TECHNOLOGY EDUCATION 11 AND 12 Automotive Technology. Integrated Resource Package 2001 IRP 114. Ministry of Education

Transcription

1 TECHNOLOGY EDUCATION 11 AND 12 Automotive Technology Integrated Resource Package 2001 Ministry of Education IRP 114

2 Copyright 2001 Ministry of Education, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing direct or indirect education programs to entitled students as identified by the School Act or the Independent School Act.

3 TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface III INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY Rationale for Technology Education The Automotive Technology 11 and 12 Curriculum Rationale for Automotive Technology Curriculum Organizers Suggested Instructional Strategies Suggested Assessment Strategies THE AUTOMOTIVE TECHNOLOGY 11 AND 12 CURRICULUM Automotive Technology 11 and AUTOMOTIVE TECHNOLOGY 11 AND 12 APPENDICES Appendix A: Prescribed Learning Outcomes A-2 Appendix B: Learning Resources B-3 Appendix C: Assessment and Evaluation C-3 Assessment and Evaluation Samples C-7 Appendix D: Acknowledgments D-3 Appendix E: Offering an Automotive Technology Program in your School E-3 AUTOMOTIVE TECHNOLOGY 11 AND 12 I

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5 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the Technology Education 11 and 12: Automotive Technology curriculum. The information contained in this IRP is also available through the Internet. Contact the Curriculum Branch s home page: THE INTRODUCTION The Introduction provides general information about the Technology Education 11 and 12 curriculum as a whole, including special features and requirements. It also provides a rationale for the subject why technology education is taught in BC schools and an explanation of the curriculum organizers. THE TECHNOLOGY EDUCATION 11 AND 12: AUTOMOTIVE TECHNOLOGY CURRICULUM The Automotive Technology 11 and 12 IRP is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe: provincially prescribed learning outcome statements for Automotive Technology 11 and 12 suggested instructional strategies for achieving the outcomes suggested assessment strategies for determining how well students are achieving the outcomes provincially recommended learning resources Prescribed Learning Outcomes Learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: It is expected that students will..... Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depends on the professional judgment of teachers, guided by provincial policy. Suggested Instructional Strategies Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only. Suggested Assessment Strategies The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. As with the instructional strategies, these strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only. AUTOMOTIVE TECHNOLOGY 11 AND 12 III

6 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Provincially Recommended Learning Resources Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a starter set of basic resources to deliver the curriculum. With very few exceptions, learning resources listed in Grade Collections will be the only provincially evaluated and recommended learning resources. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum. APPENDICES A series of appendices provides additional information about the curriculum, and further support for the teacher. Appendix A contains a listing of the prescribed learning outcomes for the curriculum. Appendix B consists of general information on learning resources, including Grade Collections, selecting learning resources for the classroom, and funding, followed by the Grade Collection(s) for the Automotive Technology 11 and 12 IRP containing grade level organizational charts and alphabetical annotated lists of the provincially recommended resources. New resources are evaluated on an ongoing basis and the new provincial recommendations are posted on the Curriculum web site. Teachers are advised to check the web site on a regular basis. resources/lr/resource/consub.htm Appendix C contains assistance for teachers regarding provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for examples of criterion-referenced evaluations. Appendix D acknowledges the many people and organizations that have been involved in the development of this IRP. Appendix E provides information on suggested provincially approved Grade 12 courses that may be offered as an extension to Automotive Technology 11 and 12. IV AUTOMOTIVE TECHNOLOGY 11 AND 12

