Course Profile Transportation Technology (TTJ4E), Grade 12, Workplace Preparation, Combined

Unit 1: Electronic Engine Controls

Time: 35 hours

Activity 1.1 | Activity 1.2 | Activity 1.3

Unit Description

Students study the operating principles of devices that monitor and alter engine operation of land, marine and air vehicles. Students learn the names, operation and test procedures of key engine sensors and actuators, as well as their relationship to each other and to the vehicle’s computer. Students also develop diagnostic strategies to be used in testing and servicing these devices and systems. Personal safety and safety regulations are reinforced throughout the unit activities. The activities and skills learned in this course reflect industry standards delivered with the honesty, values, and integrity of social teachings.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
1.1 System Theory and Operation	6 hours	TFV.02, TFV.03, TF2.01, TF2.02, SPV.05, SP4.01, SP4.02	Knowledge/ Understanding Thinking/Inquiry Communication Application	· using teacher-supplied base engine sensors and actuators, use a Digital Volt/Ohm Meter (DVOM) to check for faults by measuring voltage and resistance and comparing them to manufacturers’ specifications
1.2 System Diagnostics	8 hours	TFV.01, TF1.02, SPV.02, SP3.01, SP3.05, SP3.06	Knowledge/ Understanding Thinking/Inquiry Communication Application	· research and perform various code-retrieval techniques, then retrieve codes with and without the use of an automotive scanner · use service manuals to prepare a Trouble Tree to diagnose faults
1.3 System Service	21 hours	SPV.03, SP2.01, SP2.03, SP3.05	Thinking/Inquiry Application	· use the corrected Trouble Tree designed in Activity 1.2 to service the system according to manufacturers’ specifications

Activity 1.1: System Theory and Operation

Time: 6 hours

Description

In this activity students identify and state the purpose of various teacher-supplied computer controlled sensors and actuators. Students measure the voltage and resistance in each of these base-engine sensors and diagnose them by comparing them to manufacturers’ specifications. Students analyse and describe a variety of component functions and modifications and their effect on the interrelationship of the vehicle systems.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes

Overall Expectations

TFV.02 - analyse and describe a variety of system modifications and their effect on the interrelationship of vehicle systems;

TFV.03 - identify the commonalities of systems in land, air, and marine vehicles;

SPV.05 - demonstrate a working knowledge of fundamental mathematics and the scientific principles required to service, repair, and modify vehicles.

Specific Expectations

TF2.01 - analyse and describe possible modifications to each of the following systems that are common to vehicles designed for the land, sea or air: the chassis, frame and body system; the engine system; the cooling system; the fuel system; the electrical/electronics system; the gear and power train system; the steering system; the brake system; the suspension system;

TF2.02 - explain the effects of modifications to any of a vehicle’s components on the vehicle’s other systems;

SP4.01 - use mathematics to calculate electrical, mechanical, and fluid power;

SP4.02 - apply scientific principles when determining states of matter and mechanical advantage, and when working with advanced electrical theory within the context of transportation technology.

Prior Knowledge & Skills

· Basic understanding of electrical circuitry as well as an understanding of the three tenants of electricity: Current, Voltage, and Resistance.

· Awareness of basic hand tool safety in a transportation lab.

· Ability to use test lights and multi-meters appropriately.

· Awareness of the concerns regarding electrical safety.

Planning Notes

· Students should have access to a variety of late model sensors, actuators, and electronic control modules. Used or recalled sensors of this type can usually be acquired from an automotive recycler, donation vehicle, or local dealership for little or no cost. The instructor must tag each component with the following information: part name, year, model, type of vehicle, and type/model of engine. This allows students to accurately obtain manufacturer’s specifications from the appropriate shop manual.

· Ideally the students should have access to a complete vehicle (or least a functioning drive train) to remove, test, and replace components. This allows the students to monitor the sensors and their effect on the system when they receive reference voltages and operate normally.

· The use of an analog meter on modern fuel injected vehicles should be prohibited as it can damage the vehicle’s computer system. Therefore, the students must have access to Meters (DVOM). As these are sensitive instruments, students must receive instruction on their use, care, and maintenance.

