Course Goals
To introduce and educate students about one of the 20th centuries greatest inventions, the automobile. Students will learn how this invention changed lives and helped a nation grow. Students will also understand the basic systems with in an automobile and how they can be individually diagnosed and repaired.
Course Description
This course will introduce students to the history, evolution and systems of the automobile. Students will be introduced to mechanical systems with in the modern automobile. Students will also learn the different automotive systems within an automobile.
Automotive Technology is continually changing due to advances in other technological fields. This course will help students understand how mechanical and electrical systems work through hands-on labs and projects. Knowledge in these automotive systems will prepare students for real life problem solving. This course should reflect a combination of older technology and the latest tool and equipment available to automotive diagnosis.
This course could vary due to the lab and budget of the school. This curriculum is written in a format that allows for flexibility within the curriculum, while still meeting the objectives of the course.
Course Skills, Knowledge, and Behaviors to be Developed
Students will develop skills in the use of modern automotive hand and power tools, as well as show a cognitive understanding of the various systems of an automobile. Students will be expected to show safe work skills and over professionalism. When this source is completes students will understand how an automobile works, be able to diagnose basic problems with in an automobile, and identify if an automobile is safe for the road.
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: Changing a Nation
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
MODUAL 5: Computer/Electronic Evaluation
5.1: EEC Computer control system
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
Vehicle Maintenance
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.historychannel.com for several titles
www.discoverychannel.com for several titles
Appendices
General Web Resources
Academy of Applied Science (AAS)
|
American Association for the Advancement of Science
|
American Chemical Society (ACS)
|
American Society of Mechanical Engineers (ASME)
|
ASEE EngineeringK12 Center
|
Association for Career and Technical Education (ACTE)
|
Council on Technology Teacher Education (CTTE)
|
Dr. Waite's SUNY Oswego Academic Web Site
|
Einstein Project
|
Electronic Industries Foundation
|
Epsilon Pi Tau Honorary Fraternity in Technology
|
Florida Technology Education Association
|
For Inspiration and Recognition of Science and Technology (FIRST)
|
Four County Technology Association (Rochester Area)
|
Future Scientists and Engineers of America (FSEA)
|
History of Education - Selected Moments of 20th Century
|
History of Science Society
|
Inner Auto
|
Innovation Curriculum Online Network
|
Institute for Electrical and Electronic Engineers (IEEE)
|
International Society for Technology in Education
|
International Technology Education Association
|
JETS
|
Journal of Technology Education
|
Journal of Technology Education
|
KISS Institute for Practical Robotics (KIPR)
|
Microsoft Educator Resources
|
Mohawk Valley Technology Education Association
|
Montgomery Public Schools
|
NASA - Education Program
|
Nassau Technology Educators Association
|
National Academy of Engineering
|
National Academy of Engineering: TECHNICALLY SPEAKING
|
National Aeronautics and Space Administration (NASA)
|
National Renewable Energy Laboratory (NREL)
|
National Research Council
|
National Science Foundation
|
National Society of Professional Engineers
|
New York State Technology Education Association
|
Niagara County & Western New York TEA
|
Ohio State University
|
Oswego Technology Education Association
|
Project Lead The Way
|
Sills USA
|
Society for Philosophy and Technology
|
Society for the History of Technology
|
Suffolk Technology Education Association
|
SUNY Oswego Dept of Technology
|
Teacher Certification Office NYS
|
TECH CORPS
|
Tech Learning
|
Techne Journal
|
Technology for All Americans Project (standards)
|
Technology Student Association
|
Technology Student Association (TSA)
|
The Learning Institute of Technology Education (LITE)
|
TIES Magazine
|
U.S. Department of Education
|
|
Specific Web Resources
http://ghlin2.greenhills.net/~apatter/steam.html
http://www.historychannel.com/tdih/auto.html
http://www.acdelco.com/html/as_guide_main.htm
http://www.innerbody.com/innerauto/index.html
http://inventors.about.com/library/inventors/blcar.htm
http://www.cybersteering.com/trimain/history/ecars.html
http://www.howcarswork.com/
http://www.autonews.com/
http://popularmechanics.com/
http://www.autoshop-online.com/auto101.html
http://www.khake.com/page12.html
http://www.reflinks.org/auq/Automobiles.htm Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at: www.emsc.nysed.gov Go to MST icon) (use format given, add performance Indicators from your course, and put in right column on the matrix)
Content Standards | Performance Standards | Modules Within This Course | Standard 1
“Analysis, Inquiry, and Design”
| | | | Mathematical analysis | | | Scientific inquiry | | | Engineering design | | Standard 2
“Information Systems”
| | | | Retrieve | Module 7 | | Process | | | Communicate | | | Impacts | | | Limitations | | | Ethics | | Standard 3
“Mathematics”
| | | | Mathematical reasoning | | | Number and numeration | | | Operations | | | Modeling | | | Measurement | Module 2 | | Uncertainty | | | Patterns | | Standard 4
“Science”
| | | | Physical setting | | | Living environment | | Standard 5
“Technology”
| | | | Engineering design | Module 6 | | Tools, resources, and technological processes | Module 2, 3, 4, 5 |
| Computer technology | Module 3 |
| Technological systems | Module 3 |
| History of technology | Module 1 |
| Impacts | Module 1, 7 |
| Management | Module 7 |
Standard 6 – “Interconnectiveness: Common Themes”
| | |
| Systems thinking | |
| Models | |
| Magnitude and scale | |
| Equilibrium and stability | |
| Patterns of change | |
| Optimization | |
Standard 7 -
“Interdisciplinary Problem Solving”
| | |
| Connections | |
| Work habits | |
| Skills and strategies | |
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 Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).
Strategies for Modifying Instructional Techniques and Materials.
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
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