7 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Grade GRADE 11 Shop Practices Curriculum Organizer Prescribed Learning Outcomes The Prescribed Learning Outcomes column of this IRP lists the specific learning outcomes for each curriculum organizer or suborganizer. These aid the teacher in day-to-day planning. PRESCRIBED LEARNING OUTCOMES It is expected that students will: demonstrate the ability to access and use technical information describe general shop administrative practices perform accurate measurements on a variety of automotive components correctly identify and use a variety of: - basic automotive tools - basic shop and test equipment - fasteners and fittings SUGGESTED INSTRUCTIONAL STRATEGIES Using a variety of sources (e.g., owner s manual, manuals on CD-ROM, the Internet), have students retrieve technical information for a particular application. Have students select the appropriate measuring instruments and perform accurate measurements on automotive components. On a daily basis, have students record their shop activity or work accomplished (e.g., journals, time cards, work orders, log sheets). Provide a set of basic hand and power tools. Have students identify them and demonstrate their correct usage. Have students identify the shop equipment. Provide students with opportunities to operate shop equipment based on instructor demonstration. On automotive assemblies, have students identify and demonstrate the correct application of fasteners and fittings. Activities could include: - perform a double-flare on a fuel line or brake line - drill and tap a hole - torque a bolt to specifications. Suggested Instructional Strategies The Suggested Instructional Strategies column of this IRP suggests a variety of instructional approaches that include group work, problem solving, and the use of technology. Teachers should consider these as examples that they might modify to suit the developmental levels of their students. Grade GRADE 11 Shop Practices Curriculum Organizer Suggested Assessment Strategies The Suggested Assessment Strategies offer a wide range of different assessment approaches useful in evaluating the Prescribed Learning Outcomes. Teachers should consider these as examples they might modify to suit their own needs and the instructional goals. SUGGESTED ASSESSMENT STRATEGIES Have students create or fill out various shop forms (e.g., work order, parts list, inspection or service report, log book). When assessing students work, look for: - legibility of their writing - inclusion of relevant information - acquisition of essential signatures - accuracy of information. Invite students to role play various shop activities and positions (e.g., shop supervisor, parts person, tool room attendant, customer). Observe and note the extent to which they: - demonstrate and understand the importance of productivity - describe the implications of an employee being late or absent the - handle a customer s vehicle complaint. Have students work in groups and measure a variety of items (e.g., engine components, shafts, or other mechanical items). Assess students : - choice of measuring instrument - accurate use of the measuring instrument - application of mathematics, such as fractions and decimals. Have students select and use hand or power tools for a particular task. In assessing a student s performance, consider the extent to which the student: - selects the appropriate tool for the task - uses the tool in a safe manner - identifies and reports any tools or equipment that are unsafe. RECOMMENDED LEARNING RESOURCES Print Materials Auto Fundamentals Auto Service and Repair Automotive Service: Inspection, Maintenance, and Repair Motor Automotive Technology Trades Common Core Video Basic Car Care C-V Axles Ignition System Operation Understanding Automotive Technology Vehicle Maintenance and Fluid Service Multimedia Automotive Excellence Vol. 1 Automotive Excellence Vol. 2 Recommended Learning Resources The Recommended Learning Resources component of this IRP is a compilation of provincially recommended resources that support the Prescribed Learning Outcomes. A complete list including a short description of the resource, its media type, and distributor is included in Appendix B of this IRP. AUTOMOTIVE TECHNOLOGY 11 AND 12 V

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9 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY RATIONALE FOR TECHNOLOGY EDUCATION Technology is embodied in devices that extend human capabilities. It provides the tools to extend our vision, to send and receive sounds and images from around the world, and to improve health, lifestyle, economies, and ecosystems. As technology assumes an increasingly dominant force in society, technological literacy is becoming as essential as numeracy skills and the ability to read and write. In providing the fundamentals of technological literacy, technology education helps young people prepare to live and work in a world of continuously evolving technologies. A technologically literate person uses tools, materials, systems, and processes in an informed, ethical, and responsible way. To be responsible members of society, students must be aware of the impact that everchanging technology has on their lives. They need to reflect critically on technology s role in society and consider its positive and negative effects. Technology education fosters the development of skills and attitudes that increase students abilities to responsibly address the social and ethical issues of technological advancements. To meet career challenges, students must be able to communicate effectively, make independent decisions, solve problems, work independently and cooperatively with individuals from diverse backgrounds, and become technically competent. Indeed, the Conference Board of Canada has identified these skills as critical to employment in the 21 st century (see the Board s Employability Skills brochure, available online at research.htm or from the Board at 255 Smyth Road, Ottawa ON K1H 8M7 Canada, Tel. (613) , Fax (613) ). In Technology Education 11 and 12 courses students have the opportunity to develop a variety of skills and abilities essential for employment in today s economy. Activities in Technology Education provide opportunities for students to develop, reinforce, and apply: numeracy skills as they calculate, estimate, and measure information skills as they identify, locate, gather, store, retrieve, process, and present information communication skills as they apply technology to communicate their design ideas, solutions, reflections, and products problem-solving skills as they identify, describe, and analyse problems, and test their ideas and solutions social and cooperative skills as they interact with others to solve problems and complete projects leadership and project-management skills as they set goals, plan, address challenges, and resolve conflicts physical skills as they carry out technological tasks using tools, equipment, and materials correctly, efficiently, and safely. Technology Education Objectives The aim of the Technology Education curriculum is to help students develop technological literacy and lifelong learning patterns that they need to live and work effectively in a changing technological society. To achieve this, the curriculum provides a framework for students to learn how to design and construct solutions to real-world problems and opportunities to put into practice what they have learned. Technology Education should provide students with opportunities to: AUTOMOTIVE TECHNOLOGY 11 AND 12 1

