maximum potential in every course. The curriculumshould enable each student to achieve educational and vocational goalsin the development of their interests, skills and abilities.
Central to that responsibility is the prorotion of learning, theacquisition of knowledge and the mastery of skills. This is essentialto provide the student with a solid base upon which a successful futuremay be built. This responsibility implies an obligavion to go beyondthe provision of a learning opportunity and to link instruction andlearning through activities that make it possible for the pupil tobecome a purposeful, effective and competent learner. Students shouldbe encouraged to develop a sustained interest in learning and a con-fidence in their ability to learn by the realization that any studybecomes effective through an orderly and sustained appr,:ach.
The primary responsibility of school personnel should be complementedby the many other facets of school life which contribute to thedevelopment of the maturing student. Teachers should encourage sports=manship, good health and fitness, promote a willingness to serve theschool and community, and provide opportunities to appreciate andshare in the social customs of the school and society. Students shouldbe encouraged to be active participants in the community by meetingtheir obligations and responsibilities as citizens.
The philosophy of the school is best achieved in a purposeful andchallenging environment which motivates_the best performance ofstudents and staff. The environment should be safe, supportive,rewarding and satisfying; and should reflect mutual respect andcourtesy among students; staff and parents. The facilities, equipmentMaterials and organization should enable students and staff to pursueStated:educational goals; The environment must also be conducive toeffettiVe participation by the staff in decisions affecting them andtheir students. Such participation is fostered by open, flexible andCooperative patterns of organization and communication based on a spiritOf mutuality.
Teachers, parents and_the community share the responsibility for foster-ing_the optimum_growth and development of each student; Shared respons-ibility should be_ditected to the end that each student will become aknowledgeable, self-reliant, self-disciplined; adaptive human being witha sense of enduring values and_social_and civic responsibility; able tocommunicate and participate effectively in_a technologically advancingand increasingly mobile, complex and changing society.
PART 2.0 SECONDARY SCHOOL PHILOSOPHY
Secondary_schools are primarily concerned with the development ofthe individual _in a changing society; Organization of the secondaryschool system is_based on the belief that students should be providedWith a meaningful sequence of courses directed toward a particularpurpose which they_themselves consider valuable and which lies withintheir abilities. Motivation of_adolescents to maintainia positiveattitude with commitment to their studies is a challenging task forteachers. Students need educational experiences that will help_themto cope with their_responsibilities_in society; to prepare forfUrthereducation_at a college, Provincial institute or university; and/or toenter employment With a marketable skill.
General goals of the secondary school system should be incorporatedinto the educational philosophy of each school. Secondary schoolcurriculum goals should:
a. provide opportunities for all students to achieve a maximum ofgeneral and basic preparatory education,
b. emphasize those subjects needed for individual intellectualdevelopment for future career goals,
c. enable students to arrange subjects into broad patterns orprograms on the basis of their interrelationships and useful-ness for further education and employment;
d. permit individual choice of school programs according toalternatives that are available;
include opportunities for students to develop personal interestsand avocational values,
f. increase opportunities to relate course offerings to the needsof the school population and the community, and
allow students to select for themselves educational goals andpatterns of study in accord with their proven interests andabilities.
As students acquire and develop their skills and talents at thesecondary school educational level_i interest in future careersbecomes increasingly- important. The need to improve the transitionbetween schools, colleges, Provincial institutes and employment hasbeen addreSSed through the introduction of career preparationprograms.
PART 3.0 CAREER PREPARATION PROGRAMS
3.1 Aims and Purpose
Career preparation is vitally important to every individual in their_Choice of lifestyle and their economic security,_ In_conjunction withthe provision of basic education for all citizens, the school_systemthbUld ensure that all students are provided the opportunity toincrease their awareness of career planning leading to vocational.chOiCet._ The general education acquired through the public schoolsysteniLhould coMplement_the. personal and intellectual development ofindividualt fOr success in the world of work;
Occupational needs are never static and students should have theopportunity to increase their awareness of the world of work whileattending public schoolt. The influence of modern technology hasaltered individual and family lifestyles and many students recognizethe need for preparatory training that will lead toward success in avocation of their choice. This increased emphasis on education andtraining will help students to understand the increasingly complexworld of business and industry. Pertinent questions should beconsidered. What are the qualifications for particular occupations?Which occupations require a post-secondary education or othercredentials? Which vocations require work related experiences?How should the school experience provide for student needs as theyconsider their future careers?
The last question is being partially answered through Career PreparationPrograms. Students who enroll in a career preparation program will gaina broad overview of a particular industry and will be provided withvocational experiences in a career area of their choice. Essentialcomponents of the total program include specialized courses with coopera-tive career preparation studies and the completion of all requirementsleading to a secondary school graduation certificate. Examples of somecareer areas are the hospitality/tourism industry, general mechanics andbusiness education. Graduates of a career preparation program may bequalified to pursue further studies toward a profession, attend a collegeor Provincial institute to acquire further_specialized education, orproceed directly to employment with some marketable skills. Secondaryschool teachers will need to cooperate with employers and post-secondaryinstructors to effectively integrate the career preparation programs.
10
Adults at the school and community level have a responsibility toensure that all students will achieve a basic understanding andawareness of the world of work to prepare for emerging trends insociety. Increased school and community cooperation through thecareer preparation program will provide appropriate educationaland career development experiences to help students acquire market=able skills for future employment. This new program for thesecondary schools is consistent with the general aims of theBritish Columbia scrioo3 system in striving to meet the needs ofall students.
The development of students who can think for themselves and learnon their own is one of the more important educational goals. In
career preparation programs, practical experiences that combinemethods, resources and activities provide an important teachingstrategy to enhance learning and thinking abilities. Both indivi-dual and group problem solving strategies help students to utilizeabstract thinking abilities through practical learning activities.
In the grade 11 and 12 school terms; students in career preparationprograms have opportunities to apply basic skills and abilitiesgained from earlier educational experiences. Learning outcomesbecome more effective when students can develop abilities andtalents with new applications and a wider variety of resources.
The career preparation programs in British Columbia senior secondaryschools are designed to provide students with options that_enablestudents to enter the work force, proceed to a college or Provincialinstitute or to pursue further academic studies leading to a professsional career. Courses related to career fields at the seniorsecondary level are intended to improve the transition of studentsbetween school and employment -and between school and post-secondaryinstitutions. Students enrolled in a career preparation programwill participate in cooperative career preparation studies to spendpart of their school time in a learning situation in the communityat a training station. This experience is designed to providepractical experience for a student in an occupational field directlyrelated to a program specialty in the school.
All students will utimately enter the work force in some capacityand career preparation programs will assist students to recognizecurrent occupational practices and the avenues for advancement towardcareer goals. From these experiences, students can be encouraged torecognize the spectrum of employment within an occupational cluster.
2
=11-
3.2 Core Curriculum
Many_of the core curriculum learning outcomes are integral parts ofthe learning_ outcomes that_comprise a career preparation program.Students -will be encouraged to relate their basic education experiencesto practical experiences through the application of talents, skills,abilities and competencieS to simulated roles relative to futureemployment responsibilities.
Career preparation programs provide opportunities for students toapply the following aspects of the core curriculum to their schoolexperiences: (a) reading; (b) writing; (c) speaking; (d) principlesof measurement; (e) roles, responsibilities and rights of theindividual in society; (f) research and study skills; and (g) inquiry,analysis and problem solving. Practical application of the skills andpurposes of the core curriculum to the career preparation program willhelp students to function effectively as active and responsible citizens.
3.3 Responsibility of the School Staff
Preparation for employment concerns everyone and the educationalexperiences of a student have a direct impact on each person's _ _
selection of a career path. One's choice of an occupation is closelyaligned with the desires for a particular lifestyle. Teachers in ourschools have a major responsibility to assist students in the develop-ment of attitudes toward work and the rewards that one may expect fromfuture employment. School experiences should help people to preparefor satisfying and successful employment. From this premise, there isincreasing recognition of the need for students to relate their schoolexperiences to career goals and the benefits that can be derived fromthe completion of courses for career advancement.
The school experience for students should include the acquisition ofcareer information, the development of skills and talents for specificoccupations and the opportunity to gain practical experience alongwith completion of general education requirements. The purpose ofcareer preparation is to provide students with information and gen-eralized skills which apply to a broad series of interrelated occupations.Students will then be able to make meaningful decisions concerning theadvantages and disadvantages of occupations. Along with the generaleducation requirements a student on a career preparation program willcomplete the following studies in grades 11 and 12.
Urade 11: General orientation to an occupational cluster will be providedin school by practical experience in a career field and cooperativecareer preparation studies. To understand the occupational competenciesrequired in vocations, students will have access to resource people andto information that will help them select a career. This cooperativeapproach to the involvement of community personnel is designed tobroaden the students' educational background and perspective of possiblecareer paths.
- 12--
Development of skills and talents is the primary purpose of the practicalexperiences. Courses that comprise the specialty area of study must bedirectly related to occupational requirements for future employment andto the related programs offered at colleges and Provincial institutes.
Each course is divided into units and modules with student experiencesdescribed in terms of learning outcomes. Students will have the opportun-ity to explore a wide variety of core skills in an occupational field andthe expected performance levels will be identified from the curriculumoutline.
Grade 12: Student attendance in these courses will lead to the acquisi-tion of skills and talents which may qualify them for entry levelemployment in related occupations and/or for advanced standing at apost-secondary institution. Emphasis is on career- preparation; not ontraining for specific jobs. As students build on the earlier experiencesfrom grade 11, they will be better prepared to focus on their futurecareer goals.
Classroom experiences will be supplemented by cooperative career prepara-tion studies which provide for community based learning external to theschool. Teachers in each career preparation program will arrange withemployers in the community 'or each student to acquire practical experienceand will the conduct visitations to the training station to assess thislearning experience. The external practical component of the programmust be scheduled for a minimum of 100-120 hours with a well definedtraining plan. The personal contact between teacher/employer/studentwill strengthen the program. Teachers should assume the responsibilityfor coordinating the activities both at the school and the trainingstation.
3.4 Definitions
Career Preparation Program: A Career Preparation Program is defined asa selection and arrangement of courses in general education subjects andcourses in major vocational fields to form a systematic pattern leadingto graduation from a senior secondary school with advanced adalission toa post-secondary program and/or direct entry to employment. Requirementsto complete a program consists of six approved specialty courses (includ-ing cooperative career preparation studies) to!?ther with prescribedconstant courses and electives to meet the criteria for secondary schoolgraduation in British Columbia.
Career Preparation Program Teacher: A suitably qualified teacher employedby a school to teach a specialty subject and who, in addition, has theresponsibility of coordinating and supervising related job experience.
Cooperative Career Preparation: The process of integrating the instruc-tional, administrative and organizational activities of career preparationexperience into a cooperative relationship between the school and thecommunity.
2 4
- 13-
Cooperative Education: A comprehensive term used to describe sharedresponsibilities and roles of teachers and employers in the provisionof educational experiences that will prepare people for employment.
District Work Experience Coordinator: A teacher employed by a schoolboard to direct, coordinate and supervise work experience and cooperativecareer preparation studies for the whole school district.
Training Plan: A written outline indicating what is to be learned by thestudent at the training station and what is to be taught in the school.
Training Sponsor: The individual at the training station directlyresponsible for the supervision of the student's activities external tothe school.
Training Station: The location external to the school where the studentreceives training related to an individual career development ran.
Work Experience: Activities at a training station undertaken by astudent as an integral part of an approved school program under thecooperative supervision of a qualified work experience teacher and anemployer.
3.5 Definition of Curriculum Terms
Learning Package: A self-contained package, comprised of a series ofmodules sequenced in a logical way to progressively build knowledge andskills which will enable attainment of an intended learning outcome.The package should include a diagnostic pretest and a posttest.
Learning Outcome: A learning outcome stated in behavioural, measurable,or performance terms is an assertion of what is expected to happen as aresult of learning having taken place. The statement usually defineswhat the activity and subject matter will be, the conditions under whichit will take place, and the minimum performance standard required. Thepurposes of the learning outcomes are:
a. The student and teacher know what is expected upon completion ofan instructional unit.
b. The most appropriate instructional materials and strategy can bechosen in order to ensure achievement of the learningoutcome.
c. The statements provide a basis for measuring student progressrelated to the learning tasks.
- 14-
Module: A combination of goals, instructions, content, and_activitieSwhich facilitate the development of_a desired competency._ Each modulefocuses on a specific job task_and learning outcome. Modules may fOCLISon the need for essential knowledge, or hands-on practice, or integrationof knowledge and skills to perform a job task.
Modules for Self-paced Instruction: The students can work through themodules, with the supervision of the teacher, at_their own pace, insteadof an imposed time schedule._ The module is completed when the studentdemonstrates mastery of the intended learning outcome.
Vocational Education: The_educational experiences offered at the secondaryand post-secondary school levelS that provide individuals with skillsand talents to_develop capacities for: (a) entry level employment, or(b) _upgrading in_an occupation, or (c) retraining in a new occupation,leading to qualifications for employment requiring leSS than a universitydegree upon completion of the program.
-15-
PART 4.0 GOALS OF CAREER PREPARATION PROGRAMS
4.1 Review-Process_
From a review in 1977 of the effectiveness of secondary programs toadequately prepare students for future employment, three conclusionswere made:
a. There was a need to undertake a more efficient and relevantuse of student time for the grade 11 and 12 years.
b. There was a lack of realistic orientation to the world ofwork and this was deemed to contribute to the poor employmentsituation for many students.
c. There was evidence from the Report of the Commission onVocational, Technical-and-Trades- Training in British Columbia,(1977) that more effective vocational training was needed ingrades 11 and 12 to adequately prepare some students for directentry into the work force.
Pilot programs in career preparation were undertaken in various areasof the province between 1977 and 1980 and the results of these programssupported assumptions that:
a. in addition to the present provisions for secondary schoolgraduation, the school may extend the opportunity in grades 11and 12 for a student to gain marketable skills and/or advancedstanding in post-secondary courses or programs;
b. the provision of employment skills should not reduce thepercentage of graduating students when compared to the schoolpopulation generally;
c. the provision of marketable skills should have a positiveeffect upon the graduates' employment opportunities whencompared to the total graduate population;
d. the monitoring of the pilot projects would provide informationon the effects of the projects on the number of studentschoosing to further their full time studies;
e. the pilot projects would have a positive effect upon the totalintegration process between secondary and post-secondaryeducation (including the Apprenticeship Branch of the Ministryof Labour);
f. the funding arrangements for the pilot project would providethe information necessary to establish a rational system offunding if the projects are extended to the whole province;monitoring of the pilot projects would provide information onthe effects of the project on:
i. the basic comprehensive graduation programs offeredin the schools;
11. the standards and expectations of post-secondarycourses and programs with respect to secondary schools,and
iii. the possible areas of conflirt regarding the responsi-bilities of the secondary school and teachers and thepost-secondary institutions and instructors.
- 16 -
4.2 Recommendations
In 19E0; the Ministry of Education agreed to the recommendations ofa steering committee that the career preparation program receiveformal endorsation. Four goals for the program were established.The Ministry ofEducation should:
a foster career training in the schools without sacrificing thegeneral education function of the school,
b. increase the articulation of programs between secondary schoolsand post-secondary institutions Arough joint development ofrelevant curriculum units in career and vocational areas,
c. define the career preparation program and monitor careertraining in order to assure the status; quality and provincialcredibility of such training; and
d. develop, through joint consultation, the administrative frame-work which will guide the general and specific conditions forcourse recognition by post-secondary institutions.
The primary goal for the career preparation program is to providestudents at secondary schools with the opportunity to gain.increasedawareness_of career and employment needs without sacrificing thegeneral educational- function of the schools; Courses are designed tointegrate with the business and industrial community and with post-tetondary colleges and Provincial institutes.
4.3 Student Outcomes
Goals fOn student outcomes in career preparation programs' are:a. to develop competencies and marketable skills for some
individuals to prepare for an entry level job,b. to acquire prerequisite qualifications for some individuals
who may pursue further training and/or advanced_placement inan integrated program at a post-secondary school;
c. to attain skills necessary to locate, read and comprehendmaterial or literature related to their particular field ofcareer interest;
d. to attain a basic level of skills and talents needed foremployment in a particular vocation (occupation);
e. to achieve the competencies necessary for critical thinkingand problem solving in a specialized area of study;
f. to develop self-discipline for constructive work and studyhabits;
g. to develop feelings of pride and self-confidence in achievementand progress;
h. to acquire a sense of respect and concern toward personalproperty as well as the property of others;
i. to increase personal and social competencies and acquire asense of social responsibility; and
j. to increase cooperative work skills to attain group goals.
2E
- 17 -
PART 5.0 ORGANIZATION
A career preparation program has been defined as a selection andarrangement of courses in general education subjects and in majorvocational fields to form a systematic pattern leading to secondaryschool graduation with qualifications for direct entry to employmentand/or advanced admission to a post-secondary school program.
5.1 Goals- and Outcomes
General goals are provided for each program, each course, and foreach module within the course. These goals are intended to providegeneral direction to the teachers, students and employers to indicatethe broad parameters at each level.
Learning outcomes are specified for each module in terms that willindicate_the performance levels that students are expected to achievefor completion of each unit and course. Criterion referenced testsmay be developed by teachers to ensure that projected competenciesfor students are similar in various regions cf the province.
5.2 Program Requirements
Requirements to complete a career preparation program consist offour constant courses, six provincially approved specialty coursesand at least two additional elective courses for a minimum of twelvecourses to meet the requirements for secondary school graduation.Within the six specialty courses of approximately 120 hours each(minimum of 700 hours), students will complete units in cooperativecareer preparation studies in grades 11 and 12.
Courses in the sample outline that follows for a student program ingrades 11 and 12 should be regarded as the basic requirements forgraduation with a career preparation specialty. There will be situationswhere it will be necessary, and to the student's advantage-, to apply theelective courses to subjects as mathematics, physics or general businessto acquire adequate preparation for a vocational choice or for require-ments of a postsecondary institution. Students planning on a careerin trades related to general mechanics will benefit from a mathematicscourse while another student may require a business education course fora career in the hospitality industry. The student program should beorganized to provide the most useful background for entry into a chosencareer field.
18-
CAREER PREPARATION PROGRAM FOR
GENERAL MECHANICS
CONSTANTS English 11(4) English 12
Social Studies 11 _
Physical and Health Education 11
SPECIALTY C P 11 General Mechanics )
(6) C P 11 General Mechanics )
C P 11 General Mechanics ) Minimum) of
C P 12 General Mechanics ) 700 hours
C P 12 General Mechanics )
C P 12 General Mechanics )
ELECTIVES(4)
4 courses
SECONDARY SCHOOL REQUIREMENTS = completion of a minimum of twelvecourses for graduation. For furtherdetails, refer to the AdministrativeHandbook 1981.
- 19-
5.3 Guidelines
The fundamental purpose in the foregoing organization is to ensurethat students complete the general ed6cation constants and acquiresome specialized experiences that will prepare them for employmentor continuing education. When students enter a career preparationprogram in grade 11, they will concentrate on the acquisition ofcore skills related to an occupational field or industry. Developmentof personal and interpersonal skills and an orientation to the organiza-tion of business and labour will be an integral part of the learningprocess.
In grade 12, the students will move from the core skills acquired ingrade 11 to more specific skills related to an occupational/vocationalchoice. During this school year, students will gain practical experiencein community based learning activities at a job site for a minimum periodof 100 - 120 hours. Teachers of the specialty courses will arrange forthe external practical experience with various business firms and visiteach student at the training station as part of the cooperative careerpreparation studies. Teachers should prepare information that willassist the employer in assessing the performance of the student at atraining station.
Practical experience is an integral part of the educational program forstudents enrolled in career preparation. School credit is granted forthe cooperative career preparation component at a job site but thestudent should not be paid wages while working under the supervisionof school personnel. The student must not displace a regular employeeand should recognize that there is no assurance of a job at the conclu-sion of the training period.
In addition to Workers' Compensation Board coverage for school arrangedcooperative career preparation with an employer, a student or theirparents may choose to purchase personal accident insurance. Any studentunder the ageof majority requires parent or guardian.approval inwriting before participating in a learning situation external to theschool. Further details and approval forms are available from theMinistry of Education (Career Programs).
C_ AAdvisory Committees
Advisory committees can perform a valuable role in the development ofcareer preparation programs. The advice and guidance provided toteachers by representatives of employers, employees and the communityis extremely_important. The function of the advisory committee isnot to establish policy or to make financial decisions but thisvoluntary group can provide a vital communication link between theschool. and the community. Recommendations for action will representthe best advice available to plan viable programs for the benefit ofthe student.
=20-
advisory;. _
Functions of advisory committees as they relate to career preparationprograms_are:
a. to assist in determining and evalulating the needs which theprogram is_designed to meet;
b, to assist in defining relevant program objectives;c, to assist in promoting public awareness of the instructional
program by colleges, unions, professional associations; employers
and appropriate community groups and_government;to aSSiSt_in_securing community support of the instructionalprogram, including formal recognition by industry and regulatorybodies, as well as_government approval;
e. to assist in the placement of graduates; andf. to assist in obtaining and coordinating student field experience
in the community.
Advisory committees should have representation; where appropriate,from the secondary school, school district; local industry, unions or
related associations, and post-secondary institutions in the_region.
A suggested composition for the advisory committee would include:
Superintendent of Schools or representative; school principal orrepresentative; teacher(s); college or Provincial institute representative;
employer representative(s); employee representative; district careercoordinator (work experience coordinator); labour representative; school
trustee.
5.5 Cooperative- Education
Education_is currently viewed as the way to prepare people for their
lifework and the need for experiential learning is evident. One of the
proven methods for the student to develop responsibility and dependabilitywithin the educational process is to arrange for organized learning
experiences with an employer. _Opportunitiet Can_be provided for -the student
to_gain practical experience with an employer__ under the concept of
cooperative education. The primary purpoSe_of cooperative education_isto provide the student with planned and evaluated practice/c_periences
which will enhance the integration of theory learned-in the classroom
with pragmatic requirements of the work situation. Acceptance of this
premise implies that there are definite procedures that must be followed
for implementing cooperative education pratticet.
