2010
Prince Edward Island Department of Education
and Early Childhood Development
P.O. Box 2000, Charlottetown
Prince Edward Island
Canada, C1A 7N8
Tel. (902) 368-4600
Fax. (902) 368-4622
http://www.gov.pe.ca/eecd/
Automotive Technology
Electrical Systems (AUT801C)
Course Description
Today’s automobiles use electricity to operate many different devices and systems. During this course
students will develop a basic understanding of electrical principles, fundamentals of magnetism, and
scientific principles related to vehicle electrical systems. Students will learn to service, test, and diagnose
problems related to batteries; service and repair basic electrical circuits; and use electrical meters and scan
tools to test and diagnose vehicle electrical systems.
Classroom Component—Suggested time: 41 hours
This component of the curriculum is required to teach the knowledge and skills associated with the
learning outcomes of the curriculum.
Skill Development Component—Suggested time: 69 hours
This component of the curriculum is required by the student to apply the knowledge and develop the
skills related to the learning outcomes of the curriculum.
SCO - Identifies the Specific Curriculum Outcome (SCO)
Column 1
SCO - Delineations
Describes what the students are expected to
know, be able to do, and value in order to
achieve the SCO.
The teacher is responsible for the planning
and facilitation of learning as well as the
assessment of each SCO - Delineation.
Column 3
Teacher Lessons / Demonstrations
Provides suggestions for developing and
delivering the content for student learning.
Student Activities / Assessments
Provides suggestions for creating meaningful activities to allow the student to
achieve the SCO.
Column 2
Student Knowledge, Abilities, and Competencies
Provides clarity to the SCO by describing the knowledge,
abilities, and competencies that the students develop. This
column is designed to indicate the depth and breadth of the SCO.
It is not necessary to use all of these suggestions or that all of the
students be engaged in the same learning activity.
Column 4
Resources
Lists a variety of resources that support the teaching and learning
related to the SCO. These resources are suggested to support the
teacher in developing an effective instructional package for delivery
to the students.
1
CURRICULUM OUTCOMES
Module 1: Electrical Fundamentals (~4 hours Classroom Component)
20.
Students will be able to apply scientific principles to explain basic electrical theory.
Students will be expected to
20.1
explain the physical qualities of insulators, conductors, and semi-conductors
20.2
explain the physical qualities and units of measure for electromotive force, current, resistance, and power
Module 2: Electrical Circuits (~16 hours Classroom Component)
21.
Students will be able to solve problems related to automotive electrical systems.
Students will be expected to
21.1
recognize common electrical symbols used in the trade
21.2
identify the three basic circuit types and their basic electrical properties
21.3
identify and explain an open, short, and grounded circuit
21.4
using Ohm’s law, calculate for any of its variables when two are known
21.5
apply Ohm’s law to a circuit to calculate voltage, current, and resistance, as well as to determine the effects
of circuit faults on a circuit
21.6
calculate power and explain the implications of power requirements in circuit design
21.7
perform voltage drop and circuit resistance measurements using a voltmeter
21.8
perform parasitic drain and current draw tests using an ammeter
21.9
measure electrical resistance using an ohmmeter
Module 3: Fundamentals of Magnetism (~4 hours Classroom Component)
22.
Students will be able to apply scientific principles to explain the fundamentals of magnetism.
Students will be expected to
22.1
explain magnetism and electromagnetism and their properties
22.2
explain the construction and operation of electromagnetic coils
22.3
explain how magnetism or electromagnetism can be used to
- change electrical energy into mechanical energy
- change mechanical energy into electrical energy
2
CAREER AND TECHNICAL EDUCATION CURRICULUM
CURRICULUM OUTCOMES
Module 4: Batteries (~6 hours Classroom Component)
23.
Students will be able to service, test, and diagnose problems related to batteries.
Students will be expected to
23.1
explain the purpose, construction, operation, and ratings of batteries
23.2
test and service batteries
23.3
diagnose problems attributed to batteries
23.4
perform battery charging and boosting operations
Module 5: Electrical System Diagnosis I (~9 hours Classroom Component)
24.
Students will be able to test and repair simple electrical circuits.
Students will be expected to
24.1
correctly use a voltmeter, ammeter, ohmmeter or test light to identify a shorted, open, and grounded circuit
24.2
perform simple wire and connector repair
24.3
demonstrate the ability to master the hazards associated with electrostatic discharge (ESD) and vehicle
electronic systems
Module 6: Introduction to Scan Tools (~3 hours Classroom Component)
25.
Students will be able to demonstrate a basic understanding of scan tools and their use.
Students will be expected to
25.1
perform the basic functions of generic and OEM scan tools
25.2
perform diagnostic and function tests on ABS and restraint systems
CAREER AND TECHNICAL EDUCATION CURRICULUM
3
4
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS
Electrical Fundamentals
(~4 hours Classroom Component)
Introduction
Electronic systems in today’s automobiles are becoming more and more complex. To
understand how electrical circuits operate, an automotive service technician must first
understand the components of, and terminology associated with, the physical qualities
and units of measure used in electrical circuits.
Specific
Curriculum
Outcome
20.
Students will be able to apply scientific principles to explain basic electrical
theory.
