A graduate Research Project Updating Course Outlines in Technology Education
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Course GoalsTo introduce and educate students about one of the 20th centuries greatest inventions, the automobile. Students will learn how this invention changed lives and helped a nation grow. Students will also understand the basic systems with in an automobile and how they can be individually diagnosed and repaired. Course DescriptionThis course will introduce students to the history, evolution and systems of the automobile. Students will be introduced to mechanical systems with in the modern automobile. Students will also learn the different automotive systems within an automobile. Automotive Technology is continually changing due to advances in other technological fields. This course will help students understand how mechanical and electrical systems work through hands-on labs and projects. Knowledge in these automotive systems will prepare students for real life problem solving. This course should reflect a combination of older technology and the latest tool and equipment available to automotive diagnosis. This course could vary due to the lab and budget of the school. This curriculum is written in a format that allows for flexibility within the curriculum, while still meeting the objectives of the course. Course Skills, Knowledge, and Behaviors to be Developed Students will develop skills in the use of modern automotive hand and power tools, as well as show a cognitive understanding of the various systems of an automobile. Students will be expected to show safe work skills and over professionalism. When this source is completes students will understand how an automobile works, be able to diagnose basic problems with in an automobile, and identify if an automobile is safe for the road. Content Outline MODULE 1: Introduction to Automotive Technology 1.1: History of the Automobile 1.1.1. Horse to horseless carriage 1.1.2. What was the need for the automobile
1.2.1. Impacts on society 1.2.2. Economic impacts 1.2.3. Environmental Impacts MODULE 2: Chassis 2.1. Changing engine oil 2.1.1. Identifying type and quantity 2.1.2. Completing a change
Evaluate used oil condition 2.2: Fluid Level Check 2.2.1. Oil level check 2.2.2. Coolant level check 2.2.3. Brake fluid level check
Washer fluid level check 2.3: Automotive Brake Systems 3.2.1. Identification of system types 3.2.2. Diagnosis of Problems Disassembly and repair 2.4: Tire change 2.4.1. Flat Tire change 2.4.2. Change and balance tires on rim MODULE 3: Automotive Systems - Mechanical Parts 3.1: Internal combustion engine 3.1.1. Four stroke cycle 3.1.1.1. Gas Piston Engine 3.1.1.2. Diesel Engine Wankel Engine 3.2: Cooling System 3.2.1. Operation 3.2.2. Maintenance of the system Diagnosis of cooling problems 3.3: Charging System 3.2.1. Identification of types of charging systems 3.2.2. Testing for problems Replace or repair of system components 3.4: Fuel system Operation Diagnosis of Problems Replace or repair of system components Ignition system Operation Diagnosis of Problems Replace or repair of system components Emission system Operation Diagnosis of Problems Replace of repair of system, components MODUAL 4: Automotive tune-ups and repair 4.1: Checking for problems 4.1.1. Spark plugs 4.1.2. Vacuum testing 4.1.3. Compression testing Leak down testing 4.2: Determining cost of repair or replace 4.2.1. Replacing pieces or component
5.1.1. Explanation of system 5.1.2. Identification of components and their function 5.1.3 Diagnosis using scan tool. MODUAL 6: Automotive performance 6.1: Camshaft technology 6.1.1. Operation Modification pros/cons 6.2: Forced Induction 6.1.1. Superchargers 6.2.1.1 Operation 6.2.1.2 Types of superchargers
Pros/cons 6.2.2. Turbochargers 6.2.2.1 Operation 6.2.2.2 Types of superchargers Pros/cons 6.3 Nitrous Oxide 6.3.1 What is NOS
Pros/Cons MODUAL 7: Consumerism Buying a car New or used Trends Financing Selling a car How to get the most from your car NYS Inspection Knowing what the mechanics look for Fixing the car before you go. Module 1 Introduction to Automotive Technology In this unit students will gain an understanding of how and why the automobile was created and the affect it has had on our lives. Performance Indicators/Supporting Competencies Students will be able to: Define Automotive Technology Describe technological advances which have improved the automobile List historical events that changed the automobile. Name key figures involved with the invention and improvement of the automobile Analyze the affects of living without the automobile. Describe how important the automobile is. List key ideas that make the automobile a valuable asset Name cultures that live without the use of the automobile. List the affects the automobile had on early 1900’s America Describe how these affects speed up the technological advancement in