Primary responsibility rests with the teacher to:a. design an overall plan for the student to participate in
cooperative education;b. involve the advisory committee to validate proposed plans
before implementation;c. consult with teachers, counsellors and CHOICES specialists
concerning career goals for studentS;
d. establish and maintain training stations;
- 21
e. outline parameters of student experiences to be provided byemployers;
f. develop a training plan of proposed experiences and how theseactivities relate to school based courses;
g. provide guidelines that may be used by the employers;h. outline the legal requirements that apply to students for
compliance with guidelines from Ministry of Education, Ministryof Labour and the Workers' Compensation Board;
i. contact the local office of the appropriate labour organization(where applicable);
j. conduct visits with each student at the training stations; andk. determine and implement the evaluation procedures that will be
used for each student in the course.
In conducting the cooperative education component of a career preparationprogram, the teacher coordinator is of vital importance to the operationof a successful plan. Detailed planning and evaluation procedures willenable all the affected parties to contribute to the learning experiencesof each student. All activities between the school and _a business mustbe coordinated in a manner that allows maximum opportunity for eachstudent to practice what they learn. When evaluation techniques arewell designed; the teacher and the advisory committee will be able toanalyze .;he results and consider changes for improving this aspect ofexperiential learning.
Educational planning for cooperative career preparation experiencesare incorporated as an integral part of this curriculum guide. Theprovision of the cooperative career preparation studies cannot beimplemented as a separate component in isolation to approved courses.When people from the education system develop a cooperative approachwith the business community to the learning needs of students, thetransition from school to work will be more effective for all studentswho participate in cooperative career preparation.
Teachers of career preparation programs will need to coordinate theirplanning with a district staff person assigned to coordinate activitiesbetween the schools and employers. In large school districts there willbe greater need to develop procedures between schools to organize theefforts of teachers who provide general work experience for studentsin any subjects and for students in the cooperative career preparationstudies. The district coordinator will be responsible for maintainingconsistency in policy and ensuring that all legal requirements arecomplied with according to school board policies.
-22-
PART 6.0 EVALUATION
6.1 Evaluation Process
One of the important components of the Career Preparation Program thatis critical to the successful acceptance by the community and post-secondary institutions_ is the matter of evaluation. Criteria within acurriculum guide for student performance must be established to indicatestudent progress. Evaluation must be consistent to provide the necessarydocumentation of the student achievement. Each program is organized inunits and modules to indicate expected performance in terms of intendedlearning outcomes. On the basis of the statements concerning studentperformance, various testing methods may be employed to validate theachievement for the benefit of the students, parents, post-secondaryteachers and potential employers.
Included in the evaluation process will be tests to consider progress inthe affective, cognitive, psychomotor and perceptive domains. Terminal
performance should consider theoretical knowledge, practical skillsand the personal and interpersonal attributes that contribute to success-ful employment. Students are expected to affirm their understanding ofthe learning outcomes for each module through valid expression of theirskills and talents. Indications of their cooperation with others andattitudes to work and future learning needs are an important considerationof the evaluation process for career preparation.
Students can be encouraged to judge their own progress in relation -tothe established objectives for the modules comprising a cour e Outline.Rigid time limits for each module are not prescribed since there it__recognition of the variable abilities of individUalt to acquire tkilltand talents necessary for acceptable performance.
Learning outcomes and criteria have been stated_according to the_perceived needs of the students, employers and_instructort of_relatedcourses and programs in colleges and Provincial institutes. Evaluationtechniques and methods must be flexible but the resUlts_thOUld_indicatethe standard of performance that has been achieVed. C011aboratiOnbetween teachers at secondary schools and instructors at postteCondaryinstitutions is essential to ensure that the goals of the program arebeing net to effectively integrate_ courses which compriSe each careerpreparation program; Regular_meetings_of advisory committees will helpfacilitate reviews of the goals and objectives and ensure that theinterests of the concerned individuals are being considered.
3
-23 ==
Evaluation processes should be designed to assist students to acquirethe_necessary skills and talents that will be useful for a vocationalgoal. Performance criteria can be reviewed at appropriate intervalsto ensure that standards are realistic and that employers and post-secondary instructors are satisfied with the graduates of the programs.Students should acquire a broad view of an employment field beforethey select an occupation that will require concentrated study andpreparation. Qualifications for one job are often related to otherjobs and the evaluation process must be designed to enhance studentgrowth for employability in related occupations. Procedures fortesting in any career area should help and not hinder student_growthin the realization of personal goals that will lead to gainful_employ-ment. Evaluation should clarify the capabilities of individuals andprovide essential information to students, parents and employers.
6.2 Determination_of_Performance-Criteria
Part of the learning process concerns the evaluation process andvarious methods may be used by teachers to determine the progressof students. Teacher strategies will be employed in the affective,cognitive, psychomotor and perceptive domains. Performance levelsin the cognitive domain will usually be assessed by formal writtenexams. In addition, there will be procedures to determine perfor-mance in the practical demonstration of abilities and other teststhat will require the professional expertise of the teacher to assessperformance levels. There are at least six evaluation proceduresthat teachers may apply to assess student progress toward the learn-ing outcomes in this curriculum guide.
A bank of evaluation resource materials, including curriculumreferenced tests and procedures for evaluating manipulative skills,will be developed and made available on a provincial basis to assistthe classroom te,:cher and to serve as externa. benchmarks. At thesame time, within the six categories below, it is expected thatteachers will develop and share other materials that may be appliedto the instructional process.
- Comprehensive written examination (on the cognitive level forall aspects of subject matter)
- Practical demonstration (on manipulative skills)Oral examination (on verbal descriptions of processes)
- Team or group examination (on activities that involve twoor more students)
- Observation
- Questionnaire/opinionnaire instrument (on reactions fromcooperative education experiences)
- 24 -
CURRICULUM FORMAT
The following sections of this curriculum guide consist of:
- Aims and purposes for students enrolled in ;I Career Preparation
Program for General Mechanics,
- Course/unit general aims which indicate the general knowledge/skill required to achieve a satisfactory level of performance,
- Goal statements and learning outcomes for each module withstudent outcomes for the expected levels of achievement,
-_ Student activities designed to support the learning outcomesof each module, and
Bibliography and resources that may be used to assist the studentachieve the learning outcomes.
The learning outcomes specify the minimum levels that are essentialfor the satisfactory completion of each module. This information iscompiled under particular topics but the sequence of teaching anyaspect of the program is the responsibility of the teacher. Professionalexpertise should be applied to plan instruction and to expand and enhanceStudent performance without undue reliance on tests to measure cognitive
knowledge. In the process of evaluation the teacher should consider allaspects which contribute to the effective mastery of skills for each
occupation. Evaluation should include assessment of skills, knowledge,talents, personal and interpersonal behaviour related to a vocation.The development of attitudes toward the work ethic should be consideredin the provision of experiences leading to successful employment.
Essential components to support the learning experiences outlines incourses will be cooperative career preparation studies. Teachers shoulddevelop procedures with business personnel in the community to ensurethat cooperative activities at school and in the community are provided
for all aspects of the career preparation program. Organized learningexperiences away from the school building should be related to particular
goals and learning outcomes stated in the following sections of this
curriculum guide.
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-29-
PAGE
SECTION TWO C P 11 - GENERAL MECHANICS 35
UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED) 36
MODULE 1.01 - CAREER DEVELOPMENT AND COMMUNICATION 37
MODULE 1.02 - WORK ETHIC AND WORK OBSERVATION 40
MODULE 1.03 - ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR 41
1.04 - WORKING CONDITIONS AND LABOURLEGISLATION 43
MODULE 1.05 - JOB SEARCH SKILLS AND JOB INTERVIEWS . . . 44
MODULE 1.06 - FIELD TRIPS AND RESOURCE SPEAKERS 46
MODULE 1.07 - EDUCATIONAL REQUIREMENTS FOR CAREERPLANNING 47
UNIT 2.0 SHOP PRACTICES, HUMAN RELATIONS ANDSAFETY PROCEDURES 48
MODULE 2.01 - SHOP RULES AND PRACTICES 48
:MODULE 2.03 - GENERAL SHOP ADMINISTRATION 54
MODULE 2.02 - HUMAN RELATIONS AND PERSONAL ATTRIBUTES
MODULE 2.04 - EMERGENCY PROCEDURES (FIRE AND MEDICALROUTINES) 55
UNIT 3.0 TOOLS AND EQUIPMENT 57
MODULE 3.01 - USE AND CARE OF HAND TOOLS 57
MODULE 3.02 - PRECISION MEASURING TOOLS 58
MODULE 3.03 - USE AND CARE OF POWER TOOLS AND ACCESSORIES 60
MODULE 3.04 - CLEANING EQUIPMENT AND AGENTS 62
MODULE 3:05 - USE AND MAINTENANCE OF GENERAL SHOPEQUIPMENT 63
MODULE
30-
PAGE
UNIT 4.0 FASTENERS 64
MODULE 4.01 - TYPES OF FASTENERS 64
MODULE 4.02 = OPERATION OF TAPS AND DIES 66
MODULE 4.03 - IDENTIFICATION, SELECTION ANDAPPLICATIONS OF PIPES, TUBING,HOSES AND FITTINGS 68
UNIT 5.0 TECHNICAL - READING, WRITING AND REPORTING . . 70
MODULE 5.01 - RECORD AND INTERPRET SERVICE AND REPAIRINFORMATION 70
MODULE 5.02 - WRITE DAILY WORK SHEETS 72
MODULE 5.03 - RELAY INFORMATION IN WRITING 73
MODULE 5.04 - IDENTIFY MODEL, TYPE AND SERIALNUMBERS 74
UNIT 6.0 MECHANICAL DRAWING CONCEPTS 75
MODULE 6.01 - SKETCH SIMPLE COMPONENTS 75
MODULE 6.02 - IDENTIFY SCHEMATIC SYMBOLS 76
MODULE 6.03 - PARTS MANUALS AND EXPLODED VIEWS 77
MODULE 6.04 - READ SIMPLE DRAWINGS 78
UNIT 7.0 STARTING AND RUNNING EQUIPMENT (MOBILE/STATIONARY) 79
MODULE 7.01 - PERFORM PRE=START CHECKS (SAFETY) 79
MODULE 7.02 - USE OF SAFETY TAGS 80
UNIT 8.0 GAS WELDING OPERATIONS 81
MODULE 8.01 - IDENTIFY COMMON METALS AND THEIRCHARACTERISTICS 81
MODULE 8.02 - WELDING SAFETY PRACTICES 82
MODULE 8.03 - CUT, BRAZE, WELD AND HEAT WITH GAS WELDINGEQUIPMENT- 85
3D
31 -
PAGE
UNIT 9.0 APPLICATIONS OF ELECTRICITY 88
MODULE 9.01 - FUNDAMENTALS OF ELECTRICITY 88
MODULE 9.02 - FUNDAMENTALS OF LEAD ACID BATTERY OPERATNN 90
MODULE 9.03 - INSPECT; TEST AND SERVICE BATTERIES 91
MODULE 9.04 - INTERPRET BASIC ELECTRICAL SCHEMATICS 93
MODULE 9.05 - INSPECT, TEST AND SERVICE SIMPLECHASSIS CIRCUITS 94
UNIT 10.0 WHEELS, HUBS AND TIRES 95
MODULE 10.01 -CONSTRUCTION AND DESIGN FEATURES OFTIRES 95
MODULE 10.02 - TYPES AND APPLICATIONS OF WHEELBEARINGS
MODULE 10.03-WHEEL AND HUB SERVICE PROCEDURES
UNIT 11.0 HYDRAULIC SYSTEMS
MODULE 11.01-HYDRAULIC PRINCIPLES
MODULE 11.02 -HYDRAULIC SAFETY PRACTICES
MODULE 11.03-TEST, INSPECT AND SERVICE BASICHYDRAULIC COMPONENTS
UNIT 12.0 BRAKE SYSTEMS
MODULE 12.01-FUNDAMENTALS OF AUTOMOTIVE BRAKES
MODULE 12.02 -INSPECT AND SERVICE HYDRAULIC ANDMECHANICAL BRAKE SYSTEMS
MODULE 12.03 -OPERATION OF DISC BRAKES
MODULE 12.04 -SERVICING DISC BRAKE SYSTEMS
96
97
98
98
100
101
102
102
104
105
106
-32-
PAGE
UNIT 13.0 BASIC INTERNAL COMBUSTION GASOLINE ENGINE -DESIGN AND OPERATION (SINGLE CYLINDER) 107
MODULE 13.01 - THEORY AND DESIGN OF TWO AND FOUR STROKECYCLE DESIGNS 107
UNIT 14.0 ENGINES - GASOLINE (MULTI-CYLINDER) 114
MODULE 14.01 - DESIGN, CONSTRUCTION AND OPERATION OFMULTI-CYLINDER INTERNAL COMBUSTION ENGINES. 114
MODULE 14.02 - INSPECT, MEASURE AND EVALUATE ENGINE PARTS. 115
UNIT 15.0 DIESEL ENGINES 116
MODULE 15.01 - BASIC OPERATION OF THE DIESEL ENGINE. . 116
MODULE 15.02 - DIESEL ENGINE APPLICATIONS 117
MODULE 15.03 - DESIGN CLASSIFICATION OF DIESEL ENGINES . 118
MODULE 15.04 - OUTLINE OF DIESEL ENGINE COMBUSTION CHAMBERS 119
MODULE 15.05 - DIESEL ENGINE AIR INDUCTION COMPONENTS. 120
UNIT 16.0 FUEL DELIVERY SYSTEMS 121
MODULE 16.01 - CHEMISTRY OF COMBUSTION 121
MODULE 16.02 - PRINCIPLES OF CAREURETION 123
MODULE 16.03 - FUEL PUlPS, TANKS, LINES AND FILTERS. 124
UNIT 17.0 COOLING SYSTEMS 126
MODULE 17.01 -tRINCIPLES OF OPERATION AND TYPES OF SYSTEMS 126
MODULE 17.02- RADIATORS AND AUXILIARY COOLING SYSTEMS ANDCOMPONENTS 127
-33-
UNIT 18.0 LUBRICATION SYSTEMS
MODULE 18.01 - TWO STROKE CYCLE AND FOUR STROKE CYCLELUBRICATION METHODS
PAGE
129
129
MODULE 18.02 - INSPECT AND SERVICE LUBRICATING SYSTEMSAND COMPONENTS 130
UNIT 19.0 CLUTCHES 132
MODULE 19.01 - FUNDAMENTALS OF CLUTCH OPERATION 132
UNIT 20.0 TRANSMISSION 134
MODULE 20.01 - FUNDAMENTALS OF STANDARD TRANSMISSIONOPERATION 134
MODULE 20.02 - MAINTENANCE AND REPAIR OF THE STANDARD. TRANSMISSION 136
UNIT 21.0 INTRODUCTION TO DRIVESHAFTS AND DRIVELINES . 138
MODULE 21.01 - FUNCTION AND OPERATION OF DRIVESHAFTSAND DRIVELINES 138
UNIT 22.0 FINAL DRIVE 140
MODULE 22.01 - DIFFERENTIALS - TYPES AND OPERATION . . 140
MODULE 22.02 - INSPECTION OF DIFFERENTIALS 141
UNIT 23.0 STEERING SYSTEMS, SUSPENSION AND FRAME DESIGNS 142
MODULE 23.01 - TYPES AND IDENTIFICATION OF FRONTSUSPENSION SYSTEMS 142
MODULE 23.02 - FRONT AND REAR SUSPENSION SPRINGS ANDSHOCK ABSORBERS 143
MODULE 23.03 - FRONT SUSPENSION INSPECTION AND FRONTEND GEOMETRY 145
MODULE 23.04 - FRAME DESIGNS AND CHARACTERISTICS 146
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C P 11 - GENERAL MECHANICS
The primary aim of the General Mechanics program is to provide learningexperiences for students to develop marketable skills for employment orto qualify for advanced standing in a related program at a post-secondarycollege or provincial institute. Part of the program includes anintegral component of cooperative career preparation stud Is which isdesigned to orient students to the requirements of employment throughwork study experiences. This component can be organized by thespecialist teacher to use various resource persons who can provide theexpertise necessary to help students understand aspects of careerpreparation studies.
Students should acquire knowledge of:
a. career opportunities and educational requirements in generalmechanics vocations;
b. basic practices in the development of generic Skills;
c. theory and operation of autombiles, heavy equipment, smallengines and diesel engines;
concepts applicable to troubleshooting techniques formechanical vocations;
e. practice of clean, safe and orderly work habits;
f. employment opportunities and occupational qualificationSneeded for initial job entry levels;
g. continuing education opportunities at various post=secondaryinstitutions;
h. job satisfaction concepts and an appreciation of work ethicsfor successful employment;
i. attitudes and SkillSrequired_for entry and advancement inoccupations related to general mechanics; and
j. trends and technological developments that may affect peoplein the general mechanicS fields.
- 3 6 -
UNIT 1.0 COOPERATIVE CAREER PREPARATION (SCHOOL BASED)
Career planning and preparation involves a combination of educational
experiences that will enhance the individual's personal development
and provide practical experiences leading to a vocational field of
interest. Cooperative educational experiences are designed to provide
opportunities for students to become involved in career related
experiences through community participation. In grade 11 the
students will have opportunities to:
a. learn about career- development within the course requirements,
b. observe employees at work in the community,
c. participate in discussions with resource persons from the
community,d. acquire knowledge of proven procedures for job searching
and interviewing, ande. become aware of educational requirements for particular
careers.
These educational experiences are intended to be an integral part of
the learning experiences within the career preparation program.
Students will gain further experiences in cooperative education in
grade 12 through actual work experience in the community.
General Aims
The student will:
a. gain practical assistance in making the transition from
school to a career field of interest,b. develop skills and abilities that are needed for employment
in a career field of the student's choice,
c. be prepared to enter the world of work with an increased
measure of competence;d. develop respect for other people and the work that they do,
e. develop a systematic approach to solving problems,
f. participate in discussions related to career choice and
life style to increase the student's awareness of the
importance to health, happiness and economic security.
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MODULE 1.01 CAREER DEVELOPMENT AND COMMUNICATION
. Goal Statements
The learning experiences in this module are designed to help eachstudent:
a. increase awareness of the job opportunities in the community;b. gain insight into the aptitudes and skills required for
various occupations;c. develop a relationship between immediate experiences and
decisions that influence their evolving career development;d. understand factors that influence the choice of a vocation
or profession;e. develop suitable, realistic and personnally desirable
career goals;f. enter the world of work with increased measure of competence;g. gain experiences in decision-making skills;h. understand communication processes and barriers;i. learn and practice good work habits for employment situations;j. acquire skills in writing reports in a specified format.
Learning Outcomes Student Activities
The student should be able to:
1_01-01
identify reasons that lead people towork
1.01.02
analyze and list tentative vocationalobjectives
- consider why people work- discuss work ethic, socialvalues, economic independence
-compare vocational familygrouping of occupations
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1.01.03
analyze factors to consider in careerselection
1.01.04
convey positive attitudes towardpunctuality, honesty; courtesy,responsibility and cooperation
1_01.05
identify factors that influence thestudent's vertical and horizontalmobility in a selected career field
1_01.06
practice communication skills inan employment situation
1.01.07
describe successful work behaviour -attitudes, skills and respons Thties
1.01.08
participate and use communicationskills in group interactionsituations
1.01.09
use non-verbal listening andattending skills
- discuss reasons for peopleto work- examine job cluster charts-discuss educational require-ments of jobs-identify factors to considerin career decisions
- discuss career 'payoffs'
-discuss company losses due totheft, absenteeism, shoplifting
- discuss employee responsibilitiesand personal relations
-analyze qualifications for jobentry- use examples from industry
-view films or read examplesand react-discuss importance of clearcommunication
-listen to instructions andthen act on them
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1.01.10
use verbal and non-verbal communicationskills
1.01.11
list three things that influence howone makes a decision
1.01.12
speak clearly and confidently insituations involving anotherindividual or a group and using atelephone
1.01.13
participate and use communicationskills in group interactionsituations
1.01.14
prepare a brief report or memo fromprepared examples of occupationalsituations
1.01.15_
prepare a report of a work situationin school
participate in small and largegroup discussionslisten to instructions andrestate them accurately andinterpret them
-react to conflict situations-discuss communication techniquesto resolve a conflict situation
- work with other students inclass
- review and discuss types ofreports used in variousemployment situations,e.g. accident reports,evaluation, communications, etc.
-discuss reports
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MODULE 1.02 WORK ETHIC AND WORK OBSERVATION
Gtal Statements
The learning activities in this module are designed to:
a. review the concept of 'work ethic' in relation to the economy,b. provide each student with various methods of conducting
observation (shadowing) session, andc increase the student's ability to interview and gather
information from people.
Learning Outcomes Student Activities
The student shoUld be able to:
1.02.01
describe positive work habits and =class discussions
attitudes
1.02.02
conduct an informational gatheringanalysis of a particular occupation
1.02.03
prepare a brief oral' report on aselected career that outlinesadvantages and disadvantages foremployment in the field
1.02.04
list the safety factors that arecritical to a particular job
1_02_05
list training requirements for threespecific careers in area of interest
- discuss job/career satisfaction
- discuss the nature of worktasks and social skills- examine impact of technology
- review social and economicaspects of various occupations- examine present -and futuredemands for employment inparticular jobs.
consider training needs- discuss "external" dangers, andjobs with high degree of risk inmaintenance, e.g. mine sites- research importance of "safetyattitude"
- categorize "risk" factors
- use related resource informationand sources of career information
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MODULE 1.03 ORGANIZATIONAL STRUCTURES AND ROLE OFMANAGEMENT AND LABOUR
Goal Statements
The learning experiences in this module are designed to:
a. help each student relate individual jobs to various organiza-tional structures,
b. provide examples of the inter-relationships of occupationsand functions in a company related to mechanical trades,
c. help each student to understand the function and responsibilityof management,
d. help the student recognize the role of the labour organizationsin company operations,
e. orient the student to the respective roles of labour-andmanagement personnel,
f. provide the student with a brief overview of the process ofcontract negotiations,
g. increase student awareness of the contribution of labour toeconomic growth and development in the country,
ih. provide nformation that outlines the contribution of thelabour movement to the social and economic growth of thecountry, and
i. examine the organizational structure and development ofthe major unions.
