AUTOMOBILE TECHNOLOGY

Transcription

1 DRAFT SYLLABUSES FOR SECONDARY SCHOOLS AUTOMOBILE TECHNOLOGY (Secondary 1-3) PREPARED BY THE CURRICULUM DEVELOPMENT COUNCIL RECOMMENDED FOR USE IN SCHOOLS BY THE EDUCATION DEPARTMENT HONG KONG 2000

2 CONTENTS Page PREAMBLE 3 I. INTRODUCTION 4 II. AIMS AND OBJECTIVES 5 III. CHARACTERISTICS OF THE SUBJECT 7 IV. SUGGESTED TIME ALLOCATION 8 V. EXPLANATION OF THE SUBJECT CONTENTS 9 VI. LIST OF MAJOR TOPICS 11 VII. THE TEACHING CONTENTS 12 VIII.GUIDELINES ON THE TEACHING OF AUTOMOBILE TECHNOLOGY 17 IX. ASSESSMENT 21 APPENDIX A: MAJOR SOURCES OF REFERENCE 22 APPENDIX B: USEFUL WEBSITES 22 2

3 PREAMBLE This syllabus is one of a series prepared for use in secondary schools by the Curriculum Development Council, Hong Kong. The Curriculum Development Council, together with its co-ordinating committees and subject committees, is widely representative of the local educational community, membership including heads of schools, lecturers from tertiary institutions and the Hong Kong Institute of Education, officers of the Hong Kong Examinations Authority and those of the Curriculum Development Institute, Advisory Inspectorate and other divisions of the Education Department. The membership of the council also includes parents and employers. This syllabus is recommended for use in Secondary 1 and 3 by the Education Department. Once the syllabus has been implemented, progress will be monitored by the Advisory Inspectorate and the Curriculum Development Institute of the Education Department. This will enable the respective Subject Committee of the Curriculum Development Council to review the syllabus from time to time in the light of classroom experiences. All comments and suggestions on the syllabus may be sent to : Principal Curriculum Planning Officer (Secondary and Prevocational), Curriculum Development Institute, Education Department, Wu Chung House, 13/F, 213, Queen s Road East, Wan Chai, Hong Kong. 3

4 INTRODUCTION The new subject aims at helping students to understand and aware how technology is applied in the field of automobile technology. Students will be given opportunities to learn the concepts and knowledge in the technological world and to build up their technological capability through the learning activities. Students can also apply their technological knowledge and competence gained in other subjects such as Technological Fundamentals, into their learning activities. The areas of learning provided in this subject should not be confined to the local automobile sales and repairs industry. For smooth implementation of this subject, additional resources will be procured to support the teaching and learning activities. A computer laboratory installed with suitable information technology facilities will also be available for supporting the teaching and learning of the subject. 4

5 AIMS The new subject aims at introducing students the technology applied in the field of automobile industry. This curriculum seeks to enable and empower students with the know-how they will need to make appropriate choices in solving technological problems related to automobile technology by applying the technological knowledge and concepts learnt. Students will also be able to transfer and apply such knowledge and competence gained to solve other problems in a wider context. The aim of automobile technology curriculum for students is to achieve: 1. the acquisition of the technological knowledge, understanding, and awareness related to this field; 2. the development of the intellectual competence in solving technological problems and in managing the resources and activities orderly and effectively; 3. the enhancement of design and technological capability through investigation, planning, execution, and evaluation; 4. the enhancement of the communication ability to interpret and present ideas through oral, written, or various media; 5. an awareness of the impact of the advancement in the automobile technology in the economic, social, and environmental context and the contribution of the automobile industry in the society; 6. the development of students personal interests and abilities and the appreciation of the work related to this area. OBJECTIVES The new syllabus should enable students to : 1. acquire the knowledge and understanding related to the contemporary use of automobile technology; 2. initiate ideas creatively and develop the ideas as potential solutions to problems with the use of their knowledge and experience; 3. explain and evaluate various functions and design of automobiles, and apply the knowledge to practical fault-finding and diagnostic situations; 4. develop the design and technological capability through the processes of investigation, planning, execution, and evaluation in an orderly and effective manner; 5. develop the communication ability to interpret and present ideas through oral, written, or various media; 6. exercise value judgment regarding the social, economic and environmental implications of 5

