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Integrated Resource Package 2001

TECHNOLOGYEDUCATION11 AND 12

Automotive Technology

Ministry of Education

IRP 114

Copyright © 2001 Ministry of Education, Province of British Columbia.

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronic storage,reproduction, execution or transmission without the prior written permission of the Province.

Proprietary Notice

This document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing.

Limited Exception to Non-reproduction

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes withinBritish Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers andadministrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; andother parties providing direct or indirect education programs to entitled students as identified by the School Act or theIndependent School Act.

AUTOMOTIVE TECHNOLOGY 11 AND 12 • I

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY

Rationale for Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1The Automotive Technology 11 and 12 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Rationale for Automotive Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Suggested Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Suggested Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

THE AUTOMOTIVE TECHNOLOGY 11 AND 12 CURRICULUM

Automotive Technology 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

AUTOMOTIVE TECHNOLOGY 11 AND 12 APPENDICES

Appendix A: Prescribed Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2Appendix B: Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3Appendix C: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3

Assessment and Evaluation Samples. . . . . . . . . . . . . . . . . . . . . . . . . . . C-7Appendix D: Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-3Appendix E: Offering an Automotive Technology Program in your School . . . . . . E-3

TABLE OF CONTENTS

AUTOMOTIVE TECHNOLOGY 11 AND 12 • III

This Integrated Resource Package (IRP)provides some of the basic informationthat teachers will require to implement

the Technology Education 11 and 12:Automotive Technology curriculum. Theinformation contained in this IRP is alsoavailable through the Internet. Contact theCurriculum Branch’s home page:http://www.bced.gov.bc.ca/curriculum

THE INTRODUCTION

The Introduction provides generalinformation about the Technology Education11 and 12 curriculum as a whole, includingspecial features and requirements. It alsoprovides a rationale for the subject—whytechnology education is taught in BCschools—and an explanation of thecurriculum organizers.

THE TECHNOLOGY EDUCATION 11 AND 12:AUTOMOTIVE TECHNOLOGY CURRICULUM

The Automotive Technology 11 and 12IRP is structured in terms of curriculumorganizers. The main body of this IRP consistsof four columns of information for eachorganizer. These columns describe:

• provincially prescribed learning outcomestatements for Automotive Technology 11and 12

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies fordetermining how well students areachieving the outcomes provincially

• recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Learning outcomes set out theknowledge, enduring ideas, issues, concepts,skills, and attitudes for each subject. They are

statements of what students are expected toknow and be able to do in each grade.Learning outcomes are clearly stated andexpressed in observable terms. All learningoutcomes complete this stem: “It is expectedthat students will. . . . ”. Outcome statementshave been written to enable teachers to usetheir experience and professional judgmentwhen planning and evaluating. The outcomesare benchmarks that will permit the use ofcriterion-referenced performance standards.It is expected that actual student performancewill vary. Evaluation, reporting, and studentplacement with respect to these outcomesdepends on the professional judgment ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructionalstrategies or substitute others that willenable their students to achieve theprescribed outcomes. These strategies havebeen developed by specialist and generalistteachers to assist their colleagues; they aresuggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.As with the instructional strategies, thesestrategies have been developed by specialistand generalist teachers to assist theircolleagues; they are suggestions only.


IV • AUTOMOTIVE TECHNOLOGY 11 AND 12

Provincially Recommended LearningResources

Provincially recommended learningresources are materials that have beenreviewed and evaluated by BC educators incollaboration with the Ministry of Educationaccording to a stringent set of criteria. Theseresources are organized as Grade Collections.A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and bycurriculum organizer. It can be regarded as a‘starter set’ of basic resources to deliver thecurriculum. With very few exceptions,learning resources listed in Grade Collectionswill be the only provincially evaluated andrecommended learning resources. They aretypically materials suitable for student use,but they may also include informationprimarily intended for teachers. Teachersand school districts are encouraged to selectthose resources that they find most relevantand useful for their students, and tosupplement these with locally approvedmaterials and resources to meet specific localneeds.

The recommended resources listed in themain body (fourth column) of this IRP arethose that either present comprehensivecoverage of the learning outcomes of theparticular curriculum organizer or provideunique support to specific topics. AppendixB contains a complete listing of provinciallyrecommended learning resources to supportthis curriculum.


APPENDICES

A series of appendices provides additionalinformation about the curriculum, andfurther support for the teacher.

• Appendix A contains a listing of theprescribed learning outcomes for thecurriculum.

• Appendix B consists of generalinformation on learning resources,including Grade Collections, selectinglearning resources for the classroom, andfunding, followed by the GradeCollection(s) for the AutomotiveTechnology 11 and 12 IRP containinggrade level organizational charts andalphabetical annotated lists of theprovincially recommended resources. Newresources are evaluated on an ongoingbasis and the new provincialrecommendations are posted on theCurriculum web site. Teachers are advisedto check the web site on a regular basis.http://www.bced.gov.bc.ca/irp–

resources/lr/resource/consub.htm

• Appendix C contains assistance forteachers regarding provincial evaluationand reporting policy. Prescribed learningoutcomes have been used as the source forexamples of criterion-referencedevaluations.

• Appendix D acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

• Appendix E provides information onsuggested provincially approved Grade 12courses that may be offered as anextension to Automotive Technology 11and 12.

AUTOMOTIVE TECHNOLOGY 11 AND 12 • V

SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

the

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCESSuggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the PrescribedLearning Outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggests a variety ofinstructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples that they mightmodify to suit thedevelopmental levels oftheir students.

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the PrescribedLearning Outcomes. Acomplete list including ashort description of theresource, its media type,and distributor isincluded in Appendix Bof this IRP.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer or sub-

organizer. These aid theteacher in day-to-day

planning.

Grade Curriculum Organizer

Grade Curriculum OrganizerGRADE 11 • Shop Practices

GRADE 11 • Shop Practices

It is expected that students will:

• demonstrate the ability to access and use technicalinformation describe general shop administrativepractices

• perform accurate measurements on a variety ofautomotive components

• correctly identify and use a variety of:- basic automotive tools- basic shop and test equipment- fasteners and fittings

• Have students create or fill out various shop forms(e.g., work order, parts list, inspection or service report,log book). When assessing students’ work, look for:- legibility of their writing- inclusion of relevant information- acquisition of essential signatures- accuracy of information.

• Invite students to role play various shop activities andpositions (e.g., shop supervisor, parts person, tool roomattendant, customer). Observe and note the extent towhich they:- demonstrate and understand the importance of productivity- describe the implications of an employee being late or absent- handle a customer’s vehicle complaint.

• Have students work in groups and measure a variety ofitems (e.g., engine components, shafts, or othermechanical items). Assess students’:

- choice of measuring instrument- accurate use of the measuring instrument- application of mathematics, such as fractions

and decimals.• Have students select and use hand or power tools for a

particular task. In assessing a student’s performance,consider the extent to which the student:

- selects the appropriate tool for the task- uses the tool in a safe manner- identifies and reports any tools or equipment

that are unsafe.

• Using a variety of sources (e.g., owner’s manual, manualson CD-ROM, the Internet), have students retrieve technicalinformation for a particular application.

• Have students select the appropriate measuringinstruments and perform accurate measurements onautomotive components.

• On a daily basis, have students record their shop activity orwork accomplished (e.g., journals, time cards, work orders,log sheets).

• Provide a set of basic hand and power tools. Have studentsidentify them and demonstrate their correct usage.

• Have students identify the shop equipment. Providestudents with opportunities to operate shop equipmentbased on instructor demonstration.

• On automotive assemblies, have students identify anddemonstrate the correct application of fasteners andfittings. Activities could include:- perform a double-flare on a fuel line or brake line- drill and tap a hole- torque a bolt to specifications.

Print Materials

• Auto Fundamentals• Auto Service and Repair• Automotive Service: Inspection, Maintenance,

and Repair• Motor Automotive Technology• Trades Common Core

Video

• Basic Car Care• C-V Axles• Ignition System Operation• Understanding Automotive Technology• Vehicle Maintenance and Fluid Service

Multimedia

• Automotive Excellence Vol. 1• Automotive Excellence Vol. 2


AUTOMOTIVE TECHNOLOGY 11 AND 12 • 1


RATIONALE FOR TECHNOLOGY EDUCATION

Technology is embodied in devices thatextend human capabilities. It provides thetools to extend our vision, to send andreceive sounds and images from around theworld, and to improve health, lifestyle,economies, and ecosystems. As technologyassumes an increasingly dominant force insociety, technological literacy is becoming asessential as numeracy skills and the ability toread and write. In providing thefundamentals of technological literacy,technology education helps young peopleprepare to live and work in a world ofcontinuously evolving technologies.

A technologically literate person uses tools,materials, systems, and processes in aninformed, ethical, and responsible way. To beresponsible members of society, studentsmust be aware of the impact that ever-changing technology has on their lives. Theyneed to reflect critically on technology’s rolein society and consider its positive andnegative effects. Technology educationfosters the development of skills andattitudes that increase students’ abilities toresponsibly address the social and ethicalissues of technological advancements.

To meet career challenges, students must beable to communicate effectively, makeindependent decisions, solve problems, workindependently and cooperatively withindividuals from diverse backgrounds, andbecome technically competent. Indeed, theConference Board of Canada has identifiedthese skills as critical to employment in the21st century (see the Board’s “EmployabilitySkills 2000+” brochure, available online athttp://www.conferenceboard.ca/nbec/research.htm or from the Board at 255 SmythRoad, Ottawa ON K1H 8M7 Canada, Tel.(613) 526- 3280, Fax (613) 526- 4857). InTechnology Education 11 and 12 courses

students have the opportunity to develop avariety of skills and abilities essential foremployment in today’s economy.

Activities in Technology Education provideopportunities for students to develop,reinforce, and apply:

• numeracy skills as they calculate, estimate,and measure

• information skills as they identify, locate,gather, store, retrieve, process, and presentinformation

• communication skills as they applytechnology to communicate their designideas, solutions, reflections, and products

• problem-solving skills as they identify,describe, and analyse problems, and testtheir ideas and solutions

• social and cooperative skills as theyinteract with others to solve problems andcomplete projects

• leadership and project-management skillsas they set goals, plan, address challenges,and resolve conflicts

• physical skills as they carry outtechnological tasks using tools, equipment,and materials correctly, efficiently, andsafely.

Technology Education Objectives

The aim of the Technology Educationcurriculum is to help students developtechnological literacy and lifelong learningpatterns that they need to live and workeffectively in a changing technologicalsociety. To achieve this, the curriculumprovides a framework for students to learnhow to design and construct solutions toreal-world problems and opportunities toput into practice what they have learned.

Technology Education should providestudents with opportunities to:

2 • AUTOMOTIVE TECHNOLOGY 11 AND 12


• develop the ability to solve technologicalproblems

• develop the ability to make things andexplore technology

• develop the ability to deal ethically withtechnology

• develop lifelong learning patterns neededto function effectively in a changingtechnological environment

• acquire skills and attitudes needed towork with technology both independentlyand as a cooperative member of a group

• develop appropriate attitudes andpractices with respect to work safety andpersonal health

• gain competence in working with tools,materials, and processes to produce high-quality work

• develop language and visualcommunication skills to investigate,explain, and illustrate aspects oftechnology

• apply and integrate skills, knowledge, andresources across disciplines and intechnological activities

• explore and pursue technological careersand associated lifestyles

• become discerning users of materials,products, and technical services.

THE AUTOMOTIVE TECHNOLOGY 11 AND 12CURRICULUM

This Integrated Resource Package (IRP) setsout the provincially prescribed curriculumfor the Technology Education 11 and 12:Automotive Technology curriculum.Additional Technology Education 11 and 12courses include:

• Carpentry and Joinery (scheduled for2001)

• Drafting and Design (scheduled for 2001)• Electronics (scheduled for 2002)• Industrial Design (released in 1997)• Metalwork (scheduled for 2002)

The development of this IRP has beenguided by the principles of learning:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and agroup process.

Health and Safety

Safe work practices and procedures, andcreating an understanding of what isrequired for a healthy work environment, areabsolutely essential. As students begin towork with tools and equipment, safety andpractice procedures must be introduced andreinforced throughout.

Correct safety practices must be establishedas soon as students begin their studies intechnology education and must bemaintained throughout the curriculum.Teachers must use good judgment wheninstructing students in safety practices,remembering that the main objective isstudent learning.

It is essential that teachers address thefollowing questions before, during, and afteran activity:

• Has the instruction been sequencedprogressively to ensure safety?

• Have students been given specificinstruction on how to use and handleequipment and tools correctly?

• Have students been given specificinstruction on how to use, handle, anddispose of hazardous materials?