10 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY develop the ability to solve technological problems develop the ability to make things and explore technology develop the ability to deal ethically with technology develop lifelong learning patterns needed to function effectively in a changing technological environment acquire skills and attitudes needed to work with technology both independently and as a cooperative member of a group develop appropriate attitudes and practices with respect to work safety and personal health gain competence in working with tools, materials, and processes to produce highquality work develop language and visual communication skills to investigate, explain, and illustrate aspects of technology apply and integrate skills, knowledge, and resources across disciplines and in technological activities explore and pursue technological careers and associated lifestyles become discerning users of materials, products, and technical services. THE AUTOMOTIVE TECHNOLOGY 11 AND 12 CURRICULUM This Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for the Technology Education 11 and 12: Automotive Technology curriculum. Additional Technology Education 11 and 12 courses include: Carpentry and Joinery (scheduled for 2001) Drafting and Design (scheduled for 2001) Electronics (scheduled for 2002) Industrial Design (released in 1997) Metalwork (scheduled for 2002) The development of this IRP has been guided by the principles of learning: Learning requires the active participation of the student. People learn in a variety of ways and at different rates. Learning is both an individual and a group process. Health and Safety Safe work practices and procedures, and creating an understanding of what is required for a healthy work environment, are absolutely essential. As students begin to work with tools and equipment, safety and practice procedures must be introduced and reinforced throughout. Correct safety practices must be established as soon as students begin their studies in technology education and must be maintained throughout the curriculum. Teachers must use good judgment when instructing students in safety practices, remembering that the main objective is student learning. It is essential that teachers address the following questions before, during, and after an activity: Has the instruction been sequenced progressively to ensure safety? Have students been given specific instruction on how to use and handle equipment and tools correctly? Have students been given specific instruction on how to use, handle, and dispose of hazardous materials? Are the tools and equipment in good repair, suitably arranged, and appropriately sized for students? Are students being properly supervised? Do the facilities provide adequate lighting and ventilation for the activity? 2 AUTOMOTIVE TECHNOLOGY 11 AND 12

11 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY Have students been made aware of hazards in the facility area? Have students been made aware of appropriate school-based and industrial safety standards and procedures? Teachers should ensure that safety practices are implemented. The following is not an allinclusive list, but a guide to help teachers establish a safe learning environment. Students should: wear appropriate attire and safety equipment follow established rules and routines select tasks that are within their abilities demonstrate safe work practices and attitudes show respect for the safety of themselves and others recognize hazards in work areas. RATIONALE FOR AUTOMOTIVE TECHNOLOGY The modern automobile has become utilitarian and a purely functional object. Yet it is a complicated and wondrous thing. It is dependable, reliable, durable, and safe, with a wide array of accessories that make it comfortable and appealing for both drivers and passengers. With the emphasis on environment and economics, the car has moved into the next century with an air of mystery surrounding its future. The generic automotive technology curriculum components outlined in this IRP, identify the kinds of skills, attitudes, competencies, and qualities that form the foundation of an allround technological education. The proliferation of technological change in the automobile has increased the scope of instruction required to prepare students for post-secondary, career or avocational pursuits. There is still the requirement to provide a base of knowledge and skills relating to the operation of the automobile; however, the need for further knowledge and skills continues to increase as automotive technology changes. Whereas in the past most repairs would be carried out by one technician, today, service and repairs to automobiles are increasingly conducted by automotive technicians who specialize in a particular area of vehicles. The trend to specialization within the automotive industry is not dissimilar to the trend toward specialization in other fields (e.g., the medical and legal fields). Preparing for Transition to Post-secondary Education The primary focus of this IRP is on the introductory Grade 11 and Grade 12 Automotive Technology courses. Automotive Technology 11 and 12 provide students with a general base knowledge of the maintenance and operation of the automobile. The scope of the knowledge required is such that students wishing to pursue automotive technology, either for career or personal goals, require a broader knowledge base. Such students can be given opportunities to increase their knowledge through additional courses. More advanced Automotive Technology programs are designed to help students make career choices, and to develop the necessary marketable skills to expand their knowledge and education in the technology field. Students who wish to pursue careers in the automotive technology field, may use their secondary school programs towards a number of options. For example: automotive technician automotive collision repair technician heavy duty equipment technician automotive parts sales automotive equipment sales and service automotive service management. AUTOMOTIVE TECHNOLOGY 11 AND 12 3