6 automobile technology and its industry in the society; 7. transfer knowledge and concepts gained and to apply them with understanding in other similar context; 8. be aware the interrelationships of vehicles, roads and transportation system and their components; 9. be aware health and safety measures in operations; 6

7 CHARACTERISTICS The characteristics of studying Automobile Technology at S1-3 Level are as follows: 1. Students may apply the knowledge and experience gained in Technology Fundamentals (S1-3) in this subject. 2. The subject will be implemented in a modular approach. 3. The subject will emphasize the scientific principles and their application on the design and development of the automobile technology. 4. The subject helps to develop students design and technological capability through problem solving activities. 5. Students will be introduced the development of the automobile technology and its impact on the modern society in terms of environment, social and economic issues. 6. Students have to create and communicate ideas with various means. 7. Students will be given opportunities to learn the related knowledge and to perform simulated practice with the use of information technology. 8. Learning opportunities would be arranged for students to plan and exercise actions systematically and safely with the use of suitable resources and processes. 9. The learning activities will require students to work and cooperate closely together with other students. 10. The technological activities will widen students horizon and they are encouraged to interact with personnel particularly in the sector of business and industry in an co-operative working manner. 7

8 SUGGESTED TIME ALLOCATION A time allocation of 3 periods (40 minutes per period assumed) per week for an average of 22 teaching weeks over 3 years from Secondary 1 to 3 is recommended. A total of 198 periods will be available. Area of Study % of Time No. of Periods 1. Technological Knowledge and Understanding 30% Technological Capability 50% Technological Awareness and Understanding on the Interrelationship between Automobile Technology and Society 20% 40 Total : 100% 198 Teachers may assign theme-based project work on specific area or cross-area topics for students in addition to the theoretical and experimental lessons. The time allocated to the project work could be included within the suggested time allocation. The suggested time allocation serves only as a rough indication of the depth of treatment and the weight to be placed on the various parts of the syllabus. However, teachers may vary the time on teaching any sections of the syllabus to suit the interest and ability range of their students. 8

9 EXPLANATION OF THE SUBJECT CONTENTS The subject contents of Automobile Technology should involve three complementary elements: Technological Knowledge and Understanding Technological Capability Technological Awareness and Understanding Technological Knowledge and Understanding That is, the knowledge and intellectual skills needed when carrying out activities, namely: the knowledge and understanding of materials, devices, components and systems the understanding of the nature of practice exercise the intellectual skills needed for identifying needs, analyzing problems, developing solutions and evaluating outcomes Technological Capability That is, the capability to engage in the active processes, namely: demonstrating the practical skills and techniques in problem solving communicating ideas orally and graphically, as well as by using Information Technology recognizing needs and opportunities for solutions of problems generating, selecting, developing, and adapting appropriate solutions managing time, human resources and physical resources to produce outcomes presenting and promoting ideas, strategies, and outcomes evaluating designs, strategies, and outcomes building up the personal qualities of determination, imagination, cooperation, flexibility and sensitivity needed to engage effectively in activities Technological Awareness and Understanding on the Interrelationship Between Automobile Technology and Society That is, the recognition that technology includes human responsibility for decisions and actions. Students should know: 9

10 the place of technology in the society about the ways in which technology features and has featured in the social world, both as cause and effect how technology affects our everyday life 10

11 LIST OF MAJOR TOPICS A. Technological Knowledge and Understanding 1. Types of cars and vehicle layout 2. Working principles and operations of the major systems 3. Fuels 4. Automobile development, design and production 5. Health and safety in practice B. Technological Capability 1. Communication 2. Practical fault-finding, diagnosis, testing and rectification 3. Project Work C. Technological Awareness and Understanding on the Interrelationship between AutomobileTechnology and Society 1. Automobile development 2. Transport system 3. Responsibilities of the road users and vehicle owners 4. Automobile technology and society 11