• Are the tools and equipment in goodrepair, suitably arranged, andappropriately sized for students?

• Are students being properly supervised?• Do the facilities provide adequate lighting

and ventilation for the activity?



• Have students been made aware ofhazards in the facility area?

• Have students been made aware ofappropriate school-based and industrialsafety standards and procedures?

Teachers should ensure that safety practicesare implemented. The following is not an all-inclusive list, but a guide to help teachersestablish a safe learning environment.Students should:• wear appropriate attire and safety

equipment• follow established rules and routines• select tasks that are within their abilities• demonstrate safe work practices and

attitudes• show respect for the safety of themselves

and others• recognize hazards in work areas.

RATIONALE FOR AUTOMOTIVE TECHNOLOGY

The modern automobile has becomeutilitarian and a purely functional object. Yetit is a complicated and wondrous thing. It isdependable, reliable, durable, and safe, witha wide array of accessories that make itcomfortable and appealing for both driversand passengers. With the emphasis onenvironment and economics, the car hasmoved into the next century with an air ofmystery surrounding its future. The genericautomotive technology curriculumcomponents outlined in this IRP, identify thekinds of skills, attitudes, competencies, andqualities that form the foundation of an all-round technological education.

The proliferation of technological change inthe automobile has increased the scope ofinstruction required to prepare students forpost-secondary, career or avocationalpursuits. There is still the requirement toprovide a base of knowledge and skillsrelating to the operation of the automobile;

however, the need for further knowledgeand skills continues to increase asautomotive technology changes. Whereas inthe past most repairs would be carried outby one technician, today, service and repairsto automobiles are increasingly conducted byautomotive technicians who specialize in aparticular area of vehicles. The trend tospecialization within the automotiveindustry is not dissimilar to the trend towardspecialization in other fields (e.g., themedical and legal fields).

Preparing for Transition to Post-secondaryEducation

The primary focus of this IRP is on the“introductory” Grade 11 and Grade 12Automotive Technology courses.Automotive Technology 11 and 12 providestudents with a general base knowledge ofthe maintenance and operation of theautomobile. The scope of the knowledgerequired is such that students wishing topursue automotive technology, either forcareer or personal goals, require a broaderknowledge base. Such students can be givenopportunities to increase their knowledgethrough additional courses. More advancedAutomotive Technology programs aredesigned to help students make careerchoices, and to develop the necessarymarketable skills to expand their knowledgeand education in the technology field.Students who wish to pursue careers in theautomotive technology field, may use theirsecondary school programs towards anumber of options. For example:• automotive technician• automotive collision repair technician• heavy duty equipment technician• automotive parts sales• automotive equipment sales and service• automotive service management.



Preparing for the Workplace

Students will have opportunities tounderstand the relationship of automotivetechnology to a wide variety of careeropportunities. The Automotive Technologyprogram provides knowledge, skills, andattitudes for related careers.

The Automotive Technology fieldincreasingly requires employees to upgradetheir knowledge and skills to keep up withthe new technologies through regularretraining and professional developmentactivities. For example, the increasingcomplexity of the automobile requires futuretechnicians to have a sound approach toproblem-solving and diagnostic procedures.

Avocational Pursuits

The automobile plays a major role in themajority of people’s lives, whether it is usedfor daily transportation or used for pleasure.Students will have opportunities tounderstand the maintenance and operationof the automobile. This knowledge will allowthem to either maintain or repair their ownautomobiles, or provide them with therequired skills to discuss their automotiveneeds with automotive technicians.

CURRICULUM ORGANIZERS

The prescribed learning outcomes for thecourses described in this Integrated ResourcePackage are grouped under a number ofcurriculum organizers. These curriculumorganizers reflect the main areas ofAutomotive Technology that students areexpected to address. They form theframework of the curriculum. The organizersare not equivalent in terms of number ofoutcomes or the time that students willrequire in order to achieve these outcomes.The sequence of the following set of

curriculum organizers is not meant toconvey an order of importance orinstruction:

• Self and Society• Safety• Shop Practices• Power Train• Body and Chassis• Electrical and Electronic Systems

Self and Society

This area focuses on developing the skillsrequired in an Automotive Technologyworking environment, and creating anunderstanding of career opportunities in thisand related fields. Students will also developan understanding of the impact on theenvironment, and the social, legal and ethicalresponsibilities involved in the operation ofthe automobile. The prescribed learningoutcomes are expected to be applied, whereappropriate, throughout the courses.

Safety

The focus in this area is on safe workpractices and procedures and on what isrequired for a healthy work environment.These learning outcomes should beintroduced as students begin to work withtools and equipment, and should bereinforced through all the courses.

Shop Practices

This curriculum organizer providesopportunities for students to develop theability to access and use technicalinformation, understand shop administrativepractices, perform accurate measurements,and apply appropriate attitudes and workethics. Students will also have theopportunity to demonstrate proficiency inthe correct and safe use of tools, equipment,



and fasteners and fittings. These prescribedlearning outcomes should be reinforcedthroughout the courses.

Power Train

This organizer focuses on the power train ofthe automobile and provides the opportunityfor students to understand the operation,service and maintenance of the engine,engine support systems, and drive linecomponents.

Body and Chassis (Grade 11)Chassis (Grade 12)

This area actually comprises twocomponents: body and chassis. In theAutomotive Technology 11 course, studentswill be introduced to minor body and trimmaintenance. Due to the complexity of thematerial that needs to be covered, theAutomotive Technology 12 course will focuson the chassis alone. Students are providedwith the opportunity to understand theoperation, service, and maintenance ofchassis systems.

Electrical and Electronic Systems

In this area, students will be given theopportunity to develop an understanding ofautomotive electrical and electronic systems.

SUGGESTED INSTRUCTIONAL STRATEGIES

In this Integrated Resource Package,instructional strategies have been includedfor each curriculum organizer and grade.These strategies are suggestions only,designed to provide guidance for generalistand specialist teachers planning instructionto meet the prescribed learning outcomes.The strategies may be either teacher-directed, student-directed, or both.

There is not necessarily a one-to-onerelationship between learning outcomes andinstructional strategies, nor is thisorganization intended to prescribe a linearmeans of course delivery. It is expected thatteachers will adapt, modify, combine, andorganize instructional strategies to meet theneeds of students and to respond to localrequirements.

Teachers should include as manyinstructional methods as possible to presenttechnical information. Blending live repairswith simulated (i.e., instructor-prepared)tasks will maximize learning. For optimumlearning, a combination in-shop and in-classapproach is recommended.

The suggested instructional strategies maybe undertaken by individual students,partners, or small groups. AutomotiveTechnology 11 and 12 emphasizes skillsneeded in a changing society. As a result,emphasis is given to the following strategies:

• Strategies that develop applied skills.In order to see technology education, ingeneral, as relevant and useful, studentsmust learn how it can be applied to avariety of real workplace situations.Students learn more quickly and retaintheir learning better when they areactively involved in the learning process.Using a variety of activities with built-inlearning situations will help students tounderstand, identify, and solve problemsthat occur in life.

• Strategies that foster the development ofindividual and group skills.In the workplace, people need to know howto work effectively, individually and withothers, to solve problems and completetasks. Students need opportunities to workindependently to enhance theirorganizational and self-evaluation skills.



Students also need to experience thedynamics of group work to enhance theirunderstanding of group problem-solvingprocesses. Group work focuses on suchskills as collaboration, communication,leadership, and cooperation.

• Strategies that foster research and critical-thinking skills.In order to make informed and responsiblechoices about the appropriate use oftechnology, students need to receive andprocess information critically. To developdecision-making and problem-solvingskills, students need to be challenged toidentify problems and develop solutions.

• Strategies that use technology.The ability to use technology to solveproblems is a necessary skill in theworkplace and in post-secondaryeducation. Students use technology toaccess information, to performcalculations, and to enhance thepresentation of ideas.

Other ways to enhance the program include:

• forming an automotive club• offering a career preparation program• offering apprenticeship programs (some

may include corporate sponsorship)• constructing laboratory demonstration

units• arranging field trips• holding a contest.

SUGGESTED ASSESSMENT STRATEGIES

Teachers determine the best assessmentmethods for their students. The assessmentstrategies in this document describe a varietyof ideas and methods for gathering evidenceof student performance. The assessmentstrategies column for a particular organizeralways includes specific examples of

assessment strategies. Some strategies relateto particular activities, while others aregeneral and could apply to any activity.These specific strategies may be introducedby a context statement that explains howstudents at this age can demonstrate theirlearning, what teachers can look for, andhow this information can be used to adaptfurther instruction.

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas requiring diagnostic teaching andintervention. Teachers base their evaluationof a student’s performance on theinformation collected through assessment.

Teachers determine the purpose, aspects, orattributes of learning on which to focus theassessment; when to collect the evidence;and the assessment methods, tools, ortechniques most appropriate to use.Assessment focuses on the critical orsignificant aspects of the learning to bedemonstrated by the student.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment topencil-and-paper tests. Appendix C includesa more detailed discussion of assessment andevaluation.



Integration of Cross-Curricular Interests

Throughout the curriculum developmentand revision process, the development teamhas done its best to ensure that relevance,equity, and accessibility issues are addressedin this IRP. Wherever appropriate for thesubject, these issues have been integratedinto the learning outcomes, suggestedinstructional strategies, and suggestedassessment strategies. Although it is neitherpractical nor possible to include anexhaustive list of such issues, teachers areencouraged to continue ensuring thatclassroom activities and resources alsoincorporate appropriate role portrayals,relevant issues, and exemplars of themessuch as inclusion and acceptance.

The Ministry, in consultation withexperienced teachers and other educators,has developed a set of criteria for evaluatinglearning resources. Although the list isneither exhaustive nor prescriptive, most ofthese criteria can be usefully applied toinstructional and assessment activities aswell as learning resources. Brief descriptionsof these criteria, grouped under the headingsof Content, Instructional Design, TechnicalDesign, and Social Considerations, may befound on pages 30 through 45 of Evaluating,Selecting, and Managing Learning Resources(2000), document number RB0065. ThisMinistry document has been distributed toall schools. Additional copies may beordered from Office Products Centre, 1-800-282-7955 or (250) 952-4460, if in Victoria.

Gender Issues in Technology Education

The education system is committed tohelping both male and female studentssucceed equally well. This is particularlyimportant in the area of technologyeducation, where female participation is low.Teaching, assessment materials, learning

activities, and classroom environmentsshould place value on the experiences andcontributions of all people and cultivateinterest and access for female students.

Teachers should consider the diversity oflearning styles and watch for gender bias inlearning resources, and bias in interactionwith students. The following instructionalstrategies for technology education areprovided to help teachers deliver gender-sensitive programs.

• Feature women who make extensive useof technology in their careers—perhaps asguest speakers or subjects of study in theclassroom.

• Develop instruction to acknowledgedifferences in experiences and interestsbetween young women and young men.

• Demonstrate the relevance of technologyeducation to careers and to daily life inways that appeal to a variety of studentsin the class or school. Successful linksinclude sciences and environmental issues.

• Provide practical learning opportunitiesdesigned specifically to help youngwomen develop confidence and interest intechnology education and non-traditionalroles.

Adapting Instruction for Diverse StudentNeeds

Technology education, particularly activity-based technology education, hastraditionally been a significant area for pre-employment skill-developmentopportunities and an ideal area for studentswith special needs. Technology education,with its focus on the benefits of concrete,real-world experiences, provides studentswith opportunities to work effectively ingroup situations, focusing on observationand experimentation, and alternativemethods of evaluation. For students with



exceptional gifts or talents, this curriculumarea is also ideal for creative learningexperiences and critical-thinking activities.Opportunities for extension and accelerationare rich in technology education, and, forsome students with special needs, thiscurriculum can provide opportunities toapply personal experiences to enrich theirlearning.

When students with special needs areexpected to achieve or surpass the learningoutcomes set out in the TechnologyEducation 11 and 12 curriculum, regulargrading practices and reporting proceduresare followed. However, when students arenot expected to achieve the learningoutcomes, modifications must be noted intheir Individual Education Plans (IEPs).Instructional and assessment methodsshould be adapted to meet the needs of allstudents. When students require adaptationsin order to meet the regular learningoutcomes, these too should be noted in anIEP. The following strategies may helpstudents with special needs succeed intechnology education.

