Articulated, Performance-Based Instruction Objectives Guide for Automotive Mechanics. Final ...

625 Pages·2007·12.92 MB·English

DOCUMENT RESUME
ED 230 820
CE 036 168
AUTHOR
Henderson, William Edward, Jr.
TITLE
Articulated, Performance-Based Instruction Objectives
Guide for Automotive Mechanics. Final Document.
Revised.
INSTITUTION
Greenville County School District, Greenville, S.C.;
Greenville Technical Coll., S.C.
.
SPONS AGENCY
South Carolina Appalachian Council of Governnents,
Greenville.
PUB DATE
May 83
CONTRACT
ARC-211-B
NOTE
642p.; For related documents, see ED 220 579-585, CE
036 366-367, and CE 036 370-372.
PUB TYPE
Guides - Classroom Use - Guides (For Teachers) (052)
-- r:'ests/Evaluation Instruments (160)
EDRS PRICE
MF03/PC26 Plus Postage.
DESCRIPTORS
Articulation (Education); *Auto Mechanics; Behavioral
Objectives; Career Education; Competency Based
Education; Criterion Referenced Tests; Curriculum
Guides; High Schools; Industrial Arts; Motor
Vehicles; Safety; Secondary Education; *Trade and
Industrial Education
ABSTRACT
Developed during a project designed to provide
continuous, performance-based vocational training at the secondary
And postsecondary levels,-this instructional guide is intended to
help teachers implement a laterally mod vertically articulated
secondary level automotive mechanics program. Introductory materials
include descriptions of Automotive Mechanics'I and II, descriptions
of secondary and postsecondary automotive mechanics programs,
postsecondary course descriptions, secondary level automotive
mechanics objectives, suggested automotive mechanics curriculum
levels, suggested guidelines, discussion of sample tests provided in
the guide, And suggested instructional time. Topics covered in the 13
units include an introduction; lubrication and vehicle operating
maintenance; automotive engine maintenance, repair, and overhaul;
fuel system maintenance and repair; emission Controls and exhaust
systems; cooling system, heater, and air conditioner maintenance and
repair; electrical ignition systems; drive train; wheels and tires;
steering and suspension; braking system maintenance and repair;
automotive servicing; and servicing diesel fuel injection systems.
Suggested instructional time and task listings begin each unit. For
each task in a unit, some or all of the following are provided:
performance objectives, performance actions, performance standards,
recommended sources, related technical information, and other
information the teacher might need. Appended to the basic document
a set ol appendices that are relatively standard for the
are:
(1)
items in this series, and (2) a set of outcome-refevulced tests.
(Yu)
-
IIIMII.
FINAL DOCUMENT FOR ARTICULATION OF
AUTOMOTIVE MECHANICS
C2)
C\.1
CO
Project No.
82-1361
C:N
ARC 211-B
Contract No.
r\i
C:1
LAJ
Wm. Edward Henderson, Jr.
Coordinator, Occupational Education Articulation Program
The School District of Greenville County
P. O. Box 2848
301 Camperdown Way
Greenville, S.C.
29602
ARTICULATED, PERFORMANCE-BASED
INSTRUCTION OBJECTIVES GUIDE FOR
AUTOMOTIVE MECHANICS
U.S. DEPARTAAENT
OF EDUCATION
NATIONAL INSTITUTE
"PERMISSION TO REPRODUCE
THIS
OF EDUCATION
EDUCATIONAL
MATERIAL HAS BEEN GRANTED
RESOURCES
BY
INFORMATION
CENTER (ERIC/
Tho document
has been reproduced
May, 1983
received 'from
as
tho person
or organization
origmating It
MwtOr ChangeS
have been made
to IrnprOVO
reprodoC than
Quality
PoInts Or vNtw
TO THE EDUCATIONAL
or opinions Stated
RESOURCES
In this doctj .
ment do not necessanty
INFORMATION CENTER
(ERIC)."
reproSent otticiaINIE
positon or DoliCV
3)
cy)
Occupational Education Articulation Program
of The School District of Greenville County and
Greenville Technical College
Funded in part by
er)
SOUTH CAROLINA APPALACHIAN COUNCIL OF GOVERNMENTS
'ARTICULATED, PERFORMANCE-BASED CURRICULUM GUIDE
THE SCHOOL DISTRICT OF GREENVILLE COUNTY
DR. J. FLOYD HALL
SUPERINTENDENT
DR. NORMAN MULLINS
ASSOCIATE SUPERINTENDENT FOR EDUCATIONAL DEVELOPMENT
MRS. DORIS CLANTON
DIRECTOR, INSTRUCTIONAL SERVICES
MR. 0. RICHARD COTHRAN, JR.
CONSULTANT, VOCATIONAL-EDUCATION
ARTICULATION GUIDE
GREENVILLE
THE SCHOOL DISTRICT
AND
TECHNICAL COTILEGE
OF GREENVILLE COUNTY
THE SCHOOL DISTRICT OF GREENVILLE COUNTY
GREENVILLE, SOUTH CAROLINA
REVISED 1983
Henderson, Wm. Edward, Jr., ed.
