Course Profile Transportation Technology,
Grade 10, Open, Catholic
Unit 2: Applied Maintenance
Time: 30 hours
Activity 1 | Activity 2 | Activity 3
| Acitivty 4 | Activity 5
In this unit students perform a wide variety of commonly practised maintenance routines on vehicles. Students develop practical skills in vehicle maintenance and troubleshooting and learn to observe safe work practices in a shop environment. Students also study the relationships between regular maintenance and inspection and vehicle performance and safety. These skills will provide an identifiable and marketable base for future co-op or employment opportunities and will serve as life skills to consumers of vehicles and services in the transportation industry. Through these activities, students will learn to work with a Christian perspective of honesty and integrity in the workplace.
Ontario
Catholic School Graduate Expectations: CGE 1l, 2b, 3c, 4a, 4f, 5a, 5d, 5h, 7a, 7b, 7i, 7j, 7l.
Strand(s): Theory
and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.03T, TFV.05T,
SPV.01T, SPV.03T, SPV.04T, ICV.01T, ICV.04T.
Specific Expectations: TF1.01T, TF1.02T,
TF1.03T, TF1.04T, TF1.05T, TF1.09T, SP1.01T, SP1.02T, SP1.03T, SP1.05T, SP1.07T, SP1.08T, IC1.02T, IC1.03T, IC1.05T,
TIC1.07T.
|
Activity 1 |
Vehicle Inspections, Checklists, and Schedules |
360 minutes |
|
Activity 2 |
Maintaining Personal Transportation and Small Powered Equipment |
360 minutes |
|
Activity 3 |
Exhaust System Service |
360 minutes |
|
Activity 4 |
Servicing Wheels and Tires |
360 minutes |
|
Activity 5 |
Automotive Reconditioning and Care |
360 minutes |
The specific prior knowledge requirements for activities in this unit will depend on the sequence of delivery. The general knowledge required for the unit is as follows:
· understanding of basic shop operating procedures
· awareness of acceptable personal conduct standards
· awareness conduct as a responsible service provider
· understanding of safety rules
· technical reading skills
· Internet/research skills
In addition, the continued use of the Sample Safety Passport (Appendix A) introduced in Unit 1 is strongly encouraged.
· These activities require access to an equipped lab area with general mechanical hand tools as well as specific lifting devices, specialty tools for automotive, small engine and other applications, and their appropriate safety devices. Project examples and bench models are an aid in introducing the skills and knowledge. The reference materials for the activities may be in the form of general texts, but attention should be paid to the specific manuals and their instructions when they are required in servicing to the OEM standards.
· Some activity content is guided by Province of Ontario Standards. Current documentation should be available to support these standards as they are presented in specific projects.
· In keeping with industry standards, reports or task sheets should be in a document format, “template-style” work orders should be used to track student activities and facilitate real-world technical record keeping.
· Special note has been made of “customer care” and inspection of vehicles returning to service. An important aspect of providing actual (as opposed to simulated) services is the satisfaction, confidence, and safety of the people involved with the project. The customer (or community) and the learning service provider should be encouraged to use communication and problem solving in a co-operative manner to provide the best results.
· Adequate and timely opportunities can be found within the activity to reflect and act on the elements of faith that assist and encourage students in their endeavors. Acts of giving in the community, goals of excellence in their work, and the ideals of purposeful vocation can all be well reinforced on a day-to-day basis.
1. The activities in this unit may involve the servicing a variety of transportation examples. There is a great advantage in using projects that are appropriate to the student’s community. The work expectations are of an introductory service provider such as the initial work of a co-operative education placement or a student’s part-time employment. Teachers should ensure that Catholic ethical work practices are taught and reinforced throughout the unit’s activities.
2. Activity 1 is both a communications and technical activity that will allow students to identify and recognize deficiencies and potential problems in a vehicle. Common systems in transportation can be identified by using a checklist format. Students are expected to apply information and exercise judgment in their assessment of the system and component condition.
3. Activity 2 provides an opportunity, through the design and implementation of a “total service”, to be introduced to research methods using manuals, and project organization required in carrying out maintenance activities. A documented report is expected with the skills demonstration.
4. Activity 3 uses a specific system (the emissions control system), to reinforce repair skills and apply general industrial skills such as welding to a transportation project. Original Equipment Manufacturer (OEM) and provincial standards will be used to demonstrate the technical research expected in industry as well as creating an attitude of accountability in professional situations.
5. Activity 4 is an examination of a common starting point in industry - tire servicing. Through research, skills demonstration and knowledge acquisition by lessons, students will have the in-school opportunity to master a skills foundation applicable to a job situation in their community.
6. Activity 5 uses procedures in reconditioning of a vehicle adapted from the used car retail industry to introduce the skills necessary to improve the appearance, function, and value of any vehicle. An element of research is required to properly assess the project, and the report will be made in a professional style format.
Assessment is an ongoing and daily process that involves student demonstration, observation of daily/weekly project work, maintenance of log or work orders, and practical and written examinations. Activity assessment rubrics and teacher/student or peer discussion may be used to determine progress in team or individual activity.
Aticinson, H. Mechanics of
Small Engines. Toronto: McGraw-Hill Ryerson, 1986.
ISBN 0-07-548870-1
Crouse, W. Automotive Mechanics. Toronto: McGraw-Hill, 1993. ISBN 0-028-009436
Deroche, A. The Principals of Autobody Repairing and Repainting. New Jersey: Prentice-Hall, 1992. ISBN 0-13-678053-9
Fricker, W. Welding Procedures
and Practices. Toronto: John Wiley and Sons, 1984.
ISBN 0-471-79783
Interdicasterial Commission. Catechism
of the Catholic Church. New York: Doubleday, 1995.
ISBN 0-385-47967-0
Mitchell International. Automechanics. Toronto: Prentice-Hall, 1991. ISBN 0-13-583782-0
Mitchell International. Automotive
Fuel and Emissions Systems. New Jersey: Prentice-Hall, 1991.
ISBN 0-13-584 103-8
Thiessen, F. and D. Dales. Automotive
Principles and Service. Toronto: Prentice-Hall, 1994.
ISBN 0-13-336561-1
Ontario’s Drive Clean Programme
http://www.ene.gov.on.ca/
Pollution
Probe
http://www.pollutionprobe.org
Popular Mechanics Magazine
http://www.popularmechanics.com/
Inner.Auto
http://www.innerauto.com
How Things Work
http://www.howthingswork.com/
Computerized service manuals
OEM Service Manuals
Aftermarket Service Manuals
Ministry of Transportation Safety Inspection Standards
Time: 360 minutes
In this activity students will be developing comprehensive inspection checklists and maintenance schedules, and perform thorough vehicle inspections. The students will develop skills that will enable them to identify various conditions, described on their checklists, that indicate problems or require maintenance. Students will identify the major systems and components inspected for daily use, pre-purchase of vehicles, seasonal inspection, and long trip or vacation inspections.
