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Essential Components
August • Small Engine • Course Introduction/Overview of the industry jobs Safety Introduction to class • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• The student will understand occupational safety issues including the avoidance of physical and environmental hazards
• Explain the function of OSHA
2. Essential Questions
Questions that lead students to Big
Ideas.
•
•
•
•
How are hazards identified
What are common hazards in the lab area
What personal protective equipment is required
What organizations oversee safety
3. Performance Standards
STRAND I: OCCUPATIONAL SAFETY
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
4. Assessments
Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
Shop Safety, OSHA Requirements
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
Use tools properly, Define OSHA
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Make several safety posters warning of the potential dangers in a small engine shop and place them throughout your work
area
• Walk throughout the shop area and identify potential hazards
Small Gas Engine- TEXTBOOKS:
Supplemental Text:
Small Gas Engine
DVD Engine operation
Student workbook
DVD Trouble shooting
4
Essential Components
September • Small Engine • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
•
•
•
•
•
•
2. Essential Questions
Questions that lead students to Big
Ideas.
Use common hand tools properly
Explain why quality tools and measuring instruments should be used when servicing small gas engine
Properly storage of tools
What are common hazards when working with tools
What personal protective equipment is required
Where are safety rules located in the Lab.
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
Tool Usage, Measuring Instruments
5. Content
What students need to know (nouns)
3. Performance Standards
6. Skills
What students need to be able to do
(verbs)
Use tools safely, Choose the correct tools for each projects
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Demonstrate the proper way to use shop tools
• Practice measuring engines parts with different tools
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
5
Essential Components
October • Small Engine • Curriculum Map
•
Introduction
to
engine
operations
•
Other
engine
application
•
Precision
measurements
•
Linear
measurements
•
Measurements
continued
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• Summarize the reason that small engine components must be measured carefully
• Demonstrate several of the common measuring techniques
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards when working with tools
• What personal protective equipment will be required when working with special tools
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3)..
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their
components ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
5. Content
Gasoline Engine, Cylinder block, Intake and exhaust ports
What students need to know (nouns)
6
Essential Components
6. Skills
What students need to be able to do
(verbs)
October • Small Engine • Curriculum Map
•
Introduction
to
engine
operations
•
Other
engine
application
•
Precision
measurements
•
Linear
measurements
•
Measurements
continued
Explain engine operation, Measure parts of engine
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Check the thread pitch of several different size bolts or several different size screws with screw pitch gauge
• Practice measuring engine parts with different micrometers
Essential Components
November • Small Engine • Curriculum Map
•
Fasteners,
gaskets,
sealants
•
Engine
theory
and
operation
•
Sabotage
a
running
engine
•
Student
team
trouble
shooting
competition
•
Report
out
on
engine
troubleshooting
• Identify fasteners used on small gas engines and implements
• Properly select and install fasteners
• Remove, select, and install gaskets correctly
• Explain simple engine operation
• What are common hazards when working with fasteners, gaskets and sealants
• What personal protective equipment is required
• Explain simple engine operation
• Identify the basic components of a small engine and describe the function of each part
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
2. Essential Questions
Questions that lead students to Big
Ideas.
3. Performance Standards
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
7
Essential Components
November • Small Engine • Curriculum Map
•
Fasteners,
gaskets,
sealants
•
Engine
theory
and
operation
•
Sabotage
a
running
engine
•
Student
team
trouble
shooting
competition
•
Report
out
on
engine
troubleshooting
3. Performance Standards
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their
components ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
Thread Fasteners, Torque
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
Measure the threads of a bolt, Select the correct fasteners, Sealants and Gaskets
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Explore the shop and identify as many different kinds of screws, bolts, nuts, and washers as you can. List them and the function of each kind.
• Demonstrate proper installation of a gasket
Small Gas Engine- TEXTBOOKS:
Supplemental Text:
Small Gas Engine
DVD Engine operation
Student workbook
DVD Trouble shooting
8
Essential Components
December • Small Engine • Curriculum Map
•
Begin
engine
teardown
•
Top
end
tear
down
•
Remove/repair
crankshaft
•
Final
exam
review
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• List the steps involved in disassembling an engine
• Summarize the function of the crankshaft
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards in the disassembling small engines
• What personal protective equipment is required
• Why is a crankshaft a major component of an engine
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their
components ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
Engine displacement, Horsepower, Intake and Exhaust
5. Content
What students need to know (nouns)
9
Essential Components
December • Small Engine • Curriculum Map
•
Begin
engine
teardown
•
Top
end
tear
down
•
Remove/repair
crankshaft
•
Final
exam
review
6. Skills
What students need to be able to do
(verbs)
Calculate horsepower, Explain crankshaft
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Disassemble an engine and identify the parts of the engine
Essential Components
January • Small Engine • Curriculum Map
•
Remove
piston
•
Piston
and
rings
•
Engine
valve/spring
removal
•
Camshaft
service
•
Ignition
system
theory
• Describe piston and piston ring construction
• Differentiate between compression rings and oil control rings
• What is the primary purposes of the ignition system
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards in removing pistons
• What personal protective equipment is required
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
10
Essential Components
January • Small Engine • Curriculum Map
•
Remove
piston
•
Piston
and
rings
•
Engine
valve/spring
removal
•
Camshaft
service
•
Ignition
system
theory
3. Performance Standards
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their
components ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
5. Content
Piston, Piston rings, valve rings springs, Compression rings, Oil control rings
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
Measure piston rings,
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
• Experiment with a coil of wire and a magnet
• Look for possible defects such as worn bearing, burned valves, broken or worn piston rings, a scored cylinder, or a loose
piston pin
• Remove the rings from a piston, clean the piston and measure it.
9. Resources Links, Curriculum
Frameworks, Other Websites
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
11
Essential Components
February • Small Engine • Curriculum Map
•
Test
and
service
ignition
coil
•
Tear
down
and
inspection
of
carburetor
•
Theory
and
operation
of
the
carburetor
•
Start
engine
reassembly
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• Describe small engine ignition advance systems
• List and explain the principles of carburetors
• List the primary purpose of the ignition system
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards in the lab area
• What personal protective equipment is required
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their
components ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
5. Content
Ignition system service, Spark plug, Magneto Service
What students need to know (nouns)
12
Essential Components
February • Small Engine • Curriculum Map
•
Test
and
service
ignition
coil
•
Tear
down
and
inspection
of
carburetor
•
Theory
and
operation
of
the
carburetor
•
Start
engine
reassembly
6. Skills
What students need to be able to do
(verbs)
Remove spark plug, Install spark plug, Time small engine
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Make a large Ohm’s law pie (Visual aid) and display it until it has been learned
• With a dry cell, iron filings copper wire, and a piece of paper, demonstrate the magnetic flux produced when the current flow
through the wire
Small Gas Engine- TEXTBOOKS:
Supplemental Text:
Small Gas Engine
DVD Engine operation
Student workbook
DVD Trouble shooting
Essential Components
March • Small Engine • Curriculum Map
•
Start
engine
reassembly
•
Trouble
shoot
running
engine
•
Assign
basket
case
engine
to
teams
•
Cover
two
stroke
engine
•
Two
stroke
engine
teardown
•
Basket
case
engine
parts
inspection
• List the steps involved in disassembling an engine
• Mix fuel and oil correctly for a two stroke engine
• Inspect engine for problems
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards in the lab area
• What personal protective equipment is required
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
13
Essential Components
March • Small Engine • Curriculum Map
•
Start
engine
reassembly
•
Trouble
shoot
running
engine
•
Assign
basket
case
engine
to
teams
•
Cover
two
stroke
engine
•
Two
stroke
engine
teardown
3. Performance Standards
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their components
ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
5. Content
Connecting Rods and Bearings, Lapping rings, Cylinder
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
Measure Bearings, Inspect cylinder
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
• Design a well-organized workbench and tool panel for repairing small engines
• Perform a complete timing procedure on a small engine
9. Resources Links, Curriculum
Frameworks, Other Websites
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
14
Essential Components
April • Small Engine • Curriculum Map
•
Two
stroke
engine
teardown
•
Basket
case
engine
parts
inspection
•
Engine
reassembly
•
Engine
reassembly
of
engine
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
•
•
•
•
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards in the lab area
• What personal protective equipment is required
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous
communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their
components ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount ofgas (CSS 5).
Explain the operation of ports, reeds and rotary valves
Inspect engine gaskets
Review several manufactures service manual.
Explain the procedures for disassembling and reassembling methods of a two stroke engine
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
SAE Viscosity Grade, Valve timing,
5. Content
What students need to know (nouns)
15
Essential Components
April • Small Engine • Curriculum Map
•
Two
stroke
engine
teardown
•
Basket
case
engine
parts
inspection
•
Engine
reassembly
•
Engine
reassembly
of
engine
6. Skills
What students need to be able to do
(verbs)
Measure engine performance, Inspect engine parts
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
9. Resources Links, Curriculum
Frameworks, Other Websites
• Disassemble a two stroke engine
• Reassemble a two stroke engine
Essential Components
April - May • Small Engine • Curriculum Map
•
Test
and
tune
engine
•
Shop
clean
up
and
storage
•
Final
exam
review
•
Basket
case
engine
parts
inspection
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• List and conform to safe work practices
• Describe proper methods for storing a lawn mower for long periods of time
2. Essential Questions
Questions that lead students to Big
Ideas.
• What are common hazards in the lab area
• What personal protective equipment is required
3. Performance Standards
CONTENT STANDARD: The student understands occupational safety issues including the avoidance of physical and
environmental hazards in the work environment.
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibilities and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies and uses personal protective equipment required in each shop (ASE-WS-I 2, 4).
4. Uses graphs and tables (CMS 3) to develop a list of environmental hazards and can identify ways of dealing with health and
safety concerns (ASE-WS-I 4).
5. Accesses electronic information (CLAS 2), collects data, interprets technical information (CLAS 4), and identifies ways to
effectively secure work areas (CMS 8) (ASE-WS-I 1, 2).
6. Uses information text (CLAS 1) and follows shop rules and OSHA/EPA guidelines for personal safety (ASE-WS-I 1, 2).
7. Follows manufacture’s recommendation for equipment (ASE0WS-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal/recycling of used oil, antifreeze, refrigerants, and wastes (ASE-WS-I 1, 2).
9. Understands forces, pressure, and chemical hazards (CSS 4, 5, 6, 7) and applies industry specific hazardous communications and material regulations to the workplace situation (ASE-WS-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WS-I 1, 3).
11. Identified and demonstrates responsible behavior related to safety issues (ASE-WS-I 6).
12. Uses measurement data to understand health hazards related to work in the shop (CMS 9)(ASE-WS-I 2, 3).
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
16
Essential Components
March • Small Engine • Curriculum Map
•
Start
engine
reassembly
•
Trouble
shoot
running
engine
•
Assign
basket
case
engine
to
teams
•
Cover
two
stroke
engine
•
Two
stroke
engine
teardown
3. Performance Standards
STRAND II: SMALL ENGINE REPAIR
CONTENT STANDARD: The student understands the basic theory, design, and operation of automotive engines.
B. The student performs engine mechanical maintenance, adjustment, or repair.
1. Uses charts, diagrams, and tables (CLAS 4) to identify the types of small engines (ASE-A1).
2. Uses graphs, tables (CMS 3), and informational text (CLAS 1) to explains the function of small engines and their components
ASE-A1).
3. Understands the ability of energy to do useful work (CSS 3) and how force relates to the behavior of moving objects (CSS 4).
4. Understands the relationship between force and pressure and how pressure of a gas depends on temperature and the
amount of gas (CSS 5).
4. Assessments
• Chapter test
• Handouts
• Hands on projects
The
Content
(What
students
need
to
know
–
nouns),
Skills
(What
students
need
to
be
able
to
do
–
verbs),
Vocabulary
List
(Words
students
need
to
know
to
understand
concepts),
Learning
Activities/Lesson
Plans
(Essential
Experiences
or
Guided
Practice),
and
Resources
ARE
THE
WORK
OF
THE
SCHOOL
SITE.
Refer
to
OPD,
C&A,
and
RDA
Websites
Lawn Mower, Starting and Safe Operation
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
Start engine , Store parts and tools
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
• Demonstrate proper safety precaution for preparing to work on an engine or implement
9. Resources Links, Curriculum
Frameworks, Other Websites
Small Gas Engine- TEXTBOOKS:
Small Gas Engine
Student workbook
Supplemental Text:
DVD Engine operation
DVD Trouble shooting
17
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18
Semester 1 • Small Engine Course • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 1
• Course introduction/overview of
the industry jobs
• Preview course syllabus, parent permission forms, student supplies sheet
• Introduction to Safe shop practices
• Jobs in this career pathway
• Strand VI
• F-1,2
• Area A-1 to A-8
Week 2
• Safety introduction to class
• Eye safety and rules for the shop
• Personal Protective Equipment
• Strand I
• A-2,3,4,6,7,8
• A-9,10,11
Week 3
• Shop layout and map the layout of • Build a map of all safety and first aid locations.