12 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY Preparing for the Workplace Students will have opportunities to understand the relationship of automotive technology to a wide variety of career opportunities. The Automotive Technology program provides knowledge, skills, and attitudes for related careers. The Automotive Technology field increasingly requires employees to upgrade their knowledge and skills to keep up with the new technologies through regular retraining and professional development activities. For example, the increasing complexity of the automobile requires future technicians to have a sound approach to problem-solving and diagnostic procedures. Avocational Pursuits The automobile plays a major role in the majority of people s lives, whether it is used for daily transportation or used for pleasure. Students will have opportunities to understand the maintenance and operation of the automobile. This knowledge will allow them to either maintain or repair their own automobiles, or provide them with the required skills to discuss their automotive needs with automotive technicians. CURRICULUM ORGANIZERS The prescribed learning outcomes for the courses described in this Integrated Resource Package are grouped under a number of curriculum organizers. These curriculum organizers reflect the main areas of Automotive Technology that students are expected to address. They form the framework of the curriculum. The organizers are not equivalent in terms of number of outcomes or the time that students will require in order to achieve these outcomes. The sequence of the following set of curriculum organizers is not meant to convey an order of importance or instruction: Self and Society Safety Shop Practices Power Train Body and Chassis Electrical and Electronic Systems Self and Society This area focuses on developing the skills required in an Automotive Technology working environment, and creating an understanding of career opportunities in this and related fields. Students will also develop an understanding of the impact on the environment, and the social, legal and ethical responsibilities involved in the operation of the automobile. The prescribed learning outcomes are expected to be applied, where appropriate, throughout the courses. Safety The focus in this area is on safe work practices and procedures and on what is required for a healthy work environment. These learning outcomes should be introduced as students begin to work with tools and equipment, and should be reinforced through all the courses. Shop Practices This curriculum organizer provides opportunities for students to develop the ability to access and use technical information, understand shop administrative practices, perform accurate measurements, and apply appropriate attitudes and work ethics. Students will also have the opportunity to demonstrate proficiency in the correct and safe use of tools, equipment, 4 AUTOMOTIVE TECHNOLOGY 11 AND 12

13 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY and fasteners and fittings. These prescribed learning outcomes should be reinforced throughout the courses. Power Train This organizer focuses on the power train of the automobile and provides the opportunity for students to understand the operation, service and maintenance of the engine, engine support systems, and drive line components. Body and Chassis (Grade 11) Chassis (Grade 12) This area actually comprises two components: body and chassis. In the Automotive Technology 11 course, students will be introduced to minor body and trim maintenance. Due to the complexity of the material that needs to be covered, the Automotive Technology 12 course will focus on the chassis alone. Students are provided with the opportunity to understand the operation, service, and maintenance of chassis systems. Electrical and Electronic Systems In this area, students will be given the opportunity to develop an understanding of automotive electrical and electronic systems. SUGGESTED INSTRUCTIONAL STRATEGIES In this Integrated Resource Package, instructional strategies have been included for each curriculum organizer and grade. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacherdirected, student-directed, or both. There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and to respond to local requirements. Teachers should include as many instructional methods as possible to present technical information. Blending live repairs with simulated (i.e., instructor-prepared) tasks will maximize learning. For optimum learning, a combination in-shop and in-class approach is recommended. The suggested instructional strategies may be undertaken by individual students, partners, or small groups. Automotive Technology 11 and 12 emphasizes skills needed in a changing society. As a result, emphasis is given to the following strategies: Strategies that develop applied skills. In order to see technology education, in general, as relevant and useful, students must learn how it can be applied to a variety of real workplace situations. Students learn more quickly and retain their learning better when they are actively involved in the learning process. Using a variety of activities with built-in learning situations will help students to understand, identify, and solve problems that occur in life. Strategies that foster the development of individual and group skills. In the workplace, people need to know how to work effectively, individually and with others, to solve problems and complete tasks. Students need opportunities to work independently to enhance their organizational and self-evaluation skills. AUTOMOTIVE TECHNOLOGY 11 AND 12 5