Learning Outcomes__ _ Student Activities
The student should be able to:
1.03.01
prepare a chart to outline a typicalcompany organization
1.03.02
compare the essential differencesbetween management roles and workers
1.03.03
list some of the attributes of amanager and a leader
-discuss the importance ofvarious roles in a company
-review organizational planfor small and la;.ge companies,identify "essential" positions
4J
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1.03.04
list some of the methods used toaccomplish company goals
1.03.05
outline the steps that are followedfor contract negotiations
1.03.06
debate an issue concerning any of thesetopics: unionism, capitalism, equalrights, sexual equality or employeebenefits
1.03.07
discuss the concept of the labourmarket in a career field and projectconditions that would affect them
1.03.08
list the procedures to be followed ina grievance procedure
1-03_09
define common terminology,steward, local, grievance,process
e.g. shopnegotiation
1.03.10
describe background for developmentsin the labour movement
1.03.11
make a flow chart on the labourorganizational structure.
-discuss social and consumergoals and needs
-group discussionsand guest speaker
-discuss with resource speakers
-discuss job stability=project employment needs andthe role of labour
- use resource people fromlabour organizations
-review prepared materials- read case studies (print, tape)
-discuss handouts and films
- group discussiont and activities
5u
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MODULE 1.04 WORKING CONDITIONS AND LABOUR LEGISLATION
Goal- Statements
The learning experiences in this module are designed to help each student:
a. become familiar with common requirements and responsibilitiesof an employee, _
. become aware of employee/employer_rights under legislation,
. develop an awareness of the legislative process and lawsthat protect employee rights, and
d. become familiar with the sources of information relative toemployee rights and responsibilities.
Learning Outcomes Student Activities
The student should be able to:
1.04.01
list examples of proper care of companyequipment and materials
1.04.02
list reasons for employee punctualityin five occupations
1.04.03
define 'overtime' in two differentoccupations
1_04.04
complete various types of applicationsforms, income tax forms, time cards etc.
1.04-05
analyze desirable and !,on-desirableconsiderations that relate to a
specific geographical locationfor employment
-differentiate between routinemaintenance and carelessbreakage
-discuss different occupationalrequirements
-discuss labour laws-relate concept of overtimeto salary
-practice comple,tion of basicforms that employees use
-calculate salary by day,week, month and year
-discuss particular jobs inurban, rural and remote areas
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MODULE 1.05 JOB SEARCH SKILLS AND JOB INTERVIEWS
Goal_Statements
The learning experiences in this module are designed to help each student:
a. become familiar with a disciplined and methodical approachto the job search process,
b. review examples of proven processes in preparing resumesand qualifications briefs,
c. analyze some non-traditional job search skills,d. prepare for job interviews,e. practice methods of conducting job interviews, andf. review and clarify various methods of arranging and participating
in an interview for employment.
Learning Outcomes
The student should be able to:
1.05.01
identify the 'hidden' j
Student Activities_ _
b market
1.05.02
comPlete two resumd'outlines forsimulated situations
1.05.03
draft a covering letter for resume'
1_05;04
examine procedures used to screenapplicants for employment
1,05A5
follow detailed instructions tocomplete an application form
-review methods used bypeople to find jobs
-use various formats,chronological, functional,qualifications brief-organize information in anapproved format and style
-write letters and comparewith others in class
-discuss various companypersonnel procedures
-use and complete sampleapplication forms
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1.05.06
outline basic steps to follow forinitial contact with an employer
105.07
apply successful job search techniques
1_05.06
list employment opportunities for amechanical trades_occupationfrom asearch of: a. newspaper classified
sectionsb. personal contactsc. informational
interviews (friends)d. Canada Manpower
1.05.09
practice interviewing skills
1.05.10
prepare a job prospect card
-prepare a letter thatrequests an application form
-discuss pros and eons ofcontacts by phone, letter orinterview
- use resource personnelfrom C.E.I.C.
- list agencies and organizationsthat may be contacted for jobs
- discuss terms and occupationaltitles for various occupations
-interpret information fromprinted employment want ads
- tape a simulated interviewsituation with other students
-demonstrate appropriatemanners and etiquette-writing letters of thankswhere appropriate
-review examples and completea sample
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MODULE 1.06 FIELD TRIPS AND RESOURCE SPEAKERS
Goal Statements
The learning experiences in this module are designed to:
a. provide the opportunity for occupational observation byutilizing the resources of the community, and
b. involve the community in the educational career developmentof students.
Learning- Outcomes Student Activities
The student should be able to:
1.06.01
write a synopsis of a film or articleon a career field of the student'schoice
1.06.02
contact and arrange for a guest speakerto visit the class for a discussion
1 06.03
interview three employers to recordopinions and requirements that aredeemed to be important to effectiveemployment
1_06A4
prepare an outline of specific items onworking conditions that should beobserved during.a plant visit
-view films or articles anddiscuss in class
- discuss procedures and actas host/hostess
- conduct interviews and makeoral report to class
- complete written evaluationoutline
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MODULE 1.07 EDUCATIONAL REQUIREMENTS FOR CAREER PLANNING
Goal Statements_
The learning experiences in this module are designed to:
a. enable the student to enter the world of work with anincreased measure of competence;
b. help each student increase their awareness of a wide varietyof career and educational options; and
c. provide the student with an understanding of opportunitiesfor continuing education - university, college or Provincialinstitute programs.
Learnim Outcomes Student Activities
The student should be able to:
1_07_01
identify the most powerful reinforcersto their proposed career choices
1.07.02_
list the names and locations of post-secondary institutions offeringcourses in three career fields
1.07.03
demonstrate an ability to definecareer ladders and how to reachmore advanced positions
-class discussions
- review entry requirements,
program_offeringS,_leOthof terms for 5pet:fit_CoUrSesselect one career fieldand prepare an educatibnalplan for report to claSt
- review a line diagram of acompany organization pattern
- work from prepared samplesto design a career ladderin a particular field ofinterest
- interview people at differentlevels in a career area andassess opinions regarding jobsatisfaction
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UNIT 2.0 SHOP PRACTICES, HUMAN RELATIONS AND SAFETY PROCEDURES
General Aims_
The student should develop and apply positiVe attitudes toward the
application of standard shop practices, interpersonal relations and
observance of safety rules and regulationt.
MODULE 2.01 SHOP RULES AND PRACTICES
Goal Statements
The learning experiences in this module are designed to
a. help enable the student to acquire sufficient skills to identify,
select, maintain and to safely operate shop equipment for theservice and repair of mechanical_vehidlet_; _ _
b. increase student awarenest_of the construction and operating
0-ihdpies of various items of shop equipment;provide situations that enable the student to demonttrate quality
workmanship; andd. help each student acquire a sensitivity for determining stress
and strain in certain lifting operations
Leatting Outcomes
The student should be able to:
2.01.01
identify safety and health hazards
2.01.02
demonstrate good housekeeping habits -list areas that require house-keeping and methods used
Student Activities
- locate safety and healthequipment and discuss reasonsfor safety and health protection
2.m.oa
maintain a clean and safe work area -review both safe and uh,afework areas
5u
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2.01.04
use safety glasses, shields, guards,and other protective clothingaccording to prescribed standards
2.01.05
identify and use proper cleaning agents
2-01-0-6
safely handle and store cleaning agents
2_3310_7_
describe the design and explainthe operating procedures for:
a. hoisting and jacking equipment- mechanical- electrical- hydraulic
b. general shop equipment- safety stands- hydraulic jacks and presses
cleaning tanks ,
- air compressors and equipmentclamping devicesgrinders
- drill presses
2.01.08
explain first aid for comminjuries; lay out procedurresponse in any injury for yourwork situation
2.01.09
state the basic steps to followin filing a claim with Workers'Compensation Board
-discuss proper applications ofprotective equipment
-study and discuss the character-istics of different cleaningagents and their applications
-examine safety storage provided-consider applicable regulations
=identify hazards inherent toequipment operation
-find capacity ratings ofequipment
=study information on purpose,types, styles and applicationof hoisting equipment-discuss function and compositionof major components of hoistingequipment
- prepare list of capacities oflifting and supporting
- discuss basic procedures forreporting and disposition ofinjuries
- discuss the importance ofW.C.B. and their role inworker safety
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2.01.10
list examples of legal protectionfor employees within Workers'Compensation Board
=discuss legal role of W.C.B.-consider limitations of 'FirstAid' and importance of adequatetraining before treating injuredpersons
51
MODULE 2.02 HUMAN RELATIONS AND PERSONAL ATTRIBUTES
Goal Statements
The learning experiences in this module are designed to help each student:
a. develop an awareness of their own potential; a sense of pride inaccomplishment and confidente in their own ability;
b. develop an awareness of appropriate standards of humanrelations for various_ occupations;
c. become familiar with techniques for improved interpersonalrelations;
d. develop positive attitudes in relations with teachersand_students;_
e. appreciate the_ongoing importance of gOtid_hUMan relations;make an inventory of interests and capacitieSi
g. develop a sense of_personal identity and worth;h. consider the theories of perceiving people as individUalS
rather than identification by traditional sex roles in society;i. prepare information regarding interests, temperaments and
Otitudes required for various jobs;j. recognize the importance of appearance and personal ethics to
employment success; andk. become aware of their own individual values and reactions
toward people, situations and themselves.
Learning Outcomes
The student should be able to:
2.02.01
exhibit positive behaviour towardsother students
2_02_02
display acceptable manners in allactivities
Student Activities
-role playing-display approved techniquesfor interpersonal relationships
-diStuss need for appropriatemanners
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2.02-03
demonstrate individual differencesin perception
2_02.04
complete a self-appraisal outline onpersonal traits and attitude8
2.02.05
assess strengths, capabilities andweaknesses of people
2.02.06
use particular skills necessary togather, process and act uponinformation about self in relationto their environment
2_02_07
recognize the importance of standardsin appearance, dress and grooming,manners; and correct use of theEnglish language
2,02,03-
list factors that influencediscrimination, i e. race, religion
sex
-use examples of good andpoor relations by employersand employees; teachers andstudents
- discuss importance ofpersonality, attitudesand health to occupations-assess personal traits andtalents
- consider and discussin relation to employmentroles- discuss need to conformin specific situations
- review importance ofhealth for employment
- list personal attributesof people in columns ofpositive and negative
- discussions of self=development
- observe films-review safe workingconditions concerning dress
=discuss equality ofindividuals=react to examples ofprejudice=discuss ways to overcomediscrimination
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L02:09
identify five important reasons forappropriate dress for an occupation
2.02.10
provide an example of a conflictsituation created by employee/employer attitudes toward dress
-group discussions
-group discussions
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MODULE 2.03 GENERAL SHOP ADMINISTRATION
Goal- Sta- teme-nt-s
The learning experiences in this module are designed to:
a. provide each student with a working knowledge of fundamentalprinciples of shop systems; and
b. help each student recognize the need for efficiency in shopadministration procedures.
Learning Outcomes Student Activities
The student should be able to:
2.03.01
outline tool check out system in use
2.03.02
recognize areas where specific typesof work may take place
2.03.03
conduct responsibilities duringclean up period
2-01.]04
list responsibilities required tomaintain assigned area
-become familiar with area fortool storage and check outsystem
-sketch a simplified shoplayout
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MODULE 2.04 EMERGENCY PROCEDURES (FIRE AND MEDICAL ROUTINES)
Goal Statements
The learning experiences in this module are designed to:
a. introduce the student to approved processes for dealing withemergencies in shop situations; and
b. describe the basic operation of four types of fire extinguishers(A B C D )
Learning Outcomes Student Activities
The student should be able to:
2.04.01
demonstrate proper procedures forassigned emergency situations
2.04.02
distinguish between various classesof fires
2.04.03
use appropriate fire extinguisherson different types of fires
- discuss common injuries-review available safety filmsand procedures
- in group activities; usethe correct fire fightingequipment and describecorrect use of an oil fire(in a controlled environment)
-discuss school emergenc.yexit procedures
-practice prescribed exitprocedures
-inspect any given piece offire fighting equipment andstate the type of fire on whichit may be used
-review locations of extinguishers(refer to sketch of shoplayout)
56 -
2.04.04
identify basiC first aidprocedUres and telephonenumbert for emergency assistance
2.04.05
deS(ribe_the basic operationof four types of fire extinguishers(A B C D )
-locate the required firstaid equipment and discussuse
-examine all fire extinguishers
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UNIT 3.0 TOOLS AND EQUIPMENT
General- -Aims
The student should develop an understanding of the proper use and careof tools used in the mechanical trades.
MODULE 3.01 USE AND CARE OF HAND TOOLS
Goal Statement
The learning experiences in this module are designed to help each studentidentify, select, use and maintain hand tools necessary for theservice and repair operations in mechanical trades.
Learning Outcomes Student Activities
The student should be able to:
3.01.01
identify and select appropriate handtoolsrequired for use in the serviceand repair operations in themechanical trades
3.01.02
demonstrate a knowledge of metricand Imperial tool sizes
3 01-03
explain the construction, safehandling and techniques of handtools as:
a. hammers, punches, prybarsb. sockets, wrenches, pliersc. chisels, scrapers, files
hacksaws, drillsd. vises, clamps
=use small tcols for maintenance=list usage of hand tools
-use handa.
b.
c.
d.
e.
tools:hammers, prybars,puncheschisels, pliers,wrenchesscrapers, fileshacksawssockets, Screwdriversclamp, vises
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MODULE 3.02 PRECISION MEASURING TOOLS
Goal Statement
The learning experiences in this module_are deSigned to help each
student identify; select and become profitient in handling and in
the application and interpretation of_ precision_ instruments (both
S,I. metric and Imperial); i.e. outside micrometers, inside
micrometers, depth micrometers, vernier calipers, dial indicators,
feeler gauges, and caliOerS.
Learning Outcomes Student Activities
The student should be able to:
3_02_01
state the necersity of precisionmeasurements
3_02_02
describe the design and explainthe operating techniques of:
a. precision measuring devices-micrometers (inside, outsideand depth)
-small hole gauges-vernier calipers=telescoping gauge=straight edge-feeler gauge
b. dial indicators=universal=cylinder gauge=connecting rod gauge-brake drum
c. non-precision measuring devices=rules (tape, scale)-calipers (inside, outside)
3.02.03
select proper measuring devices for
specific jobs
uc
- discuss why exact measurementsare requirA
- use measuring instruments(imperial and metric):
a. micrometers (inside,outside and depth)
b. vernier calipersc. telescoping gaugesd. straight edgese. small hole gaugesf. dial indicatorsg. cylinder gaugeh. universali. connecting rod gaugesj. brake drum
-apply proper handling andmanipulation techniques
-study and discuss the reasonsand advantages of eachinstrument
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3.02.04
distinguish between S.I. metricand Imperial instruments
3.02.05
demonstrate at least once, the useof each listed measuring tool(3.02.02) by taking bore and shaftsizes and calculating readings toarrive at a specific size or theamount of wear
3.02.06
convert fractions to_decimalequivalents accurately inImperial computations
3.02.07
service and maintain measuringdevices.
-compare measuring incrementsand arrangement
-take practice readings onvarious bores, gaps andjournals
-complete given exercises
-study and discuss the careand adjustments of precisionmeasuring devices and provingthe instrument
- 60 -
MODULE 3.03 USE AND CARE OF POWER AND MACHINE TOOLS
Goal Statement
The learning experiences in this module are designed to help each
student identify, select, use and maintain power tools and their
accessories necessary for the service and repair operations in
mechanical trades.
Learning Outcomes-- Student Activities
The student should be able to:
3.03.01
recognize the purpose, type andapplication of electrical and airpower tools of the mechanicaltrades, i.e.:
a. drill pressesb. hand drillsc. bench grindersd. hand grinderse. impact wrenches
;1;03.02
explain and litt the_applicablesafety practicet_to be_obServedwhen using any Of the listedelectrical and air power tools
3.03.04
demonstrate the_safe and properuse of_anY Of the listedelectrical and air power tools
-study and discuss powertools and accessories
-discuss ferrous and non-ferrous metals on grinderi
-discuss importance of safety
-after instruction, useappropriate equipment-apply approved methodsto maintain equipment ingood condition
- 61 -
3.03.05
point out and list the care andservice required for any of thelisted electrical and air powertools (3.03.01)
3.03.06-
secure work properly in preparationfor drilling a hole
operate a drill press at thecorrect speed and feed
-review manuals and assignedmaterials
-review correct set-up oftool and work piece:a. methods of securing
workb. methods of holding
cutting toolc. pressure applied and
angle of cutd. cutting speed and use
of cutting oils. regulating depth of cut
-62 -
MODULE 3.04 CLEANING EQUIPMENT AND AGENTS
Goal-Statements
The learning experiences in thit module are designed to:
a. help each studelt to_idehtify and_select the best cleaning
procedures of mechanical parts relevant to their materialcomposition; and
b. deVelbp increased SkillS in the use of wirio; teci,nquesfor cleaning equipment in the mechanical inc-_:.3try.
Learning Outcomes
The student should be able to:
3.04.01
apply appropriate safety precautions,i.e. protective clothing, gloves,face and eye protection, rubberapron and boots
3.04-02
recognize and use available cleaningequipment; i:e: steam cleaners, hottanks; pressure washers, sandblaster§and caustic solutions
.3_04_03
list various cleaners and the typesof components or parts that can becleaned with them
Stoc.: ,1 Activities_ _
- safely operate cleaningequipment available inshop
- study printed materials andidentify available cleaningequipment
- consider safety aspects
- study characteristics andtypes of cleaning solutions
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MODULE 3.05 USE AND MAINTENANCE OF GENERAL SHOP EQUIPMENT
GoLal Statement&
The learning experiences in this module are designed to:
a: familiarize the student with the rated capacities for the safeoperation and maintenance of hoisting equipment;
b. help each student use the general shop equipment in the mechanicaltrade in a safe manner; and
e. help the student acquire sufficient skills to identifYi_telect,maintain and to safely operate shop_equipment required forservice and repair in the mechanical trades.
Learning_Outcomes_ Student Activities
The student should be able to
3.05.01
perform various lifting, hoisting,jacking operations according toprescribed safety procedures withinthe safe operating limits
3_05-0Z_
recognize and describe theoperating principles of variousstipulated items of shopequipment
3.05_03
conduct routine inspection andmaintenance of shop equipment toprescribed performance standards
-conduct assigned tasks
discuss aspects of availableshop equipment
- conduct assignA tasksusing shop equipment
=64-
UNIT 4.0 FASTENERS
General Aims
The student should develop ar Jnderstanding of the range of fastening
devices and the selectinn, installation and maintenance of them as
required in the mechanical 'ades.
MODULE 4.01 TYPES OF FASTENERS
Goal Statements
The learning experiences in this module are designed to:
a. help each student identity and f-,E,Th ct most frquently used
fasteners; andb. increase ability to clattify into categores various
types of fasteners.
Learning Outcomes Student Activitiet
The student should be able to:
4_01A1
identify and clastify types of threadaccording to:
a. sizeb. pitch_c; thread seriesd. thread Catted
- unified classes-Imperial
4.01.02
identify and classify:a. types of boltsb. grades of bolts and applicationc. types of bolt heads, e.g.
=hex=square=Allen-Phillips-fluted-fillister
-study and discuss thereasons for using differenttypes of fasteners
-identify threadt for avariety of fasteners froma large assortment
-use pitch gauge, _steel ruleand caliper to measurebOltS and nut size
- compare common uses ofbolts
-65-
4-01_03_
identify and classify varioustypes of nuts:
a. squareb. hexc. slotted hexd. castellatede. acornf. palg. interferenceh. self locking
4.01.04
identify and classify types of:a. flat washersb. lock washersC. cotter pinsd. snap ringse. lock platesf. lock wire
=compare common uses of nuts
-ccmpare common uses ofwashers and cotter pins
-66
MODULE 4.02 OPERATION OF TAPS AND DIES
Goal Statements
The learning experiences in this module are designed to:
a. provide experiences for the stuth-Jit to make external/internal
threads;b. complete a bottoming thread procedure;c. sharpen a drill bit correctly; and
d. emphasize use of both metric and Imperial threads.
Learning Outcomes Student Activities
The student should be able to:
402_01
select from a chart the proper drillbit for both a metric and Imperialexample
4.02.02
use corrett_cutting_lubricant to
tap a thread in a steel plate
4.02.03
tap a blind hole
4.02.04
Ute,a thread die and thread amild steel rod
,x
*Activities may be incorporatedinto projects as a gear puller,drill gauge, clamp, etc.
- select from a chart correcttap drill size
- list precautions to take whentapping
- tap a hole through steel plate
-state procedures and listprecautions _to take whentapping a blind hole
=drill a blind hole and usetaper, piug and bottomingtaps to tap threads in thehole
- select appropriate die,use cutting lubricantcorrectly, apply thread torod and try threaded rodinto previously threadedplate
-67-
4.02.05
sharpen a drill bit correctly
4.02.06
recognize the proper methods ofremoving broken studs
-diagram the desirable anglesthat are needed on a properlysharpened drill
-practise freehand drillsharpening
=68-
MODULE 4.03 IDENTIFICATION, SELECTION_AND APPLICATIONSOF PIPES, TUBING, HOSES AND FITTINGS
Goal Statements
The learning experiences in this module are designed to:
a. help each student distifigUith betWeen pipe, tubing and their fittings,
b. increase student ability to select the proper pipe; tubing or
hose for a particular_application;_c. provide student experiences to apply accepted techniques of
cutting; bending, flaring;_ securing and routing operations; and
d; increase the stUdent'S ability to select the proper type of
hose and fittings for a particular application or run.