Articulated; Performance-based
Instruction Guide for Automotive Mechanics, Greenville, SC:
The School District AofHGreenville County (OcCupational
Education Articulation Program funded by the South'Carolina
Appalachian Council of Governmeats), 1983.
ACKNOWLEDGEMENT
The Articulated, Performancebased'InstructionsGuide fot Automotive
Mechanics is the product-of the, work of the following instructors
representink the secondary program of The School District of Greenville
County and the post-secondary similar program at Greenville Technical
College..
Donaldson Vocational Center
Harold C. Means
Enoree Vocational Center
H. Dennis Mull
Foothills Vocational Center
John J..Romano Sr,
Douglas L. Hawkins
Golden Strip VocatLonal Center
Greenvi le Technicall:ollege
Chris' Johanson, Dept. Head
The cooperation g these instrurtors
and others representing The
School District
f Greenville County
and Greenville Technical College
.is appreciated.
4
DISCRIMINATION'PROHIBITED - Title VI of the Civil Rights Acts of 1964
states:
"No person in the United States, shall, on_the grounds of
race,
color,'or national origin, beexcluded from participation in, be
denied
the benefit of,or^be subjected to-discrimination under any program, or
activity taceiving.federal financial assistance."
TherefOre, the
Occupational Education Articulation Project, like.all other prpgrams
or activities receiving financial assistance frpm the Appalachiall
Council of'Governments, must-be operated in compliance with this'law.
The-opinions expressed herein do hot necessarily reflect the Position
or_policg of the Appalachian Council of Governments and
no official
endorsement by that agency should be inferred.
ii
BIAS STATEMENT
This articulated, performance-based instruction guide has been developed
based'upon the tasks (objectives) and task actions (enabling objectives)
The
important to the success.of entry level workers in the vocation.
objectives were derived from task analysis and available tasks lists
such as V7TEC Catalogs. Thie standards of performance are those expected
by local Lusiuesses and industries for job success.
Test samples are
included to represenevalid and reliable measures of the mastery of ob-
.jectives.
This articulated,,performance-based instruction guide has been,designed
to comply with the requirerents of PL 94-482 Educational Amendments of
1976, Title II, which is intended to ".
.ensure that.
.curricula do
.
.
.not reflect stereotypes based upon sex, race, or national origin.
."
.
COPYRIGHTED DISCLOSURE STATEMENT
Every effort has'been made to appropriately document any copyrighted
material used in till's articulated, performance-based instruction guide.
The objectives-and task actions in this guide were based on-their ex-
pertise and,on task lists from resources such as V-TEC Catalogs.
Standards included in this guide are those identified by local businesses
and industries as important to the success of entry level workers.
Sample knowledge and performance tests are included for the purpose of
-
sepresenting valid and reliable test items that may be usad to measure
mastery of objectiVes.
Test samples taken from texts or -workbooks
typically are those being used locally and appropriate documentation has
been included.
Wm. Edward Henderson, Jr., Coordinator
Occupational Education Articulation Program
The School District of Greenville County
iii
ABSTHACT
Title of Project:
Occupational Education Articulation Program:
Automotive Mechanics
Project Coordinator:
Wm. Edward Henderson, Jr.
Contracting Agency:
The School Distridt of Greenville County
Box 2848
301 Camperdown Way
Greenville, S.C., 29602
Program Period:
March 1, 1982; through February 28, 1983
;1408
E
To develop a continuous line of vocational training in
'similar AotomOtiNc Mechanics programs so that students
may-continue their education at the secondary and post-
-secondary levelawithout loss,of time or waate of effort
in repeating tasks'thathaveJbeen,Mastered previously'.
To provide a system where teachers can cooperate ef-
fectively in, providing a continuous occupational develop-
ment program where-the level and type of training that
leads to entrY-level employment skills Will be clear to
students, teachers, other educators, and employers.
METHOD:
Automotive Mechanics teacher representatives,from four
secondary level vocational centers of The School District
of Greenville County and post-secondary level Automotive
Mechanics teacher representatiVes from he Industrial
Division, Greenville TeChnical College were brought
together in task.force committee meetings and workshops
to survey very,similar vocational course's of training to'-
identifY poSsible,overlap or gaps as students continued
Automotive Mechanice'training from the secondary level to
the post-secondary level.
In addition, there was interest
in lateral articulation of similar programs at the secondary.
level.
An articulated, performance-based (competency-based)
instruction objectives guide was developed by the Auto-
motive Mechanics Task Force Committee to facilitate
articulation.. By the task analysis'process, the Task
Force Committee en Automotive Mechanics, identified the
essential competencies for Automotive Mechanics for a
.student to continue training'or for initial entry into
the labor market.in an Automotive Mechanics related field.
.
iv
Major objectives for competency were stated, performances
to obtain the objectives were identified and- placed.in
sequential order, instruction time was estimated, and
Finally, outCome-
performance standards were stated.
referenced (criterion-referenced) -measures of competency
were deVeloped as a guide in articulating..