Ontario Catholic School Graduate Expectations
CGE5a - works effectively as an interdependent team member;
CGE5d - finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.03T - explain the importance of service and support systems to the transportation of people and products;
SPV.01T - demonstrate accuracy in the use of measuring systems and methods;
SPV.04T - use a variety of fastening, fabrication, maintenance, and repair techniques correctly in projects;
ICV.04T - apply health and safety standards related to materials, processes, and equipment.
Specific Expectations
TF1.02T - demonstrate knowledge of service procedures for different types of transportation vehicles;
TF1.04T - describe the operation and application of major vehicle propulsion devices and the procedures used for servicing them;
SP1.01T - produce projects that demonstrate knowledge of a variety of transportation technologies;
SP1.02T - use measurement tools correctly to inspect and service vehicle systems;
SP1.03T - identify wear on vehicle system components on the basis of industry standards;
SP1.05T - describe and maintain support systems related to vehicle operation;
SP1.08T - repair or replace components to meet or exceed original equipment manufacturer (OEM) standards.
Teachers should pre-select standard industry inspection and maintenance checklists. A complete vehicle service manual in print or software will include routine checklists. Vehicle owner’s manuals will list recommended service schedules. Samples from mass transit, commercial carriers, retail service, automobile associations, and provincial guides should be presented to students.
Students should have:
· general understanding of basic shop operating procedures
· awareness of acceptable personal conduct standards
· technical reading skills
Continued use of the Sample Safety Passport (Appendix A) as well as familiarity with general procedure as outlined in Appendix B is recommended.
1. The teacher presents the students with the challenge of developing inspection checklists and a maintenance schedule for a vehicle. The purpose of checklists, and the systems to be inspected will be reviewed. Sample checklists may be discussed or practised. Teachers should discuss the importance of issuing standard inspection and maintenance checklists or routines.
2. Students working independently or in small groups research, develop and perform inspections and maintenance schedules using criteria such as safety, mechanical fitness, efficiency and performance.
3. Theory Exercise
· Each student researches and develops inspection checklists and maintenance schedules following manufacturer’s specifications and practical manuals (the document should be computer generated). The rating system used in their inspection checklist such as pass/fail, requires service, service recommended in “x” km should match the purpose of the inspection. All students should submit the document for teacher’s approval and assessment. Teachers should discuss with the class any questions that arise from reading of specs or manuals.
4. Practical Exercise
· Students (independently or in groups assigned by teacher) perform the inspection on the vehicle using the checklists that they have designed, comparing results with manufacturers’ specifications found in the technical manuals. Students will report their results to the teacher for confirmation and review of findings. As required, the teacher will inspect all vehicles leaving the facility.
· The students should be assessed on an ongoing basis as the inspection is designed and executed. The evaluation should be based on the results of the two parts of the activity. Teachers should evaluate the completed student inspection checklist, and observe and assess the student’s performance in following and describing their individual checklist.
· A suggested set of techniques would be:
- summative evaluation of the completed checklist
- an evaluation of the practices demonstrated in executing the inspection
Inspecting Checklists and Schedules Rubric
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Students will read and develop written technical materials as effective communication tools TFV.03T TF1.02T TF1.04T |
- demonstrates limited understanding of inspection checklists and scheduled maintenance |
- demonstrates adequate understanding of inspection checklists and scheduled maintenance |
- demonstrates considerable understanding of inspection checklists and scheduled maintenance |
- demonstrates thorough and insightful understanding of inspection checklists and scheduled maintenance |
|
Student applies knowledge of industry standards to inspection checklist development SPV.01T SP1.01T SP1.03T SP1.05T |
- written inspection checklist and maintenance schedule shows minimal adherence to industry-type format |
- written inspection checklist and maintenance schedule shows adequate adherence to industry-type format |
- written inspection checklist and maintenance schedule shows standard adherence to industry-type format |
- written inspection checklist and maintenance schedule shows extensive knowledge and adherence to industry-type format |
|
Student will perform designed inspection SPV.04T SP1.02T SP1.08T ICV.04T |
- demonstrates limited capabilities to perform vehicle inspection |
- demonstrates adequate capabilities to perform vehicle inspection |
- demonstrates effective capabilities to perform vehicle inspection |
- demonstrates thorough capabilities to perform vehicle inspection and assistance of others |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· Teachers may elect to give more or less guidance and directions in researching and developing a checklist depending on individual student or class needs. Students with strengths in one area of the activity should be encouraged to participate as team leaders there and as active group members in the other. This will provide an opportunity to exercise true teamwork in the activity.
· As an extension, teachers may ask students to formally develop a set of inspection documents or posters for following classes.
Vehicle checklists and recommended maintenance schedules can be obtained from vehicle manuals or service station literature. General information can be obtained from:
Mitchell International. Automechanics. Toronto: Prentice-Hall, 1991. ISBN 0-13-583782-0
Thiessen, F. and D. Dales. Automotive
Principles and Service. Toronto: Prentice-Hall, 1994.
ISBN 0-13-336561-1
Inner.Auto
http://www.innerauto.com
Computerized service manuals.
OEM service manuals
Aftermarket service manuals
Time: 360 minutes
The students will plan and execute a complete service of a simple personal transportation vehicle or powered equipment. A good foundation of technical skills, basic knowledge of systems, and an awareness of industry methods will set the parameters for the service. The standard of this service is to maintain or restore the project to its original condition or functionality. Examples such as bicycles, skateboards, wheelchairs or small powered equipment may be accessible. Students will have ownership of the activity by servicing their own machines, or by acting as service providers for their community.
Ontario Catholic School Graduate Expectations
CGE1i - integrates faith with life;
CGE2b - reads, understands, and uses written materials effectively;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE7b - accepts accountability for one’s own actions.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.03T - explain the importance of service and support systems to the transportation of people and products;
SPV.04T - use a variety of fastening, fabrication, maintenance, and repair techniques correctly in projects;
ICV.04T - apply health and safety standards related to materials, processes, and equipment.