12 TEACHING CONTENTS (A) Technological Knowledge and Understanding: The teaching contents listed below are expected to be taught at introductory/elementary level. The knowledge and understanding gained by students should enable them to apply such knowledge in other areas of studies. Topics Learning Outcome Students are expected to be able to: 1. Types of Cars and Vehicle Layout 1.1 Types of Cars Distinguish different types of vehicles, e.g. truck, van, car, bus, tank etc. Compare different types of cars in term of power sources, e.g. internal combustion car and electric car. Distinguish different types of cars in terms of the arrangement of power chains, e.g. front-engine rear-wheel drive car, rear-engine rear-wheel drive car, front-engine front-wheel drive car and four-wheel drive car. 1.2 Vehicle Layout State that a car could consist of the following units: Chassis / Frame and body shell, power unit, transmission unit, suspension unit, steering unit, braking unit, and electrical unit. State functions of the above units. 2. Working principles and operations of the major systems of a motor car 2.1 Chassis / Frame and Body Shell Recognize the chassis construction, sub-frame construction, and unitary construction. State the advantages and disadvantages of chassis construction, sub-frame construction, and unitary construction. 2.2 Power Units Chain Compare internal combustion engines, turbine engines, motors and jet engines. List types of internal combustion engines, e.g. spark-ignition four-stroke cycle combustion engines, spark-ignition two-stroke cycle combustion engines, compression ignition four-stroke cycle combustion engines and rotary engines. Use labeled diagram to indicate a spark-ignition four-stroke cycle combustion engine. 12

13 State the operating principle of a spark-ignition four-stroke cycle combustion engine. 2.3 Fuel System Identify different types of fuels. Use labeled diagram to indicate a fuel system and state functions of its essential components. Identify carburetion and fuel injection. 2.4 Ignition System Identify a contact-breaker points ignition system, an electronic ignition system and a direct ignition / distributerless ignition system Use labeled diagram to indicate an ignition system for a car and state functions of its essential components. 2.5 Cooling System Identify different types of cooling systems. State advantages and disadvantages of air and water as cooling media. Compare different types of coolants. Use labeled diagram to indicate a pump-assisted pressurized liquid cooling system for a car and state functions of its essential components. 2.6 Engine Lubrication System List the types of lubrication systems. State functions of oil in an engine lubrication system. Use labeled diagram to indicate an engine lubrication system and state functions of its essential components. Recognize the terms of viscosity, SAE rating, API rating, oil additives. 2.7 Transmission System and Functions Use labeled diagram to indicate a transmission system and state functions of its essential components. State functions of clutches. State functions of coupling devices. Compare manual gearboxes and automatic gearboxes. Calculate simple gear-ratio. State functions of differential gears. 2.8 Braking System Identify different types of braking systems. Use labeled diagram to indicate a braking system and state functions of its essential components. Recognize the needs for independent hydraulic foot brake, mechanical hand brake and anti-lock braking system (ABS). Compare of drum brakes and disc brakes. 2.9 Suspension Systems Compare coil spring suspension systems, leaf spring suspension systems, torsion bar 13

14 suspension systems and Macpherson strut. State functions of dampers. List types of tyres and their applications. List different sizes of tyres and their applications 2.10 Steering Systems Use labeled diagram to indicate a steering system and state functions of its essential components. Explain the Ackermann Principle and steering geometry. Identify different types of steering gear boxes. State the working principles of a rack and pinion steering system Exhaust System Use labeled diagram to indicate an exhaust system and state functions of its essential components. State the functions of catalytic converters Electrical System Use circuit diagram to indicate a starting system and state functions of its essential components. Use circuit diagram to indicate a charging system and state functions of its essential components. Use circuit diagram to indicate a lighting system and state functions of its essential components Peripherals Facilities Identify the facilities in a car for passenger's protection. Identify the facilities in a car for reducing the accidents from happening. List luxury facilities in a car. 3. Fuels Compare different types of fuels and state their characteristics and applications 4. Automobile development design and production Recognize the essential design factors such as use of materials, maintenance, reliability, running costs, safety, appearance, manoeuvrability, performance, aerodynamics and energy resources. State design considerations for satisfying the needs of the users and legal affairs. Describe major production processes in automobile industry. 5. Health and Safety in Practice Recognize the safety in handling equipment and instrument in workshop practice. Recognize the precautions required for prevention of fire, electric shock and air-pollution problems. 14