14 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY Students also need to experience the dynamics of group work to enhance their understanding of group problem-solving processes. Group work focuses on such skills as collaboration, communication, leadership, and cooperation. Strategies that foster research and criticalthinking skills. In order to make informed and responsible choices about the appropriate use of technology, students need to receive and process information critically. To develop decision-making and problem-solving skills, students need to be challenged to identify problems and develop solutions. Strategies that use technology. The ability to use technology to solve problems is a necessary skill in the workplace and in post-secondary education. Students use technology to access information, to perform calculations, and to enhance the presentation of ideas. Other ways to enhance the program include: forming an automotive club offering a career preparation program offering apprenticeship programs (some may include corporate sponsorship) constructing laboratory demonstration units arranging field trips holding a contest. SUGGESTED ASSESSMENT STRATEGIES Teachers determine the best assessment methods for their students. The assessment strategies in this document describe a variety of ideas and methods for gathering evidence of student performance. The assessment strategies column for a particular organizer always includes specific examples of assessment strategies. Some strategies relate to particular activities, while others are general and could apply to any activity. These specific strategies may be introduced by a context statement that explains how students at this age can demonstrate their learning, what teachers can look for, and how this information can be used to adapt further instruction. About Assessment in General Assessment is the systematic process of gathering information about students learning in order to describe what they know, are able to do, and are working toward. From the evidence and information collected in assessments, teachers describe each student s learning and performance. They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent learning goals, and determine areas requiring diagnostic teaching and intervention. Teachers base their evaluation of a student s performance on the information collected through assessment. Teachers determine the purpose, aspects, or attributes of learning on which to focus the assessment; when to collect the evidence; and the assessment methods, tools, or techniques most appropriate to use. Assessment focuses on the critical or significant aspects of the learning to be demonstrated by the student. The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to pencil-and-paper tests. Appendix C includes a more detailed discussion of assessment and evaluation. 6 AUTOMOTIVE TECHNOLOGY 11 AND 12

15 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY Integration of Cross-Curricular Interests Throughout the curriculum development and revision process, the development team has done its best to ensure that relevance, equity, and accessibility issues are addressed in this IRP. Wherever appropriate for the subject, these issues have been integrated into the learning outcomes, suggested instructional strategies, and suggested assessment strategies. Although it is neither practical nor possible to include an exhaustive list of such issues, teachers are encouraged to continue ensuring that classroom activities and resources also incorporate appropriate role portrayals, relevant issues, and exemplars of themes such as inclusion and acceptance. The Ministry, in consultation with experienced teachers and other educators, has developed a set of criteria for evaluating learning resources. Although the list is neither exhaustive nor prescriptive, most of these criteria can be usefully applied to instructional and assessment activities as well as learning resources. Brief descriptions of these criteria, grouped under the headings of Content, Instructional Design, Technical Design, and Social Considerations, may be found on pages 30 through 45 of Evaluating, Selecting, and Managing Learning Resources (2000), document number RB0065. This Ministry document has been distributed to all schools. Additional copies may be ordered from Office Products Centre, or (250) , if in Victoria. Gender Issues in Technology Education The education system is committed to helping both male and female students succeed equally well. This is particularly important in the area of technology education, where female participation is low. Teaching, assessment materials, learning activities, and classroom environments should place value on the experiences and contributions of all people and cultivate interest and access for female students. Teachers should consider the diversity of learning styles and watch for gender bias in learning resources, and bias in interaction with students. The following instructional strategies for technology education are provided to help teachers deliver gendersensitive programs. Feature women who make extensive use of technology in their careers perhaps as guest speakers or subjects of study in the classroom. Develop instruction to acknowledge differences in experiences and interests between young women and young men. Demonstrate the relevance of technology education to careers and to daily life in ways that appeal to a variety of students in the class or school. Successful links include sciences and environmental issues. Provide practical learning opportunities designed specifically to help young women develop confidence and interest in technology education and non-traditional roles. Adapting Instruction for Diverse Student Needs Technology education, particularly activitybased technology education, has traditionally been a significant area for preemployment skill-development opportunities and an ideal area for students with special needs. Technology education, with its focus on the benefits of concrete, real-world experiences, provides students with opportunities to work effectively in group situations, focusing on observation and experimentation, and alternative methods of evaluation. For students with AUTOMOTIVE TECHNOLOGY 11 AND 12 7