Specific Expectations
TF1.01T - identify current safety standards in transportation and secondary industries;
TF1.02T - demonstrate knowledge of service procedures for different types of transportation vehicles;
TF1.03T - describe various maintenance and support technologies related to the transportation of people and products;
SP1.02T - use measurement tools correctly to inspect and service vehicle systems;
SP1.03T - identify wear on vehicle system components on the basis of industry standards;
SP1.08T - repair or replace components to meet or exceed original equipment manufacturer (OEM) standards.
· The opportunity to work as service providers will demonstrate Catholic values in terms of the value of work, work ethics, and caring for others. Teachers should plan methods of illustrating these links as inherent in the professional conduct of those working in technology. The technology itself may be value neutral, but the integration of faith and life’s activities will yield a richer experience for any student interacting with others.
· Teachers should predetermine the scope of the activity based on local resources and needs. Special considerations should be given to instructing and assisting students in the handling of projects for clients. To ensure success, secure storage and adequate working space must be provided.
· In addition:
· specialty tools are required for some applications in order to achieve professional results
· general and manufacturer specific procedure instructions may differ. Assist students in determining an applying the most appropriate procedures
· testing of multiple projects in the same lab may not be possible at the same time. Design a schedule to ensure adequate supervision.
Students will need:
· understanding of basic shop operating procedures
· awareness of acceptable personal conduct standards
· awareness conduct as a responsible service provider
· understanding of safety rules
· technical reading skills
· Internet/research skills (preferred)
Teachers are encouraged to continue use of the Safety Passport (Appendix A), as well as adopt the general procedure rules as outlined in Appendix B.
1. Students will plan a schedule for the total service, and be provided with or create a resource sheet to track pertinent information contacts. Categories may include parts distributors, technical assistance call centres, web sites or local associations, clubs, and businesses. The timeline should provide a schedule for the inspection, research, and service components of the activity. This activity may also call for the design and creation of a promotional flyer or poster to highlight the activity in the school. This activity is an excellent opportunity to serve the school or community.
2. An initial class examination of a sample project, with teacher instruction and student participation will demonstrate how to isolate systems, identify mechanical wear, adjust components and ascertain specific manufacturer identification or model markings. Proper, safe, and ecologically sound procedures should be outlined.
3. Students will make the transition from casual user of the vehicle or equipment to dedicated service provider by objectively assessing the operation of their project example. This often results in an immediate raising of standards. “Client” input may be effective here. Teachers should emphasize that good communication between the service person and the client is a diagnostic tool and provides an objective benchmark for results. Clear descriptions of complaints and expectations will invariably result in a better service.
4. Planning for project and parts storage will simplify the shared facilities and resources. This mirrors the working situations in today’s industry. Students should be an integral part of this planning.
5. In designing the service procedure, students should assess working life of the components and the whole machine. Students will determine which parts should be serviced and which should be identified for future replacement. Students are to assess likely failures and recognize good design in systems and components. Teachers should assist the students in exploring the relationships between maintenance and performance, and maintenance and useful life of the equipment. Students prepare a service procedure outline based on their assessment.
6. Students who have completed the service procedure outline begin the service process. Modifications to the service procedure outline should be monitored by the teacher, to ensure that the students become aware of the accountability of providing specific services.
7. Students should demonstrate their results to others and compare procedures to emphasize foundational skills. A review of maintenance vs. repair or another subjective assessment of the process will emphasize to the students the value of their individual efforts.
· a formative assessment spot check of the student’s service schedule
· an informal “customer satisfaction survey”, conducted by clients or other student’s role playing
· a summative evaluation based on the service outcome and student demonstration
Sample Activity Assessment Rubric for a “Total Service”
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Student can identify and relate the combined systems in a personal transportation vehicle or small powered equipment. TFV.03T |
- limited understanding of the systems that exist in transportation |
- moderate clarity in understanding the systems that exist in transportation |
- considerable understanding of the systems that exist in transportation |
- thorough understanding of the systems that exist in transportation |
|
Student can formulate a system for comparing results of simple service and adjustment of mechanical systems. SPV.04T |
- limited understanding of the processes involved in executing mechanical adjustments |
- moderate understanding of the processes involved in executing mechanical adjustments |
- considerable understanding of the processes involved in executing mechanical adjustments |
- thorough understanding of the processes involved in executing mechanical adjustments |
|
Student can function as a service provider in a technical setting and demonstrate employable or professional skills. SP1.03T |
- limited ability to function in a working technical setting |
- adequate ability to function in a working technical setting |
- competent ability to function in a working technical setting |
- exemplary ability to function in a working technical setting |
|
Student can service a simple vehicle or piece of powered equipment. TF1.02T |
- assists in service. |
- performs service |
- performs service with consistent results |
- performs service with a high degree of complexity with consistent results |
|
Students can recognize and/or apply similar procedures in separate projects. TF1.03T |
- limited attempt made to extend applications of procedures |
- some attempt made to extend applications of procedures |
- considerable thought was used to extend applications of procedures |
- insightful ideas were used to extend applications of procedures |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Strategies to accommodate the variety of learning styles in the classroom may include:
· additional handouts to summarize written and discussion material;
· use of other school resources for assistance with written assignments;
· additional time allowance for completion of practical projects;
· additional homework research assignments;
· consultation with parents;
· assistance with organization skills;
· additional one-on-one time by teacher or peer tutors;
· alternative activities to meet student needs;
· providing enrichment opportunities such as requirements for more in-depth research.
If required, consultations should be held with students, parents, resource, guidance and special education departments, when required, to assist in creating an educational plan (IEP) for individual student. Accommodations for physical disabilities should be made as required to ensure the safety of individuals while participating in course activities.
Aticinson, H. Mechanics of Small Engines. Toronto: McGraw-Hill Ryerson, 1986. ISBN 0-07-548870-1
McCallagh, J. Pedal Power. U.S.A.: Rosedale Press, 1977. ISBN 0-87857-178-7
OEM service manuals
Aftermarket service manuals
Time: 360 minutes
In this activity students inspect exhaust systems, diagnose problems and perform service operations. The students develop diagnostic and technical skills that enable them to inspect and replace exhaust components. Instruction is given on the use of tools that are commonly used in performing exhaust system repairs, such as the oxygen-acetylene torch for heating and cutting and the MIG (Metal Inert Gas) welder for welding. Students identify various emission system components and state their purpose. The importance of safety in a clean and harmonious workplace is reinforced throughout this activity.
Ontario Catholic School Graduate Expectations
CGE5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation;
CGE7I - respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Strand(s): Theory and Foundation, Skills and Processes,
Impact and Consequences
Overall Expectations
TFV.03T - explain the importance of service and support systems to the transportation of people and products;
SPV.03T - describe the function of major vehicle system components;
SPV.04T - use a variety of fastening, fabrication, maintenance, and repair techniques correctly;
ICV.01T - describe the impact of transportation technology on society and the environment;
ICV.04T - apply health and safety standards related to materials, processes, and equipment.