· When testing a vehicle’s electronic fuel injection system, Electrostatic Discharge (ESD) can cause damage to some of the vehicle’s more fragile components. To eliminate the risk of ESD damage to the vehicle’s computer a grounding wrist strap should be worn. Wrist straps are available at a minimal cost from most automotive supply stores.

· A modern automotive textbook or software tutorials containing a detailed section on electronic engine control can be provided to assist students in understanding the theoretical aspects of this activity.

Teaching/Learning Strategies

· To ensure that students are fully aware of all safety features on each piece of equipment in the technical facility prior to using it independently, the required safety instruction and performance is tracked using the Safety Passport (Appendix A – Safety Passport).

· The teacher and students discuss the theory and operation of electronic engine control and fuel metering systems. Students review the correct method for using a DVOM to test for Current, Voltage and Resistance as well as the care and maintenance of a DVOM. Students complete independent reading assignments from available text or computer-based resources.

· Students work in small groups to practise using the DVOM and to understand its various functions.

· The teacher demonstrates the correct use of a wrist strap or other means of neutralizing the dangers and effects of ESD and discusses the damage that can be caused by analog meters.

· The teacher introduces base engine sensors (a list of base engine sensors can be found in
Appendix 1.1.1 – Base Engine Sensors) and students compare resistance readings to manufacturers’ specifications using a DVOM.

· Using the information found on a tag attached to each sensor, the students consult a shop manual to identify the component specifications and testing procedure. The students use a DVOM to measure the resistance of the sensor and the voltage going into and out of the sensor (if it is still attached to a complete fuel injection system). Students note any discrepancies between the actual readings and reading found in the specifications portion of the manual.

· Students complete diagnosis of several sensors and record their findings in their notes
(see Appendix 1.1.3 – Electronic Engine Control).

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
Skills Assessment	Safety passport	Diagnostic	Application Knowledge/Understanding
Testing Sensors	Rubric (Appendix 1.1.2)	Formative	Thinking/Inquiry Application
Written/Verbal Report of Findings	Marking Scheme	Summative	Knowledge/Understanding Thinking/Inquiry Communication

Accommodations

The teacher consults individual student IEPs for specific direction on accommodation and adapts the activity and teaching strategies to meet the needs of individual students. Accommodation strategies may include:

· allowing those students who are excelling at the activity to assist those who are struggling;

· permitting verbal testing and oral assignments in lieu of written tests;

· allowing extra time to complete exercises and activities;

· including one-on-one teacher assistance;

· encouraging students to diagnose more complex sensors or prepare individual research projects relating to the topic, for enrichment.

Resources

Chapman, Norm. Principles of Electricity and Electronics for the Automotive Technician. South Puget Sound Community College: Delmar, 2000. ISBN 0-8273-8479-3

Crouse, W., D. Anglin, and W. Crouse. Automotive Mechanics. USA: Glencoe McGraw-Hill, 1993.
ISBN 0028009436

Derato, Frank C. Automotive Electrical and Electronics Systems, 2nd ed. USA: Glencoe Division Macmillian/McGraw-Hill, 1994. ISBN 0-02-800412-4

Duffy, James E. Auto Electricity and Electronics Technology. Illinois: Goodheart-Wilcox, 1995.
ISBN 1-56637-053-1

Erjavec, Jack. Automotive Technology: A Systems Approach, 3rd ed. USA: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1

Hollembeak, Barry. Automotive Electricity, Electronics and Computer Controls. USA: Technical Training, Inc., Delmar, 1999. ISBN 0-8273-6566-7

Kabala, Thomas. Electricity 1: Devices, Circuits and Materials. USA: Delmar: 2001.
ISBN 0-7668-1917-5

Schwaller, Anthony, E. Motor Automotive Technology. Cloud State University: Delmar, 1999.
ISBN 0-8273-8354-1

Thiessen, Frank J. and Davis N. Dales. Automotive Principles and Service, 4th ed. New Jersey: Prentice Hall, 1994. ISBN 0-13-336561-1

OEM Reference and Repair Manuals/CD-ROMs, available from local dealerships

Videos

Understanding Auto Technology and Repair Video Series – Tape 3: “Understanding Automotive Electricity.” Delmar, 2000. ISBN 0-7668-0794-0