America. Introduction to Automotive Technology List the positive and negative impacts the automobile had on the US economy List the negative affects the automobile hat on pollution Discuss if the positive attributes created by the automobile outweigh the negative attributes of pollution caused by the automobile. Suggested Specific Instructional Strategies Internet research on key figures in automotive history. Worksheet on positive and negative effects of the automobile. Discuss life in early 1900’s America and describe ways the automobile changed this lifestyle Group students to research how specific cities changed or were created due to the automobile Module 2 Chassis In this unit students will be introduced to the components which make up an automotive chassis. They will understand each of its components and how to make checks and repairs. Performance Indicators/Supporting Competencies Students will be able to: Explain where to look up information pertaining to oil specifications for any car. Demonstrate the ability to successfully obtain the correct material needed to perform and oil change Explain the procedure for changing the oil in a lab car. Demonstrate the ability to properly change oil in a lab car. Safely dispose of used motor oil. Identify the type of brake fluid being used in a vehicle Check for low level Detect if the fluid had gone bad. Demonstrate the ability to properly and safely modify the brake fluid in a lab vehicle. Identify where to add washer fluid in a variety of lab vehicles. Explain why washer fluid is a safety concern. Safely prepare a car for a tire change Demonstrate the ability to change a flat tire using both in lab and in car tools. Safely dismount and remount a tire on a rim using a pneumatic tire machine Describe the difference between disk and drum brakes. Perform checks to determine if brakes need to be replaced. Demonstrate the ability to safely change both drum and disk brakes on a lab vehicle Apply knowledge learned from lab activity to other applications Describe the difference between disk and drum brakes List the pros and cons of each system Recognize the different systems on lab vehicles. List different problems that can occur in a brake system. Identify a problem in a lab vehicle Recommend a solution Safely perform diagnosis of brake type and problem Assess best fix to problem Change brake pads/shoes, rotor/drum Suggested Specific Instructional Strategies Bring student car into lab for demonstration to gain interest. Challenge students to find faults with lab car, give prize. Handouts showing and describing how to identify the different components. Show pictures of what can happen if safety practices are not upheld. Team students for lab activity Module 3 Automotive systems In this unit students will be introduced to the different systems with an automobile. Students will gain an understanding of how each system works and how to diagnose problems when they occur. Performance Indicators/Supporting Competencies Students will be able to: List the four cycles of a gas engine Describe technological advances which have improved the internal combustion engine Differentiate between a gas and diesel engine List the parts of a wankel engine Describe how a wankel engine works. Recognize similarities between a wankel and piston engine Identify vehicles that use this engine Apply knowledge to other applications List the different parts of an automotive cooling system Explain how each part functions Point out what will happen if one part is missing List the checks being performed Identify Type of coolant being used Perform a coolant system flush and change Demonstrate proper use of a hydrometer Record results List the different charging systems Identify and alternator and generator. Explain the differences between and alternator and generator. List possible problems Identify problems on lab vehicles Apply previously learned knowledge to new activity Demonstrate ability to properly diagnose problem within charging system Perform proper fix after diagnose of problem Apply knowledge to other applications List the four cycles of a diesel engine Describe how a diesel engine works Differentiate between a diesel and gas engine Suggested Specific Instructional Strategies PowerPoint presentation on different types of engines and how they work Lab demonstration of the different engines and how they run. Handouts showing and describing how to identify the different types of engines PowerPoint presentation on the different systems of an automobile. Lab demonstration of the different systems and how to check for problems. Pair students into teams for lab activities on the different system checks and repairs. Show students different electrical problems by melting down a demo alternator. Module 4 Automotive Tune-ups and Repair In this unit students will apply knowledge about systems in the previous unit to understand why keeping