Specific Expectations
TF1.01T - identify current safety standards in transportation and secondary industries;
SP1.03T - identify wear on vehicle system components on the basis of industry standards;
SP1.07T - use a variety of technologies for joining materials;
SP1.08T - repair or replace components to meet or exceed original equipment manufacture (OEM);
IC1.02T - describe changes made to vehicle systems to enable them to use energy more efficiently;
IC1.07T - describe health and safety regulations for the handling of tools, fuels, materials, and equipment.
· Information on the gases produced by the internal combustion engine and their effects on the environment, including a general overview of some of the systems that have been developed to limit these emissions, should be prepared beforehand. Teachers should prepare for discussions on the criteria for inspecting the exhaust system and the consequences of operating a vehicle with a faulty exhaust system. Introduction to the Drive Clean Emissions Program (see Resources) may be included. For a particularly Catholic perspective of these issues, direction may be taken from the current Catechism which addresses Technology and the Environment.
· The teacher must demonstrate correct procedures and safety concerns when using the oxy-acetylene torch for cutting, heating and welding, and the electric welding equipment. Special caution must be taken to ensure all students observe appropriate protection during all demonstrations and subsequent practice sessions. Strict accordance with industry and site specific requirements for providing shielded and ventilated areas must be met. Students should be provided with scrap pieces of exhaust pipe and other materials, and ample time for practice welding.
· All work performed on vehicle exhaust systems must meet OEM specifications. No modifications may be made that will defeat any noise or emission control systems. The use of “test pipes” in place of catalytic converters is limited to in-shop testing as in industry. Teachers must foster in the students respect for environmental concerns.
Students should have:
· general understanding of basic shop operating procedures
· awareness of acceptable personal conduct standards
· understanding of general safety rules
The continued use of the Safety Passport (Appendix A) is strongly encouraged.
1. The teacher discusses the purpose of the exhaust system and various key components, including; exhaust manifold(s), expansion chambers, catalytic converters, and exhaust pipes. The teacher demonstrates inspection procedures for each component. The required safety procedures are discussed and demonstrated for each area of exhaust work. Students record all of the information in notes or refer to a teacher-developed information sheet.
2. Students inspect and diagnose the exhaust systems on different vehicles. The students record the required repairs and suggest appropriate service procedures. The teacher approves the repairs and supervises the component repair or replacement.
3. The teacher demonstrates welding, heating, and cutting using the oxy-acetylene torch and the electric (arc, MIG, plasma cutter) welder. Students practise these skills using scrap pieces of material. During the demonstration the teacher reinforces correct operating procedures and reviews the following safety concerns:
· the ground lead must be disconnected from the battery prior to electric welding;
· a heat shield (i.e., metal sheet) must be placed between the exhaust pipe and the vehicle;
· the area to be welded must be carefully inspect for the proximity of any gas lines or fuel tanks. (If any are present, the exhaust components must be removed from the vehicle prior to any welding operations.);
· an observer must be able to view the inside of the vehicle to identify any smoke. (If the vehicle is on the hoist, a door must be open to permit an unobstructed view.);
· an appropriate fire extinguisher must be readily available during the entire procedure.
4. The teacher discusses the primary gasses produced by the internal combustion engine and briefly outlines their effects on the environment. (This discussion might be linked with a Science or Geography unit, consult those subject teachers).
5. The teacher introduces the names and purposes of exhaust gas emission control components. Primary components to be identified are the catalytic converter, oxygen sensor, exhaust gas re-circulation valve, and evaporative canister. It should be understood that the systems are vehicle specific and a more comprehensive listing could be provided. As an enrichment to the activity, some students may be introduced to the complete gas flow (and vacuum) circuits and electronic sensor control circuits for these systems. Knowledge of environmental concerns may be appreciated in school/community groups or serve as a tie-in for using transportation as a study topic in another curriculum.
6. The teacher must stress the importance of maintaining gas emission control devices to ensure minimum exhaust gas emissions from vehicles. This is an example of a professional pursuit being a response to God’s calling to work. The environment should be a true concern to those working in transportation.
· Daily observation of the students’ work and safety practices and organizational skills while performing required tasks are noted. Independent research, notebooks, and worksheets are checked for order and accuracy of information.
· Formal tests should be given on the safe operation of welding procedures. See Appendix 2.3 – Oxy-Acetylene Welding as an example
Sample Assessment Rubric for Exhaust System Diagnosis and Repair
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Student can use the oxy-acetylene torch correctly and safely. SPV.04T SP1.07T ICV.04T IC1.07T |
- uses the regulators and lights torch only with constant supervision |
- heats and cuts pipes with regard to the safety with some required supervision |
- heats, cuts and welds pipe using the correct procedures with minimal or no supervision |
- heats, cuts, welds and brazes pipe to an air-tight seal consistently |
|
Student can use the MIG welder safely. SPV.04T SP1.07T ICV.04T IC1.07T |
- operates the welder safely only with constant supervision |
- operates the welder safely to make beads on a flat surface with some assistance |
- operates the welder safely to make beads around a suspended pipe with some assistance |
- operates the welder safely to make beads. Adjusts settings to correct operating difficulties |
|
Student can inspect the exhaust system. SP1.03T SP1.08T |
- determines some of the major failures in the exhaust system |
- determines most faults in the exhaust system |
- identifies a complete list of components requiring service or replacement |
- assesses the complete system and determines if emission-reducing components are present and functional |
|
Student can state the importance of a properly functioning exhaust system. TFV.01T TF1.01T SPV.03T ICV.01T IC1.02T |
- identifies some of the major exhaust system components and their purpose |
- identifies most of the major exhaust system components and states the hazards of leaking exhaust systems |
- identifies all major exhaust system components and states various effects of vehicle exhaust and emissions |
- relates the components, their
function and the hazards/ |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· Students with special needs may rely more heavily on an automotive text to reference the components and their purposes. Teachers should allow for more inspection time for those who need more help to understand functions and components of systems.
· Teachers can also provide:
· instructor and peer assistance in the identifying components and in making repairs;
· instructional aid materials providing step-by-step instruction of exhaust systems inspection routines.
· research into more specific details of component identification and manufacturer’s specifications in exhaust gas flow circuits and electronic control circuits for enrichment;
· research into the ecological effects of exhaust emissions and proposed emission legislation.
Fricker, W. Welding Procedures
and Practices. Toronto: John Wiley and Sons, 1984.