• Find the unsafe conditions in shop
safety equipment
• Shop clean up training and practice
• Safety Test and Review shop rules
• Strand I
• A-1,11
• Area A-1
Week 4
• Hand Tool Usage and Safety
• Correct tool name and slang
names (Brand)
• Introduce tool groups and application
• Tool quiz
• Handle and identify the application
• Strand I
• A-1
• Area A-1 to A-8
Week 5
• Special Usage Tools
• Tool maintenance and storage
• Tool crib rules
• Hand tool identification test
• Strand I
• A-1
• Area A-1 to A-8
Week 6
• Power Tool application and safe
usage
• Air operated
• Hydraulic
• Test power tools
• Strand II
• B-1,2,3,4
• Area A-1 to A-8
Week 7
• Introduction to engine operations
• Four stroke cycle and Otto cycle
• Two stroke cycle
• Diesel operation
• Test the engine theory
• Strand II
• B-1,2,3,4
• Strand I
• A-5
• Strand III
• C-1
• Area A-1
Week 8
• Other engine applications
• Wankel
• Block types
• Strand II
• B-1,2,3,4
• Strand I
• A-5
• Strand III
• C-1
• Area A-1
Week 9
• Precision measurements
• Linear measurements
• Standard measurements
• Outside/inside micrometers
• Related tools
• Hazardous Materials
• Fire equipment and usage
• Electrical
• Oxy/acetylene-Welding equipment
• Metric measurements
• Feeler gauges
• Conversions
• Strand II B-11
• Strand IV D-1,2,3,4,5
• Strand III C-2,15
• Area A-1 – A-8
• Strand III C-2,15
• Area A-1
Week 10 • More measurements
• Practice measuring using the tools
• Provide some engine parts to measure
• Strand II B-11
• Strand IV D-1,2,3,4,5
Week 11 • Fasteners, gaskets, sealants
• Forma gasket
• Tap and dies
• Strand III C-16
• Area A-1
Week 12 • Engine theory and operation
• Engine part and identification
• Purpose of the parts
• Basic troubleshooting
• Strand II B-1,2,3,4
• Strand V E-2,5
• Area A-1
Week 13 • Sabotage a running engine
• Trouble shoot each other teams engines
• Strand V E-7
• Strand VI F-3
• Heli-coils
• Nuts and bolt identification
19
• Strand IV
• F-1,2,4
• Area A-1 to A-8
• Strand II B-6
• Area A-1
Semester 1 • Small Engine Course • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 14 • Student team trouble shooting
competition
• Asses student group essays on troubleshooting
• Strand V E1,2,3,4
• Area A-1
Week 15 • Report out on engine troubleshooting
• Team presentations
• Strand VI F-1,2,3,4
• Area A-1
Week 16 • Begin engine teardown
• Remove sub assemblies
Week 17 • Top end tear down
• Remove head/gasket
• Strand II B-7
• Area A-1
• Strand II B-7,11,12
• Area A-1
Week 18 • Remove/repair crankshaft
• Remove flywheel
• Magneto
Week 19 • Final exam review
• Test review
• Hands on exam
• Written exam
List of
Terms
• CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness
• Critical NM Standards
• Strand II B-7,11,12
• Strand III C-3,5,7
• Area A-1 and A-6
• Strand V E-5,6,7
• Area A-1, A-6, and A-8
• 1st Semester
Semester 2 • Small Engine Course • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 20 Remove piston
Inspection of cylinder walls
Measure cylinder taper/out of round
• Strand II B-7,11,12
• Strand III C-3,5,7
• Area A-1
Week 21 Piston and rings
Piston ring inspection and service
Measure piston ring end gap, clean and measure piston ring groove
• Strand III C-5
• Strand I A-1
• Strand II B-7,9
• Area A-1
Week 22 Engine valve/spring removal
Inspect engine valves, valve seats, tappets, spring height
Week 23 Camshaft service
Inspect and measure cam shaft lobes
• Strand II B-7
• Area A-1
• Strand II B-7,11
• Area A-1
Week 24 Ignition system theory
How the magneto works
Week 25 Test and service ignition coil
• Test review
• Hands on exam
• Written exam
• Strand II B-11
• Strand III C-5
• Area A-6 and A-8
• Strand V E-5,6,7
• Area A-1, A-6, and A-8
Week 26 Theory and operation of the carbura- Use of videos and text to understand the operation of a carburetor
tor
• Strand III C3,5,7,9,19,
• Area A-1 and A-8
Week 27 Tear down and inspection of carburetor
• Strand II B-7
• Area A-1 and A-8
Overhaul carburetor and set float bowl settings
Check needle and seat
20
Semester 1 • Small Engine Course • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 28 Start engine reassembly
Use new gasket kits or make gaskets
Line up piston ring gaps
• Strand IV D1,2,3,4,5
• Area A-1
Week 29 • Safety introduction to class
• Eye safety and rules for the shop
• Personal Protective Equipment
• Hazardous Materials
• Fire equipment and usage
• Strand IV D-1,2,3,4,5
• Area A-1
Week 30 Trouble shoot running engine
Follow troubleshooting guide
Fuel
Fix as needed
Check for spark
Leaks
• Strand VI-3
• Strand I A-6
• Area A-1 and A-8
Week 31 Assign basket case engine to teams Students find useable parts and examine parts motor
Students study a two stroke engine
Cover two stroke engine
• Strand IV D-1,2,3,4,5
• Area A-1
Week 32 Two stroke engine teardown
Two stroke engine inspection and measurements
Basket case engine parts inspection Measure basket case engine parts
• Strand IV D-1,2,3,4,5
• Area A-1
Week 33 Engine reassembly
Two stroke engine reassembly
Basket case engine reassembly
• Strand IV D-1,2,3,4,5
• Area A-1
Week 34 Engine reassembly of engine
Reassembly of team engines
• Strand IV D-1,2,3,4,5
• Area A-1
Week 35 Test and tune engine
Shop clean up and storage
Troubleshooting of two stroke engine
Troubleshooting of the basket case engine
Shop clean up and storage
• Strand VI-3
• Strand I A-6
• Area A-1 and A-8
Week 36 Final exam review
Test students written and or hands on
• Strand V E-5,6,7
• Area A-1 to A-8
Week
ACTIVITY
NMPED Stds and
Industry ASE and
TOPIC
Additional Standards both NMPED and Industry could be used in many of the weeks and activities.
ASE and NATEF Areas are Listed as Areas (A-1 to A-8)
A-1 = Engine Repair, A-2 =Automatic Trans/Trans Axle, A-3 = Manual Drive Train and Axles, A-4 = Suspension and Steering,
A-5 = Brakes, A-6 = Electrical and Electronic Systems, A-7 = Heating and Air Conditioning, and A-8 = Engine Performance
21
NATEF (A-1to8)
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22
Essential Components
Month: August • Introduction and Safety in Automotive • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• Students understand how to make effective decisions, use career information, and manage personal career plans
• Student understands occupational safety issues including the avoidance of physical and environmental hazards in the work
environment.
2. Essential Questions
Questions that lead students to Big
Ideas.
• Do students understand how to make career decisions in regards to the automotive field
• What should you consider when working with automotive equipment?
• What are the safe procedures and where are they located in an automotive shop?
3. Performance Standards
3.0
3.1
3.2
3.3
3.4
Career Planning and Management
Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers.
Understand the scope of career opportunities and know the requirements for education, training, and licensure.
Develop a career plan that is designed to reflect career interests, pathways, and postsecondary education.
Understand the role and function of professional organizations, industry associations, and organized labor in a productive
society.
3.5 Understand the past, present, and future trends that affect careers, such as technological developments and societal
trends, and the resulting need for life-long learning.
3.6 Know key strategies for self-promotion in the hiring process, such as job applications, résumé writing, interviewing skills,
and portfolio preparation.
STRAND I: OCCUPATIONAL SAFETY
1. Interprets technical information accurately (CLAS 3) and identifies and uses equipment and tools in the shop safely and
efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibility and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies personal protective equipment required in each shop (ASE-WP-I 2).
4. Interprets technical information (CLAS 4) to develop a list of environmental hazards and discusses ways of dealing with
health and safety concerns (ASE-WP-I 1, 3).
5. Identifies ways to effectively secure work areas (ASE-WP-I 4).
6. Accesses information electronically (CLAS 2) following shop rules and OSHA/EPA guidelines for personal safety
(ASE-WP-I 1, 2).
7. Uses technical information (CLAS 3) to follows manufacturer’s recommendations for equipment (ASE-WP-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal and recycling of used oil, antifreeze, refrigerants, and wastes
(ASE-WP-I 1, 2).
9. Applies industry specific hazardous communications and material regulations to the workplace situation (CLAS 4)
(ASE-WP-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WP-I 1, 3).
11. Identifies and demonstrates responsible behavior related to safety issues (ASE-WP-I 6).
12. Understands health hazards related to work in the shop (ASE-WP-I 2, 3).
13. Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power
equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local,
state, and federal safety and environmental regulations (ASE/NATEF p 60).
4. Assessments
• Chapter 1 assessment
• Safety hands on evaluation
23
Essential Components
Month: August • Introduction and Safety in Automotive • Curriculum Map
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
Shop Safety, Hazardous Materials, PPE (Personal Protection Equipment), Fire Protection Equipment, Evacuation Routes, First
Aid Equipment and Kit location.
6. Skills
What students need to be able to do
(verbs)
Demonstrate safe working practices, Demonstrate safe use of safety equipment, Demonstrate Safe use of PPE, Safe Evacuation Procedures, and Identify Hazards.
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
•
•
•
•
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
Research project and presentation on Automotive careers
Walk through and safety drills
Operate automotive shop equipment safely
Demonstrate the use of personal protective equipment
24
Essential Components
September - Mid October • BRAKES • Curriculum Map
1. Big Ideas
Students will understands and demonstrates knowledge and understanding of the basic automotive brake systems
Student
answers
to
EQs
that
lead
them
to
the
Big
Ideas
2. Essential Questions
Questions that lead students to Big
Ideas.
• Do students understand the safety requirements for working with brakes?
• Do students apply knowledge of basic brake systems and their functions?
3. Performance Standards
STRAND II: Brakes
1. Operates and uses equipment in the shop safely and efficiently (ASE-WS-I2, 4).
2. Uses properly personal protective equipment required in each shop efficiently (ASE-WS-I1).
3. Accesses technical information (CLAS 2)to identify ways to effectively secure work areas efficiently (ASE-WS-5).
4. Follows shop rules and OSHA/EPA guidelines for personal safety efficiently (ASE-WS-I1).
5. Accurately interprets technical information (CLAS 3,4) and follows manufacturer’s recommendations for equipment
efficiently (ASE-WS-I1, 2).
6. Understands types of chemical reactions (CSS 7) and analyzes and develops shop rules and EPA guidelines for disposal
and recycling of used oil, antifreeze, refrigerants, and wastes efficiently (ASE-WS-I1, 2).
7. Uses technical data and information (CMS 3) to apply industry specific hazardous communications and material regulations
to the workplace situation efficiently (ASE-WS-I3).
8. Identifies and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
9. Identifies and demonstrates individual responsibility and personal traits of safe work habits (ASE-WS-I 2, 4).
10. Accesses electronic information (CLAS 2) to develop a list of environmental hazards and discusses ways of dealing with
health and safety concerns (ASE-WP-I 1, 3).
11. Identifies ways to effectively secure work areas (ASE-WP-I 4).
12. Accurately interprets technical information (CLAS 4) and follows manufacturer’s recommendations for equipment
(ASE-WP-I 1,2).
13. Responds to technical information (CLAS 1) and applies industry specific hazardous communications and material
regulations to the workplace situation (ASE-WP-I 1, 3).
14. Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power
equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local,
state, and federal safety and environmental regulations (ASE/NATEF, p 60).
e. Bleed the antilock brake system’s (ABS) front and rear hydraulic circuits.
f. Remove and install antilock brake system (ABS) electrical/electronic and hydraulic components.
g. Use a variety of measurement data (CMS 9) to test, diagnose and service ABS speed sensors, toothed ring (tone wheel),
and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO) (includes output signal, resistance,
shorts to voltage/ground, and frequency data).
h. Diagnose ABS braking concerns caused by vehicle modifications (tire size, curb height, final drive ratio, etc.).
i. Identify traction control/vehicle stability control system components
• Create sections review test for each section on breaks
• Create Post test of the unit
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
25
Essential Components
September - Mid October • BRAKES • Curriculum Map
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
Hydraulics (Pascals Law), Friction, Micrometer (USC – ISC), Vacuum, Wheel Bearings, Parking Brake, Brake Drum, Brake Ro5. Content
What students need to know (nouns) tor, Wheel Cylinder, Brake Shoe, Brake Pad, Brake Caliper, Master Cylinder, and Brake Lines.
6. Skills
What students need to be able to do
(verbs)
Test and Diagnose Brake systems, Complete Work Order, Service Brake Systems, Machine (refinish) brake drums and rotors,
Measure Brake components and check tolerances
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Complete Work Order, Identify and Interpret Brake System Concerns and Determine Necessary Action (DNA), Research application-vehicle and service information, Locate and Interpret VINs and major components, Diagnose pressure concerns,
Measure Brake Pedal Height, Check Master Cylinder for Internal and external leaks, Remove and Bench Bleed and Reinstall
Master Cylinder, and Diagnose poor stopping.
10 Quick Ways to Analyze Children’s Books for Racism and Sexism (The Council on Interracial Books for Children)
http://www.birchlane.davis.ca.us/library/10quick.htm
http://www.familycare.org/news/if_the_world.htm
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
26
Essential Components
End October - December • Steering and Suspension • Curriculum Map
1. Big Ideas
• The student demonstrates knowledge and understanding of basic automotive steering systems including: VAT, DMV,
Student
answers
to
EQs
that
lead
them
• The student applies knowledge of basic suspension and steering systems and their functions.
to
the
Big
Ideas
2. Essential Questions
Questions that lead students to Big
Ideas.
• Can Students identify the safety concerns that apply to the automotive steering system
• Can the students identify the components of the steering system
• Can the students use the correct tools diagnose steering system casualties
3. Performance Standards
STRAND III: SUSPENSION AND STEERING
CONTENT STANDARD: DMM, CAN/BUS Ohmmeter, Hybrid (voltage), Conductor tester, Parasitic draw, Soldering electrical wiring.
C. The student applies knowledge of basis suspension and steering systems and their functions.
1. Identifies the components and function of the suspension system.
2. Identifies the components and function of the steering system (thrust, shimmy, etc.).
3. Identifies and diagnoses tire wear patterns and determines necessary action.
4. General Suspension and Steering Systems Diagnosis (ASE/NATEF, pg 55):
a. Complete work order to include customer information, vehicle identifying information, customer concern, related service
history, cause, and correction.
b. Use data and technical information (CMS 3)to identify and interpret suspension and steering concern; determine necessary
action.
c. Access electronic information (CLAS 2) to research applicable vehicle and service information, such as suspension and
steering system operation, vehicle service history, service precautions, and technical service bulletins and accurately
interpret technical information (CLAS 3).
d. Locate and interpret vehicle service history, service precautions, and technical service bulletins (CLAS 2,4).
5. Steering Systems Diagnosis and Repair (ASE/NATEF, pgs 55, 56)
a. Remove and replace manual or power rack and pinion steering gear; inspect mounting bushings and brackets.
b. Determine proper power steering fluid type; inspect fluid level and condition.
c. Diagnose power steering fluid leakage using data and information (CMS 3); model real-world problem (CMS 4) to
determine necessary action.
d. Remove, inspect, replace, and adjust power steering pump belt.
6. Rear Suspension: Remove, inspect, and install coil springs and spring insulators. (ASE/NATEF, pg 57)
7. Miscellaneous Service (ASE/NATEF, pg 57):
a. Inspect, remove, and replace shock absorbers.
b. Remove, inspect, and service or replace front and rear wheel bearings.
8. Wheel and Tire Diagnosis and Repair (ASE/NATEF, pg 59)
a. Use data and technical information (CMS 3 CLAS 3) to diagnose tire wear patterns; determine necessary action.
b. Inspect tires; check and adjust air pressure.
c. Rotate tires according to manufacturer’s recommendations accessing specifications electronically (CLAS 2).
d. Measure wheel, tire, axle, and hub runout and understand the meaning of measurement data (CMS 9) and determine
necessary action.
e. Balance wheel and tire assembly (static and dynamic).
f. Dismount, inspect, and remount tire on wheel.
g. Reinstall wheel; torque lug nuts.
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
27
Essential Components
End October - December • Steering and Suspension • Curriculum Map
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
Wheel and Tire assembly, Wheel bearing(s), Springs – Leaf , coil, and air, Shock absorbers, SRS (Supplemental Restraint
5. Content
What students need to know (nouns) Systems), Steering Wheel, Steering Column, Steering Linkage, Clock Spring (SRS Coil), Steering Gear (manual and power),
Power steering fluid, Universal Joints, Flexible coupler, lock cylinder and mechanism.
6. Skills
What students need to be able to do
(verbs)
Remove and Install a Tire, Check for steering and suspension concerns, Disable-Enable Air Bag (SRS), Measure Ride Height,
Check Shock Absorbers, Inspect Springs, Check power steering fluid condition and level, Diagnose steering binding and steering stiffness, and diagnose fluid leaks.
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Tire and Wheel Lab, Air Bag (SRS) Disable and Enable, Check/Inspect Clock Spring, Inspect and Check Suspension systems,
Check and Inspect Steering Systems, Diagnose Hard or Improper Steering Effort, Diagnose Fluid leakage concerns, Diagnose
Pump Pressure Concerns, Inspect Steering Shaft U-Joints and Flex Couplers, Inspect Tie Rods and Steering Joints, and Inspect Rack and Pinion Boots (bellows).