Understanding Auto Technology and Repair Video Series – Tape 4: “How to Diagnose Automotive Electrical Problems.” Delmar, 2000. ISBN 0-7668-0795-9

Understanding Auto Technology and Repair Video Series – Tape 5: “Understanding Automotive Electronics.” Delmar, 2000. ISBN 0-7668-0796-7

Understanding Auto Technology and Repair Video Series – Tape 6: “How to Diagnose Automotive Electronics Problems.” Delmar, 2000. ISBN 0-7668-0797-5

Websites

How Stuff Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function

Inner Auto – http://www.innerauto.com/
An exploration of inner functions of the automobile

The Learning Tree Mechanic – www.autovideo2000.com
Help for the do-it yourself mechanic

Software

Computerized Service Manuals

Appendix 1.1.1

Basic Engine Sensors

Component	Function
Oxygen Sensor	Sensor(s) located inside of the exhaust system – detects amount of oxygen content inside of exhaust gases and other functions
Coolant Temperature Sensor	Thermistor that is located within the water jacket – senses the general temperature of the engine by reading the temperature of the coolant and other functions
MAP Sensor/Barometric Pressure Sensor	Senses load on the engine by measuring the amount of vacuum inside the intake manifold and other functions
Throttle Position Sensor	Potentiometer that is attached to the throttle body – senses the amount the throttle plate is open

Appendix 1.1.2

Sample Assessment Rubric for Unit 1 Activities – Electronic Engine Control

Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/ Understanding

- describes the function of vehicle engine sensors and their effect on electronic engine control systems

- limited ability to identify and describe the functions of engine sensors

- some ability to identify and describe the functions of engine sensors

- considerable ability to identify and describe the functions of engine sensors

- high degree of ability to identify and describe the functions of engine sensors

Thinking/Inquiry

- locates the proper electrical specification for an electrical sensor and determines whether or not it is faulty

- locates the electrical specification of a few of the sensors provided

- locates the electrical specification of a few of the sensors provided and accurately diagnoses their condition

- locates the electrical specification of several of the sensors provided and accurately diagnoses their condition

- locates the electrical specification of the sensors provided and accurately diagnoses their condition

Application

- uses DVOM correctly

- uses DVOM to determine sensor specifications with limited accuracy

- uses DVOM to determine sensor specifications with some accuracy

- uses DVOM to determine sensor specifications with considerable accuracy

- uses DVOM to determine sensor specifications with a high degree of accuracy

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1.1.3

Electronic Engine Control

Worksheet 1 Name: _________________

General Information			DVOM Readings
Sensor	Function	Resistance	Voltage In	Voltage Out	Diagnosis

Activity 1.2: System Diagnostics

Time: 8 hours

Description

In this activity the students retrieve trouble codes utilizing the vehicle’s computer-equipped self-diagnosis capability. Students also use a hand-held diagnostic scanner to acquire codes and data streams on on-board data diagnosis-equipped (OBD I and OBD II) vehicles. Students research the trouble codes using industry standard texts and computer programs and complete a trouble tree to diagnose the specific faulty system.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems related to vehicles or vehicle systems;

SPV.02 - consult appropriate reference materials when servicing and repairing systems.

Specific Expectations

TF1.02 - apply the following steps of the design process to solve a variety of transportation technology challenges or problems, including problems involving lubrication, cooling, electrical/electronic, fuel intake and exhaust, emission control, suspension and steering, brake and structural vehicle systems:

· identify what has to be accomplished (the problem);

· gather and record information, and establish a plan of procedures;

· brainstorm a list of as many solutions as possible;

· identify the resources required for each suggested solution and compare each solution to the design criteria, refining and modifying it as required;

· evaluate the solutions (e.g., by testing, modelling and documenting results) and choose the best one;

· produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

· evaluate the prototype and determine the resources, including computer applications, required to produce it;

· communicate the solution using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes and so on;

· obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;

SP3.01 - communicate project ideas effectively using scale drawings and sketches;

SP3.05 - consult appropriate repair manuals for procedures, schematics and specifications, and apply them in the repair, service, and modification of vehicle components and systems;

SP3.06 - develop and present effective verbal and written reports on service and repair methods, using technical language appropriately.