ISBN 0-471-79783
Interdicasterial Commission. Catechism
of the Catholic Church. New York: Doubleday, 1995.
ISBN 0-385-47967-0
Mitchell International. Automotive
Fuel and Emissions Systems. New Jersey: Prentice-Hall, 1991.
ISBN 0-13-584 103-8
Ontario’s Drive Clean Programme
http://www.ene.gov.on.ca/
Pollution
Probe
http://www.pollutionprobe.org/
Computerized service manuals.
OEM Service Manuals
Aftermarket Service Manuals
Ministry of Transportation Safety Inspection Standards.
Ministry of Transportation Emission Laws
Ontario Health and Safety Act.
1. Oxygen fittings have _______________________ hand threads and acetylene fittings have _______________________ hand threads.
2. Regulator pressure should be adjusted to the:
a) thickness of the metal to be welded. b) tip size.
c) welding position. d) all of the above.
3. List three types of flames and circle the one which is most common for welding.
1.
2.
3.
4. When adjusting acetylene pressure never exceed:
a) 25 psi b) 10 psi c) 30 psi d) 15 psi
5. When oxygen regulators get hard to remove and install, the threads should be oiled.
a) TRUE b) FALSE
6. At what angle and which direction should the torch be when welding?
7. What is the one substance that should not come in contact with oxygen in welding practice?
8. Circle the following statements as TRUE OR FALSE
a) Eye protection must be worn when using T F
welding equipment.
b) Acetylene pressure should never be T F
adjusted to exceed 15 psi.
c) When oxygen regulators become hard to T F
remove and install, the threads should be oiled.
d) The oxygen tank valve should only be T F
opened 1 ½ turns.
e) To ignite the torch, the acetylene valve T F
is opened before the oxygen valve.
f) A backfire is generally caused by touching T F
the torch tip against the work.
g) Only ferrous metals can be cut with T F
oxy-acetylene torches
h) Moving the cutting torch too fast will T F
lose the cut, while moving too slow will
make a ragged edge or fused cut.
i) When cutting metal, the torch tip should T F
be held at a 45 degree angle.
j) When cutting metal, the surface is heated T F
by a gas flame and an oxygen jet does the
cutting.
9. Choose information in Column II that corresponds to a topic in Column I. Each element in column II should be used only once.
Column I Column II
___ l. oxygen hoses A. soapy non-detergent water
___ 2. acetylene tank valve B. maximum 15 psi
___ 3. leak test C. squealing sound
___ 4. acetylene pressure D. left hand thread
___ 5. backfire E. controlled pressure reduction
___ 6. regulator F. cutting and welding
___ 7. flashback G. 1 1/2 turns
___ 8. neutral flame H. maximum 20 psi
I. right hand thread
J. welding only
K. touching tip on work
Time: 360 minutes
This activity introduces students to service procedures performed on tires and wheels. Students change, repair and balance tires, perform routine tire inspections for wear and inflation, perform tire rotations, and service non-sealed wheel bearings. The competencies relating to wheel and tire service are truly significant in terms of public safety. This activity provides an opportunity to reinforce moral and ethical responsibilities in daily work.
Ontario Catholic School Graduate Expectations
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
SPV.03T - describe the function of major vehicle system components;
SPV.04T - use a variety of fastening, fabrication, maintenance, and repair techniques correctly in projects
ICV.01T - describe the impact of transportation technology on society and the environment;
ICV.04T - apply health and safety standards related to materials, processes, and equipment.
Specific Expectations
TF1.02T - demonstrate knowledge of service procedures for different types of transportation vehicles;
TF1.05T - identify and explain technologies for joining materials and describe their application;
SP1.03T - repair or replace components to meet or exceed original equipment manufacturer (OEM) standards;
IC1.03T - explain the need to manufacture and dispose of vehicle system components in an environmentally friendly way;
IC1.05T - identify local systems that deal with recycling in the transportation industry.
· Several pieces of automotive equipment are required to complete these activities, including a tire changer and balancer, hoisting or lifting equipment and a compressed air source with tire valve chuck. The teacher must demonstrate safe and proper use of all special equipment. Damaged tires may have steel wire protruding from the tread, creating a safety hazard. Prior to servicing, tires should be inspected to determine if there are any such hazards. Use of the Safety Passport (Appendix A) is recommended for specialty equipment.
· A supply of tire plugs of different sizes and patches is required for tire repair. Students may practise repairs on donated wheels and tires that have been punctured. Students must demonstrate a high level of skill in servicing old tires before attempting to service customer wheels or tires.
· New tire weights must be used on wheels that will be returned to the road.
Students should have:
· general understanding of basic shop operating procedures
· knowledge of safe use of specialty equipment (given just prior to use)
· awareness of acceptable personal conduct standards
· awareness conduct as a responsible service provider
· technical reading skills
Continued use of the Safety Passport (Appendix A) is strongly recommended, as well as general procedure outlines in a format similar to Appendix B.
1. The teacher introduces the activity by discussing the importance of tires in vehicle handling and braking in all weather conditions. The responsibilities of people of the Catholic faith to work ethically and responsibility especially when people’s lives are concerned is to be reinforced throughout the activity. Teachers describe the dangerous consequences when attention to safety is not considered daily. Teachers ask students to consider how they would feel at the end of each day when the welfare of others is or is not recognized to be of prime importance.
2. The teacher demonstrates to the class the correct procedures for:
· inspecting a tire for tread wear and air leaks;
· tire changing and balancing;
· installing and tightening wheels.
3. Students are called upon to assist the teacher in all aspects of the procedure. In small groups, students practice these service procedures on donated vehicles and/or wheels. (See Appendix 2.4 – Tires and Wheels Instructional Aid Sheet.)
4. The teacher discusses tire construction and tire types as well as service and inspection procedures, including correct tire inflation methods and tire sizing information. Recycling methods and the impact of carelessly discarded tires is also discussed. As an enrichment activity some students may research current and future uses for discarded tires. The importance of correct torquing procedures is reviewed. All wheel nuts must be torqued to specifications prior to returning to service.
5. Students remove a tire from a vehicle and place it in the water tank to determine the existence and location of leaks. If leaks are detected, students mark their location on the tire with a tire crayon (or equivalent). Special attention is paid to bead sealing areas and tire valve (seals) stems. The tire is removed from the wheel if it is to be patched or resealed. Tires that lose air but show no evidence of leaks are resealed. Tires with small punctures in the tread area are repaired using tire plugs.