Adapt the Environment

• cluster-group students with particular giftsor needs

• make use of preferential seating toenhance learning

• create a space with minimum distractions• change the location of the learning activity

to optimize concentration• make use of cooperative grouping or

pairing of learners

Adapt Presentation or Instruction

• make extensions of activities for studentswith special gifts and talents

• offer choices for self-directed learning

• provide advance organizers of keytechnology education concepts

• demonstrate or model new concepts• adjust the pace of activities as required• change the wording of questions or

instruction to match the student’s level ofunderstanding

• provide functional, practical opportunitiesfor students to practise skills

• use bilingual peers or volunteers to helpESL students (e.g., clarify safety rules)

Adapt Materials and Equipment

• use techniques to make the organization ofactivities more explicit (e.g., colour-codethe steps used to solve a problem)

• use manipulatives• provide large-print charts or activity

sheets• use opaque overlays to reduce the

quantity of visible print• highlight key points in written material• provide software that defaults to a larger

font size• use adapted computer technology

hardware and appropriate software• provide alternative resources on the same

concepts at an easier comprehension level• use translated material for information

(e.g., safety rules)• provide or arrange opportunities for

independent research (e.g., CD-ROM)

Adapt Methods of Assistance

• train and use peer tutors to assist studentswith special needs

• arrange for teacher assistants to work withindividuals or small groups

• collaborate with support teachers todevelop appropriate strategies forindividual students with special needs



Adapt Methods of Assessment

• allow students to demonstrate theirunderstanding of technology educationconcepts in a variety of ways (e.g., throughmurals, displays, models, oralpresentations)

• match assessment tools to students’ needs(e.g., oral or open-book tests, tasksperformed without time limits, teacherand student conferencing)

• set short-term achievable goals withfrequent feedback

• provide opportunities for students to doself-assessment and individualized goalsetting

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

11AUTOMOTIVE TECHNOLOGY 11 AND 12 •

CURRICULUMAutomotive Technology 11 and 12

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES


GRADE 11 • Self and Society


• compare emerging and alternative energysources used to power vehicles

• describe the historical and potential futureimpact of energy, power, and transportationsystems on society and the environment

• apply employability skills in the automotivework environment

• identify potential careers in automotivetechnology and related fields

• outline social, legal, and ethicalresponsibilities associated with vehicleoperation

• Have students research the history of theautomobile and list the major steps in itsdevelopment. Engage students in a classdiscussion about the impact of thesedevelopments and what factors caused them.

• As a class, have students develop a list of theforms of energy used to construct and powerautomobiles. Lead a discussion regarding theeffects these forms of energy have on theenvironment. Have students summarize theimpact of automobiles on the environment andreport their findings to the class.

• After showing a career video, have studentsresearch particular jobs in automotive technology(encourage students to examine a diverse range ofjobs). As a class, have students develop a list ofquestions that can be used to interviewindividuals in the automotive trade. Following theinterview process (in-class guest speaker or in thefield), have students report their findings to theclass.

• Invite several female and male employers toparticipate in a class discussion of employabilityskills.

• Present the Conference Board of Canada’s list ofEmployability Skills 2000+. This is available online athttp://www.conferenceboard.ca/nbec/research.htmor from the Board at 255 Smyth Road, Ottawa, ONK1H 8M7 Canada, Tel. (613) 526- 3280, Fax (613)526- 4857. Ask students to suggest how the variousemployability skills might be applicable in anautomotive technology work environment.

• Have groups of students discuss the social, legal,and ethical responsibilities of vehicle operation,and present their views to the class. As anextension, invite a motor vehicle inspector, policeofficer, or automobile insurance agent to speak tothe class.



• Have students, in groups, investigate social andenvironmental considerations with respect to theautomotive industry. Conduct a class discussion,and note to what extent students are able to:- identify various power sources- relate costs to each type of power source- recognize the impact on society- identify or describe the consequences of energy

shortages- cite examples of new power/energy sources.

• When students assess environmental impacts onself and society, consider how they:- view auto pollution- describe waste management- provide examples of practices that have an

impact, identify the potential impact, andsuggest actions for mitigating the impact.

• As students research a particular position in thefield of automotive technology, note the extent towhich they:- consider the work environment- consider health and safety- identify wages or salary as a factor- consider opportunities for gender equity- identify the skills, training, and other

qualifications required to obtain and do the job.

Print Materials

• Automotive Excellence Vol. 1• Automotive Excellence Vol. 2• Automotive Service: Inspection, Maintenance,


Video

• Ignition System Operation• Understanding Automotive Technology





• identify WCB regulations related to theautomotive shop environment

• apply safe and healthy work practices• demonstrate the safe use of tools and

equipment• identify potential vehicle and workplace

hazards• classify fires and demonstrate knowledge of

appropriate extinguishing procedures

GRADE 11 • Safety

• Have students list the jobs they do at home and atwork, and compile a summary of potentialhazards.

• Conduct a class discussion on personalexperiences regarding accidents. Have studentsdiscuss strategies for prevention.

• Have groups of students tour a shop in operationoutside of their classroom. Have students identifyand report on the shop’s safety practices, bothnegative and positive.

• Have students suggest procedures to ensure a safeworking environment and discuss how theycompare to WCB regulations and informationprovided on MSD sheets.

• Discuss with students activities they will performin the shop, and have them identify protectionrequired.

• Have each student complete a floor plan of theshop, showing locations of safety equipment.



• As students work in the shop, observe the extentto which they are able to:- demonstrate safe use of tools and equipment- demonstrate safe handling of potentially

hazardous materials- utilize safe and healthy work practices.

• During a class discussion on the WCB regulations,observe the extent to which students are able to:- identify the responsibilities of employees and

employers- identify procedures/standards in case of

accident or injury- identify different types of protective equipment

and their proper use- identify potential hazards- provide examples of possible preventive

measures.• When students use MSD sheets, evaluate

responses based on questions such as:- What is the purpose of MSD sheets?- How are these sheets obtained?- What are the legal requirements?- What kinds of information do the sheets

provide?- Where are these sheets kept for reference?- What products must be labelled?

Print Materials

• Automotive Excellence Vol. 1• Automotive Excellence Vol. 2• Auto Fundamentals• Auto Service and Repair• Automotive Service: Inspection, Maintenance,


Video


GRADE 11 • Safety





• demonstrate the ability to access and usetechnical information

• describe general shop administrative practices• perform accurate measurements on a variety

of automotive components• correctly identify and use a variety of:

- basic automotive tools- basic shop and test equipment- fasteners and fittings

• Using a variety of sources (e.g., owner’s manual,manuals on CD-ROM, the Internet), have studentsretrieve technical information for a particularapplication.

• Have students select the appropriate measuringinstruments and perform accurate measurementson automotive components.

• On a daily basis, have students record their shopactivity or work accomplished (e.g., journals, timecards, work orders, log sheets).

• Provide a set of basic hand and power tools. Havestudents identify them and demonstrate theircorrect usage.

• Have students identify the shop equipment.Provide students with opportunities to operateshop equipment based on instructordemonstration.

• On automotive assemblies, have students identifyand demonstrate the correct application offasteners and fittings. Activities could include:- perform a double-flare on a fuel line or brake

line- drill and tap a hole- torque a bolt to specifications.



• Have students create or fill out various shop forms(e.g., work order, parts list, inspection or servicereport, log book). When assessing students’ work,look for:- legibility of their writing- inclusion of relevant information- acquisition of essential signatures- accuracy of information.

• Invite students to role play various shop activitiesand positions (e.g., shop supervisor, parts person,tool room attendant, customer). Observe and notethe extent to which they:- demonstrate and understand the importance of

productivity- describe the implications of an employee being

late or absent- handle a customer’s vehicle complaint.

• Have students work in groups and measure avariety of items (e.g., engine components, shafts,or other mechanical items). Assess students’:- choice of measuring instrument- accurate use of the measuring instrument- application of mathematics, such as fractions

and decimals.• Have students select and use hand or power tools

for a particular task. In assessing a student’sperformance, consider the extent to which thestudent:- selects the appropriate tool for the task- uses the tool in a safe manner- identifies and reports any tools or equipment

that are unsafe.

Print Materials



Video





GRADE 11 • Power Train


• describe engine types• describe the fundamentals of engine operation• explain the operation of engine support

systems• identify and describe the operation of

driveline components• perform scheduled service and inspection

procedures

• Use a video to explain the workings of an internalcombustion engine. Then have students describethe operation of a 4-stroke cycle engine, usingdiagrams.

• Have students research a variety of engine types,using various resources (e.g., the Internet, printmedia), and report their findings to the class.

• Assign a specific engine support system (e.g.,cooling, lubrication, fuel), and have studentsdescribe the system’s purpose, operation, andcomponents. Have students perform basicinspection or service procedures, such as:- test cooling system for leaks- test antifreeze level- test engine oil pressure- change oil.

• Following a class discussion, have studentsdescribe driveline components and perform basicinspection or service procedures:- check transmission and differential fluid levels- inspect CV and universal joints.



• Have students illustrate and identify variousdriveline components. Note to what extent theyare able to describe:- the purpose of a clutch transmission and

differential- the difference between a standard and an

automatic transmission- the purpose of a universal joint- the operation of a constant velocity joint- various differential designs.

• When students perform a scheduled maintenanceprocedure on an engine support system, watch forevidence that they are able to:- identify and locate the parts of an engine

support system- identify the tasks to be performed- access necessary information from the owner’s

or service manual- perform the tasks accurately and safely,

according to accepted standards- accurately complete an inspection form.

Print Materials

• Automotive Excellence Vol. 2• Auto Fundamentals• Automotive Service: Inspection, Maintenance,

and Repair• Motor Automotive Technology

Video

• Basic Car Care• C-V Axles• Understanding Automotive Technology• Vehicle Maintenance and Fluid Service




GRADE 11 • Body and Chassis


• identify and describe suspension and steeringcomponents

• give examples of wheel and tire specifications• outline the basic principles of wheel alignment• describe the operating principles of brake

systems• describe procedures for minor body and trim

maintenance• perform scheduled service and inspection

procedures for body and chassis systems

• As a class, discuss how wheels and tires differaccording to application. Have students inspect atire and note its specifications and overallcondition. Have students inflate a tire to thespecified pressure.

• Conduct a class discussion on the principles ofhydraulics and levers as they relate to brakesystems. Have students perform a visual brakeinspection and record their findings.

• Following a discussion on wheel alignment, havestudents identify the various wheel alignmentangles on a diagram.

• Have students describe suspension and steering,and perform basic inspection or serviceprocedures:- inspect and lubricate tie-rod ends and ball

joints- check shock absorbers and springs.

• Have students identify methods of minor bodymaintenance (e.g., door lubrication andadjustment, hood latch adjustment, trim and sealreplacement).



• As students examine wheel alignment diagrams ofbody and chassis, note their abilities to:- identify the castor angle- identify the camber angle- identify the toe angle.

• When students are engaged in performing a basicinspection of the steering and braking systems,observe and note to what extent they are able to:- identify the respective parts- explain the basic function of each part- describe the condition of the parts- differentiate between a drum and a disc brake- explain brake operation.

• As students examine a tire, assess the student’sability to:- interpret tire specifications- assess the condition of the tire, including tread

wear and depth- describe possible methods of repair.

• As students adjust a misaligned hood on a vehicle:- observe the care taken to adjust the hood- evaluate the accuracy of the adjustment.

Print Materials

• Auto Body Repairing and Refinishing• Automotive Service: Inspection, Maintenance,


Video

• Basic Car Care• Understanding Automotive Technology• Vehicle Maintenance and Fluid Service

GRADE 11 • Body and Chassis



GRADE 11 • Electrical and Electronic Systems


• relate electrical theory to automotivetechnology

• describe the function and operation ofignition, charging, and starting systems

• identify electrical accessories and lightingsystems

• perform scheduled service and inspectionprocedures

• Have students review electrical theory (volts,amps, and ohms, which are covered in Science 10),and report their findings in a class discussion.Students can then be asked to create a diagramillustrating circuits (i.e., series, parallel, and series-parallel).

• Have groups of students identify electrical andelectronic systems on a selected vehicle and thenlist their findings.

• As a class, discuss and describe the function andoperation of basic electrical and electronicsystems.

• After showing a video on the system you intend tofocus on, have students identify, inspect, andservice the system. For example:- battery load test- charging system output test- starter draw test- circuit continuity test- ignition test.



• After students have examined a number ofdiagrams, and as they are engaged in a classdiscussion on electrical and electronic systems,assess the extent to which the students are able to:- define Ohm’s law- define the relationship of amps, volts, and

ohms- define open and closed circuits- explain and compare the operation of series and

parallel circuits- identify symbols- describe the various accessory circuits- differentiate between “electrical” and

“electronic.”• As students perform an inspection and service on

an electrical system, assess the student’s ability to:- identify and note the condition- use appropriate test equipment- suggest appropriate servicing options.