Prior Knowledge & Skills

· Knowledge of electrical circuitry and the possible damage caused by electro static discharge (ESD)

· Safe and competent use of basic hand tools from the prerequisite course

Planning Notes

· Students who wish to read vehicle trouble codes must have access to a fully functioning OBD 1 chassis or complete vehicle. Vehicles that have been donated to the program are preferred due to the potential risk of damage to on-board control systems.

· The instructor may create fault codes within one of the systems, e.g., fuel injection system. Faults can be created in a variety of ways depending upon the type of system that is used by the particular vehicle, e.g., fuel metering control system. Most faults can be created by causing an open or ground in wiring, disconnecting a vacuum line or running the vehicle with a sensor disconnected. The teacher should first check a wiring schematic to find how a fault can be created without permanently damaging the vehicle.

· Students who wish to read codes on vehicles built from 1995 and later (OBD II) must use a scanner to read codes because no manual code-reading process exists. Though many expensive automotive scanners are available, less complex and inexpensive models are also available at many auto parts suppliers. These can also read trouble codes on most pre-1995 “On-Board Diagnostics (OBD) Generation One” electronic fuel injected vehicles.

· The teacher must also provide students with an example of a “Trouble Tree” and teach the students how to read them and eventually use them as a diagnostic tool. This can be accomplished by handing out several examples of trouble trees obtained from shop manuals.

· A modern automotive textbook that has a detailed chapter on electronic engine control can be provided to deliver background and supplement to the practical and theory position of this activity.

Teaching/Learning Strategies

· The teacher and students discuss the fundamentals of electronic fuel injection and the capability of modern electronic fuel injection systems for self-diagnosis. A discussion on how the system works as well as why the computer has a self-diagnostic capability is addressed.

· An initial lesson on electronic engine control self-diagnosis is necessary to prepare students for the practical aspects of the activity. The teacher demonstrates accessing trouble codes with and without a scanner.

· The students manually read the teacher-generated codes within the vehicle computer (Appendix 1.2.1 – Obtaining Codes Manually). Students note which codes are present at this time.

· Students refer to the appropriate shop manual and research a detailed explanation of the problem to find a diagnostic procedure to correct the displayed fault code (Appendix 1.2.2 – Electronic Engine Control Worksheet 2).

· Students repeat this process researching an array of different codes on different vehicles.

· When students have mastered the manual code retrieval process, they use a scan tool to access codes. With teacher assistance, the students hook up an automotive scanner to an operating vehicle and complete the code-reading process. Students note the trouble codes that are present in this vehicle and refer to the appropriate shop manual for the required diagnostic procedure.

· Students design a computer-generated trouble tree from the information that they have obtained from the shop manual (Teacher should provide samples of trouble tree charts). This trouble tree is used to accurately diagnose the teacher-created fault that has occurred in the system. The chart is then submitted for marking.

· The teacher marks and corrects students’ trouble tree charts and returns them to the students for use in Activity 1.3 – System Service.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
Manual Code Retrieval Process	Observation	Formative	Knowledge/Understanding Thinking/Inquiry Application
Scan Tool/Usage	Observation	Formative	Application
Trouble Tree	Marking Scheme	Summative	Thinking/Inquiry Communication Application

Accommodations

· for enrichment, having students create the trouble tree using AutoCAD, diagnose more complex problems or work on more complex faults.

Resources

Chapman, Norm. Principles of Electricity and Electronics for the Automotive Technician. South Puget Sound Community College: Delmar, 2000. ISBN 0-8273-8479-3

Crouse, W., D. Anglin, and W. Crouse. Automotive Mechanics. USA: Glencoe McGraw-Hill, 1993.
ISBN 0028009436

Derato, Frank C. Automotive Electrical and Electronics Systems, 2nd ed. USA: Glencoe Division, Macmillian/McGraw-Hill, 1994. ISBN 0-02-800412-4

Duffy, James E. Auto Electricity and Electronics Technology. Illinois: Goodheart-Wilcox, 1995.
ISBN 1-56637-053-1

