Automotive Technology - Prince Edward Island · Automotive Technology Electrical Systems (AUT801C) Course Description Today’s automobiles use electricity to operate many different

2010

Prince Edward Island Department of Education

and Early Childhood Development

P.O. Box 2000, Charlottetown

Prince Edward Island

Canada, C1A 7N8

Tel. (902) 368-4600

Fax. (902) 368-4622

http://www.gov.pe.ca/eecd/

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Automotive TechnologyElectrical Systems (AUT801C)Course Description Today’s automobiles use electricity to operate many different devices and systems. During this course students will develop a basic understanding of electrical principles, fundamentals of magnetism, and scientifi c principles related to vehicle electrical systems. Students will learn to service, test, and diagnose problems related to batteries; service and repair basic electrical circuits; and use electrical meters and scan tools to test and diagnose vehicle electrical systems.

SCO - Identifi es the Specifi c Curriculum Outcome (SCO)

Column 1SCO - DelineationsDescribes what the students are expected to know, be able to do, and value in order to achieve the SCO.The teacher is responsible for the planning and facilitation of learning as well as the assessment of each SCO - Delineation.

Column 2Student Knowledge, Abilities, and CompetenciesProvides clarity to the SCO by describing the knowledge, abilities, and competencies that the students develop. This column is designed to indicate the depth and breadth of the SCO. It is not necessary to use all of these suggestions or that all of the students be engaged in the same learning activity.

Column 3Teacher Lessons / DemonstrationsProvides suggestions for developing and delivering the content for student learning.

Student Activities / AssessmentsProvides suggestions for creating mean-ingful activities to allow the student to achieve the SCO.

Column 4ResourcesLists a variety of resources that support the teaching and learning related to the SCO. These resources are suggested to support the teacher in developing an effective instructional package for delivery to the students.

Classroom Component—Suggested time: 41 hours This component of the curriculum is required to teach the knowledge and skills associated with the learning outcomes of the curriculum.

Skill Development Component—Suggested time: 69 hours This component of the curriculum is required by the student to apply the knowledge and develop the skills related to the learning outcomes of the curriculum.

CAREER AND TECHNICAL EDUCATION CURRICULUM2

CURRICULUM OUTCOMES

Module 1: Electrical Fundamentals (~4 hours Classroom Component)

20. Students will be able to apply scientifi c principles to explain basic electrical theory.

Students will be expected to20.1 explain the physical qualities of insulators, conductors, and semi-conductors20.2 explain the physical qualities and units of measure for electromotive force, current, resistance, and power

Module 2: Electrical Circuits (~16 hours Classroom Component)

21. Students will be able to solve problems related to automotive electrical systems.

Students will be expected to21.1 recognize common electrical symbols used in the trade21.2 identify the three basic circuit types and their basic electrical properties21.3 identify and explain an open, short, and grounded circuit21.4 using Ohm’s law, calculate for any of its variables when two are known21.5 apply Ohm’s law to a circuit to calculate voltage, current, and resistance, as well as to determine the effects of circuit faults on a circuit21.6 calculate power and explain the implications of power requirements in circuit design21.7 perform voltage drop and circuit resistance measurements using a voltmeter21.8 perform parasitic drain and current draw tests using an ammeter21.9 measure electrical resistance using an ohmmeter

Module 3: Fundamentals of Magnetism (~4 hours Classroom Component)

22. Students will be able to apply scientifi c principles to explain the fundamentals of magnetism.

Students will be expected to22.1 explain magnetism and electromagnetism and their properties22.2 explain the construction and operation of electromagnetic coils22.3 explain how magnetism or electromagnetism can be used to - change electrical energy into mechanical energy - change mechanical energy into electrical energy

CURRICULUM OUTCOMES

CAREER AND TECHNICAL EDUCATION CURRICULUM 3

Module 4: Batteries (~6 hours Classroom Component)

23. Students will be able to service, test, and diagnose problems related to batteries. Students will be expected to23.1 explain the purpose, construction, operation, and ratings of batteries23.2 test and service batteries23.3 diagnose problems attributed to batteries23.4 perform battery charging and boosting operations