Learning OuttOmes
The student should be able to:
4.03.01
identifY types of pipe and tubing
4.03.02
identify types of pipe and tubing
fittings
4.03.03
perform cutting;_bending; flar,ingand simple routing operations toprescribed safety procedures
4.03.04
identify types of hoses
Student ActivitieS
-select and identify variouspieces or sections of pipeand tubing from a classroomresource assortment
-differentiate between pipeand tubing
-identify and select tubingand respective fittingsrelevant to their application
-discuss and performcutting, bending; flaringand simple routing operatiohsto prescribed safetyprocedures
-select and identify hosesfrom a classroom assortment
-69-
4.03.05
perform joining, sealing, cutting,bending, flaring, securing and simplerouting operations to prescribEdsafety procedures
-70-
UNIT 5.0 TECHNICAL - READING; WRITING AND REPORTING
General Aim
The student should deVelop increased compete, co use basic skills
for reading, writing and reporting information related to mechanicalvocations;
MODULE 5.01 RECORD AND INTERPRET SERVICE AND REPAIR INFORMATION
Goal Statements
The learning experiences in this module are designed to
a. help each student develop basic skillS in recording information
according to established procedures; and _
b. encourage neatness and legibility in all written work.
Learning Outcomes
The student should be able :
5.01.-01
interpret parts and service manualt andother reference sources
distinguish betWOen the major andminor index system of servicemanuals and other reference gLides
5.01.03
record information in a log book
5.01.04
record cheaS and service completedon "check sheetS"
Student Activities-_
-review various servicemanuals
- discuss use of index systems
- check on items such as hours,kilometres or miles; reOdii-work completed; modificationsmade and work order numbers
-identify essential information
-71
5.01.05
record work completed on serviceand report formS
6-01-06
apply the needs of communication:
a. listeningb. readingc. writing
- follow approved procedures_to record basic_informa0on
-use neat legible writing- be accurate in transcribing
=72-
MODULE 5.02 WRITE DAILY WORK SHEETS
Goal Statement
The learning experiences in this module are designed to help each student
develop abilities to record and maintain an accurate accounting of
work completed.
Learning Outcomes Student Activities
The stut;,)nt should be able to:
5.02.01
describe in appropriate terms, workperformed dUring a day
5.02.02
use correct English in v-Nal andwritten communications
5.02.03
record information in a neat
and legible format
5.02.04
complete a basie 'time card' orrecord of work form
=compare samples of worksheets
=practice completion ofdaily work sheets
-compare various formattand need for accuracy andneatness
-73-
MODULE 5:03 RELAY INFORMATION IN WRITING
Goal Statements
The learning experiences in this module are designed to:
a. increase student abilities to use correct English in communication;b. provide examples of communication applied to general mechanics
vocations; andc. emphasize need for neatness in relaying information.
Learning Outcomes Student Activities
The student should be able to:
5.03.01
write clear directions to ,ther peopleand verify interpretations
5-03.02
complete a neat and legible report onan assigned reporting task
5.03.02
maintain a neat and legible notebookon activities
-role play positions
-at task completion, a shortconcise report is to beforwarded to the instructorfor evaluation
- 74-
MODULE 5.04 MINIM MODEL, TYPE AND SERIAL NUMBERS
GoalStatements
The learning experienCet in thiS module are designed to:
a: introdUce each student to basic processes used in compiling
essential information for records, anddeVelop appreciation for accuracy in gathering, recording
and relaying information
Learning Outcomes Student Activities
The student should be able to:
5.04.01
locate machine and vehicle numbersand r,:ord data on work sheet
5.04.02
interpret essential data from name-plates and identification plates
5.04.03-
relate model numbers to manuals forthe machine or equipment
- search for model numbers,_types and serial numbers onavailable equipment
-discuss the meaning ofterms used
=compare essential recordsof information to correctmanuals
-75
UNIT 6.0 MECHANICAL DRAWING CONCEPTS
General Aim
The student should develop skillS to readi_identify and interpret_basic methods used for graphic representation of parts from manualsand drawings.
MODULE 6.01 SKETCH SIMPLE COMPONENTS
Goal Statement&
The learning experiences in this module are designed to help each student:
a; develop skills in sketching simple components; andb: increase ability to recognize parts and relate them to actual
components.
Learning Outcomes Student Activities
The student should be able :
6.01.01
identify simple automotive partsfrom prepared drawings
6.01.02
complete a sketch of a simple partin both pictorial and orthographicformat
6-.01.03
interpret various formats ofgraphic representation
6_01_04
identify and label components
- study and compare variousdrawings
- use mechanical aids to"sketch" parts; e.g. squaredpaper; Ale
- complete pencil drawings byfreehand method
-compare various drawingsand interpret parts
-examine exploded views,isometric views, cross-section views, etc.
- add names to prepared draWings,e.g._taSter cylinder crosssection
-76-
MODULE 6.02 IDENTIFY SCHEMATIC SYMBOLS
Goal Statements
The learning experiences in this module are designed to help each student
recognize common schematic symbols used in mechanical trades
Learnir) Outcomes Student Activities
The student should be able to:
6.02-01
identify basic electrical andhydraulic symbols
6_0'02
trce t : flow of oil or electrici' on
pry;,,. -. diagrams
-study examples of the use ofSchematic symbols
-77 -
MODULE 6.03 PARTS MANUALS AND EXPLODED VIEWS
Goal Statements-
The learning experiences in this module are designed to:
a. help each student acquire competency in reading parts andrepair manuals, and
b. increase abilities to read and recognize parts from explodedviews
Learning Outcomes Student Activities
The student should be able to:
6.03.Cl
locate aod select specific partslisted in parts manual
6.03.02
identify specific parts from anexploded view
-use parts manuals, e.g.any current ignition manual=lotate proper part number8-place a phone order
=study a variety of explodedview drawings
- 78
MODULE 6.04 READ SIMPLE DRAWINGS
Goal Statements
The learning experiences in this module are designed to help eachstudent develop skills in "reading" drawings.
Learricg Outcomes StUdeht AttiVitieS
The student should be able to:
6:Q/L_Cd
i!'entify basic shapes from simple1;..:wings
5.04.02
select dimensions of parts fromprepared drawings
- study various simple drawingsof basic shapes
- study parts drawings inboth metric and Imperialdimensions
9
UNIT 7.0 STARTING A'.) RUNNING EQUIPMENT (MOBILE/STATIONARY)
Gene -I Aim
The student should develop awareness of the importance of performinga ore-tart check before running the equipment. The use of safety
and securing of equipment is essential to the learning activities7.:s unit.
MODULE 7.01 PERFORM PRE-START CHECKS (SAFETY)
Goal Statements
The learning experiences in this module are designed to:
a. deVelo0 student awareness of the importance of a pre-startthetk;
b. provide opportunities for the student to follow a prescribedpretart check and recognize the importance of tine processfor bOth_personal safety and for tie safety of others; and
. help each student be aware of damage that may result toequipment, tomponentc or buildings by not following aprescribed check
Learning Outcomes Student Activities
The student should be able to:
7 _01_._0_1_
the possible personal safety-ds in failing_tofollow a
,cribed pre-start check list
7.01.02
list potential safety hazards toother individuals that may becaused by failure to follow a__Prescribed pre-start check list
7.01.03
liSt_Possible damage that mayresult to equipment and componentsby failure to follow a prescribedprestart check list
-diStUSS possible personalSafetY_haz6rdS in failing_to follOW 6 prescribed pre-Start check list
-discUSS possible safetyhazards to other indiVidualscaused by failure to follOWa prescribed pre:Start checklist
-disf:uss possible dLmage thatmay result to equipment andcomponents by failUre tofollow a prescribed pre-startcheck list
SO
MODULE 7.02 USE OF SAFETY TAGS
Goal Statement
The learning experiences in this module are designed to assist the student
to understand the need for using safety tags.
Learning Outcomes Student Activities
The student should be able to:
7.02.01
describe the need for the use ofsafety tags
L.02 ;02
identify and re0Ort_the procedure__follow when finding a safety tag
on a piece of equipment
7:02A3
identifY_the procedure tois Checking a log book entry beforepre-start routine.
_7_02 04
identify basic reasons for pre-start
aids
-discuss the need for the useof safety tags
-discuss the procedure tofollow when finding a_8afetytag on a piece of equipment
-di-scuSs_the procedure_tofollow in checking a logbook entry before pre=startroutine
-discuss the needs Fcrpre-start aids
81-
UNIT 3.0 GAS WELDING OPERATIONS
General Aim
The student should gain experience with_apprnvedipractices for thesafe management and operation of gas welding equipment.
MODULE 8.01 IDENTIFY COMMON METALS AND THEIR CHARACTERISTICS
Goal_Statements
The learning experiences in this module are designed to:
. provide introductory experierces that will help_the studentto understand the characteristics of basic metals; and
b. help the student recognize uses and applications of commonmetals.
Learning Outcomes Student Activities
The student should be able to:
P
demonttrate a working knowledge ofcharacteristics of common metals
-discuss applied science,metallurgy concepts
a; types of steelb. types of ironc. hardening and tempering
processesd. characteristics of
ferrous and non-ferrousmetals
8.01.02
outline essential precautions indealing with heat treated steels
82
MODULE 8.02 WELDING SAFETY PRACTICES
Goal Statements
The learning experiences in this morlule are designed to:
a. help each student appreciate the importance of applying safepractices in the use of gas welding equipment;
b. introduce the student to methods for checking gas welding
equipment before operating on welding or heating tasks; andc. increase student awareness of the characteristics of gases
used for gas heating and welding operations.
Learning Outcomes Student Activities
The student should be able to:
8.02.01
explain the safety regulations for gaswelding to insure a safe workingenvironment
8.02.02
identify and explain gauges onoxygen and acetylene cylinders andtheir respective maximum workingpressures
8.02.03
explain the use of fuel gases as appliedto welding, cutting and brazing
-study and discus!, dangers ofoil or grease - spontaneouscombustion; consider:
a. acetylene pressure_should never exceed15 P.S.I.
b; 41inders must be insecured, vertical position
c. importance of correctsequence and techniquefor lighting and shuttingoff torch
d. proper ventilatione. hazards of Butane
lighters present inwelding area
-compare other fuel gases andgauges
-refer to metric gauges, whereavailable
b3
test gas welding equipment for leaks
explain current safety regulatiOnSin stor,,;j and handling gas weldingequipment
8.02;06
identify personal protectiveclothing and equipment used ingas welding
8.02.07
demonstrate a working knowledge ofthe fundamental principles of gasweldihg
8.02.08
describe the design and explain thefunction and__ application of the majorcomponents of gaS welding equipment
8;02.09_
install and check operation of gaswelding equipment, i.e.
a; pressureb; hosesc. welding 1.:psd; torchese. cutting attanmer::s
-use soapy water
- study resource manual
-study manuals and teacherdirectives
- follow instructions onassigned operations
-classify and use appliedtools and equipment: e.g.
a. hoses
-fuel_gas-ne colored- (..ixygen -or,7!en colored
b. welding apparatus- fire bricks
- goggles, torch stiker,tip cleaner
-wire brush, pliers-gloves and appropriateclothing
- test for leaks
change gauges from empty tofull tanks
- select tips
off-change tips; clean ofices- open valves end set gaugeoressures
-drain hoLelines and pressure'auges
i;jy
=84 -
8;02.10
select, adjust and maintain gaswelding equipment, adjust correctpressures
8.02.11
demonstrate safe practices inusing, storing, and handlinggas equipment
-follow assignments
/ current safety'ations on storing
gas weldingAment
85
MODULE 3 CUT, BRAZE, WELD AND HEAT WITH GAS WELDING EQUIPMENT
Goa' S7Latements
ThE leanling experiences in this module are designed to:
. increase student understanding of the fundamentals of usinggas welding equipment; and
b. develop manipulative skills for gas welding, flame cuttingand brazing with the gas equipment.
Learning Outcomes Student Activities
The student should be able to:
8:03:01
identify various methods used to join,weld and fire metals using gasequipment
8.03.E
demonst li-,e_proper_use_of gaswelding equipment Fdr joiningmetals and heating metals
8.03.03
perform welding and brazing operationswith standard gas equipment as appliedto automotive products
-practice torch anglesa. travel angleb. work angle
-practice welding and brazingprocedures:
a. place workpiece on firebricks
b. set gas pressuresc. select proper torch
tip size_and goggles(#5_or #6 lenses)
d. filler )-A should besimilar to baseMaterial properly andadequate diameter
-86-
8.03.04
demoLstrate a working knowledgeof the fundamental principlesof joining metals
8.03.05
heat metal for shrink fits
8.03.06
Clean -7if7cet with tip cleaners
8.03.0%
perform operat:)r:s on
various rA. .oild steel
with an o-..i..1ene
8.03.08-
demonstrate fusion welding andperform a destruction test onwelded sample pieces of 16 gaugesteel
-follow assignments foroperations of:
- flame and burningcharacteristics
a. acetyleneb. m2thylacetylene
propadiene (mappgas)
c. propaned. natural gas
= types of flamea. neutt 1
b. carbu,.izingc. oxidi7ing
select proper size of tipsfor cutting-use various cuttinnattachmentt _
- prepare metal surface- position metal to controlsparks
-clean orifices With tipcleanert
- prepare sample pieces- prepare surfaces for welding-select correct tip size
=87
8.03.09
perform a fusion weld for acorner joint
8.03.10
perforM a fusion weld for a lapjoint
8.03.11
perfoM a fusion weld for abutt joint
-practice welds on samplepieces
-practice welds
ice 2e. os
88-
UNIT 9.0 APPLICATIONS OF ELECTRICITY
General Aims
The student should develop increased understanding of basic electrical
concepts and develop abilities to perform simple maintenance andtrouble-shooting techniques.
MODULE 9.01 FUNDAMENTALS OF ELECTRICITY
Goal- Statements
The learning experiences in this module are designed to:
a. develop student understanding of basic electrical theoryb. clarify the relationship between magnetism and electriCitY;
andc. develop student ability to connect and re-d test instruments
as ve'tmeter, ammeter and ohmeter.
Learning Outcomes Student Activities
The student should be able to:
9.01;01
comprehend the meaning of the followingelectrical fUhdaMentalS:
a. characteristics_of electricityb. behaviour of like and unlike
charges _
c. relationShip betweenelectricity and_magnetism
d. theory of magnetic flowe. behaviour of like poles
and Unlike Wes_f. use_of_the left hand ruleg. Ohm's lawh. variations of Ohm's lawi. conductorsj. insulatorsk. semi conductors1. types of circuits_M. flOW of electrical currentn voltageo resistance L
-refer to assigned referencematerial and writtenmaterials
- 89 -
9_01-02
provide a written definition ofelectricity
9.01.03
provide a written definition ofmagnetism
9.01.04
calculate (using Ohm's law)simple problems with relationshipto direct current flow, voltageand resistance in both seriesand parallel circuits
9-01.05
compile .a list of insulators,conductors and semi-conductorsthat are used on motor vehiclesand explain why these materialsmust be used in specific applications
MIA&
use correctprocedures to connectvoltmeter, ammeter and ohmeter
-study the relationshipbetween magnetism andelectricity, use a handcompass, a coil of wire,an iron core and a drycell. Two of these canbe used to show attractionand repulsion. (check forrules as they apply to theelectron theory)
- conduct assigned tasks
- prepare a list with anexplanation of materialsand their applicationsfor discussion with class
-place voltmeter in parallelacross battery and recordreading
-place ammeter in series withthe battery and operate parklights, record reading,operate headlights, recordreading
-set ohmeter scale toX 1000 and adjust to zero.Test T.V.R.S. spark plugwire, compare test result
Vp recommended specification
- 90 -
MODULE 9.02 FUNDAMENTALS OF LEAD ACID BATTERY OPERATION
Goal Statements
The learning experiences in this module are designed to:
a. provide the student with a knowledge of the basic operationof the leadacid battery; variation in design and application; and
b. improve student awareness of the reasons for battery failures.
Learning Outcomes .S.Wdebt Activities
The student should be able to:
9.02-01
demonstrate a working knowledge ofthe fundamental operating principlesof batteries
9_02.02
list and explain the methods usedto classify batteries
9.02.03
outline and explain the reasons forbattery failure: i.e.
a. cyclingb. sulphationc. low electrolyte leveld. contaminatione. plate distoration
-using prepared materialreview fundamentals ofbatteries
- list classifications ingeneral uses- study reference materials
91-
MODULE 9.03 INSPECT, TEST AND SERVICE BATTERIES
Goal_ Statements
The learning experiences in this module are designed to:
a.
b.
d.
e.
emphasize safe handling of batteries;assist the student to inspect a battery visually, observe itscondition and make the necessary corrections;have the student test the condition of the battery to determineits capacity;develop the ability to connect a booster battery to a vehicleproperly observing safety precautions; anddevelop the ability to connect either 6 slow charger or afast charger to a battery observing safety precautions.
Learning_Outcomes_ Student Activities
The student should be able to:
9.03.01
inspect electrolyte level, exteriorcondition and cable connections andperform minor repairs to a batteryaccording to manufacturer's specifi-cations
9.03_02
use a hydrometer to test an open cellbattery and calculate readings at agiven temperature
9.03.03
use load tester and/or three=minutecharge test on any open cell ormaintenance free battery and statecondition of battery
- inspect battery
- check electrolyte level andrefill if needed
-clean battery terminals withwire brush
- checkcable connectionsand tighten if needed
- apply baking soda solutionto clean battery
- refer to battery hydrometertest procedure
-refer to instrument testprocedure
r'
-92
9_03-04
demonstrate how to connect a booster
battery between two vehicles correctly
9.113.05
distinguish between fast charging;
slow charging and trickle charging
requirements and methods
9.03.06
demonstrate how to connect a slow
charger to:
a. one batteryb. two or more batteries
9.03.07
demonstrate how to connect a fast
charger to a vehicle battery
-refer to procedure sheetand observe safety precautions
-refer to equipment manualand course text book
-use equipment procedureoutline and observe listedsafety precautions
-clarify safety procedures
-use equipment manual orservice manual for correctprocedure to follow andcharge rate limits onbattery - observe listedsafety procedures
-clarify safety procedures
-93 =
MODULE 9.04 INTERPRET BASIC ELECTRICAL SCHEMATICS
Goal Statement
The learning experiences in this module are designed to developstudent abilities to read automotive electrical schematic diagramsfrom workshop manuals.
Learning Outcomes Student Activities
The student should be able to:
draw a schematic diagram ofignition system
9.04.02
list essential electrical componentsand their schematic equivalents
- follow workshop manual fordirections
- use prepared schematicdiagrams
- use Prepared schematicdiagrams
94-
MODULE 9.05 INSPECT, TEST AND SERVICE SIMPLE CHASSIS CIRCUITS
Goal Statements
The learning experiences in this module are designed to:
a. introduce the student to methods used to check for malfunction-
ing chassis electrical circuits; andb. introduce the student to processes for inspecting a chassis
lighting circuit for poor grounds.
Learning Outcomes Student Activities
The student should be able to:
9.05.01
describe and demonstrate how a 12vtest light is used in checking abasic chassis lighting circuit
9_05_02
describe the importance of the groundcircuit to the function of the overallchassis electrical circuit
- practice checking chassislighting circuits using a12v test light to determineelectrical circuitconductivity
- identify where the initialground for a basic headlightcircuit begins
1UU2
-95-
UNIT 10.0 WHEELS, HUBS AND TIRES
General Aim
The student should develop skills in dealing with the various applicationsand combinations of wheels, hubs and tires and the ability to diagnoseand service these combinations.
MODULE 10.01 CONSTRUCTION AND DESIGN FEATURES OF TIRES
Goal Statements
The learning experiences in this module are designed to acquaint thestudent with the design, construction, purpose and applications oftires.
Learning Outcomes Student Activities
The student should be able to:
10.01.01
describe the functions of atire
10.01.02
identify light duty tire designs,construction and materials
-discuss the purpose andfunction of a tire
-read the tire designconstruction characteristicsand materials from the tiremarkings
96-
MODULE 10.02 TYPES AND APPLICATIONS OF WHEEL BEARINGS
Goal Statements
The learning experiences in this module are designed to acquaintthe student with the various types of wheel bearings commonly usedin the mechanical trades.
Learning Outcomes Student Activities
The student should be able to:
10.02.01
recognize the various types of wheelbearings in general use
10.02.02
list various types of wheel bearingsin general use
- discuss importance of wheelbearings
- study assigned informationon wheel bearings
1 u
97-
MODULE 10.03 WHEEL AND HUB SERVICE PROCEDURES
Goal Statements
The learning experiences in this module are designed to:
a. acquaint the student with the need for tire, wheel and hubmaintenance; and
b. develop the ability to diagnose problems, analyze failures,and service tire, wheel and hub assemblies.
Learning Outcomes Student Activities
The student should be able o:
10.-03.01
outline the procedure for balancingtire, wheel and hub assembly
10_03.02
identify the wheel bearing type:disassemble, clean, inspect, packand install to the manufacturer'sspecifications on a light servicevehicle
10.03.03
identify and report on common wheelbearing failures
-discuss procedures forbalancing tire, wheel andhub assembly
-disassemble, clean, inspect,pack and install the wheelbearings to manufacturer'sspecifications
-review common wheel bearingfailures from samples or achart
98
UNIT 11.0 HYDRAULIC SYSTEMS
General -dims
The student should:
a. develop the ability to recognize the advantages and disadvantages
of transmitting power by hydraulics as well as the general
applications of hydraulics to the mechanical trades,
b. learn to interpret basic hydraulic schematics, and
c. recognize the need for basic maintenance and servicing of
hydraulic systems.
MODULE 11.01 HYDRAULIC PRINCIPLES
Goal Statements
The learning experiences in this module are designed to:
help the student to understand and use Pascal's law,
b. assist the student in understanding the advantages and dis-
advantages of transmitting power by hydraulics, and
c. increase student awareness of components utilized in
hydraulic systems.