SCO - Delineations Students will be expected to
20.1
20.2
explain the physical qualities of insulators, conductors, and semconductors
explain the physical qualities and units of measure for electromotive force, current,
resistance, and power
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 090106a, Electrical Fundamentals I
CDX Global
StudentsAchieve (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
5
AUT801C - ELECTRICAL SYSTEMS - MODULE 1
Electrical Fundamentals I (~4 hours Classroom Component)
SCO 20. Students will be able to apply scientific principles to explain basic electrical theory.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Theory
• Describe the characteristics of the following:
- elements
- atoms
- compounds
- molecules
20.1
6
explain the physical qualities
of insulators, conductors,
and semiconductors
•
Describe the characteristics of an atom:
- electrons
- protons
- neutrons
- ions
- valance electrons
•
Demonstrate an understanding of how an atom gains or loses an
electron (becomes charged).
•
Identify the properties and characteristics of each of the following:
- conductors
- semi-conductors
- insulators
•
•
•
•
•
•
•
Explain the process of electron flow or current.
Define “hydrocarbons”.
Define “relative dielectric constant”.
Identify conductor insulation used in vehicles.
Describe situations that may cause insulation failure.
Describe situations that may cause conductor failure.
Explain several methods that are used to protect insulators and
conductors on automobiles.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 1
Electrical Fundamentals I (~4 hours Classroom Component)
SCO 20. Students will be able to apply scientific principles to explain basic electrical theory.
Teacher Lessons / Demonstrations
Resources
Topic: Theory
• Create overhead transparencies or a slideshow from images off the
graphics CD to help explain the functions of various electrical
components.
Texts / Teacher Resources
Alberta Module 090106a
Electrical Fundamentals I
pp. 2-5
Literacy
• Think Aloud: Students may find the information in this ILM
difficult to navigate. Using a Think Aloud will help the students
understand how to read and interpret the information in the ILM.
• Say Something: Students complete this activity in groups of two or
three. Be sure to match up struggling readers with stronger readers.
• Anticipation Guide: Use for pre-reading strategies to support the
reading of various sections.
Cross-Curricular Reading Tools
p. 33
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Electrical Fundamentals
Student Activities / Assessments
Literacy
• Vocabulary Development: Complete a theory map similar to the
example below for each electrical component covered in this section
of the text.
CAREER AND TECHNICAL EDUCATION CURRICULUM
7
AUT801C - ELECTRICAL SYSTEMS - MODULE 1
Electrical Fundamentals I (~4 hours Classroom Component)
SCO 20. Students will be able to apply scientific principles to explain basic electrical theory.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Units of Measure
• Define “voltage” (electromotive force, E).
• Describe the following sources of electromotive force:
- electrochemical
- electromagnetic induction
- thermoelectric
- electrostatic
- photoelectric
- piezoelectric
• Define “resistance” (ohms, , R).
• Define “resistor”.
• Describe the effect that the following factors have on resistance:
- cross-sectional area
- length
- type of material
- temperature
• Describe positive and negative temperature and coefficient of
resistance.
• Define “thermistor”.
• Define “current” (amps, A or I).
• Define “coulomb”.
• Compare and contrast the conventional theory of current direction
and the electron theory of current direction.
• Describe the two types of current.
- direct current (DC)
- alternating current (AC)
• Explain how current is controlled in an electrical circuit.
• Describe various functions of electrical circuits on automobiles.
• Define “power” (watts, W).
• Identify common failures related to
- voltage
- resistance
- current.
20.2
8
explain the physical qualities
and units of measure for
electromotive force, current,
resistance, and power
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 1
Electrical Fundamentals I (~4 hours Classroom Component)
SCO 20. Students will be able to apply scientific principles to explain basic electrical theory.
Teacher Lessons / Demonstrations
Resources
Topic: Units of Measure
• CDX: Show the videos in the section “Sources of Electricity”.
• Brainstorming: As a class, create web diagrams using the information
covered in the ILM. You will need to develop separate web for
voltage, resistance and current.
Texts / Teacher Resources
Alberta Module 090106a
Electrical Fundamentals I
pp. 10-21
Student Activities / Assessments
Software / Databases
CDX Global
•
•
•
Complete the brainstorming activity.
Use a DVOM to measure resistance, voltage, and current on simple
circuits on a breadboard and/or shop vehicle.
Component ID: Identify major electrical components on a shop
vehicle.
CAREER AND TECHNICAL EDUCATION CURRICULUM
StudentsAchieve (SAS)
AUT801C/Electrical Fundamentals
Visuals / Handouts / Tests
Self-Test
Electrical Fundamentals
pp. 21-23
9
AUT801C - ELECTRICAL SYSTEMS
10
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS
Electrical Circuits
(~16 hours Classroom Component)
Introduction
To be able to recognize and diagnose electrical problems in automobiles, technicians
must understand how electrical circuits are built and how they function. Technicians
must also be able to recognize the effects that voltage, current, and resistance have on
different types of circuits.
Specific
Curriculum
Outcome
21.
Students will be able to solve problems related to automotive electrical systems.
SCO - Delineations Students will be expected to
21.1
21.2
21.3
21.4
21.5
21.6
21.7
21.8
21.9
recognize common electrical symbols used in the trade
identify the three basic circuit types and their basic electrical properties
identify and explain an open, short, and grounded circuit
using Ohm’s law, calculate for any of its variables when two are known
apply Ohm’s law to a circuit to calculate voltage, current, and resistance, as well as
to determine the effects of circuit faults on a circuit
calculate power and explain the implications of power requirements in circuit design
perform voltage drop and circuit resistance measurements using a voltmeter
perform parasitic drain and current draw tests using an ammeter
measure electrical resistance using an ohmmeter
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 090106b, Electrical Circuits
CDX Global
StudentsAchieve (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
11
AUT801C - ELECTRICAL SYSTEMS - MODULE 2
Electrical Circuits (~16 hours Classroom Component)
SCO 21. Students will be able to solve problems related to automotive electrical systems.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
21.1
recognize common electrical
symbols used in the trade
21.2
identify the three basic
circuit types and their basic
electrical properties
21.3
12
identify and explain an open,
short, and grounded circuit
Topic: Symbols
• Interpret electrical symbols.