16 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY exceptional gifts or talents, this curriculum area is also ideal for creative learning experiences and critical-thinking activities. Opportunities for extension and acceleration are rich in technology education, and, for some students with special needs, this curriculum can provide opportunities to apply personal experiences to enrich their learning. When students with special needs are expected to achieve or surpass the learning outcomes set out in the Technology Education 11 and 12 curriculum, regular grading practices and reporting procedures are followed. However, when students are not expected to achieve the learning outcomes, modifications must be noted in their Individual Education Plans (IEPs). Instructional and assessment methods should be adapted to meet the needs of all students. When students require adaptations in order to meet the regular learning outcomes, these too should be noted in an IEP. The following strategies may help students with special needs succeed in technology education. Adapt the Environment cluster-group students with particular gifts or needs make use of preferential seating to enhance learning create a space with minimum distractions change the location of the learning activity to optimize concentration make use of cooperative grouping or pairing of learners Adapt Presentation or Instruction make extensions of activities for students with special gifts and talents offer choices for self-directed learning provide advance organizers of key technology education concepts demonstrate or model new concepts adjust the pace of activities as required change the wording of questions or instruction to match the student s level of understanding provide functional, practical opportunities for students to practise skills use bilingual peers or volunteers to help ESL students (e.g., clarify safety rules) Adapt Materials and Equipment use techniques to make the organization of activities more explicit (e.g., colour-code the steps used to solve a problem) use manipulatives provide large-print charts or activity sheets use opaque overlays to reduce the quantity of visible print highlight key points in written material provide software that defaults to a larger font size use adapted computer technology hardware and appropriate software provide alternative resources on the same concepts at an easier comprehension level use translated material for information (e.g., safety rules) provide or arrange opportunities for independent research (e.g., CD-ROM) Adapt Methods of Assistance train and use peer tutors to assist students with special needs arrange for teacher assistants to work with individuals or small groups collaborate with support teachers to develop appropriate strategies for individual students with special needs 8 AUTOMOTIVE TECHNOLOGY 11 AND 12

17 INTRODUCTION TO TECHNOLOGY EDUCATION 11 AND 12 AND AUTOMOTIVE TECHNOLOGY Adapt Methods of Assessment allow students to demonstrate their understanding of technology education concepts in a variety of ways (e.g., through murals, displays, models, oral presentations) match assessment tools to students needs (e.g., oral or open-book tests, tasks performed without time limits, teacher and student conferencing) set short-term achievable goals with frequent feedback provide opportunities for students to do self-assessment and individualized goal setting AUTOMOTIVE TECHNOLOGY 11 AND 12 9

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19 SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES CURRICULUM Automotive Technology 11 and 12 AUTOMOTIVE TECHNOLOGY 11 AND 12 11

20 GRADE 11 Self and Society PRESCRIBED LEARNING OUTCOMES It is expected that students will: compare emerging and alternative energy sources used to power vehicles describe the historical and potential future impact of energy, power, and transportation systems on society and the environment apply employability skills in the automotive work environment identify potential careers in automotive technology and related fields outline social, legal, and ethical responsibilities associated with vehicle operation SUGGESTED INSTRUCTIONAL STRATEGIES Have students research the history of the automobile and list the major steps in its development. Engage students in a class discussion about the impact of these developments and what factors caused them. As a class, have students develop a list of the forms of energy used to construct and power automobiles. Lead a discussion regarding the effects these forms of energy have on the environment. Have students summarize the impact of automobiles on the environment and report their findings to the class. After showing a career video, have students research particular jobs in automotive technology (encourage students to examine a diverse range of jobs). As a class, have students develop a list of questions that can be used to interview individuals in the automotive trade. Following the interview process (in-class guest speaker or in the field), have students report their findings to the class. Invite several female and male employers to participate in a class discussion of employability skills. Present the Conference Board of Canada s list of Employability Skills This is available online at or from the Board at 255 Smyth Road, Ottawa, ON K1H 8M7 Canada, Tel. (613) , Fax (613) Ask students to suggest how the various employability skills might be applicable in an automotive technology work environment. Have groups of students discuss the social, legal, and ethical responsibilities of vehicle operation, and present their views to the class. As an extension, invite a motor vehicle inspector, police officer, or automobile insurance agent to speak to the class. 12 AUTOMOTIVE TECHNOLOGY 11 AND 12