Module 5: Electrical System Diagnosis I (~9 hours Classroom Component)

24. Students will be able to test and repair simple electrical circuits.

Students will be expected to24.1 correctly use a voltmeter, ammeter, ohmmeter or test light to identify a shorted, open, and grounded circuit24.2 perform simple wire and connector repair24.3 demonstrate the ability to master the hazards associated with electrostatic discharge (ESD) and vehicle electronic systems

Module 6: Introduction to Scan Tools (~3 hours Classroom Component)

25. Students will be able to demonstrate a basic understanding of scan tools and their use.

Students will be expected to25.1 perform the basic functions of generic and OEM scan tools25.2 perform diagnostic and function tests on ABS and restraint systems


5CAREER AND TECHNICAL EDUCATION CURRICULUM

AUT801C - ELECTRICAL SYSTEMS

Electrical Fundamentals (~4 hours Classroom Component)

Introduction Electronic systems in today’s automobiles are becoming more and more complex. To understand how electrical circuits operate, an automotive service technician must fi rst understand the components of, and terminology associated with, the physical qualities and units of measure used in electrical circuits.

20. Students will be able to apply scientifi c principles to explain basic electrical theory.

Assessment

Strategies

Resources Alberta Module 090106a, Electrical Fundamentals ICDX GlobalStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to20.1 explain the physical qualities of insulators, conductors, and semconductors20.2 explain the physical qualities and units of measure for electromotive force, current, resistance, and power

Specifi c

Curriculum

Outcome

SCO - Delineations

Paper/PencilSelf/Peer-AssessmentsSkills PerformanceTeacher ObservationCareer Portfolio

SCO - Delineations Student Knowledge, Abilities, and Competencies

Students will be expected to

Electrical Fundamentals I (~4 hours Classroom Component) SCO 20. Students will be able to apply scientifi c principles to explain basic electrical theory.

AUT801C - ELECTRICAL SYSTEMS - MODULE 1


20.1 explain the physical qualities of insulators, conductors, and semiconductors

Topic: Theory• Describe the characteristics of the following: - elements - atoms - compounds - molecules

• Describe the characteristics of an atom: - electrons - protons - neutrons - ions - valance electrons

• Demonstrate an understanding of how an atom gains or loses an electron (becomes charged).

• Identify the properties and characteristics of each of the following: - conductors - semi-conductors - insulators

• Explain the process of electron fl ow or current.• Defi ne “hydrocarbons”.• Defi ne “relative dielectric constant”.• Identify conductor insulation used in vehicles.• Describe situations that may cause insulation failure.• Describe situations that may cause conductor failure.• Explain several methods that are used to protect insulators and conductors on automobiles.

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Teacher Lessons / Demonstrations Resources

CAREER AND TECHNICAL EDUCATION CURRICULUM



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Resources


Texts / Teacher ResourcesAlberta Module 090106aElectrical Fundamentals Ipp. 2-5

Cross-Curricular Reading Toolsp. 33

Software / DatabasesCDX Global

StudentsAchieve (SAS)AUT801C/Electrical Fundamentals

Student Activities / Assessments

Topic: Theory• Create overhead transparencies or a slideshow from images off the graphics CD to help explain the functions of various electrical components.

Literacy • Think Aloud: Students may fi nd the information in this ILM diffi cult to navigate. Using a Think Aloud will help the students understand how to read and interpret the information in the ILM.• Say Something: Students complete this activity in groups of two or three. Be sure to match up struggling readers with stronger readers.• Anticipation Guide: Use for pre-reading strategies to support the reading of various sections.

Literacy• Vocabulary Development: Complete a theory map similar to the example below for each electrical component covered in this section of the text.