Topic: Types of Circuits
• Explain the following types of circuits:
- series
- parallel
- series-parallel
• Compare and contrast the three types of circuits listed above.
• Explain the term “grounded”.
• Draw examples of all three types of circuits.
• Describe the effect of resistance on each type of circuit.
Topic: Open, Short, Ground
• Define “open”, “short” and “grounded” circuits.
• Identify circuit problems from circuit diagrams.
• Draw simple circuits with open, short, or grounded faults.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT 801C - ELECTRICAL SYSTEMS - MODULE 2
Electrical Circuits (~16 hours Classroom Component)
SCO 21. Students will be able to solve problems related to automotive electrical systems.
Teacher Lessons / Demonstrations
Resources
Topic: Symbols
• Create an overhead of the commonly used electrical symbols (p. 3).
• Create flash cards of the symbols to help test student’s ability to
recall and interpret the symbols.
• Break the class into teams and organize an Electrical Symbol ID
Game, where teams need to identify electrical symbols displayed on
an overhead (teams can steal points when the other team does not
correctly identify the symbol).
Texts / Teacher Resources
Alberta Module 090106b
Electrical Circuits
pp. 2-10
Topic: Types of Circuits
• CDX: Show the videos in the section “Circuits and Measurement”
on series, parallel and series parallel circuits.
• Create visuals (slideshow or overheads) of images from the ILM that
explain the three types of circuits.
Topic: Open, Short, Ground
• Create visuals (slide show or overheads) of images in the ILM that
explain open, short, and grounded circuits.
PEI Department of Education and
Early Childhood Development—
Applied Mathematics (MAT801A)
Chapter 3; sections 3.1-3.26
Physics—McGraw Hill Ryerson
(PHY621A)
Chapter 15, “Electrical Energy and
Circuits”
Chapter 16, “Magnets, Motors and
Generators”
Student Activities / Assessments
Software / Databases
•
CDX Global
Complete tasksheets identifying series and parallel circuits.
Literacy
• Component Guide: Use as a during-reading strategy for types of
circuits and open, short, and grounded circuits (see appendix B for
Black Line Master).
CAREER AND TECHNICAL EDUCATION CURRICULUM
StudentsAchieve (SAS)
AUT801C/Electrical Circuits
13
AUT801C - ELECTRICAL SYSTEMS - MODULE 2
Electrical Circuits (~16 hours Classroom Component)
SCO 21. Students will be able to solve problems related to automotive electrical systems.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
21.4
using Ohm’s law, calculate
for any of its variables when
two are known
Topic: Ohm’s Law
• Describe the three components of Ohm’s law:
- voltage
- resistance
- current
• Identify the symbols and units of measure used for each variable of
Ohm’s law.
• Transpose Ohm’s law to find for any unknown variable.
21.5
apply Ohm’s law to a circuit
to calculate voltage, current,
and resistance, as well as to
determine the effects of
circuit faults on a circuit
Topic: Applying Ohm’s Law
• Calculate the total resistance in a series, parallel, or series-parallel
circuit.
• Identify the total resistance, current, and voltage of various circuits.
• Describe the effects of various circuit failures (open, short, grounded)
on voltage, resistance, and current in each type of circuit (series,
parallel, and series-parallel).
Students will be expected to
14
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT 801C - ELECTRICAL SYSTEMS - MODULE 2
Electrical Circuits (~16 hours Classroom Component)
SCO 21. Students will be able to solve problems related to automotive electrical systems.
Teacher Lessons / Demonstrations
Resources
Topic: Ohm’s Law
CDX: Show video from CDX on Ohm’s law.
• Create visuals (slideshow or overheads) from supporting graphics in
the ILM.
• Work through examples in the ILM with the class.
Topic: Applying Ohm’s Law
• Review open, short, and grounded circuits.
• Provide students with a number of examples to work through where
they will be required to calculate resistance, current, and voltage in
simple circuits.
• Organize small group demonstrations, taking readings from a shop
vehicle and working through the application of Ohm’s law to find
unknowns.
• Analyse and explain the diagrams on pp.13-27 of the “Electrical
Circuits” ILM.
Literacy
• Think Aloud & Say Something: Use as during-reading strategies. Take
time when doing the Think Aloud to reflect on how it is you yourself
make meaning when reading challenging trade-related text. Before
assigning the Say Something, take time to model the strategy with
a student or colleague and review the rules that will make for a
successful Say Something. (It is a good idea to post these rules so
everyone can see them and be reminded of them during the activity):
- With your partner decide who will say something first.
- When you say something, do one or more of the following:
make a prediction; ask a question, clarify something you had
misunderstood, make a connection.
- If you cannot do one or more of the above things, then you
need to reread.
• Rereading: Use as a during-reading strategy. “Rereading is probably the
number one strategy independent readers use when something
stumps them in a text. It’s probably the last strategy dependent
readers use.” (Kylene Beers). Before asking students to reread a
section of text, you must first set the activity up for success:
- Prove to students that rereading is valuable to their learning.
You can model this while doing a Think Aloud where you model
your thinking as you interpret the text.