Learnin9 Outcomes Student Activities
The student should be able to:
list common, advantages and dis=advantages of transmitting power byhydraulics
11_01.02
describe the relationship betweenpressure, force and area
luc
-discuss advantages and dis-advantages of transmittingpower by hydraulics
-given required valuescalculate towithin 2 decimal placeskPa, force or area usingPascal's law. Complete theabove calculations in S.I.metric
-99-
11.01.03
demonstrate the use of the followingformulae:
work = force X disttncearea of circle =1 R_
= Ir. D-4
volume cylinder =TR X Lforce = pressure X area
11.01.04
define the purpose of the followingcomponents:
a. reservoirs and filtersb. pumps and motorsc. accumulators and heat
exchangersd. cylinders and sealse. common valves:
-pressure control;direction control-flow control
11.01.05
describe the advantages and dis-advantages of open and closedhydraulic systems
11,01.06
describe the effects of differentline sizes and restrictions onvelocity and pressure in a basichydraulic system
-discuss the applicationsof these components
- discuss open and closedhudraulic systems
- discuss the effect ofdifferent line sizes andrestrictions on velocityand pressure in a basichydraulic system
- 100-
MODULE 11.02 HYDRAULIC SAFETY PRACTICES
Goal Statements
The learning experiences in this module are designed to:
a. increase the student awareness of recommended safety procedures
and practices as applied to basic hydraulic systems; and
b. develop the student awareness of the need to follow manufacturers'
directions on specific equipment before any repairs, inspection
or service is carried out.
Learning Outcomes Student Activities
The student should be able to:
11.02.01
describe safety procedures as theyrelate to working on basic hydrauliccircuits
11.02.01
outline the safety procedures tofollow by referring to a manufacturer'sservice manual of given directions
-discuss related safetyprocedures
-refer to various manufacturers'service manuals
101-
MODULE 11.03 TEST, INSPECT AND SERVICE BASIC HYDRAULIC COMPONENTS
Goal Statements
The learning experiences in this module are designed to:
a. assist the student to test and inspect basic hydraulicsystems;
b. assist the student to test and inspect basic hydrauliccomponents; and
c. increase student awareness of the need for preventativemaintenance and servicing of hydraulic systems.
Learning Outcomes Student Activities
The student should be able to:
11.03.01
perform a pressure test on abasic hydraulic system
11.03.02
inspect components as to service-ability in a basic hydraulic system
11.03.03
explain the_need for regularservicing of a hydraulic system
-discuss in a group, locationsfor testing pressure in abasic hydraulic system
-discuss serviceability ofcomponents in a basichydraulic system
1
102-
UNIT 12.0 BRAKE SYSTEMS
General Aims-
The student should:
a. gain experience with various types of vehicle and equipmentbraking systems, and
b. develop skills in diagnosing and servicing hydraulic brakesystems to manufacturers' specifications.
MODULE 12.01 FUNDAMENTALS OF AUTOMOTIVE BRAKES
Goal Statements
The learning experiences in this module are designed to:
13;
develop a critical awareness of the importance of safetyconnected with brake system service;develop increased awareness of the physical properties ofbrakes; and
c. develop abilities to diagnose hydraulic brake system problems.
-_-_____Learning Outcomes Student Activities
The student should be able to:
12.01.01
demonstrate a working knowledge ofthe fundamental principles ofbrake systems
12.01.02
define Pascal's law
12.01.03
explain and outline the correlationbetween brake temperature andbraking efficiency
- discuss the factors offriction and the varioustypes- study assigned materials
-discuss pressure, force andarea
- discuss brake fade
103
12-01GL1
describe the design and explain thepurpose and operation of a standardhydraulic system and basic drumbrake unit
12.01.05
describe the design and explain thefunction and application of themajor components of:
a. hydraulic systemb. master cylindersc. wheel cylindersd. brake shoese. drumsf. self-adjusting mechanismsg. hand brakes and cables
-discuss drum hydraulicbrake system components
-study assigned materials
104
MODULE 12.02 INSPECT AND SERVICE HYDRAULIC AND MECHANICAL BRAKESYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. develop student abilities to inspect and servicehydraulic brake systems,
b. develop a logical and sequential order of disassemblyinspection and assembly of hydraulic brake systems, and
c. develop student awareness of the need to reconditioncomponents within manufacturer's specifications.
Learning Outcomes Student Activities
The student should be able to:
12-02.01
identify Ly name,components subject towear
12.02.02
perform drum turning
12.02.03
overhaul master cylinders
12.02.04
overhaul wheel cylinders
12.02.05
test, bleed and adjust brakesystems
12.02.06
adjust parking brakes cable type)
Note: For this module utilizesmall group activities to dis-mantle, inspect, service andassemble brake system components:
a. master cylinderb. drum assemblyc. brake liningsd. wheel cylinders
105-
MODULE 12.03 OPERATION OF DISC BRAKES
Goal Statement
The learning experiences in this module are designed to develop anunderstanding of the operation of disc brake systems.
Learning Outcomes Student Activities
The student should be able to:
12.03.01
demonstrate a working knowledge ofthe principles of disc brakeoperation
12.03.02
demonstrate a working knowledge ofthe principles of operation of thefollowing valves:
a. meteringb. proportioningc. pressure differential
12.03.03
diagnose common disc brake systemmalfunctions
-discuss the principles ofdisc brake operation
=explain the purpose andoperation of meteringvalves, proportioningvalves and pressuredifferential valves
-list common disc brakesystem malfunctions
106-
MODULE 12.04 SERVICING DISC BRAKE SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. develop student abilities to inspect and servicedisk brake systems;
b. assist the student_to develop a logical and sequentialorder of disassembly inspection and assembly of disc brakesystems; and
c. increase student awareness of the need to recondition componentswithin manufacturers' specifications.
Learning OutcOmet Student Activities
The student should be able to:
12.04.01
identify by name components subjectto wear
12.04.02
perform rotor turning observingestablished safety procedures
12.04.03
overhaul a disc brake mastercylinder
12.04-04
overhaul a caliper assembly
12_04.05
test; bleed and adjust a discbrake system
Note: For this module, utilizesmall group activities todismantle, inspect, serviceand assemble:
a. disc brake componentsb. master cylindersc. rotor assemblyd. caliper assembly
107
UNIT 13.0 BASIC INTERNAL COMBUSTION GASOLINE ENGINESDESIGN AND OPERATION
Genera -l- Aims
The student should learn the fundamentals of, and engage inshop activities related to the application and operation oftwo stroke cycle and four stroke cycle engines.
MODULE 13.01 THEORY AND DESIGN OF TWO AND FOUR STROKE CYCLEDESIGNS
Goal Statement
The learning experiences in this module are designed to increasestudent awareness of the theories of both two stroke and fourstroke engines, including the advantages and/or disadvantages ofeach.
Learning DU-Lc-OM-6S_
The student should be able to:
13.01.01
identify and explain the powertransfer and components frompiston to power take off
11;01-.02
write a single paragraphexplaining the meaning ofeach of the following:
a; top dead centreb; bottom dead centrec; stroked; boree. throw
Student Activities
-discuss and observe the movementof the piston, connecting rodand crankshaft of a four/two
.stroke cycle engine
-rotate the crankshaft-discuss and observe top deadcentre, bottom dead centre
108-
L3-01-03
identify the valve and timingcomponents and explain theiroperation as part of the fourstroke cycle theory
13.01.04
define clearance volume, strokevolume, total volume, compressionratio and volumetric efficiency
13.01.05
illustrate_and discuss the
meaning of "square" and "over=square" engine design
13.01.06
define and calculate power fora given engine
13.01.07
outline the difference betweenthe theories of operation of atwo stroke and four strokeengine
-discuss and observe therelationship between pistonmovement, valve movement,intake and exhaust
-study and discuss the derivationand use of the formulae involved
-study and discuss the meaningof "square" and "oversquare"as it applies to the groupengine
-discuss, study and calculateas it applies to the groupengine
-study and discuss the pistonmovement in relation to theintake, compression powerand exhaust functions
109-
13.01.05
explain alternate camshaft positionsand their advantages and/ordisadvantages
13.01.09
explain how engines may be classifiedby their valve arrangements
13_01_10
trace the timing system from the pistonmovement to the corresponding valveposition; state the purpose andfunction of the cam lobes
13.01.11
identify and compare various typesof lubrication systems
13-01.12
state the functions of a lubricatingsystem, how it is maintained andexplain the specifications of thelubricants involved
-locate position of camshaft- study and discuss alternatepositions and why they mightbe so located
- notice the position of theintake and exhaust valves
- study and discuss alternatepositions and the advantagesand/or disadvantages of thepositions
=locate the timing mechanismwhich connect the crankshaftand the camshaft
=find the timing marks whichassure the correct alignmentof the gear teeth
-count the number of teeth oneach gear and calculate howoften the crankshaft rotatesfor each revolution of thecamshaft
- remove camshaft-study and discuss
-study and discuss oil dippers,slingers and pumps as used onsmall four stroke engines
- identify the type used onyour engine
- study and discuss lubricants,systems and filtert
1.17
110-
13_01.13
describe the components of bothmanual and electrical crankingsystems and their operation
13.01.14
repair and service both types ofcranking systems
13.01.15
describe and compare air and liquidcooling systems
13-01-16
explain the purpose and operationof the crankcase ventilating system;describe the treatment of crankcaseventilation to lessen atmosphericpollution
13.01.17
draw and explain diagram of theignition system
-remove rope pulley unit fromengine- study and discuss its assemblyand operation
- study and discuss an alternateelectrical application
-carry out disassembly andassembly of both types ofcranking units
-remove the flywheel blowerhousing
-study and discuss theprinciples and operationof both air and liquidcooling systems (includeall auxiliary parts suchas fins, deflectors, hoses,thermostats, etc.)
-locate and remove the valvespring cover which containsthe crankcase ventilationunit
-study and discuss the principlesand operation involvedincluding pollution control
-remove flywheel according tothe engine manual
-remove ignition cover-study and discuss theignition system
13.01.18
identify various engine bearingsand journals; explain theirindividual applications
13.01.19
describe the alternate methods ofmeasuring bearings and journals;carry out accurate measurementsof bearings and journals
11-.01-20-
describe the functions of an exhaustsystem; state two reasons for theuse of a muffler
13.01.21
outline the operation of a simplecarburetor, including the theoryof the venturi
13.01.22
explain the principles of governorsand their application to fuel flowcontrol
-remove connecting rod andpiston assembly
-remove crankshaft-study and discuss the actualand possible types of bearingsinvolved
-study, discuss and carry outbearing and journal measurements
- study and discuss exhaustsystems
- remove muffler from theengine
- check with instructor todetermine if the muffler onyour engine is removable orthe new disposable type
- study and discuss the theoriesof carburetion-remove the carburetor andrelate essential informationto it
-study, observe and discussthe air-vane (pneumatic)governor on your engine-remove governor and studyits construction, design andlinkage
112-
_1301_23
illustrate and/or outline valvekeepers, valve spring tension,valve stretch, valve burning,valve "float ", valve margin andinterference angle, valve seatsand inserts, valve grinding
13.01.24
outline the difference between thetheories of operation of a twostroke cycle and four stroke cycleengine
13.01.25
trace the process and explain howthe fuel is drawn into the crankcaseand then forced up into thecylinder
13_01.26
explain how the intake and exhaustports are opened and closed
13;01_._27
describe why some piston heads arecontoured on a two stroke cycleengine'
-consult engine manual andthen remove the exhaust andintake valves using thespecial tools and techniquesrequired
-study and discuss valvetheory and design
-disassemble a two strokecycle engine to the pointthat the crankcase cover(bearing plate) is removed
-study and discuss the pistonmovement in relation to theintake, compression powerand exhaust functions
-study and discuss the use ofreed valves and pistonaction to control the one-way flow of fuel into thecrankcase
- notice how the pressure inthe crankcase would drivethe fuel up into the combus=tion chamber
- rotate the crankshaft andnote the effect of thepiston movement on theports
=remove the crankshaft andpiston assembly from engineblock
-study and discuss the shapeof the piston head
13_G1-28
state alternatedesigns and theshapes in other
- 113-
piston headreasons for theirtypes of engines
13.01_29
explain the lubrication system ofa two stroke cycle engine
13.01.30
explain the advantages and dis-advantages of both types of smallengines; list applications for theseengines and the reasons for choosingone or the other
13.01.31
diagnose typical small engineproblems and carry out theappropriate remedy
13_01-32
carry out regular tune-up, recondition-ing and maintenance of small engines
13.01_33
locate information from a searchof texts and engine manuals forcorrect data, procedure, torque, andspecifications for typical enginemakes and models
13.01.34
identify each part of the smallengine by name and state the systemeach part belongs to
-study and discuss alternatepiston head contours
-study and discuss thelubrication system of atwo-stroke cycle engine
- analyze engine applicationsand discuss the reason for them
- study and discuss thesystematic routine fordiagnosing fuel andelectrical problems,etc.
- make necessary adjustmentsto correct malfunctions
=consult engine manual=study and discuss enginemaintenance
-study and discuss the use oftables and charts as used onsmall engines
-assemble the engine in-thecorrect order, using all thecorrect torques, specialtools, and recommendedadjustments
1
114'
UNIT 14.0 ENGINES GASOLINE (MULTI-CYLINDER)
General Aim
The student should gain increased understanding of the design,construction and operation of multi-cylinder gasoline engines anddevelop the ability to evaluate engine components.
MODULE 14.01 DESIGN, CONSTRUCTION_ANDAPERATION OF MULTI-CYLINDERINTERNAL COMBUSTION ENGINES
Goal Statements
The learning experiences in this module are designed to:
a. increase student awareness of the design, construction andoperation of multi=cylinder internal combustion engines;
b, increase student awareness of the differences between smallgasoline engines, diesel, and multi-cylinder. gasoline engines; and
c. provide experiences with the construction and operation ofmulti-cylinder internal combustion engines.
Learning Outcomes Student Activities
The student should be able to:
14.01.01
list the major differences betweensingle and multi-cylinder gasolineengines
14.01.02
state the various classificationsof multi-cylinder engines
14_01_03
outline design features andconsiderations for combustionchambers, valve trains and relatedinternal combustion enginecomponents
-discuss the major differencebetween single and multi-cylinder gasoline engines
-discuss and list the variousclassifications of multi-cylinderengines
-discuss design featuresand considerations forcombustion chambers, valvetrains and related internalcombustion engine components
1
115-
MODULE 14.02 INSPECT, MEASURE AND EVALUATE ENGINE PARTS
Goal Statements
The learning experiences in this module are designed to
a. develop student ability to inspect and evaluate enginecomponents;
b. develop skills required to measure engine components; andc. assist the student in the evaluation of engine components
for service, wear or replacement.
Learning Outcomes Student Activities
The student should be able to:
14_02_.01
identify engine components subject towea)
14_02_02
evaluate engine components byvisual inspection
14.02.03
evaluate engine components withprecision measuring equipment andrefer to a manufacturer'5specification manual
14.02.04
identify engine componentsrequiring replacement
-discuss engine componentssubject to wear
-as a group activity, disassemblean internal combustion gasolineengine and evaluate componentsby visual inspection
-use precision measuringequipment and manufacturer'sspecification manual toevaluate engine components
-discuss replacement of com-ponents that do not meetmanufacturers' specifications
= 116-
UNIT 15.0 DIESEL ENGINES
General Aims
The student should develop an awareness of the characteristics andoperation of the modern diesel engine.
MODULE 15.01 BASIC OPERATION OF THE DIESEL ENGINE
Goal- Statements-
The learning experiences in this MOdUle are designed to:
a. increase student_understanding of the principle of_the ignitionand combustion of fuel from the_heat generated by the compressionof air in the diesel engine combustion space; and
b. develop a working_knoWledge of how compression ratio for acylinder is:cadUlated.
Learning Outcomes 'Student Activities
The student should be able to:
15.01.01
recognize and describe the processthat causes air to become heatedwhen rapidly compressed
15.01.02
compare compression pressure readingson a gasoline engine and readingson a diesel engine
15.01.03
state reasons why a diesel enginemust be constructed so as to with-stand the greater forces involved
discuss general cyclic operation ofdiesel enyines
using- proper apparatus,compress air and notetemperature rise
- develop readings and apply tothe formula: D C
C
- prepare an essay to explaincompression ignition indiesel engines
- discuss the cyclic operationand_discussion of two strokecycle and four stroke cyclediesel engine
-117 -
MODULE 15.02 DIESEL ENGINE APPLICATIONS
Goal Statements
The learning experiences in this module are designed to:
a. develop student_ awareness of the differenceS there WoUld haVe tobe in any one particular engine if it were to be installed as amarine engine; an industrial engine or a truck installation; and
b. provide increased understanding of the various ways that wateris used to keep engines at the proper operating temperatureS,:depending upon their application and installation.
Learning Outcomes Student Activities
The student should be able
15.02.01
differentiate between _a marine andtruck diesel application in respectto cooling
15.02.02
demonstrate how marine coolingcomponents and radiators are usedin cooling systems
-class will form into fourgroups - each taking aparticular engine installationand show by overhead trans-parencies how a marine heatexchanger works, how a keelcooler works, how a radiatorworks and how an oil coolerworks
118-
MODULE 15.03 DESIGN CLASSIFICATION OF DIESEL ENGINES
Goal Statement
The learning experiences in this module are designed to develop studentknowledge of the various design classifications of diesel engines.
Learning Outcomes Student Activities
The student should be able to:
15.03.01
indicate and outline the differencesin particular design characteristics
Note: small group activity
-each group should selecttwo classifications anduse appropriate resourcesto present a short program
119-
MODULE 15.04 OUTLINE OF DIESEL ENGINE COMBUSTION CHAMBERS
Goal Statement
The learning experiences in this module are designed to introduce thestudent to the various configurations of combustion chambers and theparticular manufacturers that employ them.
Learning_Outcomes Student Activities
The student should be able to:
15.04.01
recognize and describe the followingcombustion chambers and in whatparticular engines they are utilized:
a. open type combustion chamberb: pre-combustion chamberc: turbulence chambers
-study and discuss the variouscombustion chamber designs,advantages and disadvantages
-construct a line drawing ofeach chamber and a shortdescription of its operation
-120
MODULE 15.05 DIESEL ENGINE AIR INDUCTION COMPONENTS
Goal Statement
The learning experiences in this module are designed to introduce
the student to the function of the various components of the air
induction systems as applied to diesel engines.
Learning Outcomes Student Activities
The student should be able to:
15.05.01
recognize and describe the varioustypes of air cleaners and theimportance of clean air
15.05.02
describe the operation and functionof a turbocharger and how this willdiffer in construction and purposefrom a mechanical roots type blower(G.M.)
15_05.03
explain the purpose and locationof an after cooler located in theair induction system
15.05.04
outline the reasons for turbochargingand why naturally aspirated engineslose power with increases inaltitude
- disassemble various typesof air cleaners
- view and study cutaway of atypical turbocharger (ifavailable)
- 121-
UNIT 16.0 FUEL DELIVERY SYSTEMS
General Aim
The student should develop a basic concept of the chemistry ofcombustion and the various methods of fuel delivery and supply.
MODULE 16.01 CHEMISTRY OF COMBUSTION
Goal Statements
The learning experiences in this module are designed to:
a. increase student understanding of the composition of air andfossil fuels; and
b. develop awareness of the details in the chemistry of thecombustion process and the formation of the various pollutants.
Learning Outcomes Student Activities
The student should be able to:
16.01.01
d monstratt a working knowledge ofth0 fundamentals of fuels
16.01.02
demonstrate a working knowledge ofengine fuels
16.01.03
explain:a. combustion process (diesel
and gasoline)b. heatc. "change of stated. expansion of solids, liquids
and gases due to heate. penetration (diesel)
-discuss the fundamentals offuel
-discuss engine fuels
-discussa. combustion process
(diesel and gasoline)b. heatc. change of stated. expansion of solids,
liquids and gases dueto heat
e. penetration (diesel)
- 122 -
16_01_04
explain the increase of pressuredue to
a; temperatureb. gravityc. atmospheric pressure and
vacuum
16.01.05
outline the characteristics ofgasoline:
a. its originb. volatilityc. anti knock valued. octane ratings
16.01.06
state the cause of:
a. knockingb. compression ratio versus
knockingc. detonationd. pre-ignition
16_01_07
explain the causes and effects of
the following exhaust emissions:
a. hydrocarbon (HC)b. carbon monoxide (CO)c. oxides of nitrogen (N0x)
-study assigned materials anddiscuss in class
-study assigned materials anddiscuss in class
-study assigned materials anddiscuss in class
-study assigned materials anddiscuss in class
- 123-
MODULE 16.02 PRINCIPLES OF CARBURETION
Goal Statements
The learning experiences in this module are designed to:
a: increase student understanding of the principles of carburetion;b. develop student ability to diagnose carburetor problems; andc. increase student ability to interpret manufacturers' recommended
service and adjustment procedures.
Learning Outcomes Student Activities
The student should be able to:
16.02.01
demonstrate a working knowledge of theprinciples of carburetion
16.02.02
identify the six carbuiTtor circuitsin a single barrel carburetor
16_02.03
explain the operation of the sixcircuits in a single barrelcarburetor
16.02_04
adjust the idle mixture and idlespeed on a single barrel carburetor
16.02.05
adjust the float level and dropin a single barrel carburetor
16.02.06
interpret and outline a descriptionof:
a. Bernouilli's Principleb. Boyle's Lawc. Charles' Law
- discuss the principles ofcarburetion
- small- groups to disassemble;
inspect, adjust and assemblea single barrel_ carburetor
_
that contains all six circuits
-discuss the following:a. Bernouilli's Principleb. Boyle's Lawc. Charles' Law
- 124-
MODULE 16.03 FUEL PUMPS, TANKS, LINES AND FILTERS
Goal Statements
The learning experiences in this module are deSigned to:
a. develop a working knowledge of gasoline fuel systemoperation and principles;
b. develop student_ability to_diagnose fuel system problems
on gasoline engine equipped vehicles; and
c. develop an awareness of the need for preventative maintenance
as set out by the manufacturer's service manuals.