20.2 explain the physical qualities and units of measure for electromotive force, current, resistance, and power

Topic: Units of Measure• Defi ne “voltage” (electromotive force, E).• Describe the following sources of electromotive force: - electrochemical - electromagnetic induction - thermoelectric - electrostatic - photoelectric - piezoelectric• Defi ne “resistance” (ohms, , R).• Defi ne “resistor”.• Describe the effect that the following factors have on resistance: - cross-sectional area - length - type of material - temperature• Describe positive and negative temperature and coeffi cient of resistance.• Defi ne “thermistor”.• Defi ne “current” (amps, A or I).• Defi ne “coulomb”.• Compare and contrast the conventional theory of current direction and the electron theory of current direction.• Describe the two types of current. - direct current (DC) - alternating current (AC)• Explain how current is controlled in an electrical circuit.• Describe various functions of electrical circuits on automobiles.• Defi ne “power” (watts, W).• Identify common failures related to - voltage - resistance - current.

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Texts / Teacher ResourcesAlberta Module 090106aElectrical Fundamentals Ipp. 10-21



Visuals / Handouts / TestsSelf-TestElectrical Fundamentalspp. 21-23

Topic: Units of Measure• CDX: Show the videos in the section “Sources of Electricity”.• Brainstorming: As a class, create web diagrams using the information covered in the ILM. You will need to develop separate web for voltage, resistance and current.

• Complete the brainstorming activity.• Use a DVOM to measure resistance, voltage, and current on simple circuits on a breadboard and/or shop vehicle.• Component ID: Identify major electrical components on a shop vehicle.

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Electrical Circuits (~16 hours Classroom Component)

Introduction To be able to recognize and diagnose electrical problems in automobiles, technicians must understand how electrical circuits are built and how they function. Technicians must also be able to recognize the effects that voltage, current, and resistance have on different types of circuits.

21. Students will be able to solve problems related to automotive electrical systems.

Assessment

Strategies

Resources Alberta Module 090106b, Electrical CircuitsCDX GlobalStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to21.1 recognize common electrical symbols used in the trade21.2 identify the three basic circuit types and their basic electrical properties21.3 identify and explain an open, short, and grounded circuit21.4 using Ohm’s law, calculate for any of its variables when two are known21.5 apply Ohm’s law to a circuit to calculate voltage, current, and resistance, as well as to determine the effects of circuit faults on a circuit21.6 calculate power and explain the implications of power requirements in circuit design21.7 perform voltage drop and circuit resistance measurements using a voltmeter21.8 perform parasitic drain and current draw tests using an ammeter21.9 measure electrical resistance using an ohmmeter

Specifi c

Curriculum

Outcome

SCO - Delineations




Electrical Circuits (~16 hours Classroom Component)SCO 21. Students will be able to solve problems related to automotive electrical systems.



21.1 recognize common electrical symbols used in the trade

21.2 identify the three basic circuit types and their basic electrical properties

21.3 identify and explain an open, short, and grounded circuit

Topic: Symbols• Interpret electrical symbols.

Topic: Types of Circuits• Explain the following types of circuits: - series - parallel - series-parallel• Compare and contrast the three types of circuits listed above.• Explain the term “grounded”.• Draw examples of all three types of circuits.• Describe the effect of resistance on each type of circuit.

Topic: Open, Short, Ground• Defi ne “open”, “short” and “grounded” circuits.• Identify circuit problems from circuit diagrams.• Draw simple circuits with open, short, or grounded faults.

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AUT 801C - ELECTRICAL SYSTEMS - MODULE 2



Texts / Teacher ResourcesAlberta Module 090106bElectrical Circuitspp. 2-10

PEI Department of Education and Early Childhood Development—Applied Mathematics (MAT801A)Chapter 3; sections 3.1-3.26

Physics—McGraw Hill Ryerson (PHY621A)Chapter 15, “Electrical Energy and Circuits”Chapter 16, “Magnets, Motors and Generators”

Software / Databases

CDX Global

StudentsAchieve (SAS)AUT801C/Electrical Circuits

Topic: Symbols• Create an overhead of the commonly used electrical symbols (p. 3).• Create fl ash cards of the symbols to help test student’s ability to recall and interpret the symbols.• Break the class into teams and organize an Electrical Symbol ID Game, where teams need to identify electrical symbols displayed on an overhead (teams can steal points when the other team does not correctly identify the symbol).

• Complete tasksheets identifying series and parallel circuits.

Literacy• Component Guide: Use as a during-reading strategy for types of circuits and open, short, and grounded circuits (see appendix B for Black Line Master).