- Provide the students with specific tasks to complete while they
reread a section.
- Review the text as a group after everyone has reread it.
Numeracy
• Develop a 7-step math-enhanced lesson on Ohm’s law and working
with equations and variables.
• Develop a 7-step math enhanced lesson on calculating total resistance
in circuits, and on working with reciprocal numbers, fractions, and
addition.
Student Activities / Assessments
Texts / Teacher Resources
Alberta Module 090106b
Electrical Circuits
pp. 11-27
PEI Department of Education and
Early Childhood Development—
Applied Mathematics (MAT801A)
Chapter 3; sections 3.1-3.26
Physics—McGraw Hill Ryerson
(PHY621A)
Chapter 15, “Electrical Energy and
Circuits”
Chapter 16, “Magnets, Motors and
Generators”
Cross-Curricular Reading Tools
p. 33
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Electrical Fundamentals
• Build circuits on breadboard and check Ohm’s law.
Numeracy
• Complete a worksheet on Ohm’s law.
• Calculate total resistance in circuits built on breadboards.
CAREER AND TECHNICAL EDUCATION CURRICULUM
15
AUT801C - ELECTRICAL SYSTEMS - MODULE 2
Electrical Circuits (~16 hours Classroom Component)
SCO 21. Students will be able to solve problems related to automotive electrical systems.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Power
• Describe the three components used to determine power (watts):
- voltage
- current
- watts
• Identify the symbols and units of measure used for each variable
above.
• Transpose the formula for power to find any unknown variable.
• Describe the relationship between power, voltage, and current.
• Explain the effects of power requirement as it relates to circuit
design.
21.6
calculate power and explain
the implications of power
requirements in circuit
design
21.7
perform voltage drop and
circuit resistance
measurements using a
voltmeter
21.8
perform parasitic drain and
current draw tests using an
ammeter
21.9
measure electrical resistance
using an ohmmeter
16
Topic: Voltage
• Describe the characteristics of analog and digital multimeters.
• Read analog and digital multimeters.
• Define “meter impedance”.
• Explain the various inputs on a multimeter.
• Use a multimeter to read source voltage, voltage drop, and unwanted
current draws.
Topic: Amperage
• Describe an ammeter.
• Describe the use and function of a series ammeter.
• Describe the use and function of an inductive ammeter.
• Explain the process of performing a parasitic drain.
• Perform a parasitic drain.
Topic: Resistance
• Describe the function of an ohmmeter.
• Describe how to connect an ohmmeter to a circuit.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT 801C - ELECTRICAL SYSTEMS - MODULE 2
Electrical Circuits (~16 hours Classroom Component)
SCO 21. Students will be able to solve problems related to automotive electrical systems.
Teacher Lessons / Demonstrations
Resources
Topic: Power
• CDX: Show CDX videos on electrical power and electrical
measurements.
Texts / Teacher Resources
Alberta Module 090106b
Electrical Circuits
pp. 28-44
Topic: Voltage
• CDX: Work through DVOM experiments under the “Circuits and
Measurement” section.
• Introduce students to the function and operation of a DVOM.
• Demonstrate how to measure voltage on both breadboards and shop
vehicles.
Topic: Amperage
• Demonstrate how to perform a parasitic drain on both breadboards
and shop vehicles.
Topic: Resistance
• Demonstrate how to use an ohmmeter to detect circuit faults.
Student Activities / Assessments
•
•
•
Build/use training boards and DVOMs to measure voltage, resistance,
and current.
Trace a circuit on a shop vehicle.
Troubleshoot electrical problems on training boards and/or a shop
vehicle.
PEI Department of Education and
Early Childhood Development—
Applied Mathematics (MAT801A)
Chapter 3; sections 3.1-3.26
Physics—McGraw Hill Ryerson
(PHY621A)
Chapter 15, lectrical Energy and
Circuits”
Chapter 16, “Magnets, Motors and
Generators”
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Electrical Circuits
Self-Test
Electrical Circuits
pp. 45-51
CAREER AND TECHNICAL EDUCATION CURRICULUM
17
AUT801C - ELECTRICAL SYSTEMS
18
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS
Fundamentals of Magnetism
(~4 hours Classroom Component)
Introduction
For an auto service technician to diagnose an automotive electrical system he/she must
understand the basic principles of magnetism. Many electrical devices found on today’s
automobiles operate on basic magnetic principles.
Specific
Curriculum
Outcome
22.
Students will be able to apply scientific principles to explain the fundamentals
of magnetism.
SCO - Delineations Students will be expected to
22.1
22.2
22.3
explain magnetism and electromagnetism and their properties
explain the construction and operation of electromagnetic coils
explain how magnetism or electromagnetism can be used to
- change electrical energy into mechanical energy
- change mechanical energy into electrical energy
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 090206c, Fundamentals of Magnetism
CDX Global
StudentsAchieve (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
19
AUT801C - ELECTRICAL SYSTEMS - MODULE 3
Fundamentals of Magnetism (~4 hours Classroom Component)
SCO 22. Students will be able to apply scientific principles to explain the fundamentals of magnetism.
SCO - Delineations
Students will be expected to
22.1
20
explain magnetism and
electromagnetism and their
properties
Student Knowledge, Abilities, and Competencies
Topic: Magnetism and Electromagnetism
• Define “magnetism”.
• Identify the poles of a magnet.
• Identify various types of magnets.
• Define “magnetic field”.
• Describe the properties of magnetic fields.
• Describe the effect of two magnetic fields when they come in close
proximity.