Learning Outcomes Student Activities
The student should be able to:
16.03.01
describe the construction and operatingprinciples of mechanical fuel pumps
16.03.02
perform tests on mechanical fuelpumps with the prescribed equipment
16-.03-03
describe the operating principlesand construction of electricalfuel pumps
1603_.04
perform tests on electriCal fuelpumps with the prescribed equipment
-discuss the construction andoperating principles ofmechanical fuel pumps
-in small groups, performthe folloWing mechanical fuelpump tests:
a. pressureb. vacuumc. volume
-discuss operating principlesand construction of electricalfuel pumps
-in small groups, perform The_following tests on electricalfuel pumps
a. pressureb. vacuumc. volume
= 125=
16.03.05
analyze a fuel pump condition byusing obtained test data andreferring to a manufacturer'sservice manual
16.03.06
describe the design and explainthe purpose and application of the:
a. fuel tankb. fuel filters and screensc. fuel gaugesd. air cleanerse. intake manifolds
16_03_07
describe preventative maintenance(refer to a manufacturer'sservice manual)
-interpret fuel pump conditionby using given data and com-paring it to manufacturers'specifications
-discuss the construction,design and operating principles
-refer to manufacturers'service manuals for preventativemaintenance and serviceprocedures on fuel supplysystems
- 126-
UNIT 17.0 COOLING SYSTEMS
General -Aim
The student should gain experience in the operational theory and
functional service procedures leading to abilities to diagnose and
service cooling systems.
MODULE 17.01 PRINCIPLES OF OPERATION AND TYPES OF SYSTEMS
Goal Statement
The learning experiences in this module are designed to help the student
be conversant with the principles of cooling and the characteristics of
the various types of systems.
Learning Outcomes Student Activities
The student should be able to:
17,01.01
define conduction, convection andradiation
17-01.02
describe the forced circulation system
17-01_03
explain the purpose_ and advantagesof the sealed and closed type ofsystem and their respective coolantrecovery methods
17-01.04
outline the difference between liquidand air-cooling systems
-review using clasroom andtextbook information
- 127-
MODULE 17.02 RADIATORS AND AUXILIARY COOLING SYSTEMS AND COMPONENTS
Goal Statement
The learning experiences in this module are designed to provide thestudent with experiences to test, service; replace and diagnosecooling system components according to manufacturers' servicerecommendations.
Learning Outcomes Student Activities
The student should be able
12_02-01
demonstrate a working knowledge ofthe fundamental operating principlesof cooling systems
17.02.02
explain the construction of cross anddownflow type of radiators andtransmission coolers
17.02.03
discuss and list the characteristicsof antifreeze solutions and theirmixing ratios
17.02.04
describe the function of radiators,pressure caps, thermostats, coolingfan mechanisms and their respectivetesting procedures
17.02.05
diagnose common cooling systemfailures
-review classroom and textbookinformation
-review using classroom andtextbook information
- review using classroom andtextbook information
list and describe fordiscussion
-use prepared list of commonproblems and trouble-shootingprocedures
128-
17;02.06
demonstrate how to service and testcooling systems with the prescribedequipment
-follow a service manualprocedure; use a pressuretester and anti=freezetester
-observe established safetyprocedures
129-
UNIT 18.0 LUBRICATING SYSTEMS
General Aim
The student should develop a working knowledge of the different oils,greases, lubrication systems; and maintenance methods required in themechanical field;
MODULE 18.01 TWO STROKE CYCLE AND FOUR STROKE CYCLE LUBRICATION METHODS
Goal Statement
The learning experiences in this module are desi-gned to develop understandingof the two and four stroke cycle oil delivery systems and the functions ofpressure pumps and oil filter systems.
Learning Outcomes Student Activities
The student should be able to:
18.01.01
demonstrate a working knowledge_ofthe fundamental operating principlesof two and four stroke cycle lubrica-ting systems
18.01.02
identify types of pressure pumpsused in engine lubricating systems
18.01.03
explain the differences between fullflow and combination systems
18.01.04
list and categorize filter systemsand types of elements in common use
==review informatiOn frOM claSSdiscussions compare andcontrast the two systems
- review classroom and textbookinformation on gear and rotortype pumps
- discuss in class
-study assigned materials anddiscuss in class
1 3
MODULE 18.02
130-
INSPECT AND SERVICE LUBRICATING SYSTEMS AND COMPONENTS
Goal Statements
The learning experiences in this module are designed to:
a. increase student understanding of the essential characteristicsof oils and greases; and
b. orient the student to correct procedures for inspection andservice of motor vehicle lubrication systems.
Learning Outcomes Student Activities
The student should be able to:
18_02_01
identify compatable vehicle lubricantsand state why different types oflubricants are used
113;132;02
prepare a list of the functions ofdifferent lubricants, engine;transmission (standard and automaticfinal drive
18.02.03
select a specific type of lubricantfor a given engine and its particularoperating conditions; explain whythis lubricant is desirable
18.02.04
demonstrate methods of changingthe oil and_filter;_ run engine atjob completion to check for leaks
18.02.05
demonstrate methods of_cleaning orreplacing breatherS, filterS,Positive crankcase ventilation valves
- study and discuss variouslubricants, their character-istics and their application
- refer to assigned references
- base a decision on manufacturer'sinformation, age of vehicle,S.A.E., viscosity ratings andA.P.I. service ratings
- refer.to vehicle manufacturer'sspecifications, use correctfilter replacement
-refer to vehicle manufacturer13specifications
- 131-
18.02.06
demonstrate how to lubricatechassis and complete a checklistof important vehicle maintenancefactors
-use the prepared outline forchassis lubrication and vehiclemaintenance checks
- 132=
UNIT 19.0 CLUTCHES
General Atn
The student should gain experiences in dealing with the theory andoperation of motor vehicle clutches.
MODULE 19.01 FUNDAMENTALS OF CLUTCH OPERATION
Goal Statement
The learning experiences in this module are designed to develop studentability to test, diagnose, service and replace clutch assemblies andrelated components to manufacturers' service recommendations.
Learning Outcomes Student Activities
The student should be able to:
19.01.01
outljne the construction andoperating principles of clutchassemblies
19.01.02
state the operation of hydraulicallyactivated clutch mechanisms
L9-01_03
diagnose common clutch and assemblymalfunctions
19.01;04_
prepare a list of common problemsrelating to clutch failures andprecautions that should beobserved when removing andinstalling a clutch
fu
-use classroom charts andclassroom notes to clarifyoperation of motor vehicle
-133-
19_01-06
remove and install clutchassemblies with the prescribedservice tools
19.01.06
state the significance of correctclutch pedal free play adjustment
19.01.07
make correct adjustment to a motorvehicle clutch
-as a group activity under thedirection of the instructor,remove and replace a clutchusing proper hand andalignment tools
1
- 134-
I.
UNIT 20.0 TRANSMISSION
General Aims
The student should develop a working knowledge of:
a.
b.
the basic terminology and operation of standard transmissions, andthe diagnostic decisions and repair procedures relating tostandard transmissions.
MODULE 20.01 FUNDAMENTALS OF STANDARD TRANSMISSION OPERATION
Goal Statements
The learning experiences in this module are designed to:
a. increase student awareness of the terminology used in standardtransmission theory, diagnosis and repair;
b. provide a basic understanding of gear ratio, torque, and powerflow in the standard transmission;
c. assist the student to use correct methods for servicing andselecting lubricants for standard transmissions; and
d. develop student understanding of four and five speed transmissions.
Learning Outcomes Student Activities
The student should be able to:
20:01:01
identify (by correct technical terms)the types of gears, bushings, bearings,shafts and lubricants used in standardtransmissions
20.01.02
prepare a list of technical termsfor the various component pieces inthe standard transmission
20.01.03
calculate accurately all torqueand gear ratios through astandard transmission (using theappropriate formulae)
-study assigned materials andreferences
-work with prepared problemsrelating to torque and gearratios in the standardtransmission
- 13 5 -
20.01.04
trace the power flow through thestandard transmission
20-01_05
identify compatible oils accuratelyand state why different types andweights of lubricants are used
20.01A6_
select a specific type of lubricantfor a given standard transmission andstate the reason for its use
20.01.07
outline_applications for constantmesh, sliding gear, four and fivespeed transmissions
20.01.08
list examples of light vehicleuses for the four and fivespeed transmissions
-use the wall charts andcutaway examples to studythe power flow in a standardtransmission
-use a lubricant specificationchart to base information on
-study assigned referencematerial
-prepare for a discussion ofthe advantages and dis-advantages of these trans-missions and applications
136-
MODULE 20.02 MAINTENANCE AND REPAIR OF THE STANDARD TRANSMISSION
Goal Statements.
The learning experiences in this module are designed to:
a. develop the student ability to diagnose simple problems instandard transmissions, and
b. to help the student apply correct procedures to inspect andrepair standard transmissions.
Learning Outcomes Student Activities
The student should be able to:
20.02;01
describe the methods used to isolatemalfunctions related to standardtransmissions, such as excessiveheat, excessive noise, vibra0ons,slipping out of gear under coast orload conditions and hard shifting
20.02.02
disassemble one single counter-shaftstandard transmission demonstratingthe procedures used for the removalof gears, bearings, bushings, seals,shafts and synchronizers
20.02.03
identify transmission partsrequiring replacement from thepreviously disassembled transmission
20.02.04
prepare a list of common faultsto be found in transmission partsusing the prescribed text andclassroom information
- follow manufacturers' servicemanual trouble-shooting guideand list problems and causes
- in small groups, disassemblea standard transmission
-compare parts provided inshop
- 137-
20.02A5
write a clear and concise reporton the work and/or parts required
-refer to material on reportwriting
138-
UNIT 21.0 INTRODUCTION TO DRIVESHAFTS AND DRIVELINES
General Aim
The student should gain experiences with the function and operation oftypes of driveshafts and drivelines utilized in light service vehicles.
MODULE 21.01 FUNCTION AND OPERATION OF DRIVESHAFTS AND DRIVELINES
Goal Statements
The learning experiences in this module are designed to:
a. develop awareness of the need for various types of driveshaftsand drivelines;
. develop understanding of driveshaft construction;c. develop understanding of the function and operation of drive-
shaft and driveline components;d. increase student awareness of the need to perform preventive
maintenance service.
Learning Outcomes Student Activities
The student should be able to:
21.01.01
outline the need for various types ofdriveshafts and drivelines
21.01.02
state the various types of drive-shaft construction
-group discussion of the needfor various types of driveshafts
-discuss and list varioustypes of driveshaft construction
139
21_01_03
outline the function and operation of thedriveshaft and driveline components:
a. driveshaftsb. universal jointsc. slip jointsd. splinese. steady bearingsf. companion flanges and yokes
21.01.04
list reasons for preventativemaintenance
- discuss and list the operationof the driveshaft components
- discuss the function_andoperation of the followingdriveline components:
a; driveshafts _
b; universal jointsc. slip jointsd. Splinese. steady_bearingsf. companion flanges and
yokes
- discuss the need for pre-ventative maintenance
140-
UNIT 22.0 FINAL DRIVE
General Aim
The student should develop increased understanding and awareness_offinal drive_types, operations and inspections as related to lightservice vehicles.
MODULE 22.01 DIFFERENTIALS - TYPES AND OPERATION
Goal Statement
The learning experiences in this module are designed to help thestudent understand the types and operation of final drives asutilized in light service vehicles.
Learning Outcomes Student Activities
The student should be able to:
22_;111._._01
state the basic differencesbetween types of final drives
22.01.02
demonstrate a working knowledgeof the fundamental operatingprinciples of both hypoid gearand spur bevel gear differentialsas used in light service vehicles
-discuss theory of operationand power flow through ahypoid gear or spur bevelgear differential, usingwall charts or classroommodels
141-
MODULE 22.02 INSPECTION OF DIFFERENTIALS
Goal Statement
The learning experiences in this module are designed to develop studentability to inspect final drive assemblies and components for service-ability, referring to manufacturers' repair manuals.
Learning Outcomes Student Activities
The student should be able to:
22.02.01
list common differential problems andcauses of failure
22.02.02
diagnose component failure byreference to a manufacturer'srepair manual
142-
UNIT 23.0 STEERING SYSTEMS, SUSPENSION AND FRAME DESIGNS
General Aim
The student should gain a general knowledge of the geometry of front endalignment and the methods used to identify types of front suspensionsystems.
MODULE 23.01 TYPES AND IDENTIFICATION OF FRONT SUSPENSION SYSTEMS
Goal_ Statements
The learning experiences in this module are designed to:
a. provide opportunities for each student to recognize the commontypes of steering systems in use on light vehicles; and
b. develop student understanding of the basic theory of thesolid "I" beam suspension and the independent front suspension.
Leai,hing OutcOmet Student Activities
The student should be able to:
23.01.01
identify the various front suspensionmethods starting with the two basicmethods
23.01.02
write down the year and make of thevehicle beside its respective suspen-sion system
- using a prepared list of
front suspension systems,seek out cars with examplesof the listed types
- study I beam, twin I beam,conventional, coil over,strut type, parallel andlateral type torsion barsuspension
15j
143-
MODULE 23.02 FRONT AND REAR SUSPENSION SPRINGS AND SHOCK ABSORBERS
Goal Statement&
The learning experiences in this module are designed to:
a. provide the student with eh overview of the characteristicsof the various spring types;
b. provide an introduction to the operation of shock absorbers; andc. increase student ability to identify the various methods of
rear suspension.
Learning Outcomes Student Activities
The student should be able
23.02.01
recognize and identify the variousdesignations of springs
23.02.02
list four spring types (single ormultileaf, coil and torsion bar)
23_0,2.03
state Hooke's Law as it appliesto springs
23_02-04
outline reasons for a shockabsorber
23_02.05
trace the fluid flow in a directacting or telescopic=type hydraulicshock absorber
-discuss single or multileacoil'and torsion bar
-study elasticity of materialsand Hooke's Law
- refer to notes and classroomdiscussion on springoscillation
using a wall chart, tracethe fluid flow for a shockabsorber in both compressionand rebound positions
144-
23_02-06
describe the differences betweenthe solid axle and independentrear suspensions emphasizing theadvantages/disadvantages of each
23.02.07
outline the reason for a stabilizerbar being installed on a vehiele
-use classroom notes andprescribed text to studyrear suspension systems
-use prescribed text fordefinition
-= 145=
MODULE 23.03 FRONT SUSPENSION INSPECTION AND FRONT END GEOMETRY
Goal Statements
The learning experiences in this module are designed to:
a. ihtroduCe the student to procedures for checking a frontend visually for wear;
b. introduce the student to the geometry of the steeringsystem; and
c. orient the student to approved procedures for makingadjustments in front end alignment
Learning Outcomes
The student should be able to:
23.03_01
identify parts subject to wear on avehicle steering system
23.03.02
describe the following termsstate the purpose of each:caster, camber, toe-in, kinginclination, turning radius,out on turns, included angle
23.03.03
and
pintoe-
point out on a model of a frontend suspension how to adjust casterand cat q'
Student Activities
-as a group; using a list ofcommon faults and checkingprocedures for front sus-pension; compile a reporton a vehicle for the instruc-tor to evaluate (tire wear,shock absorbers, springcondition;_ball joint andsteering linkage wear,steering gear box wear)
-with handout and notes fromclassroom lessons and work-shop demonstration, preparedefinitions and purpose offront end geometric terms
- practice adjusting caster andcamber on working model frontend
- record original- setting- make several adjustments andrecord
-return to original .-,-,qttings
146-
MODULE 23.04 FRAME DESIGNS AND CHARACTERISTICS
Goal Statements
The learning experiences in this module are designed to:
a. help student understanding of the advantages and safetyfeatures of the integral body and frame construction(unibody) design; and
b. increase student awareness of the differences betweenthe "X"- type frame and box girder frame design.
Learning Outcomes Student Activities
The student should be able to:
23.04.01
state the advantages and safetyfeatures of the integral body andframe (unibody) design
23.04.02
outline the differences between"X"-type frame and box girderframe design
- discuss_the advantages andsafety features of theintegral body_and frame(unibody) deSign
- discuss the differencesbetween the "X"-type frameand box girder frame design
fr
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--- 149
SECTIONTHREE C P 12 = GENERAL MECHANICS
UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED).
MODULE 1.01 PREPLACEMENT ROUTINE
MODULE 1.02 PLACEMENT (EXTERNAL TO SCHOOL)
MODULE 1.03 POSTPLACEMENT ROUTINE
MODULE 1.04 STUDENT REPORTING PROCESS
MODULE 1.05 LETTER OF THANKS TO EMPLOYER
UNIT 2.0 SHOP SAFETY AND BASIC PROCEDURES
MODULE 2.01 REVIEW OF SAFETY PROCEDURES
MODULE 2.02 REVIEW OF EMERGENCY PROCEDURESFIRE AND MEDICAL
MODULE 2.03 SHOP PRACTICES AND CUSTOMERRELATIONS
UNIT 3.0 TOOLS AND EQUIPMENT
MODULE 3.01 SPECIALIZED TOOLS AND EQUIPMENT
MODULE 3.02 REVIEW OF PRECISION MEASURINGEQUIPMENT
UisiT 4.0 INTERPRETATION OF MECHANICAL DRAWINGSAND TECHNICAL DATA
MODULE 4.01 READING DRAWINGS AND EXPLODED VIEWS
MODULE 4.02 READING PARTS CATALOGUES
UNIT 5.0 SOLDERING AND GAS WELDING
MODULE 5.01 REVIEW OF SOLDERING PROCEDURES
MODULE 5.02 REVIEW OF GAS WELDING PROCEDURES
MODULE 5.03 SAFETY RELATED TO GAS WELDING INHAZARDOUS LOCATIONS
15C
PAGE
153
154
154
156
157
158
159
160
160
161
162
164
164
165
166
166
167
168
168
170
171
150-
UNIT 6;0 ELECTRICAL SYSTEMS
PAGE
172
MODULE 6.01 PRINCIPLES OF ELECTRIC MOTOR OPERATION 172
MODULE 6;02 PRINCIPLES OF SWITCHING/RELAY DEVICES 174
MODULE 6.03 - INSPECT, TEST AND SERVICE STARTINGSYSTEMS 175
MODULE 6.04 - PRINCIPLES OF ALTERNATOR CHARGINGSYSTEMS 176
MODULE 6.05 - INSPECT, TEST AND SERVICE CHARGINGSYSTEMS 177
MODULE 6;06 - PRINCIPLES OF IGNITION SYSTEMS 178
MODULE 6.07 - INSPECT, TEST_AND SERVICE CONVENTIONALIGNITION SYSTEM 179
MODULE 6.08 INSPECT AND TEST ELECTRCNIC IGNITIONSYSTEMS 180
MODULE 6.09 PRINCIPLES OF OPERATIONt_INSPECTION ANDTESTING OF FLYWHEEL MAGNETOS 181
UNIT 7.0 POWER BRAKE SYSTEMS 182
MODULE 7.01 - POWER ASSIST BRAKE UNITS 182
UNIT 8.0 ENGINES: DIESEL AND GASOLINE 183
MODULE 8.01 - DIESEL ENGINE OPERATION 183
MODULE 8.02 OVERHAULING A GASOLINE ENGINE 184
MODULE 8.03 - OVERHAULING A SMALL GASOLINE ENGINE 186
UNIT 9.0 FUEL DELIVERY SYSTEMS 188
MODULE 9.01 - PRINCIPLES AND TYPES OF AUTOMOTIVEFUEL INJECTION SYSTEMS
MODULE 9.02 - OPERATING PRINCIPLES OF AUTOMOTIVETURBOCHARGERS
15
188
189
-151 -
PAGE
UNIT 10.0 EMISSION CONTROL SYSTEMS 190
MODULE 10.01 - POSITIVE CRANKCASE VENTILATION SYSTEMS . 190
MODULE 10.02 - VAPOUR RECOVERY SYSTEMS 192
MODULE 10.03 - EXHAUST GAS RECIRCULATION SYSTEMS 193
MODULE 10.04 = AIR INJECTION REACTION SYSTEMS 194
MODULE 10.05 - CATALYTIC CONVERTORS 195
MODULE 10.06 - SPARK ADVANCE AND AIR FUEL RATIONCONTROLLED SYSTEMS 196
UNIT 11.0 AUTOMATIC TRANSMISSION 197
MODULE 11.01 - FUNDAMENTALS OF OPERATION 197
UNIT 12.0 DIFFERENTIALS AND DRIVING AXLES 199
MODULE 12.01 - BASIC OPERATION OF DIFFERENTIALS ANDDRIVING AXLES 199
MODULE 12.02 - PLANETARY FINAL DRIVES AND APPLICATIONS. 201
UNIT 13.0 STEERING SYSTEMS AND SUSPENSION SYSTEMS . . 202
MODULE 13.01 - TYPES AND IDENTIFICATION OF FRONT ANDREAR SUSPENSION SYSTEMS 202
MODULE 13.02 - PRINCIPLES OF STEERING GEOMETRY- 203
MODULE 13.03 - INSPECT AND SERVICE FRONT SUSPENSIONSYSTEMS 204
MODULE 13,04 - STANDARD 'STEERING GEAR BOX ANDPRINCIPLES OF:OPERATION 205
MODULE 13.05 - DISASSEMBLE, INSPECT AND ASSEMBLESTANDARD STEERING GEAR BOX 206
MODULE 13.06 - OPERATING PRINCIPLES OF POWER STEERING . 207
153-
C P 12 - GENERAL MECHANICS
General Aim and- Purpose
The primary aim of this general mechanics program in grade 12 is toprovide learning experiences that will help students develop marketableskills or qualify for advanced standing in a related program at acollege or provincial institute. At the grade 12 level; an integralpart of the learning experience involves practical experience in aworking situation external to the school. This cooperative careerpreparation component involves at least 100 hours of activities thatare community based to provide actual work experience organized throughthe cooperation of employers and union organizations.
Students should acquire a comprehensive knowledge of
a. basic requirements for successful employment in generalmechanics vocations;
b. practices for clean, safe and orderly work habits;
c. theory of operation and construction of mechanicalvehicles;
d. maintenance, repair and adjustments related to the generalmechanics occupations;
e concepts applicable to trouble-shooting techniques;
f. employment opportunities and occupational qualifcationsneeded for job entry levels;
g procedures and opportunities available for continuingeducation; and
h. employers expectations for a positive attitude toward thework ethic and good relations in working with others.
_151,
- 154 -
UNIT 1.0 COOPERATIVE CAREER PREPARATION (COMMUNITY BASED)
General Aims
The student should:
a. develop_increaSed understanding of the employment opportunitiesin_the local community, the province and the country;
b. gain_practiCal_experience relating to employment responsibilities;c. benefit from the_knowledge and experience of resource persons
from business and industry.