Print Materials

• Automotive Excellence Vol. 1• Auto Fundamentals• Automotive Service: Inspection, Maintenance,


Video

• Basic Car Care• Ignition System Operation• Understanding Automotive Technology• Vehicle Maintenance and Fluid Service






• consistently apply employability skills• demonstrate knowledge of and apply

recycling practices• analyse trends in automotive technology

• Have students complete daily or weekly personalprogress reports.

• Display in the automotive shop the ConferenceBoard of Canada’s list of Employability Skills2000+. This is available online at http://www.conferenceboard.ca/nbec/research.htm orfrom the Board at 255 Smyth Road, Ottawa, ONK1H 8M7 Canada, Tel. (613) 526- 3280, Fax (613)526- 4857. Draw attention to it as opportunitiesarise.

• Have students list and describe the correctmethods for recycling hazardous materials (e.g.,oil, batteries, tires, antifreeze).

• Conduct a class discussion on future trends inautomotive technology. Have students present orproduce a report using ideas generated in thediscussion and additional information gatheredfrom a variety of resources (e.g., the Internet, guestspeaker(s), interviews, other media).

• Have students work in groups to research thevarious components of auto pollution (e.g., carbonmonoxide, nitrous oxides) and prepare a report ontheir effects on the environment and humanhealth. Students’ research could also includepossible solutions to cancer prevention, such asdecreasing dependency on fossil fuels, usingalternative energy sources, reducing pollution,and minimizing use of automobiles.



• Have students participate in using the ConferenceBoard of Canada’s Employability Skills profile as abasis for establishing evaluation criteria forsignificant assignments. Such criteria mightinclude the extent to which students:- follow instructions- effectively manage time and resources to meet

deadlines- self-check their work- demonstrate organizational skills- use appropriate technical terminology- solve problems independently and in groups- work and communicate effectively with others.

• Have students work in groups and research thevarious components of auto pollution. Have eachgroup report their findings to the class. To whatextent do the students demonstrate understanding of:- vehicle emissions and their effects on the

environment- manufacturers’ attempts to lower pollution

levels- the relationship between various fuels and their

pollution levels- the impact of various government regulations

(e.g., environmental)- disposal of hazardous waste and materials- recycling and levies (e.g., battery and tire

levies)?• When assessing students’ understanding of trends

in automotive technology, consider the extent towhich their generalizations:- reflect current realities- are supported by specific examples or other

evidence (i.e., are defensible)- take account of the broad range of factors

affecting automotive technology (e.g.,developments in science, in markets, inorganizational or production systems, ininternational trading rules, in design)

- include appropriate qualifications- provide evidence of imagination and

innovative thinking- include an awareness of possible pros and cons.

Print Materials

• Automotive Excellence Vol. 1• Automotive Excellence Vol. 2• Auto Service and Repair• Automotive Service: Inspection, Maintenance,


Video






• consistently apply safe and healthy workpractices in an automotive technologyenvironment

• consistently demonstrate the safe use of toolsand equipment

• describe and evaluate potential vehicle andworkplace hazards

GRADE 12 • Safety

• Demonstrate safe use of tools and equipment.Then have students use a variety of tools andequipment in accordance with prescribed safetyprocedures.

• Have students access and refer to resourcesoutlining safety and hazard regulations (e.g., MSDsheets, WCB manuals, WCB videos, WHMIS,prescribed safety procedures). Have studentscomply with these guidelines in everyday shopactivity.

• Have students report any vehicle or workplacehazards that might arise, and conduct a classdiscussion on how to rectify and prevent suchhazards.



• As students perform automotive service or repair,observe and note the extent to which they:- use tools and equipment safely- identify any defects or unsafe situations that

could potentially be hazardous to the operationof the vehicle.

• As students participate in shop activities, observeto what extent they:- adhere to safety regulations- identify and suggest procedures to rectify

hazardous conditions- wear appropriate, protective safety attire.

Print Materials



Video

• C-V Axles• Ignition System Operation• Understanding Automotive Technology

GRADE 12 • Safety





• access and apply automotive technicalinformation

• apply general shop administrative andmaintenance practices

• perform accurate measurements onautomotive components and compare tospecifications to determine componentcondition

• consistently demonstrate the correct use oftools and of shop and diagnostic equipment

• demonstrate proficiency in the application offasteners and fittings

• Have students access a variety of sources tocomplete specification or procedure sheets(engine, alignment, brakes, fluid and capacity,electronic component, battery, suspension, andothers). Using the sheets, have students performmeasurements on the respective component(s) andevaluate the results.

• Have students complete records of workperformed (e.g., work order, self-evaluationsheets).

• Have students regularly perform minormaintenance tasks (tools, equipment, clean-up)and maintain a log sheet of tasks performed.

• Following teacher demonstration, have studentspractise correct use of tools, equipment, fasteners,and fittings in completing a given task (powertrain, chassis, electrical, and electronic systems).



• Have students create or fill out various shop forms(e.g., work order, parts list, inspection or servicereport, log book). When assessing students’ work,look for:- accuracy of information- inclusion of relevant information- acquisition of essential signatures- legibility of their writing.

• Have students assemble a puzzle, using variousfasteners and fittings. Observe and note the extentto which they are able to:- identify the items correctly- use appropriate reference materials- explain the purpose for the different types of

fasteners and fittings- note where sealants are required.

• When students perform basic maintenance tasksusing shop tools and equipment, observe andrecord student’s ability to:- complete the task accurately- identify potential hazards.

• Using appropriate measuring tools, have studentsmeasure a component and assess their ability to:- use measuring tools responsibly- measure accurately- record and compare results to specifications- evaluate their results.

• Have students perform service proceduresassigned to them (e.g., oil and filter change,battery maintenance, fuel or air filter replacement,greasing of various components). In assessingtheir performance, consider the extent to whichthey:- take and perform each task seriously- regard cleanliness as very important- use the appropriate tools- clean up any spills- wear appropriate safety attire- record all necessary information- assure that the vehicle is clean upon completion

of servicing.

Print Materials



Video

• C-V Axles• Ignition System Operation• Understanding Automotive Technology






• inspect engines, engine support systems, anddriveline components

• maintain or repair at least one of thefollowing:- an engine- an engine support system- a driveline component

• Instruct students in the use of diagnostic tools(e.g., compression tester, oil pressure tester,stethoscope , coolant pressure tester) anddemonstrate the process for checking drivetraincomponents. Have students evaluate the conditionof an engine and complete an engine conditionevaluation sheet. Assist students with theirevaluations by providing information on how toaccess manufacturers’ specifications.

• In small groups, have students prepare a reportoutlining repair options and costs based on theirdiagnosis of drivetrain components. Have eachgroup present its findings to the class. Engage theclass in a discussion on the factors that may haveproduced, activated, or been responsible for aparticular problem with a power train component.Have students list what factors might influencethe decision regarding the course of action forrepairs (e.g., time, cost, vehicle age, andcondition). As an extension, students couldinterview vehicle owners or local automotivetechnicians to gather information about commonproblems that occur in the power train.

• Use a video to give students an overview ofdriveline function.

• Have students perform minor repairs on powertrain components (e.g., valve adjustment, waterpump replacement, thermostat, radiator, CV oruniversal joints).

• Have students use a shop manual to create a flowchart showing the correct sequence of stepsrequired in transmitting power from the engine tothe wheels. Have students display and explaintheir flow charts.



• Have students conduct a diagnostic test on anengine (e.g., compression, oil pressure). Observeeach student’s ability to:- accurately obtain, record and interpret results- evaluate condition based on results- recommend any necessary repairs.

• When students perform an inspection on a coolingsystem, observe their ability to:- measure the specific gravity of the coolant- check coolant flow- pressure test the cooling system.

• Have students inspect a driveline universal jointor constant velocity joint. Observe student’s abilityto:- evaluate condition of the component- service or replace the component as required- accurately perform the task.

Print Materials

• Automotive Excellence Vol. 2• Auto Service and Repair• Automotive Service: Inspection, Maintenance,


Video

• C-V Axles• Understanding Automotive Technology




GRADE 12 • Chassis


• identify, describe, and explain the function ofbrake components and a variety of systems

• inspect brake, suspension, and steeringsystems

• perform wheel and tire inspection• maintain or repair tires• maintain or repair at least one of the following

systems:- brakes- suspension- steering

• Following teacher demonstration or videoscreening, have students perform the followingtwo tasks:- Inspect steering and suspension components,

record the results, and compare them tomanufacturer’s specifications (e.g., tie rod, balljoints, shocks, bushings).

- Inspect brake components, record the results,and compare them to manufacturer’sspecifications (e.g., rotor thickness, drumdiameter, brake lines, brake wear, liningthickness).

• Using results from inspecting brakes or thesteering and suspension, have students service orrepair these components.

• Demonstrate wheel alignment angles and methodsof performing wheel alignment. Have studentsmeasure the toe on a vehicle and compare resultsto specifications.



• Observe groups of students do a pre-alignmentcheck, and note to what extent they followedcorrect shop procedures:- use of all safety equipment- proper jacking and blocking procedure- reference to manuals as required- use of appropriate tools- items handled safely and cleaned properly- wheels torqued to specifications- all information recorded on the work order- vehicle in clean condition upon completion of

servicing- customer informed of results and

recommendations.• As students perform a brake inspection and repair,

note to what extent they:- identify brake type and use appropriate

servicing procedure- handle and clean brake parts in a safe and

acceptable manner- measure components for wear- explain the operation of automatic adjusters- identify new parts, if required- correctly turn a drum or disc- follow correct re-assembly procedures- assure parking brake is operable- bleed the system, if required.

• While students do a wheel and tire inspection,note to what extent they follow correct procedureswith respect to:- operation of tire machine- tire repair- wheel balancing- application of correct torque on installation.

Print Materials



Video

• Understanding Automotive Technology

GRADE 12 • Chassis





• inspect ignition, charging, starting, lighting,and accessory systems

• maintain or repair at least one of the followingsystems:- ignition- charging- starting- lighting- accessory

• identify and inspect electronic control systems

• Have students follow a specified diagnosticprocedure (e.g., as provided in a manufacturer’smanual) to:- inspect and test ignition, starting, or charging

systems- record results- compare the results to manufacturer’s

specifications.• Have students service or repair appropriate

components on the basis of their inspection andtesting of the ignition, starting, or chargingsystems.

• Have students diagnose and repair or replace adefective electrical accessory (e.g., power windowmotor, power antenna, radio, wiper, heater blowermotor). Provide teacher direction as they work.

• Have students test a sensor using either a scan toolor a DVM, and then replace, if required.



• Have students identify the correct procedure andtest equipment required to diagnose a particularelectrical problem (e.g., no lights, no charging, notstarting). Look for evidence that students:- follow correct procedures- select correct test equipment- determine appropriate solution to the problem- work with care to avoid personal injury and

damage to the electrical system.• Have students dismantle and test components of a

starter, and re-assemble and bench test the re-assembled starter. Observe to what extent studentsare able to:- assess condition of the components of the

starter- determine which components need to be

replaced- successfully complete the task.

• Have students identify and test various electroniccomponents, and look for evidence that they areable to:- locate and identify the various electronic

components- understand the low voltage used in many

circuits- apply the required safe practices when

handling and installing electronic componentsto prevent failure

- identify possible damage caused by jump-starting a vehicle

- identify the number and purpose of computerson certain vehicles

- explain how various sensors can affect engineoperation

- understand the use of a diagnostic tool.