6. Students remove the tire from the wheel using the tire changer. The beads of the tire and flanges of the wheel are inspected for good sealing characteristics. Rust or corrosion is removed using scrapers and wire brushes. Tire bead sealing compounds (recommended for use on aluminum alloy wheels) may be used to help seal the bead.
7. Students affix patches on the tire using correct tire puncture repair procedures. These procedures are determined by the tire type and the repair material. The tire is reinstalled on the wheel. Students then inflate the tire to vehicle manufacturer’s specification.
8. Students mount the tire in the tire balancer. If the wheel is to be returned to the road, new tire weights must be used to ensure a secure attachment to the wheel. Tires that require excessive weight in order to balance should be inspected for further problems. One suggested strategy to reduce the amount of required weights is to reinstall and rotate the tires 90 degrees on the rim before re-testing. Tire weights must be installed in one location only, on each side of the wheel. The need for weight placement at a second location indicates faulty placement of the original weight.
9. To improve tread life, students may rotate the tires to alternate positions on the vehicle. Tires with the greatest tread depth should be placed on the driving wheels. Tires must be rotated according to manufacturer specifications, usually found in the owner’s manual. All tires on a vehicle must match the recommended tire type, size and inflation pressure stated on the vehicle identification sticker located on the end of the driver’s door or door post (or in the owners manual).
10. All wheel nuts must be torqued to OEM specification. The teacher must monitor students to ensure this step has been followed. Failure to torque wheels correctly may result in over- or under-tightened wheels. Over-tightened wheels can cause warping and imbalance or may be difficult to remove. Under-torqued wheels will result in wheels coming loose on the vehicle. Proper observance of torquing procedures will eliminate these concerns.
11. Wheels mounted with adjustable, tapered roller bearings should be inspected for looseness and free-rolling characteristics. Free rolling characteristics include the tightness of the wheel and the sound of the spinning bearing as the wheel is spun. Excessively tight, loose, or noisy bearings must be disassembled and inspected. Students may check radial free play in the bearing with a dial indicator.
12. Some vehicles require that certain brake components, such as calipers or brake drums, be removed when servicing wheel bearings. The teacher must ensure that these components are properly removed and replaced.
13. Students perform the following procedures in servicing tapered roller bearings. (See Appendix 2.4 – Servicing Wheel Bearings Instructional Aid Sheet at the end of this activity.)
· Remove the wheels and the bearing dust caps. The cotter pin, retaining nut, and washer are removed and placed in the dust cap for safe, clean storage. The bearing hub is removed from the vehicle, with the bearing inside, and moved to a clean bench space.
· The outer bearing is removed by inverting the hub. The grease seal retains the inner bearing. A wooden punch may be used to drive the bearing out, pushing the grease seal ahead of it.
· Clean all parts in an approved parts cleaner. The grease seal is usually replaced, but if it is to be reused, it should be wiped clean, and not placed in the parts cleaner.
· Inspect bearings and cones (in the hub) for signs of wear. All contact areas should appear uniform and shiny. A flat, gray finish or black spots indicate a worn bearing which must be replaced. Any visible damage to the grease seal indicates the need for replacement.
· Repack wheel bearing with appropriately rated wheel bearing grease. Bearings must be pre-greased using a wheel bearing grease packer, if available. If this tool is not available bearings may be “hand-packed” by repeatedly forcing the grease into the bearing using the palm of the hand.
· Install the inner bearing and grease the seal in the hub, ensuring that the seal is pressed squarely into the hub to the correct depth in order to prevent damage to the seal. A small amount of grease may be placed in between the inner and outer bearing. Do not fill this area with grease.
· Install the hub on the spindle with care to ensure that the inner seal is not damaged.
· Install the bearing retaining washer and nut.
· Adjust the torque on the wheel bearing nut following manufactures specifications and lock it in place using a new cotter pin. Install the dust cap.
Teachers are to observe students performing tasks during class time as part of the assessment strategy. A teacher developed tracking sheet may be used to organize this process. Formative evaluation of task sheets by teachers after students have completed the assigned element may be used in evaluation. Summative evaluation of the activity can be accomplished by having students complete a written or practical test.
Sample Assessment Rubric for Tire and Wheel Inspection and Service
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
remove and install wheel on vehicle TF1.02 TSPV.04 TICV.04T |
- safely supports vehicle and removes wheel only with constant supervision |
- safely supports vehicle and removes wheel with only minor supervision |
- safely supports vehicle, removes wheel, and describes variations in procedures with little/no supervision |
- safely supports vehicle, removes wheel, and assists other students in correct variations of procedures. |
|
inspect wheel and tire, determine service required TF1.02T SPV.04T SP1.03T |
- demonstrates some knowledge of safe testing procedures with constant reminders or supervision required |
- demonstrates correct and safe testing procedures with some supervision and reminders required |
- demonstrates correct and safe testing procedures without supervision or reminders required |
- demonstrates correct and safe testing procedures, can recommend correct serviceability schedules |
|
service wheel using tire changer and balancer TF1.02T SPV.04T SP1.08T ICV.04T |
- demonstrates some knowledge of safe servicing procedures with constant reminders or supervision required |
- demonstrates correct and safe servicing procedures with some supervision and reminders required |
- demonstrates correct and safe servicing procedures without supervision or reminders required |
- demonstrates correct and safe servicing procedures, can recommend correct serviceability schedules |
|
repair tire using tire plugs and tire patches TF1.05T SPV.04T SP1.08T |
- requires constant supervision to make repairs safely and correctly |
- repairs tire with some supervision |
- repairs tire safely and correctly without assistance |
- repairs tire without assistance and is able to effectively assist others |
|
discuss tire construction, disposal, and sizing methods TFV.01T SPV.03T ICV.01T IC1.03T IC1.05T |
- requires significant help to identify tire nomenclature and serviceable life of tire |
- identifies some tire nomenclature and suggests serviceable life of tire |
- defines and interprets tire by reading tire stamping and suggests life-cycle of tire and materials |
- formulates suggestions of equivalent tire specifications and discusses the problem of tire disposal |
|
service wheel bearings. TF1.02T SPV.04T SP1.03T SP1.08T |
- requires constant supervision to remove wheel bearing assembly |
- removes and re-packs wheel bearings only with assistance |
- lubricates and reinstalls wheel bearings and adjusts bearings pre-load to specification |
- services wheel bearing and correctly determines condition through interpretation |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Some students make require additional help in the form of individual attention to accomplish complicated procedures. Some students may also need extra time to practice procedures to reinforce understanding. Additionally, instructor and peer assistance may be required in identifying components and in making repairs. For enrichment, research into more specific details of tire wear indicators or non-automotive tire parameters may be specified. For an additional enrichment activity, teachers may direct students to research the ecological effects of prohibited tire disposal methods.