• Define “permeability”.
• Define “reluctance”.
• Describe a permanent magnet.
• Describe how a magnet can lose its magnetic strength.
• Identify various methods of displaying current direction.
• Define “electromagnetism”.
• Explain the right-hand rule for conductors.
• Explain the function of a twisted pair of wires.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 3
Fundamentals of Magnetism (~4 hours Classroom Component)
SCO 22. Students will be able to apply scientific principles to explain the fundamentals of magnetism.
Teacher Lessons / Demonstrations
Resources
Topic: Magnetism and Electromagnetism
• Display a number of different types of magnets.
• Demonstrate how to find north and south poles on a magnet.
• Create a slideshow based on the content of the ILM.
Texts /Teacher Resources
Alberta Module 090106c
Fundamentals of Magnetism
pp. 2-12
Literacy
• Anticipation Guide: Use as a pre-reading strategy to support the
reading of various sections.
• Think Aloud: Use as a during-reading strategy to help students
understand how to read and interpret the information in the ILM.
• Say Something: Use as a during-reading strategy (students should
complete this activity in groups of two or three).
Physics—McGraw Hill Ryerson
(PHY621A)
Chapter 15, “Electrical Energy and
Circuits”
Chapter 16, “Magnets, Motors, and
Generators”
Student Activities / Assessments
Software / Databases
CDX Global
Literacy
• Exploring Vocabulary: Use as a post-reading strategy to better
understand new terminology.
List new words that are specific to topic
Magnetism North Pole South Pole Magnetic Field
Permeability Reluctance Attract
Repel
Right-Hand Rule for Conductors
StudentsAchieve (SAS)
AUT801C/Fundamentals of
Magnetism
Flux Lines
Electromagnetism
Permanent Magnet
Examine the new words. Which do
you find difficult to pronounce? Break
them apart and write the parts below.
List other words you know that relate
to the new words
Which of the new words is the most
challenging to understand? Why?
Choose one word. Why do you need to
know this word? How will it be useful?
CAREER AND TECHNICAL EDUCATION CURRICULUM
21
AUT801C - ELECTRICAL SYSTEMS - MODULE 3
Fundamentals of Magnetism (~4 hours Classroom Component)
SCO 22. Students will be able to apply scientific principles to explain the fundamentals of magnetism.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Electromagnetic Coils
• Explain the following terms related to electromagnets: construction,
“operation” and “polarity”.
• Identify factors that contribute to the magnetic strength of an
electromagnet.
• Calculate magnetic strength.
• Define “induction”.
• Describe factors that affect the amount of voltage induced in a
conductor.
• Describe the process of self-induction.
• Describe methods of controlling or reducing the effects of selfinduction.
• Define “mutual induction”.
• Describe how voltage is induced by means of mutual induction.
• Describe the benefits of mutual induction.
• Apply the turns-ratio to calculate the voltage applied to a secondary
winding.
• Explain the effects the induced voltage has on the current in the
secondary winding.
• Describe the hazards of mutual induction.
• Describe a method of controlling or reducing the effects of mutual
induction.
22.2
22
explain the construction and
operation of electromagnetic
coils
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 3
Fundamentals of Magnetism (~4 hours Classroom Component)
SCO 22. Students will be able to apply scientific principles to explain the fundamentals of magnetism.
Teacher Lessons / Demonstrations
Resources
Topic: Electromagnetic Coils
• Lead a discussion on converting from magnet energy to electrical
energy.
• CDX: Review information and video related to electromagnets in the
“Electricity and Electronics” section.
Texts / Teacher Resources
Alberta Module 090106c
Fundamentals of Magnetism
pp. 13-28
Literacy
• Anticipation Guide: Use as a pre-reading strategy for this section. See
sample in SAS.
Student Activities / Assessments
•
Build a paper clip motor. See assignment in SAS.
Literacy
• Vocabulary Development: Continue from previous work to include
new terminology related to electromagnets.
CAREER AND TECHNICAL EDUCATION CURRICULUM
Physics—McGraw Hill Ryerson
(PHY621A)
Chapter 15, “Electrical Energy and
Circuits”
Chapter 16, “Magnets, Motors and
Generators”
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Fundamentals of
Magnetism
23
AUT801C - ELECTRICAL SYSTEMS - MODULE 3
Fundamentals of Magnetism (~4 hours Classroom Component)
SCO 22. Students will be able to apply scientific principles to explain the fundamentals of magnetism.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Energy Conversion
• Explain the construction, function, and operation of
- relays
- solenoids
- electric motors
- generators.
22.3
24
explain how magnetism or
electromagnetism can be
used to
- change electrical energy into
mechanical energy
- change mechanical energy
into electrical energy
•
Explain the importance of magnetism to each of the components
listed above.
•
List factors that determine the intensity of the voltage produced in
a generator.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 3
Fundamentals of Magnetism (~4 hours Classroom Component)
SCO 22. Students will be able to apply scientific principles to explain the fundamentals of magnetism.
Teacher Lessons / Demonstrations
Resources
Topic: Energy Conversion
• Create visuals from the ILM to help explain the function and
operation of electric motors.
• Initiate a class discussion on the function and purpose of relays and
solenoids.
• Demonstrate by connecting two heater motors together the effects
and functions of a motor and a generator.
Texts / Teacher Resources
Alberta Module 090106c
Fundamentals of Magnetism
pp. 29-35
CBL
• Invite an auto service technician to speak with students about
current advancements in the area of electronics, magnetism, and
electromagnets in the trade.