Print Materials



Video



APPENDICESAutomotive Technology 11 and 12

APPENDIX APrescribed Learning Outcomes

A-2

Grade 11 Grade 12


APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Automotive Technology 11 and 12

� SELF AND SOCIETY

• compare emerging and alternativeenergy sources used to powervehicles

• describe the historical and potentialfuture impact of energy, power, andtransportation systems on society andthe environment

• apply employability skills in theautomotive work environment

• identify potential careers inautomotive technology and relatedfields

• outline social, legal, and ethicalresponsibilities associated withvehicle operation

• consistently apply employabilityskills

• demonstrate knowledge of and applyrecycling practices

• analyse trends in automotivetechnology

A-3

Grade 11 Grade 12



� SAFETY

• identify WCB regulations related to theautomotive shop environment


equipment• identify potential vehicle and

workplace hazards• classify fires and demonstrate

knowledge of appropriateextinguishing procedures

• consistently apply safe and healthywork practices in an automotivetechnology environment

• consistently demonstrate the safe use oftools and equipment

• describe and evaluate potential vehicleand workplace hazards

A-4

Grade 11 Grade 12



� SHOP PRACTICES

• demonstrate the ability to access anduse technical information

• describe general shop administrativepractices

• perform accurate measurements on avariety of automotive components

• correctly identify and use a variety of:- basic automotive tools- basic shop and test equipment- fasteners and fittings


• apply general shop administrativeand maintenance practices

• perform accurate measurements onautomotive components and compareto specifications to determinecomponent condition

• consistently demonstrate the correctuse of tools and of shop anddiagnostic equipment

• demonstrate proficiency in theapplication of fasteners and fittings

A-5

Grade 11 Grade 12



� POWER TRAIN

• describe engine types• describe the fundamentals of engine

operation• explain the operation of engine

support systems• identify and describe the operation of

drive line components• perform scheduled service and

inspection procedures

• inspect engines, engine supportsystems, and drive line components

• maintain or repair at least one of thefollowing:- an engine- an engine support system- a drive line component

A-6

Grade 11 Grade 12



� BODY AND CHASSIS

• identify and describe suspension andsteering components

• give examples of wheel and tirespecifications

• outline the basic principles of wheelalignment

• describe the operating principles ofbrake systems

• describe procedures for minor bodyand trim maintenance

• perform scheduled service andinspection procedures for body andchassis systems

• identify, describe, and explain thefunction of brake components and avariety of systems

• inspect brake, suspension, andsteering systems

• perform wheel and tire inspection• maintain or repair tires• maintain or repair at least one of the

following systems:- brakes- suspension- steering

CHASSIS


�

A-7

Grade 11 Grade 12



� ELECTRICAL AND ELECTRONIC SYSTEMS

• relate electrical theory to automotivetechnology

• describe the function and operation ofignition, charging, and starting systems

• identify electrical accessories andlighting systems

• perform scheduled service andinspection procedures

• inspect ignition, charging, starting,lighting, and accessory systems

• maintain or repair at least one of thefollowing systems:- ignition- charging- starting- lighting- accessory

• identify and inspect electronic controlsystems

APPENDIX BLearning Resources

B-2

APPENDIX B: LEARNING RESOURCES

B-3


WHAT IS APPENDIX B?

Appendix B consists of general informationon learning resources, including GradeCollections, selecting learning resources forthe classroom, and funding, followed by theGrade Collection(s) for the AutomotiveTechnology 11 and 12 IRP containing gradelevel organizational charts and alphabeticalannotated lists of the provinciallyrecommended resources.

WHAT IS A GRADE COLLECTION?

A Grade Collection is the format used toorganize the provincially recommendedlearning resources by grade and bycurriculum organizer. It can be regarded as a‘starter set’ of basic resources to deliver thecurriculum. In many cases, the GradeCollection provides a choice of more than oneresource to support curriculum organizers,enabling teachers to select resources that bestsuit different teaching and learning styles.There may be prescribed learning outcomeseither partially or not at all supported bylearning resources at this time. Many of theseare best met by teacher-developed activities.With very few exceptions, learning resourceslisted in Grade Collections will be the onlyprovincially evaluated and recommendedlearning resources. Teachers will probablywish to supplement Grade Collectionresources with locally selected materials.

WHAT KINDS OF RESOURCES ARE FOUND IN AGRADE COLLECTION?

Learning resources in a Grade Collection havebeen categorized as either comprehensive oradditional. Comprehensive resources provide abroad coverage of the learning outcomes formost curriculum organizers. Additionalresources are more topic specific and support

individual curriculum organizers or clustersof outcomes. They provide valuable supportfor or extension to specific topics and aretypically used to supplement or fill in theareas not covered by the comprehensiveresources.

HOW ARE GRADE COLLECTIONS KEPT

CURRENT?

Under the provincial continuous submissionprocess, suppliers advise the ministry aboutnewly developed resources as soon as theyare released. Resources judged to have apotentially significant match to the learningoutcomes for individual IRPs are evaluatedby practising classroom teachers who aretrained by ministry staff to use provincialevaluation criteria. Resources selected forprovincial recommendation receiveMinisterial Order and are added to theexisting Grade Collections. The Ministryprovides this information through a variety ofmeans including the Ministry website http://www.bced.gov.bc.ca/irp_resources/lr/resource/consub.htm

HOW LONG DO LEARNING RESOURCES KEEP

THEIR RECOMMENDED STATUS?

Learning resources will retain theirrecommended status for a minimum of fiveyears after which time they may bewithdrawn from the Grade Collections,thereby terminating their provinciallyrecommended status. Decisions regarding thewithdrawal of learning resources will bebased on, but not limited to, considerations ofcurriculum support, currency, andavailability. Schools may continue to use alearning resource after withdrawal providedlocal school board approval is obtained.

B-4


HOW CAN TEACHERS CHOOSE LEARNING

RESOURCES TO MEET THEIR CLASSROOM NEEDS?

As outlined in Evaluating, Selecting andManaging Learning Resources: A Guide (Revised2000), there are a number of approaches toselecting learning resources.

Teachers may choose to use:• provincially recommended resources to

support provincial or locally developedcurricula

• resources that are not on the ministry’sprovincially recommended list(resources that are not on the provinciallyrecommended list must be evaluatedthrough a local, board-approved process).

The Ministry of Education has developed avariety of tools and guidelines to assistteachers with the selection of learningresources. These include:• Evaluating, Selecting and Managing Learning

Resources: A Guide (Revised 2000) withaccompanying CD-ROM tutorial andevaluation instruments

• Grade Collection(s) in each IRP. EachGrade Collection begins with a chart whichlists both comprehensive and additionalresources for each curriculum organizer.The chart is followed by an annotatedbibliography with supplier and orderinginformation. (Price and supplierinformation should be confirmed at thetime of ordering). There is also a chart thatlists Grade Collection titles alphabeticallyand a blank planning template that can beused by teachers to record their individualchoices

• Resource databases on CD-ROM or on-line• Sets of the most recently recommended

learning resources provided each year to anumber of host districts throughout theprovince to allow teachers to examine the

materials first hand at regional displays.Sample sets of provincially recommendedresources are available on loan to districtson request.

• Catalogue of Recommended LearningResources (print edition)

WHAT ARE THE CRITERIA TO CONSIDER WHEN

SELECTING LEARNING RESOURCES?

There are a number of factors to considerwhen selecting learning resources.

Content

The foremost consideration for selection is thecurriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Teachers will determinewhether a resource will effectively supportany given learning outcomes within acurriculum organizer. This can only be doneby examining descriptive informationregarding that resource; acquiring additionalinformation about the material from thesupplier, published reviews, or colleagues;and by examining the resource first-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as well asanticipate the students they may have in thefuture. Resources should support a variety ofspecial audiences, including gifted, learningdisabled, mildly intellectually disabled, andESL students. The instructional design of aresource includes the organization andpresentation techniques; the methods used tointroduce, develop, and summarize concepts;and the vocabulary level. The suitability of allof these should be considered for theintended audience.

B-5


Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of recommendedresources contains materials that range fromprescriptive or self-contained resources, toopen-ended resources that requireconsiderable teacher preparation. There arerecommended materials for teachers withvarying levels and experience with aparticular subject, as well as those thatstrongly support particular teaching styles.

Technical Design

While the instructional design of a packagewill determine the conceptual organization, itis the technical design that brings thatstructure into reality. Good technical designenhances student access and understanding.Poor technical quality creates barriers tolearning. Teachers should consider thequality of photographs and illustrations, fontsize and page layout, and durability. In thecase of video, audible and age appropriatenarration and variation in presentation styleshould be considered. When selecting digitalresources, interactivity, feedback andconstructive engagement, usability andfunctionality are important.

Social Considerations

An examination of a resource for socialconsiderations helps to identify potentiallycontroversial or offensive elements whichmay exist in the content or presentation. Sucha review also highlights where resourcesmight support pro-social attitudes andpromote diversity and human rights issues.

The intent of any Social Considerationsscreening process, be it at the local orprovincial level, is not to remove controversy,but to ensure that controversial views andopinions are presented in a contextualframework.

All resources on the ministry’s recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider theappropriateness of any resource from theperspective of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular, observable skill, since it providesa visual model that can be played over andover or viewed in slow motion for detailedanalysis. Video can also bring otherwiseunavailable experiences into the classroomand reveal “unseen worlds” to students.Software may be particularly useful whenstudents are expected to developcritical-thinking skills through themanipulation of a simulation, or where safetyor repetition are factors. Print or CD-ROMresources can best be used to provideextensive background information on a giventopic. Once again, teachers must consider theneeds of their individual students, some ofwhom may learn better from the use of onemedium than another.

USE OF INFORMATION TECHNOLOGY

Teachers are encouraged to embrace a varietyof educational technologies in theirclassrooms. To do so, they will need to ensurethe availability of the necessary equipmentand familiarize themselves with its operation.If the equipment is not currently available,then the need must be incorporated into theschool or district technology plan.

B-6


WHAT FUNDING IS AVAILABLE FOR PURCHASING

LEARNING RESOURCES?

As part of the selection process, teachersshould be aware of school and districtfunding policies and procedures to determinehow much money is available for their needs.Funding for the purpose of learning resourcesis provided to school districts annually.School districts are required to establish aProvincial Learning Resources Trust Fund forthe purpose of purchasing learning resourcesas defined by the Ministry of Education.

Learning resource selection should be viewedas an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

For current funding information see theMinistry web site http://www.bced.gov.bc.ca/curriculum

EXISTING MATERIALS

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available should beestablished through consultation with theschool and district resource centres. In somedistricts, this can be facilitated through theuse of district and school resourcemanagement and tracking systems. Suchsystems usually involve a computer databaseprogram (and possibly bar-coding) to helpkeep track of a multitude of titles. If such asystem is put on-line, then teachers can checkthe availability of a particular resource viacomputer.

WHAT ABOUT VIDEOS?

The ministry negotiates rights for mostrecommended videos, when cost effective, onbehalf of the school system. The ministryauthorizes a provincial distributor to handlethe ordering process for these videos. Videorights typically expire after 3-5 years. Inorder to maintain currency, schools areencouraged to purchase new titles early intheir period of listing.

B-7

APPENDIX B: AUTOMOTIVE TECHNOLOGY 11 AND 12 • Grade Collections

APPENDIX BAutomotive Technology 11 and 12

Grade Collections

B-8


B-9


AUTOMOTIVE TECHNOLOGY 11 AND 12 :GRADE COLLECTIONS

This section begins with an overview of thecomprehensive resources for this curriculum, thenpresents Grade Collection charts for each grade.These charts list both comprehensive andadditional resources for each curriculum organizerfor the grade. The charts are followed by anannotated bibliography. Teachers should checkwith suppliers for complete and up-to-dateordering information. Most suppliers maintain websites that are easy to access.

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc/Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video

MEDIA ICONS KEY

B-10


TECHNOLOGY EDUCATION 11 AND 12:AUTOMOTIVE TECHNOLOGY GRADE COLLEC-TIONS

OVERVIEW OF COMPREHENSIVE RESOURCES

• Auto Diagnosis, Service, and Repair(Stockel, M. et al.) (Grades 11 and 12)

This comprehensive resource package replaces the1996 edition of Auto Service and Repair. The2003 edition includes a 1024-page textbook, 426-page Instructor’s Manual, and 547-pageWorkbook.

The textbook comprises 42 chapters with threeappendices, a dictionary of automotive terms, andan index. It leads students and teachers throughservice, troubleshooting and repair procedures,and includes information on OBD II diagnostics,enhanced emissions testing, antilock brakes, airbags, and R-124a refrigerant. The textbook isorganized around the eight ASE automobile testareas.

The accompanying workbook is a convenientstudy guide and shop activity manual correlateddirectly to the textbook. The workbook has threemajor types of exercises: Review Questions(multi-format textbook review), ASE-TypeQuestions (review questions presented in ASEformat), and Jobs (in-shop activities).

The Instructor’s Manual includes answers to thetextbooks, review and ASE-type questions,workbook questions, workbook jobs, chapterquizzes, and ASE sample tests. It also containsreproducible masters to supplement the material inthe textbook and workbook.

• Automotive Excellence, Volumes 1 and 2(Grades 11 and 12)

Each comprehensive volume includes a textbook,academic applications, workbook, CD-ROM,transparencies, technical applications workbookand an instructor’s resource binder. The material iscurrent, relevant and covers the fundamentals of

service and repair required in AutomotiveTechnology 11 and 12. Volume 1 covers brakes,electrical and electronic systems, engineperformance, suspension and steering. Volume 2covers engine repair, heating and air conditioning,automatic transmissions and transaxles andmanual drive trains and axles.

• Auto Fundamentals(Stockel, M.W. et al.) (Grades 11 and 12)

This comprehensive resource, consisting of a text,a workbook and an instructor’s manual, covers thedesign, operation and construction of theautomobile and its systems. The resource is welllaid-out and sequential and the concepts are clear.It provides good coverage of basic theory,accompanied by interesting historic diagrams. The607-page textbook provides students with all thenecessary theoretical information, which can befurther reinforced with the 351-page workbook. Itshould be noted that this resource coversfundamentals only, i.e., not repairs. Anotherrecommended resource that should accompanythis resource is Auto Diagnosis, Service, andRepair

Note: The 300-page instructor’s manual couldalso be used by a teacher who has minimalknowledge of mechanics.