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
28
Essential Components
January – Second week of Feburary • General Electrical/Electronic System • Curriculum Map
1. Big Ideas
• OHMs law governs all electrical circuits and their properties such as Voltage, Amperage, and Resistance. It can and is applied
Student
answers
to
EQs
that
lead
them
to all electrical circuits and components.
to
the
Big
Ideas
• Voltage is Electrical Pressure, Amperage is Electrical Intensity or Current, and Resistance is resistance to either Voltage or
Amperage.
• Power Source, Conductors, Circuit ProtectionA , Circuit Control, and a Load.
• A DMM or Digital Multi Meter is a electronic tool used to measure Voltage, Amperage, and Resistance. This is the tool that we
use to make electricity visable.
• A DMM is used different way depending on the measurement that is being sought.
2. Essential Questions
Questions that lead students to Big
Ideas.
•
•
•
•
•
What Is OHMS Law?
What Is Voltage, Amperage, and Resistance?
What are the components of a complete circuit?
What is a DMM (Digital Multi Meter)?
How do you use a DMM?
3. Performance Standards
STRAND IV: ELECTRICAL/ELECTRONIC SYSTEMS
D. The student applies knowledge of basic electrical/electronic systems and their functions.
1. Locates and identifies the battery and its function.
2. Locates and identifies the starting system and its function.
3. Locates and identifies the charging system and its function.
4. Locates and identifies the lighting system and its function.
5. Locates and identifies the accessory and safety systems and their functions.
6. General Electrical Systems Diagnosis (ASE/NATEF, pgs 64, 65, 66):
a. Complete work order to include customer information, vehicle identifying information, customer concern, related service
history, cause, and correction.
b. Understand basic concepts of electricity in an automotive system (CSS 1,3) and identify and interpret electrical/electronic
system concern; determine necessary action.
c. Use data and electronic information (CMS 3, CLAS 2) to research applicable vehicle and service information, such as
electrical/electronic system operation, vehicle service history, service precautions, and technical service bulletins.
d. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration
decals).
e. Check continuity and measure resistance in electrical/electronic circuits (CSS 2,3) and components using an ohmmeter;
determine necessary action.
f. Locate shorts, grounds, opens, and resistance problems in electrical/electronic circuits understanding how electrical energy
functions in automotive circuits (CSS 1,3); determine necessary action.
g. Measure and diagnose the cause(s) of excessive key-off battery drain (parasitic draw); use measurement data and
information (CMS 9) to determine necessary action.
h. Inspect and test switches, connectors, relays, solenoid solid state devices, and wires of electrical /electronic circuits
demonstrating principles of electrical conductivity (CSS 3); perform necessary action.
i. Remove and replace terminal end from connector.
j. Repair connectors and terminal ends.
k. Repair wiring harness (including CAN/BUS systems).
l. Perform solder repair of electrical wiring.
m. Understand how electricity is a form of energy and how the ability of energy to do useful work tends to decrease as the
energy is converted in an automotive system (CSS 3).
29
Essential Components
January – Second week of Feburary • General Electrical/Electronic System • Curriculum Map
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List
(Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
Power Source, Conductor, Fuse, Switch, Load, Voltage, Resistance, Amperage, OHMS Law (E/IR), Multi-Meter, Test Leads,
5. Content
What students need to know (nouns) Series and Parallel Circuits
6. Skills
What students need to be able to do
(verbs)
Utilize a DMM, Build a complete circuit, Utilize OHMs Law and its formulas, maintain a DMM
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Build a Circuit and use OHMs Law, Identify major components and locations, Battery Lab(s), Jump Start and Jumper Cable
Lab(s), Battery Cable and Cable End Lab(s), Build simple circuits, DMM Lab(s)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
30
Essential Components
February • Battery Diagnose and Service • Curriculum Map
1. Big Ideas
A battery is the source of all of the electrical voltage and amperage in the automobile.
Student
answers
to
EQs
that
lead
them
Batteries can be checked with a number of testers both Capacitance and Carbon pile load type.
to
the
Big
Ideas
Eye protection is required and mandatory for all battery servicing and procedures. You can also use aprons and gloves that
resist battery acid.
All battery charging is to be done following the manufacturers specification both on the battery and on the charger being used.
Battery hold downs are critical to hold a battery from moving and causing a short and are also vital to the life span of the battery.
2. Essential Questions
Questions that lead students to Big
Ideas.
What is a Battery (automotive) and how does it work?
How do you know if it is good or needs to be recharged/replaced?
What Safety equipment (PPE) is needed to service or replace a battery?
What is the proper procedure for charging batteries?
Is a battery hold down important and what is its purpose?
3. Performance Standards
STRAND IV: ELECTRICAL/ELECTRONIC SYSTEMS
Battery Diagnosis and Service (ASE/NATEF, pg 66)
a. Perform battery capacity test (or conductance test) understand measurement data and accurately interpret information
(CMS 8 CLAS 4); confirm proper battery capacity for vehicle application; determine necessary action.
b. Understand electrical circuits in automotive technology (CSS 2) and maintain or restore electronic memory functions.
c. Inspect, clean, fill, and replace battery.
d. Perform slow/fast battery charge.
e. Inspect and clean battery cables, connectors, clamps, and hold-downs; repair or replace as needed.
f. Start a vehicle using jumper cables and a battery or auxiliary power supply.
8. Starting System Diagnosis and Repair (ASE/NATEF, pgs 66, 67)
a. Perform starter current draw tests; determine necessary action.
b. Perform starter circuit voltage drop tests; determine necessary action.
c. Understand the principles of electricity in a car battery and the chemical reactions that produce battery power (CSS 7).
9. Charging System Diagnosis and Repair (ASE/NATEF, pg 67)
a. Perform charging system output test; use data and information (CMS 3) to determine necessary action.
b. Remove, inspect, and install A.C. generator (alternator) and understand principles of electrical motors in automotive
systems (CSS 2).
c. Perform charging circuit voltage drop tests; determine necessary action.
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List
(Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
Battery, Battery Cable, Battery Hold Down, Battery Tray, Hydrogen Gas, Electrolyte,
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
Test a Battery, Locate Battery, Inspect Battery, Install and or Remove Battery, Measure Voltage, Measure Amperage, Clean Battery , Clean Battery Tray, and Charge Battery.
31
Essential Components
February • Battery Diagnose and Service • Curriculum Map
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Locate and Identify proper service information and or manuals, Locate and test the battery, Remove and Replace the Battery,
Charge the battery, and Inspect and or remove and replace the Battery Hold Down.
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
Essential Components
March • Starting system Diagnose and repair • Charging system Diagnose and repair • Curriculum Map
1. Big Ideas
The charging system takes electrical energy and mechanical energy and magnetic energy and creates a higher voltage which in
Student
answers
to
EQs
that
lead
them
turn creates amperage (current) and that charges the battery.
to
the
Big
Ideas
The charging system gets its mechanical energy from the drive belt attached to the engine.
The charging gets its electrical energy from the battery and the conductors attached to them.
The starter is a PM (permanent magnetic) type of motor that uses electrical energy to create mechanical energy and turn the
engine.
Most starters are 12 volt motors and consume 100 to 300 amps of current.
2. Essential Questions
Questions that lead students to Big
Ideas.
How does the charging system work?
Where does the charging system get its mechanical energy?
Where does the charging system get it electrical energy?
How does the Starter work?
How many volts and amps does a starter need?
3. Performance Standards
STRAND IV: ELECTRICAL/ELECTRONIC SYSTEMS
8. Starting System Diagnosis and Repair (ASE/NATEF, pgs 66, 67)
a. Perform starter current draw tests; determine necessary action.
b. Perform starter circuit voltage drop tests; determine necessary action.
c. Understand the principles of electricity in a car battery and the chemical reactions that produce battery power (CSS 7).
9. Charging System Diagnosis and Repair (ASE/NATEF, pg 67)
a. Perform charging system output test; use data and information (CMS 3) to determine necessary action.
b. Remove, inspect, and install A.C. generator (alternator) and understand principles of electrical motors in automotive
systems (CSS 2).
c. Perform charging circuit voltage drop tests; determine necessary action.
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List
(Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
32
Essential Components
March • Starting system Diagnose and repair • Charging system Diagnose and repair • Curriculum Map
5. Content
What students need to know (nouns)
Alternator, Voltage Regulator, Drive Belt, Alternator Case, Alternator Rotor, Starter Motor, Flywheel, Ring Gear, Clutch Safety
Switch, and Solenoid
6. Skills
What students need to be able to do
(verbs)
Test for proper alternator output both Voltage and Amperage, Inspect for charging system defects, Locate proper charging system specifications, and Determine necessary Actions.
Test starter current draw, test for starter voltage drops – both pos (+) and neg (-),
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Identify the four main parts of the charging system, Charging system Lab(s), Test Charging Systems and DNA, Adjust alternator drive belt and or check belt tension, Replace Alternator drive belt (V-Belt and Serpentine), Check for proper voltage both
input and output using DMM, and Check for Amperage and AC voltage.
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
33
Essential Components
April • Engine Performance/ Computerized control • Curriculum Map
1. Big Ideas
• The ECM, PCM, and ECU control nearly all aspects of engine operation. They also control aspects of the vehicle emission
Student
answers
to
EQs
that
lead
them
control system.
to
the
Big
Ideas
• The computer is necessary to control fuel and emission systems at a very high level to assure the vehicle runs properly and
also has clean emissions emitting from the exhaust. Most systems make over 30,000 commands per second and computers
can accomplish this.
• Inputs are signals going in to the computer where they are processed and then turned into outputs that actually signal the
actuators to perform an action which control or assist the function of the engine or automobile.
• A MIL (Malfunction Indicator Lamp) is illuminated when the computer has recognized there is a problem.
• What is a Engine Control Unit (ECU), Powertrain Control Module (PCM), and Engine Control Module (ECM)?
2. Essential Questions
Questions that lead students to Big
• Why is computer control necessary?
Ideas.
• What is the difference between inputs and outputs?
• How do I know when the Engine is malfunctioning or having a computer problem?
3. Performance Standards
•
•
•
•
•
•
•
•
Diagnose abnormal engine noise or vibration concerns; determine necessary action. (ASE & NATEF 2008)
Diagnose abnormal Exhaust color and or odors.
Perform a Cylinder power balance test
Prepare a 4 gas or 5 gas analyzer and a vehicle for emissions testing.
Check for module communication (CAN/BUS) errors using a scan tool.
Retrieve and record diagnostic trouble codes using a scan tool and or code reader.
Access and use information systems to diagnose computer controlled systems.
Inspect engine for fuel, oil, and coolant leaks and determine necessary action.
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List
(Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
PCM (Powertrain Control Module), BCM (Body Control Mmodule), ECU (Engine Control Unit), Input Sensor, Output Actuator,
5. Content
What students need to know (nouns) MIL (Malfunction Indicator Lamp), DLC (Data Link Connector), Scan Tool, and Code Reader.
6. Skills
What students need to be able to do
(verbs)
Diagnose computer related problems and DNA, Describe how Inputs and Outputs and the processor all work together, Measure voltages, and check computer controlled sensors and actuators visually.
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Complete a work order with all proper information and entries, Locate and Identify the DLC (Data Link Connector), Identify the
16 Terminals in the DLC (Data Link Connector), Connect A Scan Tool and Enter all of the required Information, Perform a Computer Scan and Module Check and Scan. Record and Clear DTCs (Diagnostic Trouble Codes)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
34
Essential Components
May • Ignition system and Final Exams • Curriculum Map
1. Big Ideas
• Ignition systems use coils or types of transformers that have primary and secondary windings that create a magnetic
Student
answers
to
EQs
that
lead
them
(magnetic induction) field that when switched off the field collapses on itself (self induction) producing a high voltage output
to
the
Big
Ideas
that is conducted to the spark plug creating a spark.
• Waste Spark systems fire two plug at the same time one on compression stroke and the other on the exhaust stroke.
• Some of the different ignition systems are Conventional (points or contact breaker), Electronic Ignition (breaker less),
Distributor-less (EI), Coil Over or Coil On Plug, and Coil Near Plug cover most automotive ignition systems.
• How do ignition systems work?
2. Essential Questions
Questions that lead students to Big
• How does a coil produce a high voltage charge that is capable to fire the spark plug?
Ideas.
• What is “Waste Spark” ignition system and how does it work?
• What are some of the different types of ignition systems?
3. Performance Standards
Inspect, test, and service distributors. (P-3)
Check and adjust ignition system timing (if applicable) and timing advance / retard. (P-3)
Inspect and test ignition primary circuit wiring and components, perform necessary action. (P-2)
Inspect and test ignition system secondary circuit wiring and components ; perform necessary action. (P-2)
4. Assessments
• Quizzes to be developed on main topics.
• Chapter review questions from text books to b e graded.
• Final Exam from content covered during the semester.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List
(Words students need to know to understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
Ignition Coil, Spark Plug, Ignition Cable (plug wire), Distributor, contact breakers (points), Pick Up Coil, Magnet and Magnetic,
5. Content
What students need to know (nouns) voltage, ohms, and conductor.
6. Skills
What students need to be able to do
(verbs)
Test / measure voltage and resistance (ohms). Inspect / test ignition systems , Diagnose ignition systems, Determine necessary
actions, and Perform necessary repairs.
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
•
•
•
•
•
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellent - TEXTBOOKS:
Automotive excellent volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
Check and Inspect primary and secondary ignition systems.
Check and Inspect spark plugs (read plugs) and determine condition and necessary action.
Determine engine operating condition from reading or inspecting the spark plugs and determine necessary action.
Complete and assess Final or Semester Exam.
Clean Shop and prepare for break / properly store tools and equipment.
35
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Semester 1 • Automotive 1 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 1
• Course introduction/overview of
the industry jobs
• Preview course syllabus, parent permission forms, student supplies sheet
• Introduction to Safe shop practices
• Jobs in this career pathway
• Strand VI
• F-1,2
• Areas A-1 to A-8
Week 2
• Safety introduction to class
• Eye safety and rules for the shop
• Hazardous Materials
• Personal Protective Equipment
• Fire equipment and usage
• Strand I
• A-2,3,4,6,7,8
• A-9,10,11
• Strand IV
• F-1,2,4
• Areas A-1 to A-8
Week 3
• General Brake Systems Diagnosis • Build a map of all safety and first aid locations.
• Find the unsafe conditions in shop
• Shop clean up training and practice
• Safety Test and Review shop rules
• Strand I
• A-1,11
• Areas A-1 to A-8
Week 4
• Shop layout and map the layout of • Complete work orders to include customer information, vehicle identify
information, customer concern, related service history, causes, and
safety equipment
correction.
• Strand II a1-2,5,6,7
• D4-1,2
• E5-1,2,3
• Area A-5
Week 5
• General Brake Systems Diagnosis • Identify and interpret brake system and concerns; determine necessary
action.
Week 6
• General Brake Systems Diagnosis • Research application vehicle and service information, such as brake
system operation, vehicle service history, service precautions, and
technical service bulletins
Week 7
• General Brake Systems Diagnosis • Locate and interpret vehicle and major component identification numbers
(vin, vehicle certification labels, calibration decals).