Student Activities / Assessments
•
•
Complete a worksheet on electric motors (see SAS).
Label diagrams of a relay.
Literacy
• Free Writing: Use as a pre-reading strategy. Write for 3 minutes on
electromagnets.
Enrichment / Research Activities
•
Complete a research paper on the history, function, and operation of
the electric car.
CAREER AND TECHNICAL EDUCATION CURRICULUM
Physics—McGraw Hill Ryerson
(PHY621A)
Chapter 15, “Electrical Energy and
Circuits”
Chapter 16, “Magnets, Motors and
Generators”
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Fundamentals of
Magnetism
Visuals / Handouts / Tests
Self-Test
Fundamentals of Magnetism
pp. 36-37
25
AUT801C - ELECTRICAL SYSTEMS
26
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS
Batteries
(~6 hours Classroom Component)
Introduction
The battery is the primary power supply for starting the engine and for a vehicle’s
electrical system. Proper maintenance and handling of a vehicle’s battery is essential as
incorrect use can cause serious injury to the user or damage to the vehicle.
Specific
Curriculum
Outcome
23.
Students will be able to service, test, and diagnose problems related to batteries.
SCO - Delineations Students will be expected to
23.1
23.2
23.3
23.4
explain the purpose, construction, operation, and ratings of batteries
test and service batteries
diagnose problems attributed to batteries
perform battery charging and boosting operations
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 090106d, Batteries
CDX Global
StudentsAchieve (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
27
AUT801C - ELECTRICAL SYSTEMS - MODULE 4
Batteries (~6 hours Classroom Component)
SCO 23. Students will be able to service, test and diagnose problems related to batteries.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Purpose, Construction, and Operation
• Explain the purpose of a battery.
• Explain the construction of a battery and the function of the
following components:
- plate grids
- positive plates
- negative plates
- plate separators
- elements
- electrolyte
- battery case
- cell
• Explain the effects of connecting battery cells in series.
• Explain the effects of connecting battery cells in parallel.
• Describe the chemical reaction that occurs when a load is applied
to a battery.
• Describe the chemical reaction that occurs when a battery is
recharging.
• Describe the process of self-discharge.
• Describe the effect that temperature has on battery performance.
• Define the following ratings:
- reserve capacity rating (RC)
- ampere hour rating (Ah)
- cold cranking amps (CCA)
- cranking amps (CA)
23.1
28
explain the purpose,
construction, operation, and
ratings of batteries
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 4
Batteries (~6 hours Classroom Component)
SCO 23. Students will be able to service, test and diagnose problems related to batteries.
Teacher Lessons / Demonstrations
Resources
Topic: Purpose, Construction, and Operation
• CDX: Show the videos related to batteries and do the knowledge
checks and handout activities as a class.
• Use a cutaway of a battery to demonstrate and describe the
components of a battery.
• Take apart a 12 volt battery to show the different cells.
• Attach two car batteries in parallel and series. Measure and compare
the effects on voltage.
• Review the ratings of batteries.
Texts / Teacher Resources
Alberta Module 090106d
Batteries
pp. 2-11
Student Activities / Assessments
•
•
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Batteries
Label diagrams showing the construction of batteries.
Using diagrams, explain the operation (charging and discharge) of a
battery.
Literacy
• Vocabulary Development: Use as a during-reading strategy while
reading the “Construction and Rating” section of the ILM.
Term / Component
Visual Representation
Positive Plates
Draw image here
(could be muliple examples)
Definition / Function
Coating a plate grid in lead
peroxide (PbO2) creates a
positive plate
CAREER AND TECHNICAL EDUCATION CURRICULUM
29
AUT801C - ELECTRICAL SYSTEMS - MODULE 4
Batteries (~6 hours Classroom Component)
SCO 23. Students will be able to service, test and diagnose problems related to batteries.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Test and Service
• Demonstrate the ability to follow proper preparation procedures
to be considered prior to servicing or testing a battery.
• Demonstrate the ability to perform a visual inspection of a battery.
• Describe how to remove the surface charge from a battery.
• Perform an open-circuit voltage test.
• Perform specific gravity tests.
• Perform a high rate discharge test (load test).
• Demonstrate the ability to perform proper servicing procedures.
• List factors to consider when storing a battery.
23.2
test and service batteries
23.3
diagnose problems attributed
to batteries
23.4
perform battery charging and
boosting operations
30
Topic: Diagnosis
• Diagnose and describe problems related to
- self-discharge
- the charging system
- the starting system
- the electrolyte
- the state of charge
- a failure to produce rated current.
Topic: Charging and Boosting
• Explain precautions to take when charging or boosting batteries.
• Compare and contrast the purpose and benefits of the following
charging processes:
- slow charge
- fast charge
- trickle charge
• Determine when a battery is charged.
• Describe how to prepare a battery to receive a boost.
• Describe the dangers of boosting batteries.
• Demonstrate the ability to follow the proper method of connecting
booster cables, performing a boost, and disconnecting booster
cables.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 4
Batteries (~6 hours Classroom Component)
SCO 23. Students will be able to service, test and diagnose problems related to batteries.
Teacher Lessons / Demonstrations
Resources
Topic: Test and Service
• Demonstrate how to safely and properly perform a visual inspection
of a battery.
• Demonstrate how to safely perform an open circuit voltage test and
specific gravity tests.
• Demonstrate how to safely perform a high rate discharge test.
• Demonstrate proper service, storage and handling of batteries.