• Automotive Service: Inspection, Maintenance,and Repair

(Gilles, T.) (Grades 11 and 12)

This very comprehensive and well-written textsupports the prescribed learning outcomes andcovers the fundamentals of operation and repairfor all major systems of the modern automobile. Itintroduces the fundamentals of systems andprogresses onto diagnosis and service;accompanied by illustrations, shop tips, safetynotes and review questions to aid incomprehension. Each chapter includes objectives,key terms, notes, activities correlated to the Lab

B-11


Manual and review questions. Supplementarymaterials include a Lab Manual and an Instructor’sGuide.

• Automotive Technology: A Systems Approach,Third Edition

(Erjavec, J.) (Grades 11 and 12)

This 1343-page textbook is an excellent resourceoffering comprehensive coverage of the prescribedlearning outcomes. The text is well laid out withexcellent diagrams and pictures, and includes 52photo sequence procedures which are a goodreference for students and the teacher. There aremany helpful technological tips throughout thetext; useful suggestions for activities, such aswritten and practical assignments for students; andcautions, warnings, customer care, shop talk, andother headings are discussed in each chapter.

• Motor Automotive Technology(Grades 11 and 12)

The material in this resource supports all theprescribed learning outcomes and adequatelycovers course requirements. The text covers everysystem found in today’s automobile, includingmechanical and fluid engine systems, electricalsystems, emission and control, powertransmission, steering and suspension and muchmore. Current technology is presented throughoutin terms of the latest use of electronic andcomputer technology. Each chapter contains a“Problem, Diagnosis and Service” section, whichencourages critical thinking, as well as diagnosticand repair skills. Optional supplementarymaterials include a workbook, an instructor’sguide and a print test bank.

Technology Education 11 and 12 Automotive Technology 11 Grade Collection

For the comprehensive resources, indicates satisfactory to good support for the majority of the learning outcomes within the curriculum organizer. For the additional resources, indicates support for one or more learning outcomes within the curriculum organizer.

Indicates minimal or no support for the prescribed learning outcomes within the curriculum organizer.

Self and Society Safety Shop Practices Power Train Body and Chassis


Comprehensive Resources

Auto Diagnosis, Service, and Repair

Automotive Excellence Volume 1


Auto Fundamentals

Automotive Service: Inspection, Maintenance, and Repair

Automotive Technology: A Systems Approach, Third Edition

Motor Automotive Technology

Additional Resources - Print

Auto Body Repairing and Refinishing

Trades Common Core

Additional Resources - Video

Basic Car Care

C-V Axles

Ignition System Operation

Understanding Automotive Technology

Vehicle Maintenance and Fluid Service

Additional Resources – Software & CD-ROM

Understanding Automotive Technology and Repair

Appecndix B

APP

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Technology Education 11 and 12 Automotive Technology 12 Grade Collection

For the comprehensive resources, indicates satisfactory to good support for the majority of the learning outcomes within the curriculum organizer. For the additional resources, indicates support for one or more learning outcomes within the curriculum organizer.

Indicates minimal or no support for the prescribed learning outcomes within the curriculum organizer.

Self and Society Safety Shop Practices Power Train Body and Chassis


Comprehensive Resources

Auto Fundamentals

Auto Service and Repair



Automotive Service: Inspection, Maintenance, and Repair

Automotive Technology: A Systems Approach, Third Edition


Additional Resources - Print

Trades Common Core

Additional Resources - Video

C-V Axles




Additional Resources – Software & CD-ROM

Understanding Automotive Technology and Repair

Appecndix B

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B-14

APPENDIX B: AUTOMOTIVE TECHNOLOGY 11 AND 12 • Grade CollectionsA

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B-15


APPENDIX BLearning Resources

Complete Listings

APPENDIX B: AUTOMOTIVE TECHNOLOGY 11 • Grade Collections

Auto Body Repairing and Refinishing

Student, Teacher Resource

1120 Birchmount RoadScarborough, ON M1K 5G4

Thomson NelsonSupplier:

Price: Category:

Textbook: $72.50Instructor's Manual: $57.95Workbook: $22.95

Textbook: 1566375878Instructor's Manual: 1566375894Workbook: 1566375886

ISBN/Order No:

Toboldt, W. K.

(416) 752-9448Tel: (416) 752-8101Fax:

2000

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This resource includes a textbook, an instructor's manual and a student workbook. It coversareas from autobody refinishing and repairing to steering and suspension. It givesnumerous ideas for instruction, and there are a number of projects to encourageparticipation.

General Description:

General

Audience

Author(s):

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3

Auto Diagnosis, Service, and Repair




Price:

Category:

Supplier Direct Price as of Nov/04:Text: $87.50Workbook: $24.50Instructor's Manual: $79.50Alberta Learning Resources Centre:http://www.lrc.learning.gov.ab.ca/pro/gen/bc.htm

Text: 1-56637-910-5Workbook: 1-56637-911-3Instructor's Manual: 1-56637-912-1

ISBN/Order No:

Stockel, M. et al.

(416) 752-9448Tel: (416) 752-8101Fax:

2003

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2004This comprehensive resource package replaces the 1996 edition of Auto Service andRepair. The 2003 edition includes a 1024-page textbook, 426-page Instructor's Manual,and 547-page Workbook.The textbook comprises 42 chapters with three appendices, a dictionary of automotiveterms, and an index. It leads students and teachers through service, troubleshooting andrepair procedures, and includes information on OBD II diagnostics, enhanced emissionstesting, antilock brakes, air bags, and R-124a refrigerant. The textbook is organized aroundthe eight ASE automobile test areas.The accompanying workbook is a convenient study guide and shop activity manualcorrelated directly to the textbook. The workbook has three major types of exercises:Review Questions (multi-format textbook review), ASE-Type Questions (review questionspresented in ASE format), and Jobs (in-shop activities).The Instructor's Manual includes answers to the textbooks, review and ASE-type questions,workbook questions, workbook jobs, chapter quizzes, and ASE sample tests. It alsocontains reproducible masters to supplement the material in the textbook and workbook.


Caution:

Schematics and diagrams are not of the best quality, but adequate.

General

Audience

Author(s):

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3


Auto Fundamentals




Price:

Category:

Textbook: $82.95Instructor's Manual: $73.95Workbook: $23.95

Textbook: 1-56637-577-0Instructor's Manual: 1-56637-579-7Workbook: 1-56637-578-9

ISBN/Order No:

Stockel, M.W. et al.

(416) 752-9448Tel: (416) 752-8101Fax:

2000

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This comprehensive resource includes a text, an instructor's manual and a workbook. Itcovers the design, operation and construction of the automobile and its systems. AutoService and Repair, an accompanying resource, is also required to meet requirements forAutomotive Technology 11.


Caution:

• Some illustrations are of poor quality.• Some information and a few diagrams are outdated.

General

Audience

Author(s):

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3



300 Water StreetWhitby, ON L1N 9B6

McGraw-Hill Ryerson Ltd. (Ontario)Supplier:

Price:

Category:

Student Text: $86.66Instructor's Resource Binder: $169.95Instructor's Productivity CD-ROM: $198.40

Student Text: 0-02-831363-1Instructor's Resource Binder: 0-02-831368-2Instructor's Productivity CD-ROM: 0-02-831371-2

ISBN/Order No:

(905) 430-5000Tel: (905) 430-5194Fax:

2000

1-800-565-5758 (orders)

www.mcgrawhill.ca

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This volume of the comprehensive resource, consisting of textbook, academic applications,workbook, CD-ROM, transparencies, technical applications workbook and instructor'sresource binder, focusses on brakes, electrical systems, engine performance and suspensionand steering.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3



300 Water StreetWhitby, ON L1N 9B6

McGraw-Hill Ryerson Ltd. (Ontario)Supplier:

Price:

Category:

Textbook: $78.16Instructor's Resource Binder: $149.95Instructor's Productivity CD-ROM: $192.95

Textbook: 0-02-831364-XInstructor's Resource Binder: 0-02-831369-0Instructor's Productivity CD-ROM: 0-07-821214-6

ISBN/Order No:

(905) 430-5000Tel: (905) 430-5194Fax:

2001

1-800-565-5758 (orders)

www.mcgrawhill.ca

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This volume of the comprehensive resource, consisting of textbook, academic applications,workbook, CD-ROM, transparencies, technical applications workbook and instructor'sresource binder, focusses on engine repair, heating and air conditioning, automatictransmissions and transaxle, and manual drive train and axles.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3


Automotive Service: Inspection,Maintenance, and Repair




Price:

Category:

$101.00

0-8273-73546ISBN/Order No:

Gilles, Tim

(416) 752-9448Tel: (416) 752-8101Fax:

1999

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This comprehensive text covers the fundamentals of operation and repair for all majorsystems of the modern automobile. Optional supplementary materials, including a labmanual and an instructor's guide, are also available but have not been evaluated.


General

Audience

Author(s):

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3

Automotive Technology: A SystemsApproach, Third Edition




Price:

Category:

$44.25

0-7668-0673-1ISBN/Order No:

Erjavec, J.

(416) 752-9448Tel: (416) 752-8101Fax:

2000

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2003This 1343-page textbook is an excellent resource offering comprehensive coverage of theprescribed learning outcomes. The text is well laid out with excellent diagrams andpictures, and includes 52 photo sequence procedures which are a good reference forstudents and the teacher. There are many helpful technological tips throughout the text;useful suggestions for activities, such as written and practical assignments for students; andcautions, warnings, customer care, shop talk, and other headings are discussed in eachchapter. The resource also includes a technology manual, instructor's guide, computerizedtest bank, colour transparencies, instructor's resource text, and a video series. However,only the textbook was available for evaluation.


General

Audience

Author(s):

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3

Basic Car Care


#4 - 8755 Ash StreetVancouver, BC V6P 6T3

B.C. Learning Connection Inc.Supplier:

Price:

Category:

$26.00

TE0041ISBN/Order No:

(604) 324-7752Tel: (604) 324-1844Fax:

1999

1-800-884-2366Toll Free:

Year Recommended in Grade Collection: 2001Twenty-seven-minute video covers very basic car care. Good introductory information forstudents entering Automotive Technology 11, as it provides basic information on autobodycare and maintenance.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3


CV-Axles




Price:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1993

1-800-884-2366Toll Free:

Year Recommended in Grade Collection: 2001Twenty-five-minute video deals with the operation, inspection and repair of many CVjoints found on an automobile. It includes safety.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3





Price:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1999

1-800-884-2366Toll Free:

Year Recommended in Grade Collection: 2001Thirty-minute video describes operation and inspection techniques on a number of modernignition systems. The content is up-to-date, clear, and well-paced.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3





Price: Category:

$85.00


(416) 752-9448Tel: (416) 752-8101Fax:

1999

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001Comprehensive resource, consisting of a textbook, a student workbook, an instructor'sguide and a test bank is designed to help students understand safety, society, automotiveprincipals, troubleshooting and repair procedures. Current technology is presentedthroughout in terms of the latest use of electronic and computer technology.


Caution:

Some diagrams are not clear; a few are outdated.

General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3


Trades Common Core

Teacher Resource

4355 Mathissi PlaceBurnaby, BC V5G 4S8

Open Learning Agency (Curriculum Sales)Supplier:

Price:

Category:

Various: between $3.06 and $9.41

Various: e.g. Line A: 0-7719-1466-0Line B: 0-7719-1467-9Line D: 0-7719-1469-5

ISBN/Order No:

(604) 431-3210Tel: (604) 431-3381Fax:

2000

1-800-663-1653

www.ola.bc.ca

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This primarily teacher resource consists of 15 learning guides, each covering a basic skilllevel. The selected 13 guides cover information related to Automotive Technology,Carpentry and Joinery, and other trades, e.g., "Use Safe Work Practices," "Use PowerTools," "Assemble and Test Electrical Circuits," "Develop Employability Skills" and so on.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3





Price:

Category:

Set of 18 videos: $2394.00Video: $211.00 to $238.00 each

Set of 18 videos: 0766807916Individual videos: various

ISBN/Order No:

(416) 752-9448Tel: (416) 752-8101Fax:

2000

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2001This is a comprehensive set of 18 videos covering many of the components of AutomotiveTechnology 11 and 12.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3

Understanding Automotive Technologyand Repair




Price: Category: $2227.50


(416) 752-9448Tel: (416) 752-8101Fax:

2000

1-800-268-2222/1-800-668-0671

www.nelson.com

Toll Free:

Web Address:

Year Recommended in Grade Collection: 2003This is a 5-disc CD-ROM set providing a general overview on a number of topics,including automotive-related careers, electricity and electronics, drive train, brakes, chassis,customer service, step-by-step diagnostic approaches, and so on. This CD-ROM setfeatures video clips and diagrams on the understanding and diagnosis of automotivesystems, and is user-friendly. The resource would work well for independent student studyif accompanied by, for example, teacher-developed work sheets.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3

APPENDIX B: AUTOMOTIVE TECHNOLOGY 11 • Grade Collections





Price:

Category:

$26.00


(604) 324-7752Tel: (604) 324-1844Fax:

1999

1-800-884-2366Toll Free:

Year Recommended in Grade Collection: 2001Twenty-seven-minute video covers the basics of vehicle maintenance, inspection andservicing. Automotive inspection includes under-hood and under-car oil change and lubejobs.