Community representatives should participate in organized activitiesconnected with the program.
MODULE 1.01 PREPLACEMENT ROUTINE
Goal Statements
The learning experiences in this mocule are designed to:
a. r yide the opportunity for the student to review appropriater,c,Tin.tions oc Workers' Compensation Board;
b. r i,ay all necessary procedures for student transportation toan._ 'rum a oThcement work site;
c. sti:74,.nt responsibility to school and employer;d. acciat the i..*Iudent with documentation, forms, contracts,
and rpor,- of employer, teacher, and student.
Learninj_Oucles___
Student Activities
The student snot, oe able to:
dress appropriately for the type ofemployment experience
1-:-01_012
describe the transportationprocedures for reaching the jobsite
-discuss appropriate dressfor different occupations
-consider public or privatemeans
155
1,01m
list the important factors relatedto expected behaviour on the job
-review introductory processto contact employer- discuss manners, speech,things to observe
- discuss significance ofreports
-read examples of reportsthat will be written by theemployer and the teacher
156-
MODULE 1.02 PLACEMENT (EXTERNAL TO SCHOOL)
Goal-Statements
The learning experiences in this module are designed to:
a, provide the student with experiences that -will relate schoolexperiences with actual working conditions;
b. provide each student with actual job experience in a workingenvironment;
c. increase student awareness and understanding of employeeresponsibilities;
d. have the student practise !.-IFponsibility within awork environment
e. facilitate effective trnns: :s.t,dents between schooland employment;
f. assist the student to A:4 v:. n education and training; andg. create a student awarene Ui _ae opport.rities for further
training.
Learning Outcomes Student Activities
The student should be able to:
1.02.01
function effectively in a jobSituation
1.02.02
work cooperatively with otherstudentt or employcet
-follow directions mutuallyagreed to by employer andteacher
- ask questions related tocareer_goals
-maintain good relationtWith otherS _
acquire training experiencesin the community
157
MODULE 1.03 POSTPLACEMENT ROUTINE
Goal Statements
The learning experiences in this module are designed to:
a. assist the student to make a job analysis of an occupationrelated to the placement, and
b. review employment and career possibilities related toactual job experience.
_Learning Outcomes
The student should be able to:
1.03.01
prepare a job analysis of an -review format of sampleoccupation where work experience analyseswas obtained -discuss career paths
Student Activities
1.03.02
list safety factors that must beobserved in a chosen occupation
- review safety aspectsrelated to self and others
158-
MODULE 1.04 STUDENT REPORTING PROCESS
Goal Statements
The learning experiences in this module are designed to:
a. provide each student with a format to report on their fieldexperience_with_an employer,
b. ekaMine_rdles of employee duties in an occupation and relate
to particular school experiences, andc. have the_stUdent prepare a formal list of contacts and
practical job experiences.
Learning Outcomes Student Activities
The student should be able to:
1.04.01
complete a report of the jobplacement and discuss in detailthe positive (and negative)aspects of the experience
L 04.02
explain the job advantages anddisadvantages of an occupation
1A4;03_
list criteria of satisfactory jobperformances
1.04_04_
list criteria of unsatisfactoryjob performances
- review content of reportsand prepare details on thework experience=prepare an oral report tothe class on the experienceat a job site
-discussions in class
=discussions in class
-discussions in class
159-
MODULE 1.05 LETTER OF THANKS TO EMPLOYER
Goal Statement
The learning experiences in this module are designed to providethe_Stddent with a_format to prepare a letter of thanks toemployers who provided work experience.
Learning Outcomes Student Activities
The student should be able to:
1.05.01
organize and write a letter ofthanks to the business firm wherejob experience was obtained
-prepare a draft forapproval by the teacher
-type ur write a letterusing correct grammar
=mail or deliver to businesswithin one week of returnto school
160-
UNIT 2.0 SHOP SAFETY AND BASIC PROCEnURES
General Aim
The student should develop and apply positive attitudes toward theapplication of standard shop practices; proper care of tools, andobservance of safety rules and regulations.
MODULE 2.01 REVIEW OF SAFETY PROCE-URES
Goal Statements-
The learning experiences in this module are designed to:
a. develop a positive attitude toward safe practices and acceptablework habits; and
!). help the student to act with_ initiative to adopt correctpractices in any emergency situation that develops.
Learning Outcomes Student Activities
The student should be able to:
2.01.01
demonstrate good housekeeping habitS
2.01.02
identify safety and health hazardsand take corrective action
2.01.03
demonstrate the application ofproper practices in moving orlifting equipment
=maintain a clean andsafe work area
-use safety glasses; shields,guards and other protectiveequipment-become familiar with thehandling and storing ofmaterials used as cleaningagents
-study and_apply ruleS forlifting objectSuse safety stands- use cranes and dollies forobjects
161
MODULE 2.02 REVIEW OF EMERGENCY PROCEDURES - FIRE AND MEDICAL
Goal Statements_
The learning experiences in this module are designed to:
a. acquaint the student with the basic procedures that shouldbe followed for any emergency situation;
Li. provide experiences in the practical use of fire fightingequipment, and
c. introduce the student to bacic first aid procedures.
Learning Outcomes
The student should 13,2 aoe :
2.02.01
Student Activities
describe and demonstrate the properuse and application or fourappropriate fire extinguishers fordifferent types of fires
2.02.02
identify procedures for minorand major accidents
M2.03
list specific situations in a shopwhere potential fires can develop
- analyze various emergencysituations involving firesapply safety practices tosimulated fires
-study Workers' CompensationBoard safety materials
- discuss precautionarymeasures that will reducethe danger of fire
162-
MODULE 2.03 SHOP PRACTICES AND CUSTOMER RELATIONS
Goal Statements
In this module, the learning experiences should help the student to:
a. utilize service manuals;b, explain the organizational structure of a mechanical service shop;c. r 'gnize and apply acceptabT.2. pr-7tices in various customer
relation situations; andd. develop positive attitudes toward others in a working environment.
Learning Outcomes Student Activities
The student should be able to:
2.03-01
outline the organizational structureof a mechanical service shop
2;03._02
interpret and complete workorders and supporting documentS
2.03.03
interpret ano apply shop servicemanuals to perform service and repairwork according to manufacturers'recommendations
2_03-04
demonstrate a working knowledge ofthe fundamental principles of customerrelations
-1 tr..; 'J.)
- analyze the organizationalstructure of a typicalmechanical service shop
=complete work orders- discuss the application ofbusiness documents such astime tickets; sales orders,warranty forms, vrchaserequisitior:
- use manufacturers' servicemanuals, bulletis andequipment operating instructions
- use role playing situationsto become familiar withemployee traits that can beobjectionable to customers
163-
2.03.05
identify potential problems andsolutions for effective customer
-;relations
-interpret customer behavioursand frustrations
164 -
UNIT 3.0 TOOLS AND EQUIPMENT
General Aim
The student should develop an appreciation of proper care and use of
specialized tools and equipment.
MODULE 3.01 SPECIALIZED TOOLS AND EQUIPMENT
Goal Statements
The learning experiences in this module are designed to
a. increase student awareness of the many different_tyPet of
tools and equipment necessary to effect repairs in the
Mechanical trades; andb. provide the student with visual examples of actual equipment
in operation.
Learning Outcomes Student Activities
The student should be able :
3-01-01
demonstrate a knowledge Of the_toolsand equipment to effect specializedrepairs
-tour of_shop(s) engaged inspecialized repairs andservices
165-
MODULE 3.02 REVIEW OF PRECISION MEASURING EQUIPMENT
Goal Statements
The learning experiences in this module are designed to:
a. develop the ability of the student to select and use precisionmeasuring equipment as required in the mechanical trades, and
b. develop an appreciation of the need to care for precisionequipment.
Learning Outcomes Student__ Activities
The student should be able to:
3zO2 O1
describe the application and use ofeach of the following:
a. inside micrometerb. outside micrometerc. cylinder gauged. telescpping gaugee. brake drum gaugef. dial indicatorg. small hole gaugeh. vernier caliperi. feeler gaugej. straight edgek. dial bore gauge
3.02.02
measure_precision parts_accuratelyand evaluate their condition byreference to the manufacturer'sspecifications
Note: USe S.I. instrumentswhere possible.
-review the application_and_uses of each of the following:
a.
b.
c.
d.
e.
f.
9h.
1.
3.k.
inside micrometeroutside micrometercylinder gaugetelescoping gaugebrake drum gaugediEl indicatorsmafl hole gaugeverier caliperfeeler gaugestraight edgedial bore gauge
-use the following equipmenton a variety of precisionparts found in the shop:
a; inside micrometerb. outside micrometerc. cylinder gauged. telescoping gaugee. brake drum gaugef. dial indicatorg. small hole gaugei. vernier caliperj. straight edge
_ k. dial bore gaugerefer_to manufacturer'sspecifications and evaluateamount (if any) of wear
166-
UNIT 4.0 INTERPRETATION OF MECHANICAL DRAWINGS AND TECHNICAL DATA
General__ Aim
The student should develop abilities tomechanical drawings, exploded views and
use basic information fromrelated technical data.
MODULE 4.01 READING DRAWINGS AND EXPLODED VIEWS
Goal Statements
The learning experiences in this module are designed to:
a. assist the student to develop competency in reading drawingsand interpreting exploded views, and
b. provide opportunities for the student to apply skills in theuse drawings and exploded views in assignea operations.
Learning Outcomes Student -Activities
The student should be able to:
4.01.01
identify objects from prepared _
mechanical drawings in pictorialand orthographic projection
4.01.02
locate parts from exploded views ofappropriate assemblies
-study and discuss pictorialviews
-study the standard placementof orthographic views
-study and discuss theadvantages of using explodedviews
167-
MODULE 4.02 READING PARTS CATALOGUES
Goal Statement
The learning experiences in this module are designed to further developthe ability of the student to read parts catalogues.
Learning Outcomes
The student should be able to:
4.02.01
Student Activities_
use the index and various sectionsof a parts catalogue as requiredto locate parts
4.02.02
locate specific information in aparts catalogue according toassigned tasks
- review the use of a partscatalogue
- use a parts catalogue andlocate specific items
168-
UNIT 5.0 SOLDERING AND GAS WELDING
General Aim
The student should develop increased understanding and skill in joiningmetals by soldering and gas welding processes.
MODULE 5.01 REVIEW OF SOLDERING PROCEDURES
Goal-Statement
The learning experiences in this module are designed to increasestudent abilities to join metals by soldering.
Learning Outcomes Student ActivitieS
The student should be able to:
5.01.01
describe the design and eXPlainthe function and application ofthe_major components of solderingequipment
5.01.02
prepare SurfacOS for soldering
5.01.03
Select proper solder and fluxes
5.11.04
select proper heating method forSpecific operation
5.01.05
demonstrate a working knowledge ofthe fundamental principles ofsoldering using flame or radiantheat
-review common applicationsfor soft and hard solderingmetals
-clean physically and chemically
-review composition of materials
-discuss approved heat sources- review application ofsoldering irons and gastorches
- discuss basic principlesand safety factors
169-
5.01.06
perform soldering operationswith standard soldering equipment
-practice assigned exercises
.L)
170
MODULE 5.02 REVIEW OF GAS WELDING PROCEDURES
Goal Statements
The learning experiences in this module are designed to:
a increase Student skill in the safe operation of gaswelding equipment, and__
b. review advantages and disadvantages of the various methods
available for gas welding metals.
Learning OutcOmeS Student Activities
The student should be able to:
5.02.01
&Scribe cOrrec'.: handling andOperating practices for gaswelding equipment
5.02.02
demonstrate correct procedures andmethods in testing for leaks
5.02.03
perform basic welds on flat stock
- discuss procedures_forhandling and securing gaswelding equipment
- use soapy watertests
- practice welds to developskills
1
171
MODULE 5.03 SAFETY RELATED TO GAS WELDING IN HAZARDOUS LOCATIONS
Goal StatemenLs
The learning experiences in this module are designed to:
a. develop student awareness of the safety hazards andprecautions required while welding on and aroundautomobiles and other hazardous locations, and
b. provide examples of the importance of safety aroundhazardous and flammable materials.
Learning Outcomes Student Activities
The student should be able to:
5.03.01
demonstrate a working knowledge ofsafe practices in the use and handlingof gas welding equipment in hazardoussituations
5.03.02
outline the effects of heaton metals
-study and discuss the specificsafety problems involved inan automotive shop
-use equipment as helmetface shield, gloves; boots;leathers; protective screens
-discuss danger of butanelighters exploding when incontact with sparks
-discuss safety aspects
UNIT 6.0 ELECTRICAL SYSTEMS
General Aims
The student should develop a working knowledge of:
a. the basic principles of D C motor operation;b. the procedures for testing and servicing electrical
starting systems;c. the theory and operation of modern charging systems;d. the theory and operation of standard and electronic
ignition systems; ande. the procedures to inspect, test and service flywheel
magnetos in relation to the theory of electromagnetism.
MODULE 6.01 PRINCIPLES OF ELECTRIC MOTOR OPERATION
Goal Statement
The learning experiences in this module are designed to providean introduction to the theory and construction of the electricmotor.
Learning tomes Student Activities
The student should be able to:
6.01.01
outline the principles that causea current carrying conductor tomove in a magnetic field
5.01.-02
draw a simple diagram of aconductor in a magnetic field
&0L03
point out on a diagram the currentflow in a simple series wound motor
-use prescribed text forreference
- study and discuss magneticforce effect
- study classroom notes onseries wound motors
- discuss the effect of lowresistance and high currentflow on motor performance
- 173 -
exp3pin and out1ie the effect thata shunt winding h:is on a four polestarter
-use prescribed text andclassroom notes
174-
MODULE 602 PRINCIPLES OF SWITCHING/RELAY DEVICES/STARTER DRIVES
Goal Statements
The learning experiences in this module are designed to:
a. Orient the student to the function of magnetic switches andsolenoids,
b. deVelOp student understanding_of the various starter drivearrangements and their function, and
c. provide an introduction to the methods used to engagedisengage a starter drive with an engine ring gear.
Learning Outcomes Student Activities
The student should be able to:
6.02.01
explain and outline the operation of amagnetic switch and list an application
6,02.02
trace current flow in a magneticswitch
6A2_03
explain and outline the operationof a solenoid as related to astarter motor
6:02.04
describe the need for the neutralsafety switch on a given_ automatictransmission equipped vehicle
6.02.05
list types of starter drives andtheir operation
-list some app Icat'-nS
- study assigned reference.
- trace current flow in anoperating solenoid; particularlynote the function of the pull-inand hold-in windings.
=contrast Ford movable poleshoe with more ':onventionaltypes
check several vehicles forneutral safety switch locationsand record information
-use text and study theoverrunning clutch drive anddisengagement method
175-
MODULE 6.03 INSPECT, TEST AND SERVICE STARTING SYSTEMS
Goal Statements
The learning ::periences in tnis module are designed to
a: develop student uttanding of inspection prccedi'res, andb. pr('vide the student with underttanding of the basic
testing procedures in starter diagnosis.
Learning Outcomes Student Activities
The student thould be able to:
6.03.01
diagnose a vehicle starting systemproblem
6.03.02
perform F= starter voltage drop test
=from the text, list thecommon problems and possiblecauses
-list sc,:tiont
-check manufacturert'specifications
176-
MODULE 6.04 PRiNCIPLES OF ALiERNATOR CHARGING SYSTEMS
Goal _St-atements
The learning experiences ii this module are de-signed to:
a: develop stuaent understanding of the construction and operationof alternators;
b. familiarize the student with electrbnic devices that are nowused in motor vehicle cilarong systems, and
c. introduce the methodt used tJ achiev,, rectification andregulation:
Le_arning_Outcomes
The student should be able to:
6;04.01
detcribe the construction and operationof an alternAtbr
6.04.02
Outline the basic operation of diodesand transistors and their applicationin the motor vehicle
6.04.03
describe rectification of alternatingcurrent using a wall chart
6.04.04
explain need for alternator outputcontrol
A(::vities
use a simplified alternatordiagram (rotlting bar magnetin a wire loop) and studythe ways that currentproduction un be increased:
a. increase strength ofmagnetic field
b. increase the speed ofthe moving magneticfieldincrease the numberof loops
-use handouts and_claStrbbmnotes to study diodet andtransistir operations
-study classroom notes_ andthe prescribed text deScriOtiOnS
-explain how regulation isachieved
177-
MODULE 6.05 INSPECT, TEST AND SERVICE CHARGING SYSTEMS
GOtii Statements.
The learning experie-ces in this module are de. .07
a. acquaint the .,tudent with the logical steps to troubleshoota motor ve cle charging system; and
b. provide opportunities for the student to participate in thetesting of a motor vehicle charging system.
Learning Outcomes Student Activities
The Student should be able to:
6.05.01
identify common charging systemproblems
f-05-02-
complete a che7ging circuitresistance test
6.05.03
check regulator operating voltage
6.05.04
test alternator current output
-compile list of pyoblems andcauses, e.r, low battery;overchargeu battery; faultyindicator lamp, noisy alternator
- refer.to manufacturers'trouble-shooting guides fordirection
- participate in_a group exerciseCOmnleting_an 'on the car.' _
chL a circuit test; checkwi ect to manufacturers's- tions
-participate in a groupactivity completing an'on the car' voltage regulatortest; follow manufacturerS'procedures
-participate in a groupactivity completing_an 'ohthe car' current output test;follow manufactiwers'procedures
178
MODULE 6.06 PRINCIPLFS OF IGN1TION SYSTEMS
Goal Statements
The learning experiences in thiS module are designed to:
a. orient the studert to the theory and operation of theconventional ignition system, and
b. develop student underStanding of the electronicignition system.
Learning OutcOmeS Student Activities
The -,tudent should be able to:
6.06.01
state how the contact point ignitionsystem wov-s
liSt components and their_functionsin the primary and secondaryignitiOn system
6.06.03
select the proper spark plug for agiven engine
6.06.04
state thP major differences betweenconventional and electronic systems
6.06.05_
state theadvaptages of anignition system
electronic
1 3
-using classroom notes andprescribed text; discuss...!:iventional system
-using the prescribed text anda spark plug chart, select theproper plug and heat rangefor several types of enginesand conditions, i.e. generallyhighspeed driving, low speeddriving, oil fouling
-compile a list of the electroniccontrols and sensing devicesthat Make up the electronicigr.itions
=179=
MODULE 6.07 INSPECT, TEST AND SERVICE CONVENTIONAL IGNITION SERVICE
Goal Statements
The learning experiences in this mcdulE, are designed to:
a. introduce the student_to the methods used to inspect andtrouble-shoot the ignition system; and
b. provide oppOrtunities for the student to use the varioustest equipment for motor vehicle engine diagnosis.
Learning Outcomes Student Activities
The student should be able to:
trouble-shoot problems in acomientional ignition system
6.07.02
remove the distributor, rotateengine, re- :establish #1 top deadcentre;:replate distributorcorrectly and retime engine
perform ignitio system tests onprimary and secondary circuits usinga voltmeter, tach/dwell meter, ohmeter,oScilloscor
use a prepared trouble-shootingchart listing problemtonditions and solutions
-practise repairing simulatedproblemS on a test engine
- practise distributor removaland replacement using proceduresheet on test engine
-practise the use of specificignition test equipment indiagnostic procedures
180-
MODULE 6.08 INSPECT AND TEST ELECTRONIC IGNITION SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. orient the student to the approaches anddiagnosti c methods used
in the testing of electronic ignitionsystems; andb; del/el-0 student awareness of the method_used for component
replacement in the electronic ignition system;
Learning Outcomes Student Activities
The Student should be able
6.08.01
be- -iods used to trouble-)nic Thnition systems
6.08 02
state procedures to be used forreplacement of electronic ignitioncomponents
- review use of_voltmeter andohmeter (detailed test_procedures:are available onspecific_eletti"Onit_ignitionsystems from the vehiclemanUfacturerS)participate in an exercisesimulating an electronicignition component testingprocedure (group activity)
- replace electronic ignitioncomponents on a test vehicle
181
MODULE 6.09 PRINCIPLES OF OPERATION; INSPECTION AND TESTING OFFLYWHEEL MAGNETOS
Goal Statements
The learning experiences in this module are designed to:
a. increase student awareness of the theory of electromagnetism;b. develop understanding of methods used to create a current flow
in a magneto ignition system, andc. assist the student to inspect and test flywheel magnetos.
Learning Outcomes Student Activities
The student should be able to:
state the electromagnetic theory
6.09.02
outline the application ofelectromagnetism as used in aflywheel magneto
6.09.03
inspect flywheel magneto for possibledefect
-review and discuss thetheory of electromagnetism
-study and discuss the theoryand operation of a flywheelmagneto
-Study_and discuss possibledefects such as loose ordamaged wires and insulation
-study and discuss the usemagneto testing equipment;carry out tests, exercisingall safety precautions withregards to electric shock;consult manuals
182-
UNIT 7.0 POWER BRAKE SYSTEMS
General Aim
The student should gain a basic understanding of the constructionand operation of power brake systems
MODULE 7.01 POWER ASSIST BRAKE UNITS
Goal Statements
_
The learning experiences in this module are designed to:
a. ifitodUte_the student to the construction and operation ofpower_assist brake units; and
b. provide Opportunities for the student to diagnose commonpower assist brake unit problems.
arning Gutcomes Student Act:vities
The student should be able to7
T_al.o1
outline the operation of the followingpower assist brake units:
a. vacuum suspehdedb. air suspendedc. hydro boost
7_01-0Z
outline the construction of tipfu owing power assist brake units
a. vacuum suspendedb. air suspend0c hdro boost
-discuss the operation of thepower assist brake units
-disassemble_a power assistbrake unit following thFmanUfactOrer!s prescribedmethodS (small group activity)
183-
UNIT 8.0 . 1 DIESEL AND GASOLINE
General Ai
The student should gain experience with:
a. the opc:ration of diesel engines and some of the trouble-shooting techniques;
b. the correct procedures to follow in the overhaul of a
gasoline engine including the_disassembly; inspection;evaluation, repair and assembly according to manufacturers'recommended procedUres; and
c. the diagnosis of small engine probleMs and procedures todetermine and conduct corrective actions.