Specific tire information can be obtained from tire manufacturer web sites or sales literature. General information can be obtained from:
Mitchell International. Automechanics. Toronto: Prentice-Hall, 1991. ISBN 0-13-583782-0
Thiessen, F. and D. Dales. Automotive
Principles and Service. Toronto: Prentice-Hall, 1994.
ISBN 0-13-336561-1
Inner.Auto
http://www.innerauto.com
Computerized service manuals.
OEM service manuals
Aftermarket service manuals
Tires
· Tires have two main functions: to absorb road shocks and to provide traction for steering, accelerating and braking.
· The tire bead is a high tensile steel wire covered with rubber. Its function is to prevent the tire from being thrown off the rim by spinning action of the wheel. The bead forms an airtight seal against the wheel flange.
· The cord body supports the load on the tire. It is composed of strips of material that have been bonded into one unit. Commonly used materials are rayon, nylon, polyester and kevlar.
· Radial ply tires provide the least amount of tread flexing or squirming as the tire rotates against the road. This causes less resistance to rolling, resulting in longer tire life and better fuel economy.
· Radial tires have a flexible construction resulting in greater traction to the road during cornering.
· Tire treads are the part of the tire that are in contact with the road. The tread is laid over the cord body and bonded to it. Tread type can affect mileage, handling, ride, road noise, and traction.
· Many tires have tread wear indicators, which are portions of the tread groove that have been filled with rubber. When the non-filled tread wears down to the level of the filled sections the tire must be replaced.
· Treads may be smooth and shallow for good mileage and low road noise, but must be deep enough to channel water out from under the tire to prevent hydroplaning.
· Treads may be very coarse and deep to provide better traction in soft conditions such as mud or snow
· Most information about a tire can be found on its sidewall. The designation “P195/75R14” provides the following information about the tire:
· P: Application (passenger);
· 195: Tread Width (in mm);
· 75: Aspect Ratio (sidewall height expressed as a percentage of tread width, e.g., 75% of 195 mm);
· R: Tire construction (radial);
· 14: Rim Size (14 in.).
· A tire marked “T” is for temporary use (i.e., as a spare only). It will not withstand prolonged use.
· The inflation information written on the side of the tire represents the maximum pressure for the tire at its maximum-rated load. This is not the recommended pressure for everyday use. The manufacturer’s recommended tire pressure, which is usually found on the owner’s manual or on the vehicle’s doorpost, is a better guide for inflation for everyday use.
· Check the tire pressure when the tire is cold (i.e., has not been operated for more than one mile for at least three hours). Tire pressure can increase nearly 10 psi when the tire is hot.
· Over-inflated tires can result in a rough ride and in reduced traction. It can also cause increased wear in the centre of the tread.
· Under-inflated tires can result in poor handing, high heat, belt damage, increased fuel consumption, and increased wear on the edge of the tread.
· Tires must be rotated to different positions on the vehicle periodically to maximize the tread life. On most rear wheel-drive vehicles the right, rear tire wears twice as fast as the right, front tire. This is because most roads are crowned to provide drainage, causing the vehicle to lean out slightly. This in turn causes most of the driving force to be applied to the right.
Wheels
· The wheels are the part of the vehicle to which the tires are mounted. Wheels are usually made by welding the following two components together:
- disk, the centre section of the wheel, which contains the mounting holes for the wheel and centres the wheel on the vehicle;
- rim, the outer ring around the disc, which is shaped to include a drop well to allow the installation and removal of tires and a flange to prevent the tire from coming off the rim. Modern tires do not use tubes to contain air, therefore the rim must be air tight to prevent leakage.
· Safety rims have humps between the tire bead flanges and the drop well at the centre of the wheel. Should the tire lose pressure during operation, the humps help to prevent the tire from moving into the drop well and coming off the rim.
· Wheel nuts and bolts have shoulders or conical seats to align with the taper of the mounting hole, permitting the wheel to be accurately centred on the spindle.
· Wheel nuts must be torqued to correct specifications. A wheel nut that is too loose can result in movement that will wear out the mounting hole, or more seriously, can cause the loss of the wheel. A nut that is over-tightened can fracture the wheel stud or warp the brake disc, causing vibration while braking.
· Three causes of wheel failure are:
· road impacts, causing the wheel to be bent, wobble or fail to seal the tire;
· corroded flanges which fail to seal the tire;
· damaged mounting holes that are usually caused by improperly tightened or installed wheel nuts.
· Remove the hub from the vehicle.
· Remove the outer bearing and attaching parts and place on the bench or in a container. Bearings must be returned to the original hub location.
· Remove the inner bearing. This usually requires the removal of the grease seal in the back of the hub. Often, the grease seal may be driven out by using a wooden dowel to remove the inner bearing. If the seal is damaged or shows signs of deterioration, replace it. Do not wash grease seals in solvent.
· Clean the bearings, attaching parts, spindles and the hubs in the solvent tank. If compressed air is used for drying, be sure to wear safety glasses. Do not spin the bearings with air. Inspect the bearings to determine if they may be reused.
· Repack the bearings with approved grease. Place about three tablespoons of grease in the palm of your hand and press the bearing into the edge of it. After a few motions the grease will begin to come out the opposite edge of the bearing. Turn the bearing in your hand and continue packing until grease has come through on the entire opposite edge. Alternatively, use a wheel bearing-grease packer, if available.
· Place a light coating of grease inside the hub. Do not apply more than 3 mm thickness as this may cause the hub to overheat.
· Place the inner bearing back in its cone and install the grease seal.
· Place the hub on the spindle and install the outer bearing. Install the washer and attaching nut. Do not tighten at this time.
Adjusting the Wheel Bearings
· Wheel bearing adjustment is necessary to ensure the bearings do not run too loose or too tight.
· Always spin the wheel while tightening the wheel bearings to assist in the alignment and to prevent any damage to the bearings. Tighten the adjusting nut according to the manufacturers recommended procedures. This will pre-load the bearings and allow the wheel to spin freely. A slight amount of side play may be felt if the wheel is rocked in and out at the top.
· Install the cotterpin and dust cap. If it is necessary to adjust the nut to install the cotterpin always loosen the nut. Never tighten the nut to align the holes for the cotterpin. Do not put grease in the dust cap.