General

Audience

Copyright:

K 1 4 5 6 7 8 9 10 11 12

Grade Level:

2 3

APPENDIX CAssessment and Evaluation

C-3

APPENDIX C: ASSESSMENT AND EVALUATION

P rescribed learning outcomes,expressed in observable terms,provide the basis for the development

of learning activities, and assessment andevaluation strategies. After a generaldiscussion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, andevaluation might come together in aparticular technology education program.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward.Assessment methods and tools include:observation, student self-assessments, dailypractice assignments, quizzes, samples ofstudent work, pencil-and-paper tests, holisticrating scales, projects, oral and writtenreports, performance reviews, and portfolioassessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation to prescribedlearning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantially modified,evaluation may be referenced to individualgoals. These modifications are recorded inan Individual Education Plan (IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments; it is not tobe used for classroom assessment. Aclassroom does not provide a large enoughreference group for a norm-referencedevaluation system. Norm-referencedevaluation compares student achievementto that of others rather than comparinghow well a student meets the criteria of aspecified set of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under thecurriculum organizers for AutomotiveTechnology 11 and 12.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or a product that describe inspecific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,weighting criteria, using rating scales, orperformance rubrics (reference sets) are threeways that student performance can beevaluated using criteria.

C-4

APPENDIX C: ASSESSMENT AND EVALUATION

Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and makeexplicit the link between evaluation andlearning outcomes, criteria, and assessment.Where a student’s performance is not aproduct, and therefore not reproducible, adescription of the performance sampleshould be provided.

Criterion-referenced evaluation may be based on these steps:

Step 1 Identify the expected learning outcomes (as stated in this Integrated Resource Package).

Step 2 Identify the key learning objectives for instruction and learning.

Step 3 Establish and set criteria. Involve students, when appropriate, in establishing criteria.

Step 4 Plan learning activities that will help students gain the knowledge or skills outlined in thecriteria.

Step 5 Prior to the learning activity, inform students of the criteria against which their work willbe evaluated.

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

Step 8 Use various assessment methods based on the particular assignment and student.

Step 9 Review the assessment data and evaluate each student’s level of performance or quality ofwork in relation to criteria.

Step 10 Where appropriate or necessary, assign a letter grade that indicates how well the criteriaare met.

Step 11 Report the results of the evaluations to students and parents.

APPENDIX CAssessment and Evaluation Samples

C-7

APPENDIX C: ASSESSMENT AND EVALUATION • Samples

The samples in this section show howa teacher might link criteria tolearning outcomes. Each sample is

based on prescribed learning outcomes takenfrom one or more organizers. The samplesprovide background information to explainthe classroom context; suggestedinstructional tasks and strategies; the toolsand methods used to gather assessmentinformation; and the criteria used to evaluatestudent performance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:

• identification of the prescribed learningoutcomes

• overview• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance.

Prescribed Learning Outcomes

This part identifies the organizer ororganizers and the specific prescribedlearning outcomes selected for the sample.

Overview

This is a summary of the key features of thesample.

Planning for Assessment and Evaluation

This part outlines:

• background information to explain theclassroom context

• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

students by the teacher• the ways in which the teacher prepared

students for the assessment.

Defining the Criteria

This part illustrates the specific criteria,which are based on prescribed learningoutcomes, the assessment task, and variousreference sets.

Assessing and Evaluating StudentPerformance

This part includes:

• assessment tasks or activities• the support that the teacher offered

students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

the student performance.

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referenced evaluation in AutomotiveTechnology 11 and 12.

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� SAMPLE 1: GRADE 11

Project: Vehicle Maintenance and Repair

Prescribed Learning Outcomes:


Self and Society

• apply employability skills in theautomotive work environment

Safety


equipment

Shop Practices

• demonstrate the ability to access and usetechnical information

• correctly identify and use a variety of:- basic automotive tools- basic shop and test equipment

OVERVIEW

The teacher developed units in whichstudents performed a variety of proceduresin the workshop. Evaluation was based on:

• behaviour• punctuality• care and use of tools• attention to detail• acceptance of work assigned.

PLANNING FOR ASSESSMENT AND

EVALUATION

• Students were assigned a task in theworkshop.

• Students then performed the assignedtask.

• Students completed a self-evaluationreport.

DEFINING THE CRITERIA

Behaviour

To what extent do the students:

• follow safety procedures• work well with other students assigned to

the job at hand• treat others with respect?

Punctuality

To what extent are the students able to:

• start work quickly• start clean-up at the appropriate time, and

perform it quickly and efficiently?

Care and Use of Tools


• identify and use correct tools for the job• return the tools clean• respect and not abuse the equipment• return all tools correctly at the end of

class?

Quality of Work


• take care to produce 100% quality results• care for vehicles in the shop• follow the prescribed procedures?

Acceptance of Work Assigned


• undertake all assigned tasks with equalenergy and effort

• begin the task immediately• put in a full class of work?

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ASSESSING AND EVALUATING STUDENT

PERFORMANCE

The teacher and students used a rating scaleto evaluate student performance incompleting the assigned task. The teacherprovided the students with the followinginstructions to use in completing the self-evaluation report:

Study the criteria listed.

1. Think about your work in the shop duringthe assigned task.

2. For each criterion, consider which of thenumbered comments below best suitsyour performance in the shop.

3. Write the appropriate number in the box.

Rating Scale5 Always4 Most of the time3 Some of the time2 Occasionally1 Rarely0 Never

Criteria

Behaviour

• follows safety procedures

• works well with other students assigned to the job at hand

• treats others with respect

Punctuality

• starts work quickly

• starts clean-up at the appropriate time, and performs it quickly and efficiently

Quality of Work

• takes care to produce 100% quality results

• cares for vehicles in the shop

• follows prescribed procedures


• undertakes all assigned tasks with equal energy and effort

• begins the task immediately

• puts in a full class of work

Teacher Comments

Automotive Technology Program Evaluation Criteria

TeacherRating

StudentRating

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Project: Engine Design, Operation, and Testing



Self and Society

• describe the historical and potential futureimpact of energy, power, andtransportation systems on society and theenvironment

Safety


equipment

Shop Practices

• describe general shop administrativepractices

• correctly identify and use a variety of:- basic automotive tools- fasteners and fittings

Power Train

• describe engine types

OVERVIEW

The teacher planned a unit in which groupsof students researched, identified, andexplained the operation of one of a numberof automotive engine designs. The studentscompared the types of engines and discussedtheir relationship to automotive design andfunction. The students and teacher thendiscussed the automobile’s impact on societyand the environment and vice-versa. Engineoperation was discussed and demonstrationsof engine testing was performed by theteacher. Evaluation was based on:

• accuracy of research• identification of engine types• safe work practices• correct work procedures• group work and diagnostic skills.


EVALUATION

The teacher introduced the students toengines through discussion on the historyand development of heat engines. Theteacher then had the students researchengine types and their effect on automotivedesign and function. This was followed by avideotape on an internal combustion engine.In a discussion led by the teacher, studentsdiscussed engine operation as well as theautomobile’s impact on society and theenvironment and vice-versa.

The teacher then handed out worksheets andasked students to draw and explain engineoperation and identify engine parts.

The teacher discussed with students basicengine problems that affect engine operation.Students were then asked to suggest somebasic diagnostic procedures and safety rulesto be followed.

The teacher demonstrated use of tools, safework practices, and automotive diagnosticprocedures (e.g., compression, vacuum, oilpressure, and leak-down tests).

Working in groups, students performeddiagnostic procedures. Students accessedrelevant technical information to analyse testresults, and then stated conclusions.

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Understanding engine operation and basictesting


• identify a variety of engine types• describe how a heat engine operates• identify social and environmental

concerns• access appropriate technical information• explain possible engine problems and

procedures for testing?

Safety


• demonstrate a serious attitude towardsafety issues

• encourage others to work safely• exhibit personal preparedness with respect

to clothes, jewellery, and protectiveequipment

• identify and use correct procedures toensure health and safety?

Group Work and Diagnostic Skills

To what extent does the student:

• participate willingly and constructively inthe group

• initiate, develop, and sustain interactionsin the group

• approach problems systematically• identify interrelationships among various

parts• identify the effect of a failed component on

the system• explore alternative solutions?


PERFORMANCE

Engine Design and Performance

Students were asked to list various enginetypes and identify a number of social andenvironmental concerns. Evaluate engineworksheets for completion and accuracy.Refer to the table titled, “Engine Design andOperation” for more information.

Safety

The teacher observed students as theyconducted assigned hands-on activities. Thisobservation resulted in a specific safetyevaluation built into the evaluation of theirhands-on work on the engine (see the 1stcriterion identified in the “Engine Testingand Analysis” performance rating scale). Italso became part of an ongoing, course-longassessment and evaluation of safetyperformance, which took account of studentscores on safety quizzes as well as of theteacher’s observations whenever hands-onactivities were assigned. On each occasion,the same criteria were applied (see the tabletitled, “Detailed Criteria for SafetyAssessment”).


The teacher observed individual students asthey worked in their groups and used achecklist to record their group work anddiagnostic skills. Refer to the table titled,“Group Work and Diagnostic Skills” formore information.

Engine Testing and Analysis

The teacher used a performance scale torecord student’s performance. Refer to thetable, “Engine Testing and Analysis” formore information.

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Rating Scale:5 Excellent; criterion met to an exceptional or unusual degree4 Very good; criterion met in a very effective way3 Good; criterion met in a competent and an effective fashion2 Satisfactory; criterion met but with considerable room for improvement1 Minimally acceptable; criterion met to some extent0 Not evident; criterion not met

Criteria

• identifies a variety ofengine types

• identifies social andenvironmental concerns

• explains operation ofinternal combustionengine

Engine Design and Operation

Rating(0 to 5) Comments

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Criteria

• applies safe work procedures (see detailed criteria below)

• uses energy and tools efficiently

• is able to follow test procedures

• is able to interpret test results

Engine Testing and Analysis

Rating Possible Teacher Rating

10

10

15

15

Rating

Detailed Criteria for Safety Assessment

Criteria

Outstanding(e.g., 8-10 marks)

Competent(e.g., 4-7 marks)

Unacceptable(e.g., 0-3 marks)

The student has an exceptional “heads-up” attitude toward safetyissues and demonstrates an outstanding understanding of safetyissues and procedures in both theory and practical application. Thestudent works safely with minimal teacher supervision andencourages others to do so as well.

The student has a serious attitude toward safety issues and followsall safety instructions given by the teacher. On quizzes, she or hedemonstrates good background knowledge about safety issues. Thestudent completes the operating procedure sheet on each piece ofshop equipment before using it. Before working, the student takesnecessary safety precautions. The student lifts and carries objectscorrectly with respect to both health and safety. The student doesnot endanger other members of the group or class when working.

The student either cannot identify safety issues and appropriatesafety measures, or can identify them in a quiz situation but doesnot apply them when working unless under excessive supervision.The student sometimes engages in horseplay that endangers selfand/or others.

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Criteria


Always/Frequently(4-5 marks)

Seldom/Never(0-1 mark)

Sometimes(3 marks)

NotObserved

Group Work• participates willingly and

constructively in the group

• initiates, develops, andsustains interactions in thegroup

Diagnostic Skills• approaches a problem

systematically

• identifies interrelationshipsamong various parts

• identifies the effect of afailed component on thesystem

• uses appropriate tools andtesting equipment

TOTALS

Rating (possible Criteria marks)

Grand Total:

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Project: Engine Maintenance



Self and Society

• consistently apply employability skills

Safety


• consistently demonstrate the safe use oftools and equipment

Shop Practices


• consistently demonstrate the correct use oftools and of shop and diagnosticequipment

OVERVIEW

The teacher developed units in whichstudents performed a variety of procedures inthe workshop. Evaluation was based on:• behaviour• punctuality• care and use of tools• attention to detail• acceptance of work assigned.