As a result of this project, .the Articulat4d, Performance-
RESULTS:
based Instruction Objectivea Guide:for Automotive Mechanics,
was deVeloped.
This articulatiOn guide,-however, is not
a final product since it must be field-trial tested and,,
revised. 'Modifications and iMptdvements to the Guide are
expected since the process of education mist be cdntinually
reViewed to ensare.that objectiyeaare Valid and are
being met as best they Can bemet under given conditions.
*
A,Policies and Procedüred '.4uide'was developed to aid
articulatidn,activities in an, earlier phase of the project
and were used 6 direct articulation activities.
Two workshop guides, developed during the earlier phase
of'the project were used eo assist task force committee
participant's in writing performance-!based objectives,
performance actions to reach the oblectives, perkormance
standards, and outcome-referenced tests.
These guides contain how-to-do-it SectiOns distributed tä
The workshop guides and the Policies
teacher participants.
and Procedures Guide were revised during this phase of
.
the articulatiOn program:
CONTENT
Automotive Mechanics I - Secondary
1
Automotive Mechanics II - Secondary
3
Secondary Description
7
'
Post-Secondary Desription
8
Post-Secondary Course.Descriptienl.
10
4
Scope'of Project
12
Secondary Level Automotive Mechanics ObjectiVes
13-
.
.
....
Suggested Automotive Mechanics Curriculum Levels
15
.
.
.
.
Rational
Level I
15
.Level II
15
Level III
16
Suggested Guidelines Three Levels, Two Year Automotive
Medhanias Training (Secondary Level)
17
.
Summary Instructional 'Times by Modules and
Curriculum Levels
38
Standards - Amtomotive\Mechanics
Sample Outcome-referenced Tests
'_40
Suggested Instruction Times
41
t
Unit 1.0 Task Listings
54
Unit 1.0-A Introduction to Automotive Mechanics
60
.
.
.
Review School Policies and Procedures
61
Orientation to Shop
62
Review Course Objectives and Standards
63
Unit 1.0-8 Automotive Mechanics - Safety'
64
<Classroom Safety.
65
.
.
.,
Use Personal Protective,Equipment
11
Practice Safety in Using\POwer Tools (and Machinery)
BO
Identify Typical Shop Saf4y Hazards
82
Demonstrate or Interpret Ethergency Procedures
to.
Respond to Shop Injuries
83
Demonstrate Fire Safety Precautions.and
Practices
84
Unit 1.0-C Career Opportunities in Automotive Mechanics
86
Identify Typical Automotive Mechanics andAtelated
Career Opportunities
87
Obtaining a Job
.
89
Identify TechniCian's Responsibilities Toward the
Employers; Custcxer, and Craft
90'
Identify How to Meet People and to be Accepted by
Fellow WorkerS in the Service Field
."..
vi.
9
Job Performance and Work Attitudes
Unit 1.071)
92
Sob Performance
93
Work Attitudes
95
-
Unit 1.0-E
Automotive Mechanics - Shop Math
91
Basic Math Review 1- Simple Fractions
98
Basic Math Review - Decimale and Percentages
99
Reading Micrometers
101
Metric Measurements and Equivalents
102.
Unit 1.0-F
Automotive Mechanir;:= -'Tbola and Equipment
103
Identification and Use of Common Hand Tools
and Measurinievices
104
Identify and-Properly Uae_Common Autodotive
0
Shop Machinery
105
Unit I.0-G
Automotive Mechanica .7.Automotive Fasteners
113
Identify and Use Automotive Faateners
114
Automotive Mechanics --Shop Practices and
Unit' 1..0-H
Procedures
115
Shop Practices and Procedures
116
Uuit.1.0-I
Automotive Mechanics - Introduction to AUtomotive
Systets .
117
Lubrication and tires
118
Cooling System
119
.0
Braking System
120
Fuel Systems
121
Steering System and Front End
122
Power Train and Manual .Transmission
-123
Engine
124
Heater System
125
Automatic transmission
126
Elegtrical System
127
Air Conditioners
128
Unit 2.0
.Task Listings
129
Unit 2.0
Lubrication and Vehicle Operating Maintenance
130
Drain andaefill Engine Oil
130
Change Oil Filter Cartridge
132
134
Chassis Lubrication
Inspect, Service, or Replace Carburetor Air Cleaner
136
Unit 3.0 Task Listings
137
Unit 3.0
Automotive EngineMaintenance, Repair and Overhaul
141
.
Diagnose Needed Engine Service or Repair
141
Perform'Engine Vacuum Tests and Determine Needed Repairs.
143
. .
.
Replace Valve Cover Gaskets
144
Replace Outside Seals
145'
Replace Motor Mounts
146
PerformrdYlinder Compression Tests and Determine
.
Needed Repairs
147
.. OOOOOOO .
Remove dylinder Head(s) From Engine
148
.
.
vii
.
.
.
10