an engine in tune is important, and how to perform this task. Performance Indicators/Supporting Competencies Students will be able to: Identify automotive running conditions by spark plug condition Demonstrate ability to properly gap and replace a sparkplug Determine when it is time to change a sparkplug Discuss what happens if a vacuum leak exists Test for vacuum leaks Demonstrate ability to properly find and fix a leak Explain why we check engine compression Demonstrate ability to properly test engine compression Record test results Determine if the engine is within acceptable specifications Explain why we perform a leak down check Demonstrate ability to properly perform a leak down test Record test results Discuss results Determine if the engine is within acceptable specifications Decide if problem exists and determine where Research cost of parts List pros and cons of each solution Discuss findings Convince others of their solution Suggested Specific Instructional Strategies PowerPoint presentation on different types of engines and how they work Use student vehicle for demo Handouts showing and describing how to perform tasks Pair students into teams for lab activities on the different checks. Student research on cost of parts for local auto parts store. Students compete to find the cheapest price on parts. Module 5 Computer/Electronic Evaluation In this unit students will learn how and why computers are used in automobiles, and why it is necessary to use a computer to diagnose problems. Performance Indicators/Supporting Competencies Students will be able to: Define what an EEC is Discuss the pros and cons of this system Understand why they are in use today List the components in an EEC system. Identify components of an EEC system Understand their individual function. Anticipate what would happen of various components failed Explain why we need a computer to test a computer Connect the scan tool tester to the vehicle Complete a diagnosis of the EEC system Discuss problems Perform component change Suggested Specific Instructional Strategies Take ECC out of lab vehicle in front of students to perform demo. Show students a running engine and disconnect different sensor to show what affect they have. Handouts showing and describing how to perform tasks Pair students into teams for lab activities on the different checks using their own vehicle. Module 6 Automotive Performance In this unit students will be introduced to performance items used enhance vehicles Performance Indicators/Supporting Competencies Students will be able to: Define duration, lift, lobe, separation Identify a cam Discuss the different types Explain why multiple cams are used Describe how engine performance is a trade off Determine if torque or horsepower is desired. Design a cam for a specific task using a computer simulator Explain how a supercharger works D List the different types of superchargers Identify a supercharger Explain why one type is used vs. another List the pros and cons of a supercharger Explain why every vehicle does not have a supercharger. Explain how a turbocharger works Determine the best application for a turbocharger List the different types of turbochargers Identify a turbocharger Explain why one type is used vs. another List the pros and cons of a supercharger Explain why every vehicle does not have a turbocharger. Compare and contrast a turbocharger vs. a supercharger Define Nitrous oxide Explain why it is written NO2 Understand why it is called artificial air Determine the best application for a supercharger Suggested Specific Instructional Strategies Show exiting movie with high performance cars. Have guest speaker from racing team, demonstrate parts on real race car. Handouts showing and describing how to perform tasks Chemistry demonstration to produce NO2 Lab demonstration on vehicles with turbo/supercharger. Module 7 Consumerism In this unit students will learn strategies for buying and selling automobiles. They will learn what the mechanics look for. Performance Indicators/Supporting Competencies Students will be able to: Identify problems a used car. Inspect a used car and determine if it is a good buy Present used car values for a vehicle. Locate financing for a vehicle List items checked in a NYS inspection Fix problems on a vehicle prior to NYS inspection. Suggested Specific Instructional Strategies Field trip to car dealership Guest speaker, salesman, mechanic Handouts showing and describing how to perform tasks Lab demonstration of on how to perform tasks Bibliography Bonnick, (2001). Automotive computer controlled systems: Diagnostic tools and techniques; Newton, MA: Butterworth-Heinemann. Brady, R.N. (1999). Automotive electronics and computer systems. Upper Saddle River, NJ: Pearson Higher Education. Crouse and Anglin, (1994.) Automotive engines : student workbook 8th ed. McGraw-Hill Education. CroCrouse and Anglin, (1994) Automotive