PLANNING FOR ASSESSMENT AND EVALUATION

• Students were assigned a task in theworkshop.

• Students then performed the assigned task.• Students completed a self-evaluation

report.


Behaviour


• follow safety procedures• work well with other students assigned to

the job at hand• treat others with respect?

Punctuality

To what extent are the students able to:

• start work quickly• start clean-up at the appropriate time and

perform it quickly and efficiently?

Care and Use of Tools


• identify and use correct tools for the job• return the tools clean• respect and not abuse the equipment• return all tools correctly at the end of

class?

Quality of Work

To what extent do the students:• take care to produce 100% quality results• care for vehicles in the shop• follow the prescribed procedures?


To what extent do the students:• undertake all assigned tasks with equal

energy and effort• begin the task immediately• put in a full class of work?

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PERFORMANCE

The teacher and students used a rating scaleto evaluate student performance incompleting the assigned task. The teacherprovided the students with the followinginstructions to use in completing the self-evaluation report:

1. Study the criteria listed.2. Think about your work in the shop during

the assigned task.3. For each criterion, consider which of the

numbered comments below best suitsyour performance in the shop.

4. Write the appropriate number in the box.

Rating Scale5 Always4 Most of the time3 Some of the time2 Occasionally1 Rarely0 Never

Criteria

Behaviour

• follows safety procedures

• works well with other students assigned to the job at hand

• treats others with respect

Punctuality

• starts work quickly

• starts clean-up at the appropriate time, and performs it quickly and efficiently

Quality of Work

• takes care to produce 100% quality results

• cares for vehicles in the shop

• follows prescribed procedures


• undertakes all assigned tasks with equal energy and effort

• begins the task immediately

• puts in a full class of work

Teacher Comments


TeacherRating

StudentRating

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Project: Braking System Evaluation



Self and Society

• demonstrate knowledge of and applyrecycling practices

Safety


• describe and evaluate potential vehicleand workplace hazards

Shop Practices


• perform accurate measurements onautomotive components and compare tospecifications to determine componentcondition

Chassis

• inspect brake, suspension, and steeringsystems

• maintain or repair at least one of thefollowing systems:- brakes- suspension- steering

OVERVIEW

The teacher developed a unit where groupsof students inspected and evaluated theconditions of a braking system. Evaluationwas based on:

• gathering and recording technicalinformation

• visual inspection of components• measurement of components• comparison of measurements to

specifications• safe use of tools and equipment• knowledge of potential health hazards

when working on brake systems• knowledge of brake component recycling.


EVALUATION

• The teacher divided the class into groupsof two to four students.

• The groups researched the specificationsof the rotors and drums for the particularbraking system to be inspected andevaluated. Each group recorded thisinformation on a braking systeminspection sheet.

• The group checked the operation of thepower brake unit and pedal reserve, thenrecorded the findings.

• The group removed the brake drums.• The group visually inspected the braking

system for:- scored rotors or drums- hydraulic fluid leaks- cracked hoses- irregular wear- general condition of hardwareThe group recorded its findings.

• The group measured the brake rotors forthickness, run-out, and parallelism andrecorded these measurements.

• The group measured the inside diameterof the brake drums and checked for out-of-round. The group recorded its findings.

• The group compared its findings with thefactory specifications and evaluated thebrake system.

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• gather and record technical information• visually inspect and record condition of

the brake system• accurately measure and record drum and

rotor dimensions• compare measurements to specifications

and evaluate brake system condition• demonstrate safe use of tools and

equipment

• demonstrate knowledge of potentialhealth hazards when working on brakesystems

• demonstrate knowledge of brakecomponent recycling?


PERFORMANCE

The teacher used a rating scale to evaluateeach group’s work in inspecting andevaluating a braking system.

Rating Scale5 Excellent; criterion met to an exceptional or unusual degree4 Very good; criterion met in a very effective way3 Good; criterion met in a competent and effective manner2 Satisfactory; criterion met but with considerable room for improvement1 Minimally acceptable; criterion met to some extent0 Not evident; criterion not met

The group:

• gathers and records technical information

• visually inspects and records condition of the brake system

• accurately measures and records drum and rotor dimensions

• compares measurements to specifications and evaluates brake system condition

• demonstrates safe use of tools and equipment

• demonstrates knowledge of potential health hazards when working on brake system

• demonstrates knowledge of brake component recycling

Teacher Comments

Criteria


Rating

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BRAKE INSPECTION

LAB #2

Student name _______________________ Class________________ Block __________________

Teacher’s initials _____________________ Start date ____________ End date _______________

Description of Vehicle Being Inspected

Year__________ Production date__________ Make_______________ Model ___________________

VIN code _____________________________ Owner’s name ________________________________

Specifications: (Indicate inches or millimeters)

Original thickness of front discs (rotors) __________ in./mm * Discard thickness __________

Original thickness of rear discs __________ in. _________ mm * Discard thickness __________

Original diameter of rear brake drums ____________ in./mm * Discard thickness __________

Original thickness of front disc pads _________in. _________ mm

Original thickness of rear pads or shoes __________ in. __________ mm

Brake fluid type recommended for this vehicle __________________

Wheel lug nut torque ________________ foot-pounds or Newton-meters

Identify the source of your specifications, including page numbers or computer disc, to access for

verification: _______________________________________________________________________

________________________________________________________________________________

NOTE: For a routine (non-complaint) brake inspection, only two wheels are normally removed for

inspection: one front and one rear wheel.

Left Front Brakes:

Thickness of pads: inner pad ______________ in./mm outer pad ______________ in./mm

Condition of caliper: _____________________ Condition of flexible line: _____________________

Disc thickness: _____________ in. ____________ mm Approved: ______________ (yes/no)

Right Front Brakes:

Thickness of pads: inner pad ______________ in./mm outer pad ______________ in./mm

Condition of caliper: _____________________ Condition of flexible line: _____________________

Disc thickness: _____________ in. ____________ mm Approved: ______________ (yes/no)

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(page 2 of lab #2)

IMPORTANT NOTE: ****** DO NOT PUSH THE BRAKE PEDAL WHILE THE REARBRAKES ARE BEING INSPECTED*******

Left Rear Brakes:

Thickness of brake lining: Front shoe ________________in./mm Back shoe _______________in./mm

Condition of wheel cylinder: ___________________ Condition of flexible line: ________________

Drum diameter: _________________ in./mm Approved: __________________ (yes/no)

Right Rear Brakes:

Thickness of brake lining: Front shoe ________________in./mm Back shoe _______________in./mm

Condition of wheel cylinder: ___________________ Condition of flexible line: ________________

Drum diameter: _________________ in./mm Approved: __________________ (yes/no)

Visually Inspect the Following:

** Brake master cylinder (condition) _________________ Approved _____________ (yes/no)

** All steel brake lines (condition) ___________________ Approved _____________ (yes/no)

VEHICLE INSPECTOR’S SIGNATURE _______________________________________________

NOTES:

Item Problem Remedy

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

TEACHER’S SIGNATURE AND DATE: _________________________________________________

APPENDIX DAcknowledgments

D-3

APPENDIX D: ACKNOWLEDGMENTS

Many people contributed their expertise to this document. The project coordinator wasAdrienne Gnidec O’Henly of the Curriculum Branch, working with ministry personnel and ourpartners in education. We would like to thank all who participated in this process.

THE IRP WRITING AND RESOURCE EVALUATION TEAM

Patrick J. Cunningham School District No. 41 (Burnaby)

Gerard McHale School District No. 67 (Okanagan Skaha)

Henrik Oloffs School District No. 23 (Central Okanagan)

Steve Rogers School District No. 5 (Southeast Kootenay)

David Schalm University College of the Cariboo

APPENDIX EOffering an Automotive

Technology Program in Your School

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APPENDIX E: OFFERING AN AUTOMOTIVE TECHNOLOGY PROGRAM IN YOUR SCHOOL

Curriculum Organizer Prescribed Learning Outcomes

The Automotive Technology 11 and 12 curriculum sets out the Prescribed LearningOutcomes for an introductory Automotive Technology program in a secondary school.These learning outcomes define the knowledge, skills and attitudes that will give students

a general knowledge in Automotive Technology.

Schools may decide to build on the Automotive Technology 11 and 12 program by offeringadditional courses that provide more in-depth study of automotive repair and maintenance. Otherautomotive technology courses for which provincially prescribed learning outcomes have beendeveloped include the following:

• Automotive Technology 12: Engine and Drive Train• Automotive Technology 12: Automotive Electricity and Electronics• Automotive Technology 12: Body Repair and Finish

Although complete IRPs are not provided for these courses, the learning outcomes are provinciallyprescribed, and students can use these courses to meet the Applied Skills Foundation Studiesrequirement. The increased proficiency that students develop by taking these courses will betterprepare them to pursue future post-secondary, career, or avocational opportunities in automotivetechnology. At the same time, offering one or more of these courses enables a school’s AutomotiveTechnology program to maintain relevance to students’ needs.

Teachers are encouraged to integrate a variety of topics and instructional approaches to developAutomotive Technology courses that align with the Prescribed Learning Outcomes. They shouldtake advantage of the available resources and facilities, and take into account the different interests,learning styles, and abilities of learners.

In addition to offering courses based on provincially prescribed outcomes identified in thisdocument (including this appendix), schools may continue to develop and offer local courses thatextend the scope or go beyond the learning outcomes in curriculum developed by the Ministry.Locally developed (LD) courses must be approved by the school board as per the Ministry’s LocalPrograms Order.

E-4



AUTOMOTIVE TECHNOLOGY 12: ENGINE AND DRIVETRAIN

SAFETY


� consistently apply safe and healthy work practices in an automotivetechnology environment

� consistently demonstrate the safe use of tools and equipment

� describe and evaluate potential vehicle and workplace hazards

SHOP PRACTICES � access and apply automotive technical information

� apply general shop administrative and maintenance practices

� perform accurate measurements and evaluate results

� consistently demonstrate the correct use of tools and of shop anddiagnostic equipment

� demonstrate proficiency in the application of fasteners and fittings

ENGINES � remove and install an engine

� dismantle an engine

� inspect, measure, and evaluate engine components, according tomanufacturer’s specifications

� perform re-conditioning procedures

� re-assemble an engine

TRANSMISSIONS � describe the operation of a manual transmission

� describe the operation of an automatic transmission

� describe the operation of a transaxle unit

� remove and install a transmission

CLUTCH ASSEMBLY � remove, inspect, and replace a clutch assembly

FINAL DRIVE ASSEMBLY � demonstrate correct procedures for setting up a differential assembly

� remove, inspect, repair and install a drive axle

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AUTOMOTIVE TECHNOLOGY 12: AUTOMOTIVE ELECTRICITY AND ELECTRONICS

SAFETY



� perform test procedures safely and accurately






� demonstrate proficiency in wiring

ELECTRICAL PRINCIPLES

AND COMPONENTS� explain basic electrical principles

� explain conductors and connections

� identify electrical components, wiring, and circuits

� inspect, service or replace electrical components

ELECTRONIC PRINCIPLES,COMPONENTS, AND

DIGITAL LOGIC

� explain basic electronic principles and data transfer (waves, pulses, andsignals)

� compare electronic and electrical principles

� identify electronic components

� inspect or replace electronic components

� identify and explain the different components in an integrated circuit

ON-BOARD COMPUTER

SYSTEMS

� describe the different computer control systems

� describe the basic operations of the computer(s)

� identify and locate sensors and actuators

� demonstrate the ability to retrieve and interpret data

ENGINE PERFORMANCE

AND DRIVEABILITY

DIAGNOSIS

� identify causes of driveability and performance problems

� demonstrate the ability to analyse diagnostic test results

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AUTOMOTIVE TECHNOLOGY 12: BODY REPAIR AND FINISH

SAFETY



� consistently demonstrate the safe use of tools and equipment


� consistently demonstrate safe handling, storage, and disposal of bodyshop chemicals





� demonstrate proficiency in the application of fasteners and fittings

BODY REPAIR � inspect and evaluate vehicle body condition

� identify and apply methods of sheet metal repair, including cutting andwelding

� demonstrate correct procedures for body panel replacement andadjustment

� perform body repair, including filling and preparation procedures

� remove and install interior and exterior trim

PAINTING AND

DETAILING

� identify various undercoatings, primers, and finishes

� select and apply appropriate undercoatings and primers

� prepare and paint body components

� demonstrate the ability to perform basic detailing

UNIBODY AND FRAME � identify types of structural design

� inspect and evaluate structural condition

� describe correct procedures for repair

� identify applicable Motor Vehicle Inspection Regulations

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