MODULE 8.01 DIESEL ENGINE OPERATION
Goal Statement
The learning experiences in this module are designed to proVideopportunities for the student to learn about 'he construc--n andoperation of a diesel engine.
Learning Outcomes_ Stud'int Activities
The student should be able to:
8.01.01
list major construction features ofa dietel engine
8.01.02
list operating characteristics of a
diesel engine
Note: Group Activity: eitherin school, away fromschool or theoreticalapproach
-operate as a group and und0'the supervision of the teach3r
MODULE
1s4-
::RHAULING A GASOLINE ENGINE (Either flodue 8.02 or8.03 must be completed)
coal Statements
The learning experiences in this modUle are designed to:
a. review practices and procedures demonstrated and discussedduring the C P -11 General Mechanics program,
b. develOp student appreciation of the need to follow the manufacturer's.:commended procedures in the overhaul of a gasoline engine;
c. increase student awareness of the need to refer to themanufacturer's specifications in the evaluation and repair ofengine components, andassist the student in referring to the manufacturer'soperation manual to safely and correctly use the specialtyequipment and tools that apply for an engine overhaul.
Learning Outcomes Student Activities
The student should be able to:
8.02.01
evaluate the condition of an enginebefore removal from the vehicle(apply the manufacturer's recommendedtest procedure)
8.02.02
remove an engine from a vehiclefollowing the manufacturer'srecommended procedures
follow the engine manufacturer'srecommended procedures todisassemble an engine
evaluate engine components followingthe manufacturer's procedures, andreferring to the manufacturer'sspecifications
Note: All these are group
-evaluate the co. Thn rlf enengine before re':: 7ruT1the vehicle (followA themanufacturer's recommendedtest procedure)
-remove a gasoline enginefrom a vehicle the
manufacturer's recommendedprocedures)
- disassemble an engine(following the engine manufact-urer'S recommended procedures)
- evaluate engine components
185
M2:05
service engine components to thestandards established by theManufacturer using the prescribedequipment or tool in accordanceto the equipment or toolmanufacturer's operatingprOtedures
8.02.06
assemble an engine following themanufacturer's procedures
8.02.07
install an engine in a vehiclefollowing the manufacturer'Sprocedures
8.02.08
start_and test an engine afteroverhauling and installing, toeilz..ure that it meets trio
manufacturer's performancelevel and standards
- service engine components tothe standards establishedbythe manufacturer, using theprescribed equipment
- assemble an engine
- install an engine in a vehicle
- conduct this assignment insmall group situation
191
186-
MODULE 8.03 OVERHAULING A SALL GASOLINE ENGINE
Goal Statements
The learning experiences in this module are designed to:
a. increase the student ability to diagnose small engine
problems,. assist the student in formulating the procedures required
to correct the engine faults; andc. assist the student to carry out the repairs and restoration
of an engine for successful operation.
Learning Outcomes
The student
8.03.-01
evaluate the performance of anoperating engine
should be able to
. test various systems and.conditionsinvolved for a non - operating engineand evaluate steps to_be followed tolocate the source of trouble
identify engine deicts
carry out the_reOired repairs andrestoration of the engine
Student Activities
Note: Individual or groupactivities
- discuss, observe and list
the actual and possiLleindications of engineproblems
- discuss and list the systemsinvolved and the order inwhich they may be tested-discuss and evaluate thevarious tests and evaluations- carry out the disassembly andprocedures as required tolocate the source(s) oftrouble
using available texts andengine manuals; outline theprocedures for correctingthe engine defects
using the correct tools; gauges,torques; specifications etc.carry out the required repairs,adjustments and reconditioningas required
=discuss safe operatingconditions-discuss and research finaladjustments
-add fuel and start engine;adjust controls as required
188-
UNIT 9.0 FUEL DELIVERY SYSTEMS
General Aim
The student should acquire knowledge of the operation of varioustypes of automotive fuel injection systems and turbochargers.
MODULE 9.01 PRINCIPLES AND TYPES OF AUTOMOTIVE FUEL INJECTIONSYSTEMS (GASOLINE)
Goal-Statement
The learning experiences in this module are designed to increasestudent awareness of the differences between fuel injection andcarburetion.
Learning Outcomes Student Activities
The student should be able
9.01.01
identify the advantages anddisadvantages of a common fuelinjection system
9.01.02
explain the function and purposeof the major components of a commonfuel injection system
-class discussion:e.g.K-Jetronic
189
MODULE 9.02 OPERATING PRINCIPLES OF AUTOMOTIVE TURBOCHARGERS
Goal Statements
The learning experiences in this module are designed tohelp the student develop an understanding of the operatingprinciples, advantages and disadvantages of automotive turbochargers.
Learning Outcomes Student Activities
The student should be able to:
902_.01
explain and outline the functionand purpose of major components ofan automotive turbocharger
9.O2 02
identify and list the advantages anddisadvantages of automobileturbochargers
-discuss the function andpurpose of major componentsof an automotive turbocharger
-discuss advantages anddisadvantages of automobileturbochargers
190-
UNIT 10.0 EMISSION CONTROL SYSTEMS
General Aim
The student should develop increased awareness of the methods used tocontrol vehicle emissions and procedures to diagnose and service basicsystem malfunctions.
MODULE 10.01 POSITIVE CRANKCASE VENTILATION SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. help the student recognize the need for and operation of positivecrankcase ventilation in the control of vehicle emissions,
b. help the student recognize the need for regular service andinspection of the positive crankcase ventilation system, and
c. develop student skills in recognizing the common malfunctionsof the positive crankcase ventilation systems.
Learning Outcomes Student Activities
The student should be able to:
10.01.01
list the purpose of the positivecrankcase ventilation systems
10.01.02
compare and outline the operationof the positive crankcaseventilation systems
10.01.03
list in pint form the commonpositive crankcase ventilationsystem malfunctions
- discuss the purpose of thepositive crankcase ventilationsystems
- discuss and list the variouspositive crankcase ventilationsystems
- discuss and list the variouspositive crankcase ventilationsystem malfunctions
10;01.04
191-
demonstrate how to service apositive crankcase ventilationsystem
-group activity to inspectand service a positivecrankcase ventilationsystem
192
MODULE 10.02 VAPOUR RECOVERY SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. increase awareness of the need for and operation of thevapour recovery system in the control of vehicle emissions,help the student to recognize the need for regular serviceand inspection of the vapour recovery system, and
c. develop student skills in recognizing the common malfunctionsof the vapour recovery system.
Learning Outcomes Student Activities
The student should be ab:e to:
10.02.01
list the purposes of the vapourrecovery system
10.02.02
outline the operation of a vapourrecovery system
10.02.03
list in point form the commonvapour recovery system malfunctions
10.02.04
demonstrate how to service avapour recovery system
- discuss the purpose of thevapour recovery system
- discuss a vapour recoverysystem
discuss and list the variousvapour recovery systemmalfunctions
group activity to inspect andservice a vapour recoverysystem
193
MODULE 10.03 EXHAUST GAS RECIRCULATION SYSTEMS
Goal Statements_
The learning experiences in this module are designed to:
a increase student understanding of the need for and operationof exhaust gas recirculation systems and heat riser control;
b. assist the student to recognize the need for regular serviceand inspection of the exhaust gas recirculation system, and
c. develop student skills in recognizing the common malfunctionsof the exhaust gas recirculation system.
Learning Outcomes Student Activities
The student should be able to:
1 -0.03.01
list the purposes of the exhaustgas recirculation system
10_03.02
outline the operation of an exhaustgas recirculation system
10.03.03
list in point form the common exhaustgas recirculation system malfunctions
10.03.04
demonstrate how to service an exhaustgas recirculation systern
10.03.05
demonstrate the function of heatriser
I 49
-discuss the purpose of theexhaust gas recirculationsystem
-discuss the operation of anexhaust gas recirculationsystem
-discuss and list the variousexhaust gas recirculationsystem malfunctions
-group activity to inspectand service an exhaust gasrecirculation system
=discuss interrelation ofEGR and heat riser
194-
MODULE 10.04 AIR INJECTION REACTION SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. assist the student to recognize the need for and operation
of the air injection reaction system in the control of
vehicle emissions,b. outline the need for regular service and inspection of the air
injection reaction system, anddevelop student skill in recognizing the common malfunctions
of the air injection reaction system.
Learning Outcomes Student Activities
The student should be able to:
10.04.01
list the purposes of the airinjection reaction system
10.04.02
outline the operation of an airinjection reaction system
10.04.03
list in point form the common airinjection reaction systemmalfunctions
10.04.04
demonstrate how to service an airinjection reaction system
-discuss the purpose of theair injection reaction system
-discuss an air injectionreaction system
-discuss and list the variousair injection reactionsystem malfunctions
group activity to inspectand service an air injectionreaction system
- 195 -
MODULE 10.05 CATALYTIC CONVERTORS
Goal Statements
The learning experiences in this module are designed to:
a. develop awareness of the need for and operation of catalyticconvertors in the control of vehicle emissions,
b. increase student awareness of the need for regular inspectionof the catalytic convertor,
c. develop student skills in recognizing the common malfunctionsof the catalytic convertor, and
d. help the student to recognize that extreme operating temperaturescreate hazards.
LearningAutcomes Student Activities
The student should be able to:
10.05.01
list the purposes of the catalyticconvertor
10.05.02
compare and outline the operation ofthe catalytic convertor
10.05.03
list in point form the commoncatalytic convertor malfunctions
-discuss the purpose of thecatalytic convertor
-discuss the catalyticconvertors
=discuss and list the variouscatalytic convertor malfunctions
196-
MODULE 10.06 SPARK ADVANCE AND AIR FUEL RATIO CONTROLLED SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. help_the student to recognize the need for and operation ofspark advance and ail fuel ratio controlled systems in thecontrol of vehicle emissions;
b. develop awareness cf the need for regular service andinspectior of the spark advance and air fuel ratio controlsystems; and
c. develop student skills in recognizing_ the common MalfUnctiontof the spark advance and air fuel ratio control systems.
Learning Outcomes Student Activities
The student should be able to:
10.06.01
list the purposc of the spark advanceand air fuel ratio controlled systems
10.06.02
compare and outline the operation ofthe spark advance and air fuel ratiocontrolled systems
-discuss the purpose of thespark advance and air fuelratio controlled systems
-discuss and list the variousspark advance and air fuelratio controlled systems
197-
UNIT 11.0 AUTOMATIC TRANSMISSION
General Aim
The student should gain experience with the fundamental operationand servicing aspects of automatic transmissions.
MODULE 11.01 FUNDAMENTALS OF OPERATION
Goal Statements
The learning experiences in this module are designed to:
a. provide opportunities for the student to become familiar withthe construction and operating princIples of a conventionaltorque convertor,
b. increase student understanding of vortex flow, rotary flow,torque multiplication and stall condition, and
c. develop student awareness of the function of a planetary gearset.
Learning OutcoMes Student Activities
The student should be able to:
11.01.01
outline the operation of the torqueconvertor assembly
11_;_01.02-
define
a.
b.
c.
d.
e.
the following:
vortex flowrotary flowcoupling pointstall conditiontorque multiplication ratio
-discuss the operation of atorque convertor
-write a report on the operationof torque convertors using atext book as a reference
-class discussion
- 198-
11.01.03
using a classroom model demonstratethe power flow through both a simpleand compound planetary gear set
11.01.04
perform basic service to anautomatic transmission followingthe manufacturer's proceduresand recommendations
-discuss_power flow throughboth_a simple and compoundplanetary gear set
-trace power flow throughboth a simple and compoundplanetary gear set using aclassroom model
-small group to drain oil,remove pan and change filter(follow the manufacturer'sprocedures and recommendations)
- 199-
UNIT 12.0 DIFFERENTIALS AND DRIVING AXLES
General Aim
The student should acquire knowledge of the fundamental operationof differentials and driving axles.
MODULE 12.01 BASIC OPERATION OF DIFFERENTIALS AND DRIVING AXLES
Goal Statements
The learning experiences in this module are designed to:
a provide opportunities for the student to review the basicfunction and operation of a simple differential,
b. help the student to trace the flow of power through the geartrain under the varying conditions to which the drive axleassembly would be subjected,
c. orient the student to the actions of the bearings and sealsutilized in a differential and how these bearings carry thethrust and radial loads,
d. assist the student to identify the different construction designcharacteristics of axle shafts, and
e. provide an overview of the variations of differentials anda .plications so that the student can identify and explain theoperation of each particular type.
Le arm ing_Ou tcomes Student Acti viti es
The student should be able to:
12.01.01
identify all the components of asimple automotive differential
12.01.02
indicate the flow of power throughthe gear train
-indicate by using a colouredpencil on a handout sheet, thepower flow
-participate in the breakdownof the differential forinspection and familiarization
200-
explain why the power shifts fromone drive wheel to the other whenthe vehicle is in a turn
12.01.04
identify the following gear typesand design purposes:
a. straddle mounted pinionb. overhung mountingsc. hypoid type gearsd. spiral=bevel gearse. hunting gear setsf. non-hunting gear setsg. partial non-hunting
gear sets
12.01.05
identify the following differentials:
1. cone type2. multiple disc3. V-ramp non-slip4. limited slip differential
-work in small groups andinvestigate the variousdesign characteristics ofeach type of differentialin turn
-use handouts coveringdifferentials and colourthediagrams as directed
ito ndicate thrust andradial loads
-caption the gear types anddesign purposes
-participate ;ri the dis-
assembly of a commondifferential (small group
activity)
2Ht;
201-
MODULE 12.02 PLANETARY FINAL DRIVES AND APPLICATIONS
Goal-Sta-tements
The learning experiences in this module are designed to:
a; develop student understanding of the planetary gearfundamentals and construction as applied to final drives, and
b. assist the student to recognize the importance of properlubricants for final drive units and intervals of service.
Learning Outcomes_- Student Activities
The student -hould be able :
12.02.01
trace the flow of power in bothmodes of operation:
a. highb. low
12.02.02
identify proper lubricants byname and type:
a. extreme pressureb. hypoidc. viscosity
-viewing actual unit ortransparencies of same
-research of specificationsand lubricant manufacturers'literature to become familiarwith trade names etc.
202-
UNIT 13.0 STEERING SYSTEMS AND SUSPENSION SYSTEMS
General Aim
The student thoUld develop abilities to follow approved procedures for
inspecting and servicing suspension systems.
MODULE 13.01 TYPES AND IDENTIFICATION OF FRONT AND REAR SUSPENSIONSYSTEMS
Goal Statement
The_learning experiences in this module are designed to provide thestudent with a review of previous information from grade 11respect to types and identification of suspension systems.
Learning Outcomes Student Activities
The student should be able to:
13.01,01
list the various types of frontsuspension units in use on lightvehicles
list various designations ofsprings
11,01.03
state Hooke's Law
11.01.04
point out the fluid_attiOn in adirect acting or telescopic typeshock absorber
11.GLJO5
describe the_advantage of anindependent four wheel suspensionover a solid axle
=review grade 11 classroomnotes
203-
MODULE 13.02 PRINCIPLES OF STEERING GEOMETRY
Goal Statement
The learning experiences in this module are designed to provide thestudent with a review of previous information (C P 11 General Mechanics)and further develop awareness of steering geometry.
Learning Outcomes Student Activities
The student should be able to:
13.01.01
identify parts subject to wear ona vehicle steering system
13,02.02
list front end geometry terms andstate the purpose of each
13:02M
point out how to adjust caster andcamber on a classroom model
- refer to grade 11classroom notes
- use prescribed text forexplanation of terms
- practice caster/camberadjustments on a classroommodel
2u
204
MODULE 13.03 INSPECT AND SERVICE FRONT SUSPENSION SYSTEMS
Goal Statements
The learning experiences in this module are designed to:
a. introduce the student to inspection procedureS used infront end service,
b. acquaint the student with the actual adjustment of thefront end alignment geometry, and
c. orient the student to safety requirements related tosteering and suspension system service.
Learning Outcomes Student Activities
The student should be able
11._01._01
complete an inspection and evaluationreport on a given vehicle
13.03.02
list alignment prethecks
13.03.03
demonstrate how to read alignmentangles or measurements using thewheel alignment equipment
13;03.04
perform corrective adjustments oncaster, camber and toe=in on a givenvehicle
13.03.05
diagnose wheel alignment problemsand identify repair procedures
-practice checking steeringcomponents, including tireson several different vehiclesand prepare reports (smallgroup activity)
=study prepared list ofalignment prechecks
-study a complete front endadjustment procedure (smallgroup activity under directionof instructor)
-use trouble-shooting procedurelist in prescribed text anddiScuSS
205
MODULE 13.04 STANDARD STEERING GEAR BOX AND PRINCIPLES OF OPERATION
Goal_Statement
The learning experiences in this module are designed to provide thestudent with an introduction to the function of the types and designof standard steering gears.
Learning Outcomes tudent_Activities_
The student should be able :
13.04.01
identify the four types ofstandard steering gear systems
-study information on types ofsteering gearboxes (worm andsector, Ross cam and lever,recirculating - ball, rack andpinion)
21 1
- 206 -
MODULE 13.05 DISASSEMBLE INSPECT AND ASSEMBLE STANDARDSTEERING GEAR BOX
Goal Statements
The learning experiences in thiS module are designed to:
a. assist the student to evaluate the standard steering gearfor repairi_and
b. deVelOp ability of the student to make adjustments to theStandard steering gear.
Learning OutcOMOS Student Activities
The student should be able to:
13.05.01
disassemble a standard steeringgear system and evaluate forrepairs
13.05-02
assemble and complete adjustmenton a standard, worm and sector, orrecirculating ball type steeringbox
- study classroom examplesof common steering gearsystem problems
- practice adjustments Ohsteering gear bokeS;_ Werthgear bearing preload, andsector shaft preload point
207-
MODULE 13.06 OPERATING PRINCIPLES OF POWER STEERING
Goal Statements
The learning experiences in this module are designed to:
a. introduce the student to the theory of operation of thetwo basic power steering units, and
b. develop the ability of the student to identify types ofpumps.
Learning Outcomes Student Activities
The student should be able to:
13.06.01
identify the rotary valve type andlinkage type power steeringassemblies
13.06.02
identify differences betweenslipper and vane type powersteering pumps
-refer to prescribed text
-view examples of pips
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-211 =
SECTION FOUR RESOURCE MATERIALS
215
PAGE
213
-213 =.;
GENERAL MECHANICS RESOURCE MATERIALS
Automotive Mechanics Crouse, William H. First Canadian Edition,SI metric, McGraw-Hill Ryerson 1980 ISBN #0-07-014535-0
Automotive_Technology Nash, Fredrick C. Second Edition 1979, SI metric,McGraw-Hill Ryerson 1978 ISBN #0=07-092751-0
Diesel Fundamentals, Service and Repair Todbolt, W. Goodheart Wilcox
Fundamentals of Service "Electrical" John Deere ServicePublication, John Deere Road, Moline, Illinois 61265
Fundamentals of Service "General" John Deere Service Publication,John Deere Road, Moline, Illinoit 61265.
Fundamentals-of Service "Engines" John Deere Service Publication,John Deere Road, Moline, Illinois 61265
Fundamentals_of-Service "Hydraulics" John Deere Service PublicationJohn Deere Road, Moline, Illinois 61265
Fundamentals_of_Serv_i-Power" John Deere Service Publication,John Deere Road, Moline, Illinois 61265
Bendix Westinghouse- Air Brake- Equipment and Service Manual, AutomotiveService School, John Bean Division, Lansing, Michigan
Barrett Brakes Training Manual Grey-Rock Division of Raybestos, ManhattanInc., Manheim, PA
Grey Rock Brake Service Manual Henry Regnery Company, 114 West IllinoisStreet, Chicago, Illinois 60610
The Engine Cooling. System National Carbon Company, Division of UnionCarbide, Toronto, Ontario
Glenn's Emission = Control Systems Glenn; Harold T.
AutomechanicS Glenn Harold T. Copp Clark, Pitman 1976
Heavy Equipment Repair Nichols, Herbert L. North Castle Books,Greenwich, COnnetticut
Engine Bearing Service Manual Seventh Edition Federal-Modul-BowerBearing, Detroit 13, Michigan
P Prescribed Text 21
-214 =
Why Recondition Rods? Sunnen Products Company, 7910 ManchesterAvenue, St. Louis 17, Montana
JustWhat _ls_a_Pin Fit? Sunnen Products Company, 7910 ManchesterAvenue; St. Louis 17; Montana
Small -Engine &chortles Crouse, W.H. and Anglin, D L. SecondEdition McGraw-Hill Ryerson 1980
How to Read,__Use_and_Care_for Micrometers and Vernier GaugesStarrett Company, Athol, Massachusetts
Service _and___DIstallation_Manual Champion Spark Plug Company,Windsor, Ontario
Facts about Spark Rlugs_and_Engines Canadian Spark Plug Companyof Canada Ltd., Windsor, Ontario
Rotary Engine Yamamoto, Kenichi Toyo Kogyo Company 1971
Mechanics Fundamentals Stockel, Martin Goodheart-Willcox
,
Auto Service and Repair Stockel, Martin
Automotive Fuel, Lubricating and Cooling Systems Crouse, W.H.and Anglin, D.L. Sixth Edition McGraw=Hill Ryerson 1981
Automotive Tools, Fasteners and Measurements Crouse, W.H. andAnglin, D.L. McGraw-Hill Ryerson 1977
Automotive Electronics and Electrical Equipment Crouse, W.H.Ninth Edition McGraw=Hill Ryerson 1981
Pocket Automotive Dictionary Crouse, W.H. and Anglin, D.McGraw-Hill Ryerson 1976
Aids to Educators (Catalogue) General Motors Ltd., Oshawa,Ontario !AG 1K7
Ford Service Publications (Catalogue) P.O. Box 07150, Detroit,Michigan 48207
Instructional Materials Price List Mid-America Vocational CurriculumConsortium, 1515 West 6th Avenue, Stfilwater, Oklahoma, 74074
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