Time: 360 minutes
This activity will provide opportunities for students to apply industry techniques designed to enhance a vehicle’s appearance or prolong it’s useful life. Students perform service in exterior and interior finishes, and engine shampooing. Professional methods for car cleaning and detailing, reconditioning and accessory installations are the focus for the activity. The self worth of the individual within the context of the operation of transportation systems is reinforced in this activity.
Catholic School Graduate Expectations
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences Ontario
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE7a - acts morally and legally as a person formed in Catholic traditions;
CGE7i - respects the environment and uses resources wisely.
Overall Expectations
TFV.05T - describe the correlation between modes of transportation and the need for related support businesses;
SPV.04T - use a variety of fastening, fabrication, maintenance, and repair techniques correctly in projects;
ICV.04T - apply health and safety standards related to materials, processes, and equipment.
Specific Expectations
TF1.02T - demonstrate knowledge of service procedures for different types of transportation vehicles;
TF1.09T - describe the importance of secondary industries for the transportation industry;
SP1.08T - repair or replace components to meet or exceed original equipment manufacturer (OEM) standards;
ICS.07T - describe health and safety regulations for the handling of tools, fuels, materials, and equipment.
· Teachers should determine an effective method of demonstrating to students the value of work and the benefit of securing skills to provide a basis for a possible employment, self-employment, or entrepreneurship relative to Christian vocation. A possible avenue of discussion on this matter is the examination of the demand in the transportation industry for a variety of skill-sets, one of which is the detailer position. This position may be entry level to more technical positions within a service facility, or it may be a challenging and rewarding dedicated posting or business opportunity.
· Teachers should locate and prepare job descriptions of positions involving detailing and reconditioning prior to initiating the activity. Manufacturers’ and aftermarket manuals generally provide some guidelines on the trade.
· The activity may be sequenced in a rotating small group schedule or a dedicated team project. Teachers may prepare recording equipment (photography or video) so that students can prepare before and after comparison visuals.
· At this level, reinforcement of even rudimentary skills is beneficial. Most students will have had the experience somewhere of simply washing a car, but the professional carwash is performed efficiently and consistently. Ecological awareness of chemicals used in detailing should be covered and may require manufacturers material sheets or WHMIS material data sheets.
· Teachers may convey that these and other skills have applications in student’s lives and also indicate they are a sound platform for co-operative education or employment opportunities.
Knowledge of safe and co-operative work habits is required before initiating this activity. Students should know how to work with others and to take initiative in organizing and clean up.
1. Teachers should introduce the activity by discussion and examination of a sample vehicle. Consider the age, condition and value of the vehicle in the preliminary plan of appropriate procedures. Students are told that this activity should be executed to a high or professional level, and quality of results will be assessed. A reconditioning protocol may be designed or adapted from a commercial model. It is suggested that students work from work-orders or task sheets.
2. Cleaning
· Students will organize and perform a retail industry-calibre cleaning. The products used and management of materials are to be stressed here and the level of results explicit. The responsibilities of being a service provider should be emphasized, along with the self-monitoring that becomes part of a professional working day.
· Under-hood detailing may involve engine shampooing, fluid checks, and top-ups, etc. so common course concepts may be reinforced. Interior reconditioning will involve cleaning and detailing to a standard outlined by the teacher.
3. Systems Check
· All lights and lenses should be checked. Repair and replace as necessary. Locks and latches should be lubricated and adjusted as required. Glass and seals should be inspected for fit and function. Wipers and wash system should be serviced.
· The customer expectations should be incorporated, (radios left on settings, floor mats considered, etc.) creating awareness of the standards in industry. The vehicle’s owners manual should be considered as a reference with ready and accurate information.
4. Body Systems
· Maintenance of paint and trim, and its affect on value and longevity of vehicle should be discussed as well as reasonable and practised methods of small rust repairs (spot repairs) and paint restoration. Simple repairs may be demonstrated or executed by prepared students. Estimating practices for larger repairs may be approached as a consumer awareness issue or as a communications exercise.
5. Accessories or Value Added Components
· Striping and decal application or removal may be pertinent. Proper handling of solvents and automotive adhesives and knowledge of WHMIS and workplace safety documentation should be outlined. Other accessories should be discussed with sufficient background in the systems they affect so informed choices may be made and safe and proper installations may be possible. Electrical accessories such as lighting, for example, should be discussed with an automotive electronics perspective. The concept of value-added can provide a link between business and technical studies.
6. Appraisal and Disclosure
· Students should, through research and investigation, determine a set of market values for the vehicle. The teacher may invite an automotive insurance appraiser to explain to the students how vehicles are appraised using insurance industry practices. An objective determination of its relative condition should be formulated and a set of parameters for a professional endorsement of the vehicle should be discussed. Students should prepare a brief or appraisal document outlining the inspection findings and servicing required. Business ethics should be discussed at this time.
Students may be assessed on the following elements of the activity:
· a formative assessment using teacher observation of a teacher developed task sheet exercise
· an informal assessment of individual/group discussion and decision making in determining required repairs
· a summative evaluation of the student’s vehicle appraisal document
Sample Assessment Rubric for Automotive Reconditioning Activity
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
discuss the benefits of vehicle detailing and identify local businesses performing similar procedures TFV.03T ICV.02T IC1.06T |
- lists some detailing procedures which would increase vehicle value |
- lists several detailing procedures which would increase vehicle value |
- discusses the benefits of the procedure in terms of value and longevity of the vehicle |
- identifies local businesses performing detailing and discusses job requirements |
|
perform detailing procedures SPV.04T ICV.04T TFI.02T SP1.01T SP1.08T IC1.07T |
- completes some procedures with care and workmanship under supervision |
- completes several procedures with care and workmanship under some supervision |
- completes several procedures with care and workmanship |
- completes several procedures with excellent care and workmanship |
|
determine vehicle value SP1.03T |
- determines a value of a vehicle with some accuracy |
- determines the value of a vehicle with most assessments accurate |
- determines the value of a vehicle based on generally accepted practices |
- determines the value of a vehicle and can prove the accuracy of the estimate |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teachers should allocate more individual attention to assist students that need help in the hands-on aspects of this activity. The level of detail required by students can be adjusted to meet local or individual needs. Research into new technologies for detailing can be given to select students as an enrichment activity.
Local automotive supply dealers, detailers, and retail outlets should be contacted. Other general resources include:
Deroche, A. The Principals of
Autobody Repairing and Repainting. New Jersey: Prentice-Hall, 1992.
ISBN 0-13-678053-9
National Detail System
http://www.nationaldetail.com
Detailers Choice
http://www.detailerschoice.cm/
Other
Computerized service manuals
OEM service manuals
Aftermarket service manuals
Ministry of Transportation Safety Inspection Standards