College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: AT-16
2. Course Title: Automotive Electrical Systems
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Updated/revised course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Title of course to be inactivated:
Yes
Inactivation date:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
Modifying course learning outcomes for assessment purposes
5. List the faculty with which you consulted in the development and/or revision of this course outline:
Faculty Member Name(s) and Discipline(s): Michael Richards, Automotive Technology
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and proposed changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
An Automotive Technology course
covering theory and principles of
automotive electrical systems. The
course includes basic electrical
theory, Ohm's Law, series and
parallel circuits, electrical symbols
and schematics, automotive
batteries, charging systems, voltage
regulation, starting systems,
lighting systems, and various
accessories. The laboratory portion
of the course will place emphasis
on diagnosis and testing
techniques required to effectively
determine the necessary action in
an electrical system failure. The use
of schematics, technical
specifications, voltmeters,
ohmmeters, ammeters, and circuit
testers will be required. The course
is designed in conjunction with
Automotive Service Excellence
(ASE) standards and subsequently,
will in part prepare the student for
the ASE Electrical/Electronic
Certification Examination.
A course covering theory and
principles of automotive electrical
systems. The course includes basic
electrical theory, Ohm’s Law, series
and parallel circuits, electrical
symbols and schematics, automotive
batteries, charging systems, voltage
regulation, starting systems, lighting
systems, and various accessories.
The laboratory portion of the course
will place emphasis on diagnosis and
testing techniques required to
effectively determine the necessary
action in an electrical system failure.
The use of schematics, technical
specifications, voltmeters,
ohmmeters, ammeters, and circuit
testers will be required. The course
is designed in conjunction with
Automotive Service Excellence (ASE)
standards and subsequently will in
part prepare the student for the ASE
Electrical / Electronic Certification
Examination.
Page 1 of 9
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Updated CLOs
Page 2 of 9
College of the Redwoods
COURSE OUTLINE
1. DATE: 04-25-2011
2. DIVISION: Business and Applied Technology
3. COURSE ID AND NUMBER: AT16
4. COURSE TITLE (appears in catalog and schedule of classes): Automotive Electrical Systems
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Automotive Electrical Systems
6. LOCAL ID (TOPS): 094800 (Taxonomy of Program codes
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
7. NATIONAL ID (CIP): 47.0604 (Classification of Instructional Program codes can be found in Appendix B of the TOPS code book
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
8. Discipline(s): Select from CCC System Office Minimum Qualifications for Faculty
http://www.cccco.edu/SystemOffice/Divisions/AcademicAffairs/MinimumQualifications/MQsforFacultyandAdministrators/tabid/753/Default.aspx
Course may fit more than one discipline; identify all that apply: Automotive Technology
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2011
10. TOTAL UNITS: 4
[Lecture Units: 2 Lab Units: 2]
TOTAL HOURS: 144
[Lecture Hours: 36
Lab Hours: 108]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
11. MAXIMUM CLASS SIZE: 20
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course: No
Yes
Grade-Pass/No Pass Option
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
A course covering theory and principles of automotive electrical systems. The course includes
basic electrical theory, Ohm’s Law, series and parallel circuits, electrical symbols and
schematics, automotive batteries, charging systems, voltage regulation, starting systems, lighting
systems, and various accessories. The laboratory portion of the course will place emphasis on
diagnosis and testing techniques required to effectively determine the necessary action in an
electrical system failure. The use of schematics, technical specifications, voltmeters, ohmmeters,
ammeters, and circuit testers will be required. The course is designed in conjunction with
Automotive Service Excellence (ASE) standards and subsequently will in part prepare the student
for the ASE Electrical / Electronic Certification Examination.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 3 of 9
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): MATH 120
Rationale for Recommended Preparation: Students will need a knowledge of mathematical formulas and
calculations at the MATH-120 level in order to succeed in the course.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of
taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify,
describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please
see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Diagnose general electrical system problems.
2. Diagnosis and service of battery and charging systems.
3. Diagnose and repair starting system.
4. Diagnose and repair lighting, horn, and wiper/washer systems.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Electrical principles, Ohm's Law, Kirchhoff's Current Laws.
2. Electrical measurements, resistance (ohms), current (amps), and voltage (volts).
3. How electricity is produced.
4. Electric motor theory and principles.
5. Ability to read and interpret electrical schematics and specifications.
6. Critical thinking skills.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. Small group dynamics, gender, diversity, socio-economic, and multi-culturism
sensitivity will be required at all times.
2. OSHA requirements for safety and health will be adhered to at all times.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Diagnosis by collecting and analyzing data.
2. Skills development through hands on lab experience.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Diagnose general electrical system problems.
1.1 Complete work order to include customer information, vehicle identifying
information, customer concern, related service history, cause, and correction. P-1
1.2 Identify and interpret electrical/electronic system concern; determine necessary
action. P-1
1.3 Research applicable vehicle and service information, such as electrical/electronic
system operation, vehicle service history, service precautions, and technical
service bulletins. P-1
1.4 Locate and interpret vehicle and major component identification numbers
(VIN, vehicle certification labels, and calibration decals).