21 GRADE 11 Self and Society SUGGESTED ASSESSMENT STRATEGIES Have students, in groups, investigate social and environmental considerations with respect to the automotive industry. Conduct a class discussion, and note to what extent students are able to: - identify various power sources - relate costs to each type of power source - recognize the impact on society - identify or describe the consequences of energy shortages - cite examples of new power/energy sources. When students assess environmental impacts on self and society, consider how they: - view auto pollution - describe waste management - provide examples of practices that have an impact, identify the potential impact, and suggest actions for mitigating the impact. As students research a particular position in the field of automotive technology, note the extent to which they: - consider the work environment - consider health and safety - identify wages or salary as a factor - consider opportunities for gender equity - identify the skills, training, and other qualifications required to obtain and do the job. RECOMMENDED LEARNING RESOURCES Print Materials Automotive Excellence Vol. 1 Automotive Excellence Vol. 2 Automotive Service: Inspection, Maintenance, and Repair Motor Automotive Technology Trades Common Core Video Ignition System Operation Understanding Automotive Technology AUTOMOTIVE TECHNOLOGY 11 AND 12 13

22 GRADE 11 Safety PRESCRIBED LEARNING OUTCOMES It is expected that students will: identify WCB regulations related to the automotive shop environment apply safe and healthy work practices demonstrate the safe use of tools and equipment identify potential vehicle and workplace hazards classify fires and demonstrate knowledge of appropriate extinguishing procedures SUGGESTED INSTRUCTIONAL STRATEGIES Have students list the jobs they do at home and at work, and compile a summary of potential hazards. Conduct a class discussion on personal experiences regarding accidents. Have students discuss strategies for prevention. Have groups of students tour a shop in operation outside of their classroom. Have students identify and report on the shop s safety practices, both negative and positive. Have students suggest procedures to ensure a safe working environment and discuss how they compare to WCB regulations and information provided on MSD sheets. Discuss with students activities they will perform in the shop, and have them identify protection required. Have each student complete a floor plan of the shop, showing locations of safety equipment. 14 AUTOMOTIVE TECHNOLOGY 11 AND 12

23 GRADE 11 Safety SUGGESTED ASSESSMENT STRATEGIES As students work in the shop, observe the extent to which they are able to: - demonstrate safe use of tools and equipment - demonstrate safe handling of potentially hazardous materials - utilize safe and healthy work practices. During a class discussion on the WCB regulations, observe the extent to which students are able to: - identify the responsibilities of employees and employers - identify procedures/standards in case of accident or injury - identify different types of protective equipment and their proper use - identify potential hazards - provide examples of possible preventive measures. When students use MSD sheets, evaluate responses based on questions such as: - What is the purpose of MSD sheets? - How are these sheets obtained? - What are the legal requirements? - What kinds of information do the sheets provide? - Where are these sheets kept for reference? - What products must be labelled? RECOMMENDED LEARNING RESOURCES Print Materials Automotive Excellence Vol. 1 Automotive Excellence Vol. 2 Auto Fundamentals Auto Service and Repair Automotive Service: Inspection, Maintenance, and Repair Motor Automotive Technology Trades Common Core Video Basic Car Care C-V Axles Ignition System Operation Understanding Automotive Technology Vehicle Maintenance and Fluid Service AUTOMOTIVE TECHNOLOGY 11 AND 12 15

24 GRADE 11 Shop Practices PRESCRIBED LEARNING OUTCOMES It is expected that students will: demonstrate the ability to access and use technical information describe general shop administrative practices perform accurate measurements on a variety of automotive components correctly identify and use a variety of: - basic automotive tools - basic shop and test equipment - fasteners and fittings SUGGESTED INSTRUCTIONAL STRATEGIES Using a variety of sources (e.g., owner s manual, manuals on CD-ROM, the Internet), have students retrieve technical information for a particular application. Have students select the appropriate measuring instruments and perform accurate measurements on automotive components. On a daily basis, have students record their shop activity or work accomplished (e.g., journals, time cards, work orders, log sheets). Provide a set of basic hand and power tools. Have students identify them and demonstrate their correct usage. Have students identify the shop equipment. Provide students with opportunities to operate shop equipment based on instructor demonstration. On automotive assemblies, have students identify and demonstrate the correct application of fasteners and fittings. Activities could include: - perform a double-flare on a fuel line or brake line - drill and tap a hole - torque a bolt to specifications. 16 AUTOMOTIVE TECHNOLOGY 11 AND 12