15 (B) Technological Capability Practical activities should be included in the curriculum to enhance students technological capability. Students should be provided with opportunities to : I. Communication 1. Communicate with the use of text, graphs, charts and various media including computer graphics for presenting design ideas and solutions; 2. Interpret information presented in a variety of ways (e.g. road map, manufacturers manual, and statistical data on traffic system); 3. Produce simple diagrams using recognized symbols (e.g. electric circuit diagrams and road signs); II. Practical Fault-finding, Diagnosis, Testing and Rectification 1. Use basic equipment, instrument and processes in testing sub-systems in motor vehicles; 2. Conduct practical fault-finding and diagnosis in basic automobile maintenance; 3. Conduct simple testing and rectification for basic automobile maintenance; 4. Test the performance of the automobiles devices with the use of suitable instrument; III. Project Work 1. Use modern technology in particular CAD, to explore design and development of automobiles such as making models and mock-ups; 2. Solve simple and common automobile problems; 3. Study on traffic problems or transport system issues; 4. Observe the safety precautions in all practical activities. 15

16 (C) Technological Awareness and Understanding on the interrelationship between Automobile Technology and Society The issues related to the interrelationship between automobile technology and society should be raised for students concerns, students are expected to be able to: I. Automobile Development 1. Be aware of automobile design considerations; 2. Understand the trend of development of automobile technology in the past, present and the future; II. Transport System 1. Be aware the legal affairs related to automobile design and transport; 2. Understand road design; 3. Understand the interrelationships between vehicles, roads and transportation; 4. Recognize the various means of transportation and the concept of transport system; III. Responsibility of the Road Users and Vehicle Owners 1. Recognize the common causes of road accidents and discuss how they could be prevented; 2. Recognize the need for traffic law for drivers and road users; 3. Recognize the legal requirements for vehicle ownerships and road usage including insurance; IV. Automobile Technology and Society 1. Be aware of the legal affairs related to testing of automobiles, common traffic symbols and high-way codes; 2. Understand the environmental protection issues e.g. emission control; 3. Recognize the effects of developments in road transport on personal mobility, economic growth, information dissemination and the consequences for the environment; 4. Recognize the major economic, social and environmental factors affecting the design and development of the transport system. 16

17 GUIDELINES ON THE TEACHING OF AUTOMOBILE TECHNOLOGY Teacher s Role: Information and materials provider - assist students to obtain and handle the information and materials required for their studies in this subject. Technical advisor - assist students to identity safe and workable approaches to solve technological problems, e.g. in using hand tools and handling of materials. Activity initiator - plan and organize relevant teaching and learning activities, which benefit students learning in the subject. Students working partner - support students learning, in particular in the problem solving process by listening to their feedback and sharing their views. Evaluator - help students identify the opportunities and challenges during their problem solving process by evaluating it regularly. Teaching Strategies: 1. Student-Centred Teaching Teachers are advised to : encourage and accept student autonomy and initiative. use raw data and primary resources along with manipulative, interactive and physical materials. use cognitive terminology such as classify, analyze predict, create and etc. allow student responses to drive lessons, shift instructional strategies and alter content. inquire about students understandings of concepts before sharing their own understandings of those concepts. encourage students to engage in dialogue, both with the teacher and one another. encourage student inquiry by asking thoughtful, open-ended questions and encourage students to ask questions of each other. seek elaboration of students initial responses. encourage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. provide time for students to discover relationships and create metaphors. 17

18 2. Teaching Towards Objectives Teachers are advised to: familiarize themselves with the objectives detailed in the syllabus. design and conduct teaching and learning activities that facilitate students to achieve the learning objectives in a safe, high standard and scholarly manner. emphasize workshop safety. 3. Extra-Curricular Activities Teachers are advised to: design and conduct extra-curricular activities that facilitate students to further expose themselves to the subject, in particular in the real-life situations and career path development at a later stage. 4. Multi-Media Teaching Aids Teachers are highly encouraged to: develop and apply multi-media teaching aids and working models to foster and arouse students motivation and learning in the subject. use Internet as the teaching and learning resources. 18