Week 8
• Hydraulic system diagnosis &
Repair
• Diagnosis pressure concerns in the brake system using hydraulic
principles (Pascal’s Law)
• Strand 2 E5-1,2,3
• Strand III a1-1,2,3
• B2 – 1,3
• Strand IV b-1,2,3,4 c-1,2,3
• Strand X 2a-1,2,3 2b-1,2,3
• Area A-5
• Strand 2 E5-1,2,3
• Strand III a1-1,2,3
• B2 – 1,3
• Strand IV b-1,2,3,4 c-1,2,3
• Strand X 2a-1,2,3 2b-1,2,3
• Area A-5
• Strand 2 E5-1,2,3
• Strand III a1-1,2,3
• B2 – 1,3
• Strand IV b-1,2,3,4 c-1,2,3
• Strand X 2a-1,2,3 2b-1,2,3
• Area A-5
• Strand I D4-1,2,
• Strand II c3-1,2,
• Area A-5
Week 9
• Hydraulic system diagnosis &
Repair
• Measure brake pedal height; determine necessary action
• Check Master cylinder for internal and external leaks and for proper
operations; determine necessary action
• Remove, bench bleed, and reinstall master cylinder
• Diagnose poor stopping, pulling or dragging concerns caused by
malfunctions in the hydraulic systems; determine necessary action
37
• Strand X 2a-1,2,3 2b-1,2,3
• Area A-5
Semester 1 • Automotive 1 • Scope and Sequence
Week
Course Topic
Week 10 • General suspension and Steering
System \Diagnosis
Week 11 • Steering Systems Diagnosis and
Repair
Week 12 • Steering Systems Diagnosis and
Repair
Week 13 • Steering Systems Diagnosis and
Repair
Suggested Activities:
Standards
• Identify and interpret suspension and steering concern; determine
necessary action
• Research application vehicle and service information
• Locate and inspect major vehicle components
• Disable and enable supplemental restraint system (SRS)
• Remove and replace steering wheel; center/time supplemental restraint
system (SRS) coil (clock spring)
• Strand II a1-2,5,6,7
• D4-1,2
• E5-1,2,3
• Area A-4
• Strand X 2a-1,2,3 2b-1,2,3
• Strand I 1d4-2, 1c-2
• Areas A-4 and A-6
• Diagnose steering column noise, looseness and binding concerns (including tilt mechanisms); determine necessary action.
• Diagnose power steering gear (non-rack-and-pinion) binding, uneven
turning effort, looseness, hard steering, noise, and fluid leakage concerns;
determine necessary action.
• Diagnose power steering gear (rack-and-pinion) binding, uneven turning
effort, looseness, hard steering, noise, and fluid leakage concerns; determine necessary action
• Strand III a1-1,2,3
• B2 – 1,3
• Strand 1 1b-3
• Area A-4
• Strand III a1-1,2,3
• B2 – 1,3
• Strand 1 1b-3
• Area A-4
• Strand III a1-1,2,3
• B2 – 1,3
• Strand 1 1b-3
• Area A-4
Week 14 • Steering Systems Diagnosis and
Repair
• Inspect steering shaft universal joints, flexible couplings, collapsible
column, lock cylinder mechanism, and steering wheel; DNA ( determine
necessary action)
Week 15 • Steering Systems Diagnosis and
Repair
• Adjust manual or power non-rack worm bearing preload and sector lash
• Remove and replace manual or power rack-and pinion steering gear;
inspect mounting bushings and bracket
• Strand X 2a-1,2,3 2b-1,2,3
• Strand 1 1C-4,7
• Strand 1 1b-3
• Area A-4
Week 16 • Steering Systems Diagnosis and
Repair
• Inspect and replace manual or power rack-and pinion steering gear inner
tie-rod ends (sockets) and bellows boots.
Week 17 • Steering Systems Diagnosis and
Repair
• Flush, fill, and bleed power steering system.
• Diagnose power steering fluid leakage; DNA
• Strand III a1-1,2,3
• Strand 1 1b-3
• Area A-4
• Strand X 2a-1,2,3 2b-1,2,3 Strand III a11,2,3
• B2 – 1,3 Strand 1 1b-3
• Area A-4
Week 18 • Assessment
• TESTING WEEK
• Strand X 2a-1,2,3 2b-1,2,3 Strand III a11,2,3
• B2 – 1,3 Strand 1 1b-3
• Area A-4, A-5, and A-6
Week 18 • General Electrical/Electronic Systems
• Identify and interpret electrical/electronic system concerns: determine
necessary action.
• Strand 1 b-3,5,9,10
• Area A-6
Week
CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness)
Standards NMPED and Industry (ASE and
NATEF Areas A-1 to A-8)
Critical NM Standards
38
Semester 2 • Automotive 1 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 20 • General Electrical/Electronic
Systems
• Identify and interpret electrical/electronic system concerns: determine
necessary action.
• Locate and interpret vehicle and major component identification.
• Strand 1 1b-3, 1c-2,4,
• Strand III 1a-1,7,8
• Area A-6
Week 21 • General Electrical/Electronic
Systems
• Diagnose electrical/electronic integrity of series, parallel and series-parallel • Strand 1 1b-3, 1c-2,4,5
• Strand III 1a-1,3,4,7,8 1c-1,3
circuits using principles of electricity (Ohm’s Law)
• Area A-6
• Use wiring diagrams during diagnose of electrical circuit problems.
Week 22 • General Electrical/Electronic
Systems
• Demonstrate the proper use of a digital multimeter (DVM) during diagnosis • Strand 1 1b-3, 1c-2,4,5
• Strand III 1a-1,3,4,7,8 1c-1,3
of electrical circuit problems, including: source voltage, voltage drop, cur• Strand X b2
rent flow, and resistance.
• Area A-6
Week 23 • General Electrical/Electronic
Systems
• Locate shorts, grounds, open, and resistance problems in electrical/electronic circuits: determine necessary action.
• Measure and diagnose the causes of excessive parasitic draw, inspect
and test fusible links, circuit breakers, and fuses: determine necessary action.
Week 24 • Battery Diagnose and Service
• Remove and replace terminal end from connector: replace battery terminal • Strand 1 1a-1,2,
• Strand 2 1a-2,4,5
connectors.
• Strand 6 1a-1-9
• Perform battery state-of-charge test: determine necessary action.
• Area A-6
Week 25 • Battery Diagnose and Service
• Inspect, clean, fill, charge, and/or replace battery, battery cables, connectors, clamps, and hold-downs.
• Start a vehicle using jumper cables or an auxiliary power supply.
• Strand 1 1a-1,2,
• Strand 2 1a-2,4,5
• Strand 6 1a-1-9
• Area A-6
Week 26 • Starting System Diagnose and
Repair
• Operation of starting system
• Identify the major components of starting system
• Strand 1 1b-2,3,4,10
• Strand 2 1a-2,4,5
• Strand 3 1a-5 2a-2 2c-1,2
• Strand 6 1a-1-9
• Area A-6
Week 27 • Starting System Diagnose and
Repair
• Identify the major components of starting system
• Perform starter current draw tests: determine necessary action
• Voltage drop test
• Strand1 1a-2
• Strand2 1b-1, 1b-4
• Strand3 2a-1
• Area A-6
Week 28 • Charging system Diagnose and
Repair
• Identify the four main parts of the charging system
• Demonstrate generator action
• Strand 1 1c-2,4,5,6 1d-2,
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 1d-1,2,3,4 2a-1,2
• Strand 6 1a-1,5,6 1b-1,2 2a-2,3
• Strand 9 1a-1,7,8
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-6
39
• Strand 1 1b-3, 1c-2,3,4,5
• Strand III 1a-1,7,10 1c-1,3
• Strand IX 1a-1,3
• Strand X b2
• Area A-6
Semester 2 • Automotive 1 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 29 • Charging system Diagnose and
Repair
• Perform charging system output test
• Strand 1 1b-6 1c-5,6,7
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 2a-1,2
• Strand 6 1a-1,5,6 1b-1,2 2a-2,3 2b-1,2
• Strand 9 1a-1,7,8 1b-1,2
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-6
Week 30 • Engine Performance/Computerized controls
• Internal combustion engines
• Diagnose abnormal exhaust color odor and sound.
• Strand 1 1b-6 1c-5,6,7
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 2a-1,2
• Strand 6 1a-1,5,6 2a-2,3
• Strand 9 1a-1,7,8
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-8
Week 31 • Engine Performance/Computerized controls
• Diagnose engine mechanical, electrical, electronics, fuel, and ignition concerns.
• Strand 1 1b-6 1c-5,6,7
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 2a-1,2
• Strand 6 1a-1,5,6 2a-2,3
• Strand 9 1a-1,7,8
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-8
Week 32 • Engine Performance/Computerized controls
• Diagnosing the cooling and lubrication system.
• Strand 1 1b-6 1c-5,6,7
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 2a-1,2
• Strand 6 1a-1,5,6 2a-2,3
• Strand 9 1a-1,7,8
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-8
Week 33 • Engine Performance/Computerized controls
• Diagnose the cause of emissions or drivability concerns resulting from
malfunctions in the computerized engine control system with stored diagnostic trouble codes. OBDI, OBDII
• Strand 1 1b-6 1c-5,6,7
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 2a-1,2
• Strand 6 1a-1,5,6 1b-1,2 2a-2,3 2b-1,2
• Strand 9 1a-1,7,8 1b-1,2
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-8 and A-6
Week 34 • Ignition systems
• Inspect and test computerized engine control system sensors, power train
control module and actuators.
Week 35 • Review for final
• Test students written and or hands on
• Strand 1 1b-6 1c-5,6,7
• Strand 2 1a-4,5,6 2b-2,4
• Strand 3 1c-3 2a-1,2
• Strand 6 1a-1,5,6 2a-2,3
• Strand 9 1a-1,7,8
• Strand10 1a-3, 2a-2 2b-2,3
• Area A-6 and A-8
• Strand V E-5,6,7
• Area A-1 to A-8
40
Semester 2 • Automotive 1 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 36 • Final exam review
• Test students written and or hands on
• Strand V E-5,6,7
• Area A-1 to A-8
Week
CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness)
• Strand V E-5,6,7
• Area A-1 to A-8
Critical NM Standards
Additional Standards both NMPED and Industry could be used in many of the weeks and activities.
ASE and NATEF Areas are Listed as Areas (A-1 to A-8)
A-1 = Engine Repair, A-2 =Automatic Trans/Trans Axle, A-3 = Manual Drive Train and Axles, A-4 = Suspension and Steering,
A-5 = Brakes, A-6 = Electrical and Electronic Systems, A-7 = Heating and Air Conditioning, and A-8 = Engine Performance
41
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42
Essential Components
August – 1st week of September • Introduction/overview of the industry jobs • Safety introduction to class Shop
layout and map the layout of safety equipment • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• Students understand how to make effective decisions, use career information, and manage personal career plans
• Student understands occupational safety issues including the avoidance of physical and environmental hazards in the work
environment.
2. Essential Questions
Questions that lead students to Big
Ideas.
• Do students understand how to make career decisions in regards to the automotive field
• What should you consider when working with automotive equipment?
• What are the safe procedures and where are they located in an automotive shop?
3. Performance Standards
3.0
3.1
3.2
3.3
3.4
Career Planning and Management
Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers.
Understand the scope of career opportunities and know the requirements for education, training, and licensure.
Develop a career plan that is designed to reflect career interests, pathways, and postsecondary education.
Understand the role and function of professional organizations, industry associations, and organized labor in a productive
society.
3.5 Understand the past, present, and future trends that affect careers, such as technological developments and societal
trends, and the resulting need for life-long learning.
3.6 Know key strategies for self-promotion in the hiring process, such as job applications, résumé writing, interviewing skills,
and portfolio preparation.
STRAND I: OCCUPATIONAL SAFETY
1. Interprets technical information accurately (CLAS 3) and identifies and uses equipment and tools in the shop safely and
efficiently (ASE-WS-I 2, 4).
2. Identifies and demonstrates individual responsibility and personal traits of safe work habits (ASE-WS-I 2, 4).
3. Identifies personal protective equipment required in each shop (ASE-WP-I 2).
4. Interprets technical information (CLAS 4) to develop a list of environmental hazards and discusses ways of dealing with
health and safety concerns (ASE-WP-I 1, 3).
5. Identifies ways to effectively secure work areas (ASE-WP-I 4).
6. Accesses information electronically (CLAS 2) following shop rules and OSHA/EPA guidelines for personal safety
(ASE-WP-I 1, 2).
7. Uses technical information (CLAS 3) to follows manufacturer’s recommendations for equipment (ASE-WP-I 1, 2).
8. Follows shop rules and EPA guidelines for disposal and recycling of used oil, antifreeze, refrigerants, and wastes
(ASE-WP-I 1, 2).
9. Applies industry specific hazardous communications and material regulations to the workplace situation (CLAS 4)
(ASE-WP-I 1, 3).
10. Practices fire prevention and fire safety procedures (ASE-WP-I 1, 3).
11. Identifies and demonstrates responsible behavior related to safety issues (ASE-WP-I 6).
12. Understands health hazards related to work in the shop (ASE-WP-I 2, 3).
13. Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power
equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local,
state, and federal safety and environmental regulations (ASE/NATEF p 60).
4. Assessments
• Chapter 1 assessment
• Safety hands on evaluation
43
Essential Components
August – 1st week of September • Introduction/overview of the industry jobs • Safety introduction to class Shop layout
and map the layout of safety equipment • Curriculum Map
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
•
•
•
•
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
Research project and presentation on Automotive careers
Walk through and safety drills
Operate automotive shop equipment safely
Demonstrate the use of personal protective equipment
44
Essential Components
September – Mid October • Automotive Brake System • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
Students will understands and demonstrates knowledge and understanding of the basic automotive brake systems
2. Essential Questions
Questions that lead students to Big
Ideas.
• Do students understand the safety requirements for working with brakes?
• Do students apply knowledge of basic brake systems and their functions?
3. Performance Standards
STRAND II: Brakes
1. Operates and uses equipment in the shop safely and efficiently (ASE-WS-I2, 4).
2. Uses properly personal protective equipment required in each shop efficiently (ASE-WS-I1).
3. Accesses technical information (CLAS 2)to identify ways to effectively secure work areas efficiently (ASE-WS-5).
4. Follows shop rules and OSHA/EPA guidelines for personal safety efficiently (ASE-WS-I1).
5. Accurately interprets technical information (CLAS 3,4) and follows manufacturer’s recommendations for equipment
efficiently (ASE-WS-I1, 2).
6. Understands types of chemical reactions (CSS 7) and analyzes and develops shop rules and EPA guidelines for disposal
and recycling of used oil, antifreeze, refrigerants, and wastes efficiently (ASE-WS-I1, 2).
7. Uses technical data and information (CMS 3) to apply industry specific hazardous communications and material regulations
to the workplace situation efficiently (ASE-WS-I3).
8. Identifies and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
9. Identifies and demonstrates individual responsibility and personal traits of safe work habits (ASE-WS-I 2, 4).
10. Accesses electronic information (CLAS 2) to develop a list of environmental hazards and discusses ways of dealing with
health and safety concerns (ASE-WP-I 1, 3).
11. Identifies ways to effectively secure work areas (ASE-WP-I 4).
12. Accurately interprets technical information (CLAS 4) and follows manufacturer’s recommendations for equipment
(ASE-WP-I 1,2).
13. Responds to technical information (CLAS 1) and applies industry specific hazardous communications and material
regulations to the workplace situation (ASE-WP-I 1, 3).
14. Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power
equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local,
state, and federal safety and environmental regulations (ASE/NATEF, p 60).
e. Bleed the antilock brake system’s (ABS) front and rear hydraulic circuits.
f. Remove and install antilock brake system (ABS) electrical/electronic and hydraulic components.
g. Use a variety of measurement data (CMS 9) to test, diagnose and service ABS speed sensors, toothed ring (tone wheel),
and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO) (includes output signal, resistance,
shorts to voltage/ground, and frequency data).
h. Diagnose ABS braking concerns caused by vehicle modifications (tire size, curb height, final drive ratio, etc.).
i. Identify traction control/vehicle stability control system components
4. Assessments
• Create sections review test for each section on breaks
• Create Post test of the unit
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
45
Essential Components
September – Mid October • Automotive Brake System • Curriculum Map
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
46
Essential Components
End October- December • Steering and Suspension • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• The student demonstrates knowledge and understanding of basic automotive steering systems including: VAT, DMV,
• The student applies knowledge of basic suspension and steering systems and their functions.
2. Essential Questions
Questions that lead students to Big
Ideas.
• Can Students identify the safety concerns that apply to the automotive steering system
• Can the students identify the components of the steering system
• Can the students use the correct tools diagnose steering system casualties
3. Performance Standards
STRAND III: SUSPENSION AND STEERING
CONTENT STANDARD: DMM, CAN/BUS Ohmmeter, Hybrid (voltage), Conductor tester, Parasitic draw, Soldering
electrical wiring.
C. The student applies knowledge of basis suspension and steering systems and their functions.
1. Identifies the components and function of the suspension system.
2. Identifies the components and function of the steering system (thrust, shimmy, etc.).
3. Identifies and diagnoses tire wear patterns and determines necessary action.
4. General Suspension and Steering Systems Diagnosis (ASE/NATEF, pg 55):
a. Complete work order to include customer information, vehicle identifying information, customer concern, related service
history, cause, and correction.
b. Use data and technical information (CMS 3)to identify and interpret suspension and steering concern; determine necessary
action.
c. Access electronic information (CLAS 2) to research applicable vehicle and service information, such as suspension and
steering system operation, vehicle service history, service precautions, and technical service bulletins and accurately
interpret technical information (CLAS 3).
d. Locate and interpret vehicle service history, service precautions, and technical service bulletins (CLAS 2,4).
5. Steering Systems Diagnosis and Repair (ASE/NATEF, pgs 55, 56)
a. Remove and replace manual or power rack and pinion steering gear; inspect mounting bushings and brackets.
b. Determine proper power steering fluid type; inspect fluid level and condition.
c. Diagnose power steering fluid leakage using data and information (CMS 3); model real-world problem (CMS 4) to determine
necessary action.
d. Remove, inspect, replace, and adjust power steering pump belt.
6. Rear Suspension: Remove, inspect, and install coil springs and spring insulators. (ASE/NATEF, pg 57)
7. Miscellaneous Service (ASE/NATEF, pg 57):
a. Inspect, remove, and replace shock absorbers.
b. Remove, inspect, and service or replace front and rear wheel bearings.
8. Wheel and Tire Diagnosis and Repair (ASE/NATEF, pg 59)
a. Use data and technical information (CMS 3 CLAS 3) to diagnose tire wear patterns; determine necessary action.
b. Inspect tires; check and adjust air pressure.
c. Rotate tires according to manufacturer’s recommendations accessing specifications electronically (CLAS 2).
d. Measure wheel, tire, axle, and hub runout and understand the meaning of measurement data (CMS 9) and determine
necessary action.
e. Balance wheel and tire assembly (static and dynamic).
f. Dismount, inspect, and remount tire on wheel.
g. Reinstall wheel; torque lug nuts.
47
Essential Components
End October- December • Steering and Suspension • Curriculum Map
4. Assessments
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
48
Essential Components
January – February • Electrical/Electronic System • Electrical/Electronic Quiz and testing on all systems covered
Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
2. Essential Questions
Questions that lead students to Big
Ideas.
3. Performance Standards
STRAND IV: ELECTRICAL/ELECTRONIC SYSTEMS
D. The student applies knowledge of basic electrical/electronic systems and their functions.
1. Locates and identifies the battery and its function.
2. Locates and identifies the starting system and its function.
3. Locates and identifies the charging system and its function.
4. Locates and identifies the lighting system and its function.
5. Locates and identifies the accessory and safety systems and their functions.
6. General Electrical Systems Diagnosis (ASE/NATEF, pgs 64, 65, 66):
a. Complete work order to include customer information, vehicle identifying information, customer concern, related service
history, cause, and correction.
b. Understand basic concepts of electricity in an automotive system (CSS 1,3) and identify and interpret electrical/electronic
system concern; determine necessary action.
c. Use data and electronic information (CMS 3, CLAS 2) to research applicable vehicle and service information, such as
electrical/electronic system operation, vehicle service history, service precautions, and technical service bulletins.
d. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration
decals).
e. Check continuity and measure resistance in electrical/electronic circuits (CSS 2,3) and components using an ohmmeter;
determine necessary action.
f. Locate shorts, grounds, opens, and resistance problems in electrical/electronic circuits understanding how electrical energy
functions in automotive circuits (CSS 1,3); determine necessary action.
g. Measure and diagnose the cause(s) of excessive key-off battery drain (parasitic draw); use measurement data and
information (CMS 9) to determine necessary action.
h. Inspect and test switches, connectors, relays, solenoid solid state devices, and wires of electrical /electronic circuits
demonstrating principles of electrical conductivity (CSS 3); perform necessary action.
i. Remove and replace terminal end from connector.
j. Repair connectors and terminal ends.
k. Repair wiring harness (including CAN/BUS systems).
l. Perform solder repair of electrical wiring.
m. Understand how electricity is a form of energy and how the ability of energy to do useful work tends to decrease as the
energy is converted in an automotive system (CSS 3).
4. Assessments
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
49
Essential Components
January – February • Electrical/Electronic System • Electrical/Electronic Quiz and testing on all systems covered
Curriculum Map
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
Essential Components
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
March - May • Engine Performance/ Automotive Technology • Curriculum Map
2. Essential Questions
Questions that lead students to Big
Ideas.
3. Performance Standards
STRAND IV: ELECTRICAL/ELECTRONIC SYSTEMS
Battery Diagnosis and Service (ASE/NATEF, pg 66)
a. Perform battery capacity test (or conductance test) understand measurement data and accurately interpret information
(CMS 8 CLAS 4); confirm proper battery capacity for vehicle application; determine necessary action.
b. Understand electrical circuits in automotive technology (CSS 2) and maintain or restore electronic memory functions.
c. Inspect, clean, fill, and replace battery.
d. Perform slow/fast battery charge.
e. Inspect and clean battery cables, connectors, clamps, and hold-downs; repair or replace as needed.
f. Start a vehicle using jumper cables and a battery or auxiliary power supply.
8. Starting System Diagnosis and Repair (ASE/NATEF, pgs 66, 67)
a. Perform starter current draw tests; determine necessary action.
b. Perform starter circuit voltage drop tests; determine necessary action.
c. Understand the principles of electricity in a car battery and the chemical reactions that produce battery power (CSS 7).
9. Charging System Diagnosis and Repair (ASE/NATEF, pg 67)
a. Perform charging system output test; use data and information (CMS 3) to determine necessary action.
50
Essential Components
March - May • Engine Performance/ Automotive Technology • Curriculum Map
3. Performance Standards
b. Remove, inspect, and install A.C. generator (alternator) and understand principles of electrical motors in automotive
systems (CSS 2).
c. Perform charging circuit voltage drop tests; determine necessary action.
4. Assessments
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
51
Essential Components
March • Starting system Diagnose and repair • Charging system Diagnose and repair • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
2. Essential Questions
Questions that lead students to Big
Ideas.
3. Performance Standards
STRAND IV: ELECTRICAL/ELECTRONIC SYSTEMS
8. Starting System Diagnosis and Repair (ASE/NATEF, pgs 66, 67)
a. Perform starter current draw tests; determine necessary action.
b. Perform starter circuit voltage drop tests; determine necessary action.
c. Understand the principles of electricity in a car battery and the chemical reactions that produce battery power (CSS 7).
9. Charging System Diagnosis and Repair (ASE/NATEF, pg 67)
a. Perform charging system output test; use data and information (CMS 3) to determine necessary action.
b. Remove, inspect, and install A.C. generator (alternator) and understand principles of electrical motors in automotive
systems (CSS 2).
• c. Perform charging circuit voltage drop tests; determine necessary action.
4. Assessments
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
52
Essential Components
APRIL & MAY • Engine Performance/ Computerized control • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• The students demonstrate knowledge and understanding of basic engine performance and it’s connections to the automobile.
2. Essential Questions
Questions that lead students to Big
Ideas.
• How does a student demonstrate and understand how engine performance interconnects the major components of the automobile?
3. Performance Standards
1.
2.
3.
4.
4. Assessments
• Chapter tests; Labsheets; Quizzes, informative assessment, and performance projects.
Adjust valves on engines with mechanical or hydraulic lifters.
Remove and replace timing belt; verify correct camshaft timing.
Remove and replace thermostat and gasket/seal.
Inspect and test mechanical/electrical fans, fan clutch, fan shroud/ducting, air dams, and fan control devices; perform
necessary action.
5. Perform common fastener and thread repairs, to include: remove broken bolt, restore internal and external threads, and repair
internal threads with a threaded insert.
6. Perform engine oil and filter change.
7. Identify hybrid vehicle internal combustion engine service precautions.
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
Spark plug; compression test; camshaft; crankshaft; timing belt; thermostat; cooling fan; lifter; valve; induction system; exhaust
system; fuel system; injector, pressure regulator; fuel lines; fuel pump; fuel pressure test; noid light; cylinder balance test. Oil
pressure; oil pump
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
Spark plug; compression test; camshaft; crankshaft; timing belt; thermostat; cooling fan; lifter; valve; induction system; exhaust
system; fuel system; injector, pressure regulator; fuel lines; fuel pump; fuel pressure test; noid light; cylinder balance test. Oil
pressure; oil pump
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
53
Essential Components
May • Ignition system • Curriculum Map
1. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
• The students demonstrate knowledge and understanding of basic engine performance , Ignition System.
2. Essential Questions
Questions that lead students to Big
Ideas.
• How does students demonstrate knowledge and understanding of basic Ignition Systems and its connection to Engine
Performance?
3. Performance Standards
1. Diagnose ignition system related problems such as no-starting, hard starting, engine misfire, poor driveability, spark knock,
power loss, poor mileage, and emissions concerns; determine necessary action.
2. Inspect and test ignition primary and secondary circuit wiring and solid state components; test ignition coil(s); perform
necessary action.
3. Inspect and test crankshaft and camshaft position sensor(s); perform necessary action.
4. Inspect, test, and/or replace ignition control module, powertrain/engine control module; reprogram as necessary.
4. Assessments
• Chapter tests; Labsheets; Quizzes, informative assessment, and performance projects
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to understand
concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content
What students need to know (nouns)
Ignition coil, distributor, dwell angle, distributorless ignition; primary, seconday, module, spark line, duty cycle, camshaft position sensor, engine misfire; dieseling, pinging, preignition.
6. Skills
What students need to be able to do
(verbs)
7. Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
Spark plug; compression test; camshaft; crankshaft; timing belt; thermostat; cooling fan; lifter; valve; induction system; exhaust
system; fuel system; injector, pressure regulator; fuel lines; fuel pump; fuel pressure test; noid light; cylinder balance test. Oil
pressure; oil pump
See Textbook chapters for key terms
8. Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
8. Resources Links, Curriculum
Frameworks, Other Websites
Automotive excellence - TEXTBOOKS:
Automotive excellence volume 1
Automotive student workbook
Automotive application workbooks
Supplemental Text:
Modern Automotive technology
54
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55
Semester 1 • Automotive 2 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 1
• Course introduction/overview of
the industry jobs
• Preview course syllabus, parent permission forms, student supplies sheet
• Introduction to Safe shop practices
• Jobs in this career pathway
• Strand VI
F-1,2
• Area A-1 to A-8
Week 2
• Safety introduction to class
• Eye safety and rules for the shop
• Hazardous Materials
• Personal Protective Equipment
• Fire equipment and usage
• Strand I
• A-2,3,4,6,7,8
• A-9,10,11
• Strand IV
• F-1,2,4
• Areas A-1 to A-8
Week 3
• General Brake Systems Diagnosis • Build a map of all safety and first aid locations.
• Find the unsafe conditions in shop
• Shop clean up training and practice
• Safety Test and Review shop rules
• Strand I
• A-1,11
• Areas A-1 to A-8
Week 4
• Automotive Brake Systems
• Fabricate and/or install brake lines (double flare and ISO types) Replace
hoses, fittings, and supports and needed.
• Strand I
A-1, B-1
Strand VII
C-1,2,3,4,5,9
• Area A-5
Week 5
• Brake Systems continued
• Check vacuum supply (manifold or auxiliary pump) to vacuum-type power
booster. Check vacuum type booster
• Check parking brake cables and components for wear, rusting, binding,
and corrosion; clean, lubricate, or replace as needed.
Week 6
• Brake Systems continued
• Inspect, test, and/or replace metering (hold off), proportioning (balance),
pressure differential, and combination valves.
• Strand II
A-2,5,7, B-2
Strand IV B-1, Strand VII
C-1,2,6,7,9,11
• Area A-5
• Strand I
B-1,3,8 D-1
Strand II
A-1,2,4,5,6
• Area A-5
Week 7
• Brake System continued
• Bleed and Flush systems
Week 8
• Brake System continued
• Refinish rotor both on and off vehicle
Week 9
• Brake System Quiz’s and Testing
• Complete quiz’s and test on all brake systems covered
56
• Strand I
B-1,3,8
Strand II
A-1,2,4,5,6
• Area A-5
• Strand I
B-1,3,8, C-1,2,4
Strand II
A-1,2,4,6
Strand VI
A-1 to 9
• Area A-5
• Strand I
B-1,3 C-1,2,3,4
• Area A-5
Semester 1 • Automotive 2 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 10 • Steering and Suspension Systems • Review from Auto Tech 1 and component identification.
• Strand I B 3, 9
• Area A-4
Week 11 • Steering and Suspension Systems • Remove, inspect, replace and adjust power steering belt. Remove and
reinstall power steering pump. Remove and reinstall power steering pump
continued
pulley; check pulley and belt alignment.
• Strand II A-5, B-2
• Area A-4
Week 12 • Steering and Suspension System
continued
• Inspect and replace power steering hoses and fittings.
• Strand I B-1, D-1
Strand VI A-7, D-1
• Area A-4
Week 13 • Steering and Suspension System
continued
• Inspect and replace pitman arm, relay (centerlink/intermediate) rod, idler
arm and mountings, and steering linkage damper.
Week 14 • Steering and Suspension System
continued
• Diagnose short and long arm suspension system noises, body sway, and
uneven riding height concerns; determine necessary action.
• Strand I B-!, 3
Strand II 2, 4, 5
• Area A-4
• Strand I B-1
Strand II A-2,4,6
Strand VI A-7
• Area A-4
Week 15 • Steering and Suspension Systems • Diagnose strut suspension system noises, body sway, and uneven riding
height concerns; determine necessary action.
continued
• Strand I B-1
Strand IV F-2,4
• Area A-4
Week 16 • Steering and Suspension Systems • Remove, inspect, and install upper and lower ball joints. Remove, inspect,
and install steering knuckles.
continued
• Strand I B-1
Strand II A-5,6
Strand VI A-1 to 9
• Area A-4
• Strand I B-1
Strand II A-1,2
Strand X B-1 – 4
• Area A-4
Week 17 • Steering and Suspension Systems • Remove, inspect, and install short and long arm suspension system coil
springs and spring insulators.
continued
Week 18 • Steering and Suspension Systems • Complete quiz’s and testing on all Steering and Suspension Systems
covered.