Texts / Teacher Resources
Alberta Module 090106d
Batteries
pp. 12-28
Topic: Diagnosis
• Explain how to determine whether a battery needs to be charged.
StudentsAchieve (SAS)
AUT801C/Batteries
Topic: Charging and Boosting
• Demonstrate and explain the proper method and procedure for
charging a battery.
• Demonstrate and explain the proper method and procedure for
boosting a battery.
Visuals / Handouts / Tests
Self-Test
Batteries
pp. 29-31
Software / Databases
CDX Global
Literacy
• Anticipation Guide: Use as a pre-reading strategy when covering all
three topics.
Student Activities / Assessments
•
•
•
•
Perform an open-circuit voltage test.
Perform specific gravity tests.
Perform a high rate discharge test (load test).
Boost a dead battery.
Literacy
• Free Writing: Write for 3 minutes on an experience you have had
with a malfunctioning battery.
CBL
• Job Shadowing: Arrange to job-shadow an auto service technician
who specializes in automotive electronics.
CAREER AND TECHNICAL EDUCATION CURRICULUM
31
AUT801C - ELECTRICAL SYSTEMS
32
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS
Electrical System Diagnosis I
(~9 hours Classroom Component)
Introduction
The ability to analyse a circuit and diagnose electrical failures in a vehicle is essential for
today’s automotive technicians. Many traditional mechanical systems now have electronic
components that can affect the function of the vehicle when they fail. The apprentice
must be able to effectively and efficiently diagnose these problems.
Specific
Curriculum
Outcome
24.
Students will be able to test and repair simple electrical circuits.
SCO - Delineations Students will be expected to
24.1
24.2
24.3
correctly use a voltmeter, ammeter, ohmmeter, or test light to identify shorted, open,
and grounded circuits
perform simple wire and connector repair
demonstrate the ability to master the hazards associated with electrostatic discharge
(ESD) and vehicle electronic systems
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 090106e, Electrical System Diagnosis I
CDX Global
StudentsAchieve (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
33
AUT801C - ELECTRICAL SYSTEMS - MODULE 5
Electrical System Diagnosis I (~9 hours Classroom Component)
SCO 24. Students will be able to test and repair simple electrical circuits.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Testing
• Identify a variety of different testing devices.
• Describe front and back probing.
• Describe possible damage that can be caused by piercing the
insulation with a probing device.
• Demonstrate the ability to trace a circuit with each of the
following testing devices:
- test lights
- voltmeters
- ohmmeters
• Demonstrate the ability to test a high resistance circuit using a
voltmeter.
• Demonstrate the ability to test short circuits (short to ground
circuits) using the following devices:
- test lights
- voltmeters
- ohmmeters
• Demonstrate the ability to troubleshoot an intermittent circuit.
24.1
34
correctly use a voltmeter,
ammeter, ohmmeter or test
light to identify shorted,
open, and grounded circuits
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 5
Electrical System Diagnosis I (~9 hours Classroom Component)
SCO 24. Students will be able to test and repair simple electrical circuits.
Teacher Lessons / Demonstrations
Topic: Testing
• Demonstrate how to test simple circuits on shop vehicles, using
front and back probing, test lights and DVOMs.
• Demonstrate how to test and trace an open circuit.
• Stage electrical problems on training boards or on shop vehicles.
• CDX: Demonstrate and show video on electrical testing procedures.
Student Activities / Assessments
•
•
•
ALLDATA: Locate manufacturer’s specifications related to electrical
wiring diagrams and repair of electrical components.
Diagnose and repair problems in electrical circuits on shop vehicles
or training boards.
Trace open circuits on a shop vehicle.
CAREER AND TECHNICAL EDUCATION CURRICULUM
Resources
Texts / Teacher Resources
Alberta Module 090106e
Electrical System Diagnosis I
pp. 2-13
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Electrical Circuits
35
AUT801C - ELECTRICAL SYSTEMS - MODULE 5
Electrical System Diagnosis I (~9 hours Classroom Component)
SCO 24. Students will be able to test and repair simple electrical circuits.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Wire and Connector Repair
• Demonstrate the proper method of opening a wiring harness.
• Demonstrate the ability to perform proper soldering methods.
• Identify problems related to improper soldering techniques.
• Identify the two types of solder and explain which is used for
electrical components:
- rosin-core solder (used for electrical components)
- acid-core solder
• Identify different types of soldering tools.
• Describe the function of a heat sink.
• Describe the function of a desoldering bulb.
• Demonstrate the ability to perform basic soldering.
• Identify the size of a wire in both metric and AWG systems.
• Demonstrate the ability to properly follow procedures for each of
the following tasks:
- stripping a wire
- installing a splice clip
- taping a splice clip
- installing crimp and seal sleeves
- repairing weatherproof connectors
- removing a terminal from an insulator
- repairing/replacing a terminal or seal
- sealing conductors with heat shrink tubing
- sealing conductors with electrical tape
- sealing conductors with liquid electrical tape
- protecting wires
- repairing twisted cables
24.2
perform simple wire and
connector repair
24.3
demonstrate the ability to
master the hazards associated
with electrostatic discharge
(ESD) and vehicle electronic
systems
36
Topic: Electrostatic Discharge
• Define “electrostatic discharge”.
• Describe how electrostatic charge is developed.
• Describe effects that electrostatic discharge can have on electrical
components.
• Demonstrate and describe methods of preventing electrostatic
discharge.
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 5
Electrical System Diagnosis I (~9 hours Classroom Component)
SCO 24. Students will be able to test and repair simple electrical circuits.