19 Suggested Teaching Activities : Suggested Teaching Activities Group discussion Experimental learning Project Case study Chalk and talk Descriptions Objective: Allow students to exchange and share their views or Method: findings. Arrange a group of students, say three to five to sit together and discuss an agreed topic according to the guidelines given by the teacher. Objective: Allow students to test their hypothesis or proposed Method: solutions. Assist students with materials and facilities to carry out the experiment. SAFETY must be observed all the time. Objective: Allow students to further explore and consolidate their skills and understanding of the subject by integrating a pool of ideas. Method: Assist students to set up project guidelines, in particular the management of time, resources and assessment criteria. Objective: Allow students to apply and consolidate their skills and Method: knowledge by examining real-life cases. Select relevant cases and set up the guidelines for students to follow. Objective: Allow students to grasp small pieces of information Method: directly. Present information in a legible and logical manner. Demonstration Objective: Allow students to understand the procedures and / or precautions of hands-on skills. Method: Present the materials in a well-organized and safe manner. Question and Objective: Allow students to test and reinforce their understanding of answer the subject. Method: Question-Pause-Answer. Ask well-structured questions in a logical manner. Respond to students answers positively. Research Objective: Allow students to find out further information inside and / or outside the classroom environment. Method: Provide guidelines to students, in particular the width, depth and time span. 19

20 Brainstorming Visits / Filed observation Mentoring Objective: Allow students talk freely over the problems. Method: Organize students to sit together and discuss freely with limitations as little as possible. Objective: Allow students to acquire the experience and /or knowledge which is normally not available / possible in a classroom environment. Method: Organize students to visit a field or an organization with the guidelines and worksheets by the teacher. Objective: Provide regular assistance and support to students throughout the problem solving processes. Method: Review students progress and share with their views. 20

21 ASSESSMENT Assessment of students performance is indispensable; it is an integral part in the teaching and learning process. Teachers have to measure the progress of their students towards the course aims, both individually and collectively, and to adjust the resources, approaches and strategies adopted in the teaching of Automobile Technology to accomplish the goals effectively. Assessment activities, which can represent students learning in Automobile Technology, may be categorized as follows: 1. Written tests/examinations When setting written tests/examinations, teachers should focus on thinking rather than possession of information. Furthermore, the assessment criteria of tests/examinations should be clearly defined to the students. 2. Performance tasks This is an assessment in which students are presented with a problem, either in form of verbal or written instruction, to which pupils respond to it by doing something. The performance tasks can include, e.g. practical work, experimental work, oral presentation, etc. 3. Project This is a portfolio, which represents students continuous learning and their progress over a period of time. Students initiative in working the project is very important and therefore the subject area selected must be of some interest to students and relevant to students daily life. The assessment criteria and specifications of the project should be made clear to students in advance. The focus of assessment should be on student s ability to communicate the project effectively with others. 4. Observation Observation and verbal exchanges can help teachers to understand what students have learned and these become an informal way of continuous assessment of students learning. Assessments play an important role in students learning because assessment results provide valuable feedback to students and teachers for improvement. Awareness should be given to the design of appropriate assessment instruments for different assessment objectives. Records of students assessment should be kept and analyzed to see the learning profile of individual students such as the progress of various skills of individual students. 21

22 MAJOR SOURCES OF REFERENCE Appendix A 1. Curriculum Development Council, Education Department Automobile Repairs Form 1-3, Education Department, Hong Kong. 2. General Certificate of Secondary Education (1991) Motor Vehicle Studies, Syllabus Southern Examining Group, Bristol, UK. 3. Unwin Hyman (1989) Motor Vehicle Studies Terry Hewitt 4. Heinz Heisler (1987) Vehicle and Engine Technology Volume 1 & 2, Edward Arnold, Bath USEFUL WEBSITES Appendix B 1. Northern Ireland Council for the Curriculum, Examinations and Assessment GCSE Syllabus 1999 Motor Vehicle and Road User Studies 2. Vehicle and Equipment Information 22