Quiz’s and Testing
• Strand I B-1,3 C-1 to 4
• Area A-4
Week 19 • Electrical/Electronics
• Review from Auto Tech 1
• Strand I B-3,9
• Area A-1 to A-8
CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness)
Sandards – NMPED and ASE – NATEF = A-1
to 8
Critical NM Standards
57
Semester 2 • Automotive 2 • Scope and Sequence
Week
Course Topic
Week 20 • Electrical/Electronics continued
Week 21 • Electrical/Electronics continued
Week 22 • Electrical/Electronics continued
Week 23 • Electrical/Electronics continued
Week 24 • Electrical/Electronics Quiz’s and
Testing on all systems covered.
Suggested Activities:
Standards
• Strand III A-1 to 3
Strand I B-1
Strand X B-1 to 4
• Area A-6
• Inspect and test switches, connectors, relays, solenoid solid state devices, • Strand I B-1
and wires of electric/electronic circuits; perform necessary action.
Strand II A-1,2,5,6
Strand VI A-7
• Area A-6
• Measure and diagnose the causes of excessive parasitic draw; determine
necessary action.
• Remove and replace terminal end from connector; replace connectors and • Strand I B-1
terminal ends. Perform solder repair of electrical wiring.
Strand II A-1,2,5,6
Strand VI A-7
Strand X B-1 to 4
• Area A-6
• Strand I B-1
• Identify location of hybrid vehicle high voltage circuit disconnect (service
Strand III A-1 – 3
plug) location and safety procedures. Identify and describe tools
Strand VI A-7
associated with Hybrid Vehicle maintenance and repair.
• Area A-6
• Complete testing and quiz’s on all Electrical / Electronics items covered.
• Strand I B-1, 3, C – 1 to 4
• Area A-6
Week 25 • Engine Performance / Automotive • Diagnose the cause of unusual engine noise and/or vibration problems;
determine necessary action. Complete training work order to include
Technology
Customer information, V.I.N., concern and history.
• Strand I B-1
Strand II A-2,4,6
Strand VI A-7
Strand X B-1 to 4
• Area A-1
Week 26 • Engine Performance / Automotive • Inspect engine assembly for fuel, oil, coolant, and other leaks: determine
necessary action. Diagnose abnormal exhaust color, odor, and sound:
Technology
determine necessary action.
• Strand I B-1
Strand II A-2,4,6
Strand VI A-7
• Area A-1 and A-8
Week 27 • Engine Performance / Automotive • Perform cylinder power balance test; determine necessary action. Perform • Strand I B-1
Strand III A-6
cylinder leakage test; determine necessary action. Cylinder compression
Technology
• Area A-8
test.
Week 28 • Engine Performance / Automotive • Inspect and test ignition primary circuit wiring and solid state components;
perform necessary action.
Technology
• Strand III A-9
Strand II C-3
• Area A-6 and A-8
Week 29 • Engine Performance / Automotive • Inspect throttle body, air induction system, intake manifold and gaskets for
vacuum leaks and/or un-metered air. Check Idle speed.
Technology
• Strand III (2) A-3, C-3
• Area A-1 and A-8
Week 30 • Engine Performance / Automotive • Complete testing and quiz’s on all Engine Performance / Automotive
Technology systems covered
Technology Quiz’s and Testing on
all systems covered
• Strand I B-1,3
C-1, 4
• Area A-8
58
Semester 2 • Automotive 2 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 31 • Engine Performance / Automotive • Inspect the integrity of the exhaust manifold, exhaust pipes, muffler(s),
• Strand I B-1
catalytic converter(s), resonator(s), tail pipe(s), and heat shield(s); perform • Strand III C-2, A-1
Technology
necessary action.
• Area A-1 and A-8
Week 32 • Engine Performance / Automotive • Inspect and test and service all systems of the EGR including tube(s),
electrical, vacuum, filters, and hoses; perform necessary action.
Technology
• Strand I B-1
Strand II A-2
• Area A-1, A-6, and A-8
Week 33 • Engine Performance / Automotive • Diagnose emissions and drivability problems resulting from malfunctions
of the Air Injection system, EGR, exhaust, and EVAP systems.
Technology
• Strand I B-1
Strand II B-2, D-4, 1
• Area A-1 and A-8
Week 34 • Engine Performance / Automotive • Adjust valves on engines with mechanical and/or hydraulic lifters. Check
and/or inspect OHC HLA (hydraulic lash adjusters).
Technology
• Strand I B-1, 3, D-1
Strand II C-1,2
• Area A-1 and A-8
Week 35 • Engine Performance / Automotive • Inspect and test mechanical /electric fans, fan clutch, fan shroud / ducting, • Strand I B-1 C-3(2)
air dams, and fan control devices; perform necessary action. Verify engine • Area A-8 and A-6
Technology
operating temperature.
Week 36 • Engine Performance / Automotive • Final(s) Test(s) on ALL systems covered. May also cover end of year and
review testing of entire year if student was present for the full year.
Technology Final Testing and
Quiz’s on all systems covered.
• Strand I B-1,3 – C-1 to 4
• Area A-6 and A-8
Week
TOPIC
ACTIVITY
List of
Terms
Critical NM Standards
CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness)
NMPED Stds. And Industry ASE and NATEF
(A-1 to 8)
Semester
Additional Standards both NMPED and Industry could be used in many of the weeks and activities.
ASE and NATEF Areas are Listed as Areas (A-1 to A-8)
A-1 = Engine Repair, A-2 =Automatic Trans/Trans Axle, A-3 = Manual Drive Train and Axles, A-4 = Suspension and Steering,
A-5 = Brakes, A-6 = Electrical and Electronic Systems, A-7 = Heating and Air Conditioning, and A-8 = Engine Performance
59
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60
Essential Components
August • Automotive III • Curriculum Map
1. Performance Standards
Occupational Safety
A. The student identifies, selects, and uses correct safety rules in the shop.
1. Operates and uses equipment in the shop safely and efficiently (ASE-WS-I2, 4).
2. Uses properly personal protective equipment required in each shop efficiently (ASE-WS-I1).
3. Accesses technical information (CLAS 2)to identify ways to effectively secure work areas efficiently (ASE-WS-5).
4. Follows shop rules and OSHA/EPA guidelines for personal safety efficiently (ASE-WS-I1).
5. Accurately interprets technical information (CLAS 3,4) and follows manufacturer’s recommendations for equipment efficiently
(ASE-WS-I1, 2).
6. Understands types of chemical reactions (CSS 7) and analyzes and develops shop rules and EPA guidelines for disposal
and recycling of used oil, antifreeze, refrigerants, and wastes efficiently (ASE-WS-I1, 2).
7. Uses technical data and information (CMS 3) to apply industry specific hazardous communications and material regulations
to the workplace situation efficiently (ASE-WS-I3).
8. Identifies and uses equipment and tools in the shop safely and efficiently (ASE-WS-I 2, 4).
9. Identifies and demonstrates individual responsibility and personal traits of safe work habits (ASE-WS-I 2, 4).
10. Accesses electronic information (CLAS 2) to develop a list of environmental hazards and discusses ways of dealing with
health and safety concerns (ASE-WP-I 1, 3).
11. Identifies ways to effectively secure work areas (ASE-WP-I 4).
12. Accurately interprets technical information (CLAS 4) and follows manufacturer’s recommendations for equipment
(ASE-WP-I 1, 2).
13. Responds to technical information (CLAS 1) and applies industry specific hazardous communications and material
regulations to the workplace situation (ASE-WP-I 1, 3).
14. Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power
equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state,
and federal safety and environmental regulations (ASE/NATEF, p 60).
2. Essential Questions
Questions that lead students to Big
Ideas.
The student understands occupational safety issues including the avoidance of physical and environmental
hazards in the work environment for the automotive industry.
3. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
4. Content
What students need to know (nouns)
The student understands occupational safety issues including the avoidance of physical and environmental
hazards in the work environment.
Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
Vocabulary list to be assembled from the key terms section of the textbook.
Terms identified in the NATEF approved manuals, PPE (Personal Protection Equipment), Fire Extinguisher, Exit Route, Hazardous Material, Tool Safety, First Aid Kit, and Fire Blanket
61
Essential Components
August • Automotive III • Curriculum Map
5. Skills
What students need to be able to do
(verbs)
Know, describe, and use personal safety equipment or PPE (Personal Protection Equipment).
Know and describe how power equipment and tools are used.
Perform hand tool, power tool, and shop inspections.
Know how to locate MSDS sheets and their use, locate MSDS sheets, and use MSDS sheets.
Know how to identify hazardous materials.
Know how to identify hazardous situations and rectify them.
Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Create a Shop Safety Map and all safety related items.
Identify describe fire extinguishers, types and uses.
Describe and practice the use of a fire blanket.
Locate a shop chemical and locate the MSDS for that chemical.
Look up proper lift points for the assigned vehicle and make a diagram of them.
6. Assessments
Use walk-throughs and demonstrate safe use of equipment and tools.
Quizzes for the end of week on content covered.
Use safety tests approved by NATEF.
7. Resources Links, Curriculum
Frameworks, Other Websites
NATEF certified texts
CDX global online curriculum
Automotive websites and videos
62
Essential Components
September – October • Automotive III • Curriculum Map
1. Performance Standards
The student applies knowledge of basic electrical/electronic systems and their functions.
1. Understands the nature of electrical circuits in an automotive system (CSS 3) and identifies and interprets electrical/electronic
system concern and determines necessary action (ASE-VI-A1).
2. Diagnoses electrical/electronic integrity for series, parallel, and series parallel circuits using principals of electricity (Ohm’s
Law) (CSS 3) (ASE-VI-A4).
3. Maintains or restores electronic memory functions (ASE-VI-B3).
4. Uses a variety of technical measurement data and information (CMS 3,8) to perform starter circuit voltage drop tests and
determine necessary action ASE-VI-C2).
5. Diagnoses the cause of incorrect operation of warning devices and other driver information systems and determines necessary action (ASE-VI-F10).
6. Diagnoses and repairs born and wiper/washer (ASE-VI-G1).
7. Performs on-board diagnostics using electronic data and information (CLAS 2) (OBD 1 and OBD 2) (ASE-VI-B6).
8. General Electrical Systems Diagnosis: Use wiring diagrams during diagnosis of electrical circuit problems (CMS 3) (ASE/
NATEF, pg 64).
9. Battery Diagnosis and Service (ASE/NATEF, pg 66).
a. Identify high voltage circuits of electric or hybrid electric vehicle and related safety precautions.
b. Identify hybrid vehicle auxiliary (12v) battery service, repair and test procedures.
c. Understand types of chemical reactions and how they produce power in a car battery (CSS 7).
10. Lighting Systems Diagnosis and Repair (ASE/NATEF, pg 67).
a. Use technical data and information (CMS 3) to inspect and diagnose incorrect turn signal or hazard light operation;
perform necessary action.
b. Identify system voltage and safety precautions associated with high intensity discharge headlights.
11. Gauges, Warning Devices, and Driver Information Systems Diagnosis and Repair (ASE/NATEF, pgs 67, 68).
a. Accurately interpret technical information (CLAS 3,4) to inspect and test connectors, wires, and printed circuit boards of
gauge circuits; determine necessary action.
b. Diagnose the cause of incorrect operation of warning devices and other driver information systems; model problem (CMS4)
and determine necessary action.
c. Use a variety of measurement data (CMS9) to inspect and test sensors, connectors, and wires of electronic (digital)
instrument circuits; determine necessary action.
12. Horn and Wiper/Washer Diagnosis and Repair (ASE/NATEF, pgs 68):
a. Use technical data and information (CMS3) to diagnose incorrect wiper operation; diagnose wiper speed control and park
problems; perform necessary action.
b. Diagnose incorrect washer operation; generate a mathematical relationship (CMS 5) and perform necessary action.
13. Accessories Diagnosis and Repair (ASE/NATEF, pgs 68, 69).
a. Diagnose incorrect operation of motor-driven accessory circuits; determine necessary action.
b. Diagnose incorrect electric lock operation; determine necessary action.
c. Diagnose incorrect operation of cruise control systems; determine necessary action.
d. Use electronic information and data (CLAS 2) to diagnose supplemental restraint system (SRS) concerns; determine
necessary action. (Note: follow manufacturer’s safety procedures to prevent accidental deployment).
e. Diagnose radio static and weak, intermittent, or no radio reception; determine necessary action.
f. Diagnose body electronic system circuits using a scan tool (CMS 8); determine necessary action.
g. Check for module communication (including CAN/BUS systems) errors using a scan tool.
h. Diagnose the cause of false, intermittent, or no operation of anti-theft systems.
2. Essential Questions
Do students understand automotive electrical systems?
Questions that lead students to Big Ideas.
63
Essential Components
August • Automotive III • Curriculum Map
3. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
The student applies knowledge of basic electrical/electronic systems and their functions
4. Content
What students need to know (nouns)
Terms identified in the NATEF approved manuals
Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
Vocabulary list to be assembled from the key terms section of the textbook.
5. Skills
What students need to be able to do
(verbs)
Read electrical schematic diagrams.
Know how to use a DVOM / DMM (Digital Volt Ohm Meter / Digital Multi Meter.
Identify wiring (conductors) and connectors.
Maintain Electrical test equipment.
Identify basic electrical components.
Inspect and test electrical systems.
Learning Activities/Lesson Plans
(Essential
Experiences
or
Guided
Practices)
Complete electrical wiring diagram lab.
Test Electrical systems using DVOM and DMM.
Electrical connector identification and repair lab.
Check fuses in a DMM.
Test a automobile battery with a conductance type tester.
6. Assessments
Lab exercises
Use Ohm’s Law and calculate voltage, amperage and resistance
NATEF Worksheets
7. Resources Links, Curriculum
Frameworks, Other Websites
NATEF Manuals
Web sites
AllData Online
Mitchell On-Demand Online
64
Essential Components
October – November – December • Automotive III • Curriculum Map
1. Performance Standards
The student applies knowledge of basic suspension and steering systems and their functions.
1. Understand the relationship between forces and moving objects in automotive systems (CSS 4) and diagnose and repair
suspension and steering systems (ASE-IV-A1).
2. Accesses electronic information (CLAS 2) to research applicable vehicle and service information, such as suspension and
steering system operations, vehicle service history, service precautions, and technical service bulletins (ASE-IV-A2).
3. Understands measurement data (CMS 9) and tests and diagnoses components of electronically controlled steering sys
tems using a scan tool and determine necessary action (ASE-IV-B 19).
4. Tests and diagnoses components of electronically controlled suspension systems using a scan tool (CMS8,9)and
determine necessary action (ASE-IV-C3.4).
5. General Suspension and Steering Systems Diagnosis (ASE/NATEF, pg 55):
a. Complete work order to include customer information, vehicle identifying information, customer concern, related service
history, cause, and correction.
b. Identify and interpret suspension and steering concern; model problem (CMS 4) to determine necessary action.
c. Understand the relationship between forces and moving objects in an automotive system (CSS 4).
d. Access electronic information (CLAS 2) to research applicable vehicle and service information, such as suspension and
steering system operation, vehicle service history, service precautions, and technical service bulletins.
e. Access electronic information (CLAS 2) to locate and interpret vehicle service history, service precautions, and technical
service bulletins.