Topic: Types of Circuits• CDX: Show the videos in the section “Circuits and Measurement” on series, parallel and series parallel circuits.• Create visuals (slideshow or overheads) of images from the ILM that explain the three types of circuits.

Topic: Open, Short, Ground• Create visuals (slide show or overheads) of images in the ILM that explain open, short, and grounded circuits.






21.4 using Ohm’s law, calculate for any of its variables when two are known

21.5 apply Ohm’s law to a circuit to calculate voltage, current, and resistance, as well as to determine the effects of circuit faults on a circuit

Topic: Ohm’s Law• Describe the three components of Ohm’s law: - voltage - resistance - current• Identify the symbols and units of measure used for each variable of Ohm’s law.• Transpose Ohm’s law to fi nd for any unknown variable.

Topic: Applying Ohm’s Law• Calculate the total resistance in a series, parallel, or series-parallel circuit.• Identify the total resistance, current, and voltage of various circuits.• Describe the effects of various circuit failures (open, short, grounded) on voltage, resistance, and current in each type of circuit (series, parallel, and series-parallel).

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Cross-Curricular Reading Toolsp. 33



Topic: Ohm’s LawCDX: Show video from CDX on Ohm’s law.• Create visuals (slideshow or overheads) from supporting graphics in the ILM.• Work through examples in the ILM with the class.Topic: Applying Ohm’s Law• Review open, short, and grounded circuits.• Provide students with a number of examples to work through where they will be required to calculate resistance, current, and voltage in simple circuits.• Organize small group demonstrations, taking readings from a shop vehicle and working through the application of Ohm’s law to fi nd unknowns.• Analyse and explain the diagrams on pp.13-27 of the “Electrical Circuits” ILM.Literacy• Think Aloud & Say Something: Use as during-reading strategies. Take time when doing the Think Aloud to refl ect on how it is you yourself make meaning when reading challenging trade-related text. Before assigning the Say Something, take time to model the strategy with a student or colleague and review the rules that will make for a successful Say Something. (It is a good idea to post these rules so everyone can see them and be reminded of them during the activity): - With your partner decide who will say something fi rst. - When you say something, do one or more of the following: make a prediction; ask a question, clarify something you had misunderstood, make a connection. - If you cannot do one or more of the above things, then you need to reread.• Rereading: Use as a during-reading strategy. “Rereading is probably the number one strategy independent readers use when something stumps them in a text. It’s probably the last strategy dependent readers use.” (Kylene Beers). Before asking students to reread a section of text, you must fi rst set the activity up for success: - Prove to students that rereading is valuable to their learning. You can model this while doing a Think Aloud where you model your thinking as you interpret the text. - Provide the students with specifi c tasks to complete while they reread a section. - Review the text as a group after everyone has reread it.Numeracy• Develop a 7-step math-enhanced lesson on Ohm’s law and working with equations and variables.• Develop a 7-step math enhanced lesson on calculating total resistance in circuits, and on working with reciprocal numbers, fractions, and addition.

• Build circuits on breadboard and check Ohm’s law.Numeracy• Complete a worksheet on Ohm’s law.• Calculate total resistance in circuits built on breadboards.






21.6 calculate power and explain the implications of power requirements in circuit design

21.7 perform voltage drop and circuit resistance measurements using a voltmeter

21.8 perform parasitic drain and current draw tests using an ammeter

21.9 measure electrical resistance using an ohmmeter

Topic: Power• Describe the three components used to determine power (watts): - voltage - current - watts• Identify the symbols and units of measure used for each variable above.• Transpose the formula for power to fi nd any unknown variable.• Describe the relationship between power, voltage, and current.• Explain the effects of power requirement as it relates to circuit design.

Topic: Voltage • Describe the characteristics of analog and digital multimeters.• Read analog and digital multimeters.• Defi ne “meter impedance”.• Explain the various inputs on a multimeter.• Use a multimeter to read source voltage, voltage drop, and unwanted current draws.

Topic: Amperage• Describe an ammeter.• Describe the use and function of a series ammeter.• Describe the use and function of an inductive ammeter.• Explain the process of performing a parasitic drain.• Perform a parasitic drain