engines. McGraw-Hill Education. Duffy, J. E. (2000). Modern automotive technology. Teachers Guide Edition; Paperback; Illustrated Tinley Park, IL: Goodheart-Wilcox Publishers. Erjavec, J. (1999) Automotive technology: A systems approach 3rd edition. Florence, KY: Thomson Learning. Halderman, (2003). Automotive engines: Theory and servicing worktext 4th edition. Upper Saddle River, NJ: Pearson Higher Education. Halderman, (2001). Diagonosis and troubleshooting of automotive electrical, electronic, and computer system. Upper Saddle River, NJ: Pearson Higher Education. Hughes, J. G. (2000). Automotive engine rebuilding 2nd edition. Upper Saddle River, NJ: Pearson Higher Education. Johanson, and Stockel, (2003). Auto brakes technology. Tinley Park, IL: Goodheart-Wilcox Publisher. Newton, T. (1999). How cars work. Black Apple Press. ISBN: 0966862309 Sclar, D. (1997). Auto Repair for Dummies 2nd rev. edition. Berkeley, CA: Ten Speed Press. Toboldt and Johnson, (2000). Automotive Encyclopedia. Tinley Park, IL: Goodheart-Wilcox Publisher. DVD, VHS, and Other Instructional Technology Resources Automotive Design (VHS) PBS home video $27.97 15min
Cambridge Educational $99.95
22min Cerebellum Corporation $7.40 45min Automotive Video QAD
Free 15min streaming video Clay to Classic Ultimatebook $29.95 45min
www.discoverychannel.com for several titles Appendices General Web Resources
Specific Web Resourceshttp://ghlin2.greenhills.net/~apatter/steam.html http://www.historychannel.com/tdih/auto.html http://www.acdelco.com/html/as_guide_main.htm http://www.innerbody.com/innerauto/index.html http://inventors.about.com/library/inventors/blcar.htm http://www.cybersteering.com/trimain/history/ecars.html http://www.howcarswork.com/ http://www.autonews.com/ http://popularmechanics.com/ http://www.autoshop-online.com/auto101.html http://www.khake.com/page12.html http://www.reflinks.org/auq/Automobiles.htmAppendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology(Complete text of standards available on line at: www.emsc.nysed.govGo to MST icon)(use format given, add performance Indicators from your course, and put in right column on the matrix)
Appendix B – Example of Assessment Materials Automotive Technology Final Exam Who is credited with creating the first automobile Karl Benz Henry Ford Robert Anderson Nicolas-Joseph Cugnot Why did every city have its own car company Every city competed with each other The transportation system was too poor to transport resources The government gave grants to cities who had more industry Every person wanted a car and this was needed to keep up with production Society expanded in the early 1900’s due to Better roads meant people could get from point A to B easier Many people wanted a new life for their families The invention of electricity Growth of cities due to jobs in automotive production Henry Ford created Better jobs Assembly line First automobile First labor union What was the need for the automobile? Cities needed a better way to transport it’s people There was a shortage of horses People wanted personal freedom and the automobile provided this Jobs The type of oil required by a vehicle can be determined from The oil cap Owners manual Repair manual All of the above The most important part of any job is Completing the project Making money Safety Making the customer happy Milky white oil indicates The wrong oil was used The engine has synthetic oil Coolant in the oil You are working on a milk truck Metal in your oil can mean B & D Possible engine failure Synthetic oil Warn internal engine parts A magnetic drain plug can help to Isolate abrasives in you engine Indicate if there could be a problem Aid in the engine brake in process All of the above It is important to maintain washer fluid The most important aspect of driving is you ability to see The tank can freeze and crack if it is low You never know when it could become valuable All of the above Brake fluid will go bad by Absorbing moisture Going stale Overheating Freezing How can you visually tell if brake fluid has started to go bad? become a dark color become thick feel slippery expand in the tank When changing a flat tire you should Make sure the car is in park Make sure the emergency brake is on (front tire change) Jack on a flat level surface All of the above What can happen when seating a tire onto the rim? The rim can split and come apart The tire can split The tire will come off if not seated right The tire can explode Balancing tires will result in Better gas mileage Smother ride Less wear on suspension parts All of the above The four strokes of an engine Air, Fuel, Power, Exhaust Intake, Compression, Power, Exhaust Intake, Concussion, Spark, Gas Compression, Spark, Power, Exhaust The correct fuel to air ratio for a gas engine is 10:1 14:1 15:1 24:1 A diesel engine is similar to a gas engine except for Ignition System Compression Exhaust Cycle Power