6. Steering Systems Diagnosis and Repair (ASE/NATEF, pgs 55, 56)
a. Disable and enable supplemental restraint systems (SRS).
b. Use technical data (CMS 3) and measurement (CMS 9) to diagnose power steering gear (non-rack and pinion) binding,
uneven turning effort, looseness, hard steering, noise, and fluid leakage concerns; determine necessary action.
c. Use various methods of data collection (CMS 8) to diagnose power steering gear (rack and pinion) binding, uneven
turning effort, looseness, hard steering, noise, and fluid leakage concerns; determine necessary action.
d. Understand the relationships between f. Use technical data and information (CLAS 4) to adjust manual or power non-rack
and pinion worm bearing preload and sector lash.
g. Remove and reinstall power steering pump pulley; check pulley and belt alignment.
h. Test and diagnose components of electronically controlled steering systems (CMS 3) using a scan tool; determine
necessary action.
i. Inspect and test non-hydraulic electric power assist steering.
j. Identify hybrid vehicle power steering system electrical circuits, service and safety precautions.
7. Front Suspension (ASE/NATEF, pg 57).
a. Remove, inspect, and install upper and lower control arms, bushings, shafts, and rebound bumpers.
b. Remove, inspect, and install short and long arm suspension system coil springs and spring insulators.
c. Remove, inspect, install, and adjust suspension system torsion bars; inspect mounts.
d. Accurately interpret a variety of technical data and information (CLAS 3,4) to service front suspension automotive systems.
8. Rear Suspension: Remove, inspect, and install leaf springs, leaf spring insulators (silencers), shackles, brackets, bushings,
and mounts. (ASE/NATEF, pg 57).
9. Wheel and Tire Diagnosis and Repair (ASE/NATEF, pg 59).
a. Dismount, inspect, and remount tire on wheel equipped with tire pressure sensor.
b. Use a variety of measurement data (CMS 9) to inspect, diagnose, and calibrate tire pressure monitoring systems. forces
and moving objects in an automotive system (CSS 4).
e. Inspect steering shaft universal-joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism, and steering
wheel; perform necessary action.
2. Essential Questions
How will The student apply knowledge of basic suspension and steering systems and their functions.
Questions that lead students to Big Ideas.
65
Essential Components
October – November – December • Automotive III • Curriculum Map
3. Big Ideas
Student answers to EQs that
lead them to the Big Ideas
The student applies knowledge of basic suspension and steering systems and their functions.
4. Content
What students need to know (nouns)
Bearings; axle; ball joint; control arm; bushings, coil springs; leaf springs; idler arm, drag link, pitman arm, lower control arm,
upper control arm, rack n pinion, recirculation ball steering gear, steering gear, power steering pump, steering column, tor-
Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
Vocabulary list to be assembled from the key terms section of the textbook.
5. Skills
What students need to be able to do
(verbs)
1. Disable and enable supplemental restraint system (SRS).
2. Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring).
3. Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determine necessary
action.
4. Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise
concerns; determine necessary action.
5. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise
concerns; determine necessary action.
3. Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determine necessary
acetermine necessary action.
5. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise
concerns; determine necessary action.
6. Assessments
End of chapter exercises.
NATEF Worksheets and tasks.
Chapter quizzes and questions
Lab Exercises.
7. Resources Links, Curriculum
Frameworks, Other Websites
NATEF Manuals
Web sites
AllData Online
Mitchell On-Demand Online
66
Essential Components
January, February, March • Automotive III • Curriculum Map
1. Performance Standards
The student applies knowledge of basic brake systems and their functions.
1. Understands the relationship between force and moving objects (CSS 4) and diagnoses and repairs brake systems
ASE-V-A1).
2. Inspects and tests hydro-boost system and accumulator for leaks and proper operation and determines necessary action
(ASEV-E4).
3. Identifies and inspects antilock brake system (ABS) components and models problems (CMS 4) to determine necessary
action (ASE-V-G1).
4. General Brake Systems Diagnosis (ASE/NATEF, pg 60)
a. Use a well-organized format (CLAS 5) to complete work order to include customer information, vehicle identifying
information, customer concern, related service history, cause, and correction.
b. Identify and interpret brake system concern; determine necessary action.
c. Access electronic information (CLAS 2) to research applicable vehicle and service information, such as brake system
operation, vehicle service history, service precautions, and technical service bulletins.
d. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, calibration
decals).
5. Hydraulic System Diagnosis and Repair (ASE/NATEF, pgs 60-61)
a. Inspect, test, and adjust height (load) sensing proportioning valve.
b. Inspect, test, and/or replace components of brake warning light system.
c. Understand the relationship between force and pressure in an automotive hydraulic system (CSS 5).
6. Disc Brake Diagnosis and Repair (ASE/NATEF, pgs 61, 62)
a. Disassemble and clean caliper assembly; inspect parts for wear, rust, scoring, and damage; replace seal, boot, and
damaged or worn parts.
b. Adjust calipers equipped with an integrated parking brake system.
c. Understand the relationship between forces and moving parts in an automotive system (CSS 4).
7. Miscellaneous (Wheel Bearings, Parking Brakes, Electrical, Etc.) Diagnosis and Repair (ASE/NATEF, pg 63)
a. Use technical data and measurement (CMS 3, 9) to check operation of parking brake indicator light system.
b. Remove and reinstall sealed wheel bearing assembly.
8. Antilock Brake and Traction Control Systems
a. Identify and inspect antilock brake system (ABS) components; determine necessary action.
b. Use technical data and measurement (CMS 3,9) to diagnose poor stopping, wheel lock-up, abnormal pedal feel or
pulsation, and noise concerns caused by the antilock brake system (ABS); determine necessary action.
c. Diagnose antilock brake system (ABS) electronic control(s) and components using self-diagnosis and/or recommended test
equipment; determine necessary action.
d. Relate concepts of force and pressure (CSS 5) and depressurize high-pressure components of the antilock brake system
The student understands and demonstrates knowledge and understanding of basic automotive systems.
e. Bleed the antilock brake system’s (ABS) front and rear hydraulic circuits.
f. Remove and install antilock brake system (ABS) electrical/electronic and hydraulic components.
g. Use a variety of measurement data (CMS 9) to test, diagnose and service ABS speed sensors, toothed ring (tone wheel),
and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO) (includes output signal, resistance,
shorts to voltage/ground, and frequency data).
h. Diagnose ABS braking concerns caused by vehicle modifications (tire size, curb height, final drive ratio, etc.).
i. Identify traction control/vehicle stability control system components.
2. Essential Questions
How does the student apply knowledge of basic brake systems and their functions?
Questions that lead students to Big Ideas.
67
Essential Components
January, February, March • Automotive III • Curriculum Map
3. Big Ideas
The student applies knowledge of basic brake systems and their functions.
Student answers to EQs that lead them to
the Big Ideas
4. Content
What students need to know (nouns)
Master cylinder, disc brakes, drum brakes, rotor, drum, wheel cylinder, backing plate, caliper, piston, seal, parking brake,
warning system, lathe, micrometer, inside micrometer, lateral runout, pulsation, pulling, dragging etc. see text.
Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
Vocabulary list to be assembled from the key terms section of the textbook.
5. Skills
What students need to be able to do
(verbs)
D.Disc Brake Diagnosis and Repair
1. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging or pulsation concerns; determine necessary action.
2. Remove caliper assembly; inspect for leaks and damage to caliper housing; determine necessary action.
3. Clean and inspect caliper mounting and slides/pins for operation, wear, and damage; determine necessary action.
4. Remove, inspect and replace pads and retaining hardware; determine necessary action.
5. Disassemble and clean caliper assembly; inspect parts for wear, rust, scoring, and damage; replace seal, boot, and dam
aged or worn parts.
6. Reassemble, lubricate, and reinstall caliper, pads, and related hardware; seat pads, and inspect for leaks.
7. Clean, inspect, and measure rotor thickness, lateral runout, and thickness variation; determine necessary action.
8. Remove and reinstall rotor.
9. Refinish rotor on vehicle; measure final rotor thickness.
10. Refinish rotor off vehicle; measure final rotor thickness.
11. Retract caliper piston on an integrated parking brake system.
12. Install wheel, torque lug nuts, and make final checks and adjustments.
13. Check brake pad wear indicator system operation; determine necessary action.
V. BRAKES
E. Power Assist Units Diagnosis and Repair
1. Test pedal free travel; check power assist operation.
2. Check vacuum supply to vacuum-type power booster.
3. Inspect the vacuum-type power booster unit for leaks; inspect the check valve for proper operation; determine necessary
action.
4. Inspect and test hydraulically assisted power brake system for leaks and proper operation; determine necessary action.
5. Measure and adjust master cylinder pushrod length.
V. BRAKES
F. Miscellaneous (Wheel Bearings, Parking Brakes, Electrical, Etc.) Diagnosis and Repair
1. Diagnose wheel bearing noises, wheel shimmy, and vibration concerns; determine necessary action.
2. Remove, clean, inspect, repack, and install wheel bearings and replace seals; install hub and adjust bearings.
3. Check parking brake cables and components for wear, binding, and corrosion; clean, lubricate, adjust or replace as
needed.
4. Check parking brake and indicator light system operation; determine necessary action.
5. Check operation of brake stop light system; determine necessary action.
6. Replace wheel bearing and race.
7. Inspect and replace wheel studs.
8. Remove and reinstall sealed wheel bearing assembly.
V. BRAKES
G. Electronic Brake, Traction and Stability Control Systems Diagnosis and Repair
1. Identify and inspect electronic brake control system components; determine necessary action.
68
Essential Components
January, February, March • Automotive III • Curriculum Map
5. Skills
What students need to be able to do
(verbs)
2. Diagnose poor stopping, wheel lock-up, abnormal pedal feel, unwanted application, and noise concerns associated with
the electronic brake control system ; determine necessary action.
3. Diagnose electronic brake control system electronic control(s) and components by retrieving diagnostic trouble codes,
and/or using recommended test equipment; determine necessary action.
4. Depressurize high-pressure components of the electronic brake control system.
6. Assessments
Lab exercises
End of section tests
NATEF Worksheets
7. Resources Links, Curriculum
Frameworks, Other Websites
NATEF Manuals
Web sites
AllData Online
Mitchell On-Demand Online
69
Essential Components
March, April, May • Automotive III • Curriculum Map
1. Performance Standards
The student applies knowledge of basic Engine Performance, their systems and their functions
ENGINE PERFORMANCE
For every task in Engine Performance the following safety requirement must be strictly enforced:
Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and
federal safety and environmental regulations.
All Standards apply to 2008 NATEF standards
VIII. ENGINE PERFORMANCE
A. General Engine Diagnosis
1. Complete work order to include customer information, vehicle identifying information, customer concern, related service
history, cause, and correction.
2. Identify and interpret engine performance concern; determine necessary action.
3. Research applicable vehicle and service information, such as engine management system operation, vehicle service
history, service precautions, and technical service bulletins.
4. Locate and interpret vehicle and major component identification numbers.
5. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action.
6. Diagnose abnormal engine noise or vibration concerns; determine necessary action.
7. Diagnose abnormal exhaust color, odor, and sound; determine necessary action.
8. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action.
9. Perform cylinder power balance test; determine necessary action.
10. Perform cylinder cranking and running compression tests; determine necessary action.
11. Perform cylinder leakage test; determine necessary action.
12. Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns; determine necessary action.
13. Prepare 4 or 5 gas analyzer; inspect and prepare vehicle for test, and obtain exhaust readings; interpret readings, and
determine necessary action.
14. Verify engine operating temperature; determine necessary action.
15. Perform cooling system pressure tests; check coolant condition; inspect and test radiator, pressure cap, coolant recovery
tank, and hoses; perform necessary action.
16. Verify correct camshaft timing.
VIII. ENGINE PERFORMANCE
B. Computerized Engine Controls Diagnosis and Repair
1. Retrieve and record diagnostic trouble codes, OBD monitor status, and freeze frame data; clear codes when applicable.
2. Diagnose the causes of emissions or driveability concerns with stored or active diagnostic trouble codes; obtain, graph, and
interpret scan tool data.
3. Diagnose emissions or driveability concerns without stored diagnostic trouble codes; determine necessary action.
4. Check for module communication (including CAN/BUS systems) errors using a scan tool.
5. Inspect and test computerized engine control system sensors, powertrain/engine control module (PCM/ECM), actuators,
and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO); perform necessary action.
6. Access and use service information to perform step-by-step diagnosis.
7. Diagnose driveability and emissions problems resulting from malfunctions of interrelated systems (cruise control, security
alarms, suspension controls, traction controls, A/C, automatic transmissions, non-OEM-installed accessories, or similar
systems); determine necessary action.
8. Perform active tests of actuators using a scan tool; determine necessary action.
9. Describe the importance of running all OBDII monitors for repair verification.
70
Essential Components
March, April, May • Automotive III • Curriculum Map
1. Performance Standards
VIII. ENGINE PERFORMANCE
C. Ignition System Diagnosis and Repair
1. Diagnose ignition system related problems such as no-starting, hard starting, engine misfire, poor driveability, spark knock,
power loss, poor mileage, and emissions concerns; determine necessary action.
2. Inspect and test ignition primary and secondary circuit wiring and solid state components; test ignition coil(s); perform
necessary action.
3. Inspect and test crankshaft and camshaft position sensor(s); perform necessary action.
4. Inspect, test, and/or replace ignition control module, powertrain/engine control module; reprogram as necessary.
VIII. ENGINE PERFORMANCE
D. Fuel, Air Induction, and Exhaust Systems Diagnosis and Repair
1. Diagnose hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, poor idle, flooding, hesitation, surging,
engine misfire, power loss, stalling, poor mileage, dieseling, and emissions problems; determine necessary action.
2. Check fuel for contaminants and quality; determine necessary action.
3. Inspect and test fuel pumps and pump control systems for pressure, regulation, and volume; perform necessary action.
4. Replace fuel filters.
5. Inspect throttle body, air induction system, intake manifold and gaskets for vacuum leaks and/or unmetered air.
6. Inspect and test fuel injectors.
7. Verify idle control operation.
8. Inspect the integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and
heat shield(s); perform necessary action.
9. Perform exhaust system back-pressure test; determine necessary action.
10. Test the operation of turbocharger/supercharger systems; determine necessary action.
VIII. ENGINE PERFORMANCE
E. Emissions Control Systems Diagnosis and Repair
1. Diagnose oil leaks, emissions, and driveability concerns caused by the positive crankcase ventilation (PCV) system;
determine necessary action.
2. Inspect, test and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices, and hoses; perform
necessary action.
3. Diagnose emissions and driveability concerns caused by the exhaust gas recirculation (EGR) system; determine
necessary action.
4. Inspect, test, service and replace components of the EGR system, including EGR tubing, exhaust passages,
vacuum/pressure controls, filters and hoses; perform necessary action.
5. Inspect and test electrical/electronic sensors, controls, and wiring of exhaust gas recirculation (EGR) systems; perform
necessary action.
6. Diagnose emissions and driveability concerns caused by the secondary air injection and catalytic converter systems;
determine necessary action.
7. Inspect and test mechanical components of secondary air injection systems; perform necessary action.
8. Inspect and test electrical/electronically-operated components and circuits of air injection systems; perform necessary
action.
9. Inspect and test catalytic converter efficiency.
10. Diagnose emissions and driveability concerns caused by the evaporative emissions control system; determine
necessary action.
11. Inspect and test components and hoses of the evaporative emissions control system; perform necessary action.
12. Interpret diagnostic trouble codes (DTCs) and scan tool data related to the emissions control systems; determine
necessary action.