Erjavec, Jack. Automotive Technology: A Systems Approach, 3rd ed. USA: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1

Hollembeak, Barry. Automotive Electricity, Electronics and Computer Controls. USA: Technical Training, Inc., Delmar, 1999. ISBN 0-8273-6566-7

Kabala, Thomas. Electricity 1: Devices, Circuits and Materials. USA: Delmar, 2001.
ISBN 0-7668-1917-5

Schwaller, Anthony, E. Motor Automotive Technology. Cloud State University: Delmar, 1999.
ISBN 0-8273-8354-1

Thiessen, Frank J. and Davis N. Dales. Automotive Principles and Service, 4th ed. New Jersey: Prentice Hall, 1994. ISBN 0-13-336561-1

OEM Reference and Repair Manuals/CD-ROMs, available from local dealerships

Videos

Several videos are available from The Learning Tree Mechanic (http://www.autovideo2000.com), or Thompson/Delmar Learning (AutoEd.com: http://www.autoed.com/)

Understanding Auto Technology and Repair Video Series – Tape 3: “Understanding Automotive Electricity.” Delmar, 2000. ISBN 0-7668-0794-0

Understanding Auto Technology and Repair Video Series – Tape 4: “How to Diagnose Automotive Electrical Problems.” Delmar, 2000. ISBN 0-7668-0795-9

Understanding Auto Technology and Repair Video Series – Tape 5: “Understanding Automotive Electronics.” Delmar, 2000. ISBN 0-7668-0796-7

Understanding Auto Technology and Repair Video Series – Tape 6: “How to Diagnose Automotive Electronics Problems.” Delmar, 2000. ISBN 0-7668-0797-5

Websites

How Stuff Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function

Inner Auto – http://www.innerauto.com/
An exploration of inner functions of the automobile

The Learning Tree Mechanic – www.autovideo2000.com
Help for the do-it yourself mechanic

Software

Computerized service manuals

Appendix 1.2.1

Obtaining Codes Manually

Energizing Self-Diagnosis Without the Use of a Scanner

All three major domestic auto manufacturers have self-energizing capabilities in the fuel injection systems of their OBD I automobiles. This enables the instructor and students to access trouble codes without the use of a scanner.

These procedures are:

General Motors Trouble Codes:

1. Locate diagnostic connector. It is usually located underneath the fuse panel or behind the glove box.

2. Use a jumper wire or paper clip to cross connections designated to start self-diagnosis (usually A and B terminals).

3. Watch the “Service Engine Soon” or “Check Engine” light flash in a Morse code fashion. One flash, a pause and then three flashes would indicate Code Thirteen.

4. Refer to trouble code chart in service manual for detailed explanation of fault.

5. Test circuit and compare to manufacturer’s specifications.

Daimler Chrysler Trouble Codes

1. Though Chrysler does provide a diagnostic connector in the engine compartment of OBD I controlled vehicles, it is normally not needed unless a hand held scanner is available.

2. To access trouble codes, turn the key on and off three times within five seconds – Turn the key on, then off, then on, then off and then leave the key on.

3. As with General Motors trouble codes, count the number of times the service engine soon light flashes. One flash and then three flashes would indicate Trouble Code Thirteen.

4. Refer to trouble code chart in service manual for detailed explanation of fault.

5. Test circuit and compare to manufacturer’s specifications.

Ford Trouble Codes:

1. Locate diagnostic connector. It can usually be found attached to the firewall, fender or near the engine intake manifold.

2. Connect an analog or needle type VOM to the designated terminals in the diagnostic connector.

3. Connect a jumper wire to between the designated terminal in the connector and the pigtail that is found near the connector.

4. Count the number of needle movements and record and read them in the same fashion as a flashing Service Engine Soon light in a Chrysler or General Motors vehicle.