Stroke A Wankel engine is superior to a piston due to Fewer moving parts Better Power to size ratio Smoother operation All of the above Most all modern cars have disk brakes In the back Up front Both Front and Back For the emergency brake A hard vibration when the brakes are pressed could be the result of Bad brake fluid Damaged rotors Cracked brake pads The wrong grade of pads installed Before reinstalling brake calipers with new pads you must first Compress the caliper piston Check the fluid level Change the brake rotor Rotate the tires You should change you antifreeze every 50,000 miles 10,000 miles Every 3rd oil changes When it changes color You can detect a coolant leak by A sweet smell A puddle under the car Checking the heater for leaks All of the above Modern cars use this type of charging system Generator Alternator Battery Photo cell Standard spark plug gap for an electronic ignition engine is .045” .030” .015” .065” A vacuum leak will result in A poor running engine A hissing sound Accessories not to work properly All of the above The compression tester fits in The carburetor The fuel pressure rail A fitting on the intake manifold The spark plug hole A compression test will determine The mechanical systems with in the engine The compression ratio The condition of the engine Fuel pressure Cylinders should be with in (____%) of each other 10% 20% 35% 25% A leak down test will determine Where any coolant leaks are How well the engine holds compression How much fuel pressure is present How much power and engine has An engine in good condition should have less than _____ leakage 10% 20% 30% 40% The best fix for an engine with a bad compression and leak down test is New piston rings A valve job A new engine Not enough information is known When trying to decide between repair and replace what is the biggest factor Time Cost Knowledge Information How do you decide weather to do you self of hire out You comfortable level with the job Can you be with out the car for a few days Do you want to try the job All of the above The final check to repairing or replacing an engine is Time Availability Price Sentimentality What does EEC stand for Electronic Engine Control European Economic Community Electric Engine Combustion European Engine Control Most modern cars use this system EEC-3 EEC-4 EEC-2 EEC-1 A sensor performs this operation Converts sensory inputs into a analog signal Measures engine activity Controls engine performance All of the above A motor performs this operation Converts a EEC signal into a physical activity Runs your car Changes engine conditions All of the above The job of the EEC is to Modify engine inputs for optimal efficiency Control pollution Alert you if a problem in your engine occurs All of the above The chemical make up of Nitrous Oxide is NO3 N20 N30 NO2 Nitrous oxide performs this function Polymerization Oxidation Combustion Compression If only nitrous oxide is injected into an engine the engine will Increase the power by 50% Not run Smell funny Run lean and self-destruct A supercharger is used to Force extra fuel into an engine Force extra air into an engine Increase mileage All of the above A turbo charger is use to Force extra fuel into an engine Force extra air into an engine Increase mileage All of the above A supercharger is better for High rpm racing Stop and go traffic Trucks Torque and low end power A turbocharger is best used for Torque and low end power High rpm power Stop and go traffic Trucks You can bolt on a turbo or super charger With out any other modifications To any car If you modify the EEC Only to sports cars Answer key a b d b c d c c a d a a a d a d b b a d b b a a d b a d d c a b a d b d c a b a a d b b d b b d b c Appendix C - Students with DisabilitiesThe Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements. The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements. Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP). Strategies for Modifying Instructional Techniques and Materials.Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report. Infusing Awareness of Persons with Disabilities Through Curriculum.In keeping with the concept of integration, the following subgoal of the Action Plan was established. In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled. The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities. The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand. Appendix D - Student Leadership Skills Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”. Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques. Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area. Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level. More information in Technology Education can be found at the Technology Education Student Association web site at: http://www.tsawww.org Download 251.98 Kb. Share with your friends:
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