P-1
1.5 Diagnose electrical/electronic integrity of series, parallel and series-parallel
Circuits using principles of electricity (Ohm’s Law). P-1
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 4 of 9
1.6 Use wiring diagrams during diagnosis of electrical circuit problems. P-1
1.7 Demonstrate the proper use of a digital multimeter (DMM) during diagnosis of
Electrical circuit problems. P-1
1.8 Check electrical circuits with a test light; determine necessary action. P-2
1.9 Measure source voltage and perform voltage drop tests in electrical/electronic
circuits using a voltmeter; determine necessary action. P-1
1.10 Measure current flow in electrical/electronic circuits and components using an
ammeter; determine necessary action. P-1
1.11 Check continuity and measure resistance in electrical/electronic circuits and
Components using an ohmmeter; determine necessary action. P-1
1.12 Check electrical circuits using fused jumper wires; determine necessary action. P-2
1.13 Locate shorts, grounds, opens, and resistance problems in electrical/electronic
Circuits; determine necessary action. P-1
1.14 Measure and diagnose the cause(s) of excessive key-off battery drain (parasitic
draw); determine necessary action. P-1
1.15 Inspect and test fusible links, circuit breakers, and fuses; determine necessary
action. P-1
1.16 Inspect and test switches, connectors, relays, and wires of electrical/electronic
circuits; perform necessary action. P-1
1.17 Remove and replace terminal end from connector. P-1
1.18 Repair connectors and terminal ends. P-1
1.19 Repair wiring harness. P-1
1.20 Perform solder repair of electrical wiring. P-1
1.21 Disarm and enable airbag system for service. P-1
2. Diagnosis and service of battery.
2.1 Perform battery state-of-charge test; determine necessary action. P-1
2.2 Perform battery capacity test (or conductance test); confirm proper battery
capacity for vehicle application; determine necessary action.
P-1
2.3 Maintain or restore electronic memory functions.
P-1
2.4 Inspect, clean, fill, and replace battery. P-1
2.5 Perform slow/fast battery charge. P-2
2.6 Inspect and clean battery cables, connectors, clamps, and hold-downs; repair or
replace as needed. P-1
2.7 Start a vehicle using jumper cables and a battery or auxiliary power supply. P-1
3. Diagnose and repair starting system.
3.1 Perform starter current draw tests; determine necessary action. P-1
3.2 Perform starter circuit voltage drop tests; determine necessary action. P-1
3.3 Inspect and test starter relays and solenoids; determine necessary action. P-2
3.4 Remove and install starter in a vehicle. P-1
3.5 Inspect and test switches, connectors, and wires of starter control circuits;
perform necessary action. P-2
3.6 Differentiate between electrical and engine mechanical problems that cause a
slow-crank or no-crank condition. P-2
4. Diagnose and repair charging system.
4.1 Perform charging system output test; determine necessary action. P-1
4.2 Diagnose charging system for the cause of undercharge, no-charge, and
overcharge conditions. P-1
4.3 Inspect, adjust, or replace generator (alternator) drive belts, pulleys, and
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 5 of 9
tensioners; check pulley and belt alignment. P-1
4.4 Remove, inspect, and install generator (alternator). P-1
4.5 Perform charging circuit voltage drop tests; determine necessary action. P-1
5. Diagnose and repair lighting systems.
5.1 Diagnose the cause of brighter than normal, intermittent, dim, or no light
operation; determine necessary action. P-1
5.2 Inspect, replace, and aim headlights and bulbs. P-2
5.3 Inspect and diagnose incorrect turn signal or hazard light operation; perform
necessary action. P-2
5.4 Identify system voltage and safety precautions associated with high intensity
discharge headlights. P-3
6. Diagnose and repair horn and wiper/washer.
6.1 Diagnose incorrect horn operation; perform necessary action. P-2
6.2 Diagnose incorrect wiper operation; diagnose wiper speed control and park
problems; perform necessary action.
P-2
6.3 Diagnose incorrect washer operation; perform necessary action. P-2
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1.
2.
3.
4.
5.
Listening to lectures.
Participating in discussions.
Participating in lab/skills development activities.
Researching and recording information.
Writing procedures and reports.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative assessment tasks (These are examples of assessments instructors could use):
Required assessments for all sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.):
1.
2.
3.
4.
Comprehensive final examination.
Complete lab skills assessments.
Complete periodic tests and quizzes.
Homework assignments.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author James
Halderman
Title
Author
Title
Date
Author
Title
Date
Author
Title
Date
Automotive Electricity and Electronics
Date
2011
Other Appropriate Readings:
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
No
Yes
Page 6 of 9
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s) AUTO.AS
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s) AUTO.CA.ADV
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
4.
Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
6.
Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): yes
7.
Purpose: I Occupational Ed
8.
Accounting Method: W Weekly Census
9.
Disability Status: N Not a Special Class
no
CURRENT TRANSFERABILITY STATUS
This course is currently transferable to
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (If course is currently CSU transferable, go to the next section):
None
General Elective Credit
Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
2. Course
, Campus
Page 7 of 9
PROPOSED UC TRANSFERABILITY (If course is currently UC transferable, go to the next section):
None
General Elective Credit OR Specific Course Equivalent (see below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one
or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 8 of 9
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Same as above
Submitted by:
Paul Hidy
Tel. Ext.
Division Chair/Director: Mike Peterson
4376
Date: 04/25/2011
Review Date: 04/26/2011
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 5.17.11
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Yes
Date: 5.13.11
Board of Trustees Approval Date: 6.7.11
Page 9 of 9