25 GRADE 11 Shop Practices SUGGESTED ASSESSMENT STRATEGIES Have students create or fill out various shop forms (e.g., work order, parts list, inspection or service report, log book). When assessing students work, look for: - legibility of their writing - inclusion of relevant information - acquisition of essential signatures - accuracy of information. Invite students to role play various shop activities and positions (e.g., shop supervisor, parts person, tool room attendant, customer). Observe and note the extent to which they: - demonstrate and understand the importance of productivity - describe the implications of an employee being late or absent - handle a customer s vehicle complaint. Have students work in groups and measure a variety of items (e.g., engine components, shafts, or other mechanical items). Assess students : - choice of measuring instrument - accurate use of the measuring instrument - application of mathematics, such as fractions and decimals. Have students select and use hand or power tools for a particular task. In assessing a student s performance, consider the extent to which the student: - selects the appropriate tool for the task - uses the tool in a safe manner - identifies and reports any tools or equipment that are unsafe. RECOMMENDED LEARNING RESOURCES Print Materials Automotive Excellence Vol. 1 Automotive Excellence Vol. 2 Auto Fundamentals Auto Service and Repair Automotive Service: Inspection, Maintenance, and Repair Motor Automotive Technology Trades Common Core Video Basic Car Care C-V Axles Ignition System Operation Understanding Automotive Technology Vehicle Maintenance and Fluid Service AUTOMOTIVE TECHNOLOGY 11 AND 12 17

26 GRADE 11 Power Train PRESCRIBED LEARNING OUTCOMES It is expected that students will: describe engine types describe the fundamentals of engine operation explain the operation of engine support systems identify and describe the operation of driveline components perform scheduled service and inspection procedures SUGGESTED INSTRUCTIONAL STRATEGIES Use a video to explain the workings of an internal combustion engine. Then have students describe the operation of a 4-stroke cycle engine, using diagrams. Have students research a variety of engine types, using various resources (e.g., the Internet, print media), and report their findings to the class. Assign a specific engine support system (e.g., cooling, lubrication, fuel), and have students describe the system s purpose, operation, and components. Have students perform basic inspection or service procedures, such as: - test cooling system for leaks - test antifreeze level - test engine oil pressure - change oil. Following a class discussion, have students describe driveline components and perform basic inspection or service procedures: - check transmission and differential fluid levels - inspect CV and universal joints. 18 AUTOMOTIVE TECHNOLOGY 11 AND 12

27 GRADE 11 Power Train SUGGESTED ASSESSMENT STRATEGIES Have students illustrate and identify various driveline components. Note to what extent they are able to describe: - the purpose of a clutch transmission and differential - the difference between a standard and an automatic transmission - the purpose of a universal joint - the operation of a constant velocity joint - various differential designs. When students perform a scheduled maintenance procedure on an engine support system, watch for evidence that they are able to: - identify and locate the parts of an engine support system - identify the tasks to be performed - access necessary information from the owner s or service manual - perform the tasks accurately and safely, according to accepted standards - accurately complete an inspection form. RECOMMENDED LEARNING RESOURCES Print Materials Automotive Excellence Vol. 2 Auto Fundamentals Automotive Service: Inspection, Maintenance, and Repair Motor Automotive Technology Video Basic Car Care C-V Axles Understanding Automotive Technology Vehicle Maintenance and Fluid Service AUTOMOTIVE TECHNOLOGY 11 AND 12 19

28 GRADE 11 Body and Chassis PRESCRIBED LEARNING OUTCOMES It is expected that students will: identify and describe suspension and steering components give examples of wheel and tire specifications outline the basic principles of wheel alignment describe the operating principles of brake systems describe procedures for minor body and trim maintenance perform scheduled service and inspection procedures for body and chassis systems SUGGESTED INSTRUCTIONAL STRATEGIES As a class, discuss how wheels and tires differ according to application. Have students inspect a tire and note its specifications and overall condition. Have students inflate a tire to the specified pressure. Conduct a class discussion on the principles of hydraulics and levers as they relate to brake systems. Have students perform a visual brake inspection and record their findings. Following a discussion on wheel alignment, have students identify the various wheel alignment angles on a diagram. Have students describe suspension and steering, and perform basic inspection or service procedures: - inspect and lubricate tie-rod ends and ball joints - check shock absorbers and springs. Have students identify methods of minor body maintenance (e.g., door lubrication and adjustment, hood latch adjustment, trim and seal replacement). 20 AUTOMOTIVE TECHNOLOGY 11 AND 12