5. Refer to trouble code chart in service manual for detailed explanation of fault.

6. Test circuit and compare to manufacturers’ specifications.

Appendix 1.2.2

Electronic Engine Control Worksheet 2

Fault Codes and Fault Code Reading

Name: _________________

Fault Code Information			Diagnosis
Code #	Code Description	Possible Causes
33	MAP Sensor Voltage High	Internal engine damage Faulty ECM Faulty MAP Sensor Broken and/or shorted wiring or connections Plugged or leaking vacuum hose

Activity 1.3: System Service

Time: 21 hours

Description

Students use the teacher-checked trouble tree designed in Activity 1.2 System Diagnostics to diagnose and repair a fault in a specific circuit. Using troubleshooting tools such as a scanner, DVOM, and repair manuals, the students repair a teacher-created system fault according to manufacturers’ specifications.

Strand(s) & Learning Expectations

Strand(s): Skills and Processes

Overall Expectations

SPV.03 - use current technology and a variety of troubleshooting techniques to service systems to meet manufacturers’ performance specifications.

Specific Expectations

SP2.01 - use correctly, store safely, and maintain in good working order the measurement, hand, power, machine and pneumatic tools, and equipment required for service, repair, and modification tasks;

SP2.03 - systematically troubleshoot problems arising from the service, repair, and modification of vehicles by organizing the variables into the following categories: input, process, and output;

SP3.05 - consult appropriate repair manuals for procedures, schematics and specifications, and apply them in the repair, service, and modification of vehicle components and systems.

Prior Knowledge & Skills

· Knowledge of safety practices when working with electrical circuitry

· Hand tool safety

· Basic understanding of electrical circuitry as well as an understanding of the three tenants of electricity: Current, Voltage, and Resistance

· Ability to use test lights and multi-meters correctly

· Ability to repair wiring faults using a soldering iron, rosin-cored solder, and shrink tube

· Ability to splice and connect wiring correctly using a crimping tools and electrical connectors

Planning Notes

· In preparation for this activity the students require electrical repair tools and supplies such as a soldering iron, wire stripper, rosin-core solder, electrical tape, and assorted lengths of automotive wire.

· Only rosin-core solder or rosin-flux solder may be used in the repair of automotive electrical wiring. Acid core and acid flux cause corrosion and deteriorate the wire resulting in a poor electrical connection.

· Disconnect the negative terminal of the battery before commencing with the repair procedure. Failure to disconnect the battery could lead to vehicle or system damage as well as injury to the student.

· Students must be provided with safety glasses, which must be worn when working with batteries.

· If the technical shop/classroom does not have the ventilation required for soldering, students must be provided with face masks to wear when soldering.

Teaching/Learning Strategies

· Students observe a demonstration on the proper techniques for repairing a wiring fault, as well as the replacement of a base engine sensor. The teacher and students discuss the steps for properly repairing a wiring fault. The teacher emphasizes the safety aspects of this procedure.

· Using scrap lengths of wire and soldering or crimping tools, students perform proper repairing techniques. Students must be instructed to avoid breathing the fumes created while soldering. Students use a DVOM to ensure that there is minimal resistance in the repair that has been performed. Students shrink-wrap their repair to ensure that rust and corrosion does not occur.

· Students use the teacher-corrected trouble tree that they designed in Activity 1.2 System Diagnostics as well as a scanner, test light, and DVOM to repair the teacher-created fault in the Electronic Engine Control system. The faults that students encounter range from broken or disconnected wires, faulty sensors or actuators, grounded wires and disconnected vacuum lines.

· With approval of the instructor, students repair the system using manufacturers’ recommendations, under teacher supervision. Once the repair has been checked for resistance, the battery is reconnected and vehicle is tested and checked for further trouble-codes.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
Repair Demonstration	Observation Conferencing	Formative	Thinking/Inquiry Application
Repair	Marking Scheme	Summative	Thinking/Inquiry Application

Accommodations

· having the student describe to the teacher how the repair should be performed in lieu of performing the actual repair process;

· for enrichment, having the student repair more complex faults, diagnose actual faults on vehicles, or assist the teacher in creating faults for other students to diagnose and repair.

Resources

Chapman, Norm. Principles of Electricity and Electronics for the Automotive Technician. South Puget Sound Community College: Delmar, 2000. ISBN 0-8273-8479-3

Crouse, W., D. Anglin, and W. Crouse. Automotive Mechanics. USA: Glencoe McGraw-Hill, 1993. ISBN 0028009436