Teacher Lessons / Demonstrations
Resources
Topic: Wire and Connector Repair
• Demonstrate how to repair a wiring harness.
• Demonstrate safe and proper soldering procedures.
• Demonstrate how to safely and properly repair wires and connectors
listed in the second column.
• CDX: Show videos related to wire and connector procedures.
Texts / Teacher Resources
Alberta Module 090106e
Electrical System Diagnois I
pp. 14-29
Topic: Electrostatic Discharge
• Demonstrate safety precautions to follow related to electrostatic
discharge.
Student Activities / Assessments
•
•
CDX: Complete tasksheets C300, C301, and C324.
Practise safe working habits when dealing with electronics to avoid
electric shock or damage to electrical components.
CAREER AND TECHNICAL EDUCATION CURRICULUM
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Electrical Circuits
Visuals / Handouts / Tests
Self-Test
pp. 30-33
37
AUT801C - ELECTRICAL SYSTEMS
38
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS
Introduction to Scan Tools
(~3 hours Classroom Component)
Introduction
With today’s vehicles having more and more electronic or computer-controlled
components, the apprentice must be able to properly access and interpret data from scan
tools.
Specific
Curriculum
Outcome
25.
Students will be able to demonstrate a basic understanding of scan tools and
their use.
SCO - Delineations Students will be expected to
25.1
25.2
perform the basic functions of generic and OEM scan tools
perform diagnostic and function tests on ABS and restraint systems
Assessment
Strategies
Paper/Pencil
Self/Peer-Assessments
Skills Performance
Teacher Observation
Career Portfolio
Resources
Alberta Module 090107a, Introduction to Scan Tools
CDX Global
StudentsAchieve (http://sas.edu.pe.ca)
CAREER AND TECHNICAL EDUCATION CURRICULUM
39
AUT801C - ELECTRICAL SYSTEMS - MODULE 6
Introduction to Scan Tools (~3 hours Classroom Component)
SCO 25. Students will be able to demonstrate a basic understanding of scan tools and their use.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Scan Tool Functions
• Demonstrate an understanding of scan tools.
• Identify various types of scan tools:
- generic
- OEM
• Identify various input and control features on different scan tools:
- cursor keys
- dials
- thumb-wheel
- action keys
- soft keys
• Describe the data link connector (DLC) on vehicles.
• Locate the DLC on a vehicle.
• Identify various cables, adapters and accessories for scan tools, and
describe their functions.
• Describe the data stream.
• Demonstrate and describe the proper method of connecting a scan
tool.
• Demonstrate and describe how to navigate the menus of a scan tool.
• Describe diagnostic fault codes (DTC).
• Define the following DTCs:
- hard codes
- soft codes
- freeze frame
• Describe how to erase DTCs.
25.1
40
perform the basic functions
of generic and OEM scan
tools
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 6
Introduction to Scan Tools (~3 hours Classroom Component)
SCO 25. Students will be able to demonstrate a basic understanding of scan tools and their use.
Teacher Lessons / Demonstration
Resources
Topic: Scan Tool Functions
• Create overhead transparencies or a slideshow of select images from
the ILM graphisc CD.
• Demonstrate a proper procedure for using the scan tool at your
facility.
Texts / Teacher Resources
Alberta Module 090107a
Introduction to Scan Tools
pp. 2-18
Literacy
• Anticipation Guide: Use as a pre-reading strategy for this section of
the ILM.
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Anti-Lock Brakes
Student Activities / Assessments
•
•
•
Locate the data link connector of shop vehicles.
Properly hook up and navigate a scan tool.
Label a diagram of a DLC pin assignment.
CAREER AND TECHNICAL EDUCATION CURRICULUM
41
AUT801C - ELECTRICAL SYSTEMS - MODULE 6
Introduction to Scan Tools (~3 hours Classroom Component)
SCO 25. Students will be able to demonstrate a basic understanding of scan tools and their use.
SCO - Delineations
Student Knowledge, Abilities, and Competencies
Students will be expected to
Topic: Diagnostic Tests
• Demonstrate an understanding of the diagnostic approach.
• Demonstrate the ability to locate service literature.
• Demonstrate the ability to perform a diagnostic test on a passive
restraint system.
• Demonstrate the ability to perform a diagnostic test on an anti-lock
brake system.
25.2
42
perform diagnostic and
function tests on ABS and
restraint systems
CAREER AND TECHNICAL EDUCATION CURRICULUM
AUT801C - ELECTRICAL SYSTEMS - MODULE 6
Introduction to Scan Tools (~3 hours Classroom Component)
SCO 25. Students will be able to demonstrate a basic understanding of scan tools and their use.
Teacher Lessons / Demonstration
Resources
Topic: Diagnostic Tests
• Demonstrate how to perform a diagnostic test on the ABS and
restraint systems on a shop vehicle.
Texts / Teacher Resources
Alberta Module 0901057a
Introduction to Scan Tools
pp. 19-33
Literacy
• Anticipation Guide: Use as a pre-reading strategy for this section of
the ILM.
Student Activities / Assessments
•
•
Perform diagnostic and function tests on the ABS and restraint
systems.
ALLDATA: Locate manufacturer’s specifications related to diagnostic
and function tests.
CAREER AND TECHNICAL EDUCATION CURRICULUM
Software / Databases
CDX Global
StudentsAchieve (SAS)
AUT801C/Introduction to Scan Tools
43
AUT801C - ELECTRICAL SYSTEMS
44
CAREER AND TECHNICAL EDUCATION CURRICULUM