71
Essential Components
March, April, May • Automotive III • Curriculum Map
1. Performance Standards
VIII. ENGINE PERFORMANCE
F. Engine Related Service
1. Adjust valves on engines with mechanical or hydraulic lifters.
2. Remove and replace timing belt; verify correct camshaft timing.
3. Remove and replace thermostat and gasket/seal.
4. Inspect and test mechanical/electrical fans, fan clutch, fan shroud/ducting, air dams, and fan control devices; perform
necessary action.
5. Perform common fastener and thread repairs, to include: remove broken bolt, restore internal and external threads, and
repair internal threads with a threaded insert.
6. Perform engine oil and filter change.
7. Identify hybrid vehicle internal combustion engine service precautions.
2. Essential Questions
How does the student apply basic knowledge of Engine Performance, their systems and their functions?
Questions that lead students to Big Ideas.
3. Big Ideas
The student applies knowledge of basic Engine Performance, their systems and their functions
Student answers to EQs that lead them to
the Big Ideas
4. Content
What students need to know (nouns)
** See NATEF task list for 2008 for Vocab.
Vocabulary List
(Words
students
need
to
know
to
understand
concepts)
5. Skills
What students need to be able to do
(verbs)
Vocabulary list to be assembled from the key terms section of the textbook.
1. Diagnose oil leaks, emissions, and driveability concerns caused by the positive crankcase ventilation (PCV) system;
determine necessary action.
2. Inspect, test and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices, and hoses;
perform necessary action.
3. Diagnose emissions and driveability concerns caused by the exhaust gas recirculation (EGR) system; determine
necessary action.
4. Inspect, test, service and replace components of the EGR system, including EGR tubing, exhaust passages, vacuum/
pressure controls, filters and hoses; perform necessary action.
5. Inspect and test electrical/electronic sensors, controls, and wiring of exhaust gas recirculation (EGR) systems; perform
necessary action.
6. Diagnose emissions and driveability concerns caused by the secondary air injection and catalytic converter systems;
determine necessary action.
7. Inspect and test mechanical components of secondary air injection systems; perform necessary action.
8. Inspect and test electrical/electronically-operated components and circuits of air injection systems; perform necessary
action.
9. Inspect and test catalytic converter efficiency.
10. Diagnose emissions and driveability concerns caused by the evaporative emissions control system; determine necessary
action.
11. Inspect and test components and hoses of the evaporative emissions control system; perform necessary action.
12. Interpret diagnostic trouble codes (DTCs) and scan tool data related to the emissions control systems; determine
necessary action.
72
Essential Components
January, February, March • Automotive III • Curriculum Map
5. Skills
What students need to be able to do
(verbs)
VIII. ENGINE PERFORMANCE
F. Engine 1. Diagnose hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, poor idle, flooding,
hesitation, surging, engine misfire, power loss, stalling, poor mileage, dieseling, and emissions problems; determine
necessary action.
2. Check fuel for contaminants and quality; determine necessary action.
3. Inspect and test fuel pumps and pump control systems for pressure, regulation, and volume; perform necessary action.
4. Replace fuel filters.
5. Inspect throttle body, air induction system, intake manifold and gaskets for vacuum leaks and/or unmetered air.
6. Inspect and test fuel injectors.
7. Verify idle control operation.
8. Inspect the integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s),
and heat shield(s); perform necessary action.
9. Perform exhaust system back-pressure test; determine necessary action.
10. Test the operation of turbocharger/supercharger systems; determine necessary action. Related Service
6. Assessments
Lab exercises
End of section tests
NATEF Worksheets
7. Resources Links, Curriculum
Frameworks, Other Websites
NATEF Manuals
Web sites
AllData Online
Mitchell On-Demand Online
73
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74
Semester 1 • Automotive 3 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 1
• Course introduction/overview of
the industry jobs
• Preview course syllabus, parent permission forms, student supplies sheet
• Introduction to Safe shop practices
• Jobs in this career pathway
• Strand VI
• F-1,2
• Area A-1 to A-8
Week 2
• Safety introduction to class
• Eye safety and rules for the shop
• Hazardous Materials
• Personal Protective Equipment
• Fire equipment and usage
• Strand I
• A-2,3,4,6,7,8
• A-9,10,11
Week 3
• Shop layout and map the layout of • Build a map of all safety and first aid locations.
• Find the unsafe conditions in shop
safety equipment
• Shop clean up training and practice
• Safety Test and Review shop rules
• Strand I
• A-1,11
• Areas A-1 to A-8
Week 4
• Shop layout and map the layout of • Complete work orders to include customer information, vehicle identify
information, customer concern, related service history, causes, and
safety equipment
correction.
• Strand 3
• Standard 1
• Benchmark 4
• Area A-6
Week 5
• Electrical Systems cont.
• check electrical circuits using fused jumper wires; determine necessary
action
• Strand 1
• Standard 1
• Benchmark 3, 4
• Area A-6
Week 6
• Electrical Systems cont.
• Identify high voltage circuits of electric or hybrid electric vehicle and related safety precautions
• Identify hybrid vehicle auxiliary 12v battery service, repair and test procedures.
• Strand 5
• Standard2
• Benchmark 2
• Strand 3
• Standard 1
• Area A-6
Week 7
• Electrical Systems cont.
• Inspect and test gauges and gauge sending units for cause of intermittent,
high, low, or no gauge readings, determine necessary actions.
• Inspect and test connectors, wires, and printed circuit boards of gauge
circuits; determine necessary action.
• Diagnose the cause of incorrect operation of warning devices and other
driver information systems; determine necessary actions.
• Inspect and test sensors, connectors, and wires of electronic instrument
circuits; determine necessary actions.
• Strand 3
• Standard 1
• Benchmark 1
• Strand 4
• Standard4
• Benchmark 3
• Area A-6
Week 8
• Electrical Systems cont.
• Diagnose incorrect wiper operation; diagnose wiper speed control and
park problems; perform necessary action.
• Diagnose incorrect washer operation, perform necessary action.
• Diagnose incorrect operation of motor driven accessory circuits ;determine
necessary action.
• Diagnose incorrect electric lock operation; determine necessary action.
• Strand 1
• Standard1
• Benchmark3
• Strand 3
• Standard 1
• Benchmark 4
• Area A-6
Week 9
• Electrical Systems cont.
• Diagnose incorrect operation of cruise control systems; determine
necessary action.
• Diagnose body electronic system circuits using a scan tool; determine
necessary action.
• Check for module communication including CAN \BUS systems errors
using a scan tool.
• Diagnose the cause of false, intermittent ,or no operation of anti-theft
system.
• Strand 2
• Standard 1
• Benchmark 4
• Strand 3
• Standard 1
• Benchmark 1
• Area A-6
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• Strand IV
• F-1,2,4
• Area A-1 to A-8
Semester 1 • Automotive 3 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 10 • Suspension and Steering Diagno- • Diagnose power steering gear (non rack and pinion) binding, uneven
turning effort ,looseness ,hard steering ,noises, and fluid leakage
sis
concerns; determine necessary actions.
• Diagnose power steering gear (rack and pinion) binding, uneven turning
effort, looseness, hard steering, and fluid leakage concerns; determine
necessary action.
• Adjust manual or power non rack and pinion worm bearing preload and
sector lash.
Week 11 • Suspension and Steering cont.
• Remove and reinstall power steering pump.
• Remove and reinstall power steering pump pulley ; check pulley and belt
alignment.
• Strand 3
• Standard 1
• Benchmark 1, 4
• Area A-4
• Strand 3
• Standard 1
• Benchmark 1
• Strand 10
• Standard 1
• Benchmark 1
• Area A-4
Week 12 • Suspension and Steering cont.
• Diagnose and adjust components of electronically controlled steering
systems using a scan tool; determine necessary action.
• Inspect and test non hydraulic electric power assist steering.
• Strand 3
• Standard 4
• Benchmark 1
• Strand 10
• Standard 1
• Benchmark 1
• Area A-4
Week 13 • Suspension and Steering cont.
• Identify hybrid vehicle power steering system electrical circuits, service
and safety precautions.
• Strand 5
• Standard 2
• Benchmark 2
• Area A-4
Week 14 • Suspension and Steering cont.
• Remove, inspect, and install upper and lower control arms, bushings,
shafts, and rebound bumpers.
• Remove, inspect, and install short and long arm suspension system coil
springs and spring insulators.
• Strand 3
• Standard 1
• Benchmark 1, 4
Strand 5
• Standard 2
• Benchmark 2
• Strand 10
• Standard 2
• Benchmark 2
• Area A-4
Week 15 • Suspension and Steering cont.
• Remove, inspect, install ,and adjust suspension system torsion bars;
inspect mounts
• Remove, inspect, and install stabilizer bar bushings ,brackets,
• Strand 3
• Standard 1
• Benchmark 1, 4
Strand 5
• Standard 2
• Benchmark 2
• Strand 10
• Standard 2
• Benchmark 2
• Area A-4
Week 16 • Suspension and Steering cont.
• Remove, inspect and install leaf springs, leaf spring insulators (silencers),
shackles, brackets, bushings, and mounts.
• Test and diagnose components of electronically controlled suspension
systems using a scan tool; determine necessary action.
• Strand 3
• Standard 1
• Benchmark 1
• Strand 2
• Standard 1
• Benchmark 4
• Area A-4
Week 17 • Suspension and Steering cont.
• Check front cradle (subframe) alignment; determine necessary action.
• Dismount, inspect, and remount tire on wheel equipped with tire pressure
sensor.
• Strand 3
• Standard 1
• Benchmark 1
• Strand 1
• Standard 1
• Benchmark 4
• Area A-4
Week 18 • Suspension and Steering cont.
• Inspect, diagnose, and calibrate tire pressure monitoring system.
• Strand 3
• Standard 4
• Benchmark 1
• Strand 10
• Standard 1
• Benchmark 1
• Area A-4
List of
Terms
CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness)
1st Semester
Critical NM Standards
76
Semester 2 • Automotive 3 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 19 • Automotive Brake Systems
• Hydraulic systems
• Intro to hydraulic components and their functions
• Inspect, test and/ or replace components of brake warning light system.
• Inspect test and adjust height (loud) sensing proportioning valve.
• Strand 3
• Standard 1
• Benchmark 1
• Strand 1
• Standard 1
• Benchmark 4
• Area A-5
Week 20 • Master cylinders
• Intro to primary and secondary master cylinder pistons and seals
• R&R; Bench bleed etc.
• Strand 3
• Standard 1
• Benchmark 1, 4
• Area A-5
Week 21 • Power Boosters; power master;
Hydroboost
• Inspect and test hydraulically and non-hydraulic assisted power brake
system for leaks and proper operation; determine necessary action
• Strand 3
• Standard 1
• Benchmark 4
• Area A-5
Week 22 • Brake lines fabrication
• Identify fittings; constructions and design
• Fabricate
• ISO and Double Flare designs
• Identify basic designs
• Identify major components and their operation
• Strand 3
• Standard 1
• Benchmark 1, 4
• Area A-5
• Strand 3
• Standard 1
• Benchmark 1,4
• Strand 1
• Standard 1
• Benchmark 4
• Area A-5
Week 24 • Disc Brakes
• Perform rotor runout
• Perform on-car brake lathe operation
• Perform off car disc lathe operation
• Strand 3
• Standard 1
• Benchmark 1,2,4
• Strand 10
• Standard 2
• Benchmark 2
• Area A-5
Week 25 • Parking Brakes
• Adjust calipers equipped with an integrated parking brake system.
• Check operation of parking brake indicator light system
• Standard 1
• Benchmark 3
• Area A-5
Week 26 • Antilock Brakes (ABS)
• Identify basic designs
• Identify major components and their operation
• Strand 3
• Standard 1
• Benchmark 1
• Strand 1
• Strand 3
• Standard 1
• Benchmark 1, 4
• Strand 3
Week 27 • Antilock Brakes (ABS)
• Diagnose poor stopping, wheel lock-up, abnormal pedal feel or pulsation;
and noise concerns caused by the antilock brake system(ABS) determine
necessary action
• Bleed the antilock brake systems (ABS) front and rear hydraulic circuits
• Strand 3
• Standard 1
• Benchmark 1, 4
• Strand 3
• Standard 2
• Benchmark 1
• Strand 10
• Standard 1
• Area A-5
Week 28 • Engine Performance
• Review internal combustion engine
• Strand 3
• Standard 1
• Benchmark 1,4
• Strand 10
• Standard 1
• Benchmark 1
• Strand 1
• Standard 1
• Benchmark 4
• Area A-8
• Strand 3
• Standard 1
• Benchmark 1,4
• Strand 10
• Standard 1
• Benchmark 1
• Area A-8
Week 23 • Disc Brakes
Week 29 • Engine Performance: subsystems • Fuel system; TBI and EFI identify, test, and diagnosis of
77
• Standard 2
• Benchmark 1
• Area A-5 & 6
Semester 2 • Automotive 3 • Scope and Sequence
Week
Course Topic
Suggested Activities:
Standards
Week 30 • Engine Performance: subsystems • Ignition system; distributor & distributorless identify, test, and diagnosis of
• Strand 3
• Standard 1
• Benchmark 1,4
• Strand 10
• Standard 1
• Benchmark 1
• Area A-8
Week 31 • Engine Performance: sensor Intro • Intro and operation of: O2 sensor, EGR, PCV, TPS; ECT,..etc.
• Strand 3
• Standard 1
• Benchmark 1, 4
• Strand 1
• Standard 1
• Benchmark 3, 4
• Strand 2
• Standard 1
• Benchmark 4
• Area A-8
Week 32 • Engine Performance: sensor diag- • O2 sensor, EGR, PCV, TPS; ECT, MAP, Mass Airflow..etc.
nosis
• Strand 3
• Standard 1
• Benchmark 1, 4
• Strand 1
• Standard 1
• Benchmark 3, 4
• Strand 2
• Standard 1
• Benchmark 4
• Area A-8
Week 33 • Emission Control intro
• Intro to O2, Co, Co2, HC, Nox
• Strand 3
• Standard 1
• Benchmark 1,4
• Strand 10
• Standard 1
• Benchmark 1
• Area A-8
Week 34 • Emission Control system Diagnosis
• Scanner operation and diagnosis of Gasses and Sensors
• Strand 3
• Standard 1
• Benchmark 1,4
• Strand 10
• Standard 1
• Benchmark 1
• Area A-8
Week 35 • Lab cleanup
• Shop cleanup and painting floors
• Strand 3
• Standard Strand 3
• Standard 1
• Benchmark 1, 4
• Strand 1
• Standard 1
• Benchmark 3, 4
• Strand 2
• Standard 1
• Benchmark 4
• Benchmark
• Area A-1 to A-8
Week 36 • Testing
• Final review and testing
• Strand 9
• Standard 1
• Benchmark 1
• Strand 6
• Standard 2
• Benchmark 2
• Area A-1 to A-8
List of
Terms
CMS (Math); CSS / NS(Science); CLAS (Language Arts); CR (Career
Readiness)
1st Semester
Critical NM Standards
Additional Standards both NMPED and Industry could be used in many of the weeks and activities.
ASE and NATEF Areas are Listed as Areas (A-1 to A-8)
A-1 = Engine Repair, A-2 =Automatic Trans/Trans Axle, A-3 = Manual Drive Train and Axles, A-4 = Suspension and Steering,
A-5 = Brakes, A-6 = Electrical and Electronic Systems, A-7 = Heating and Air Conditioning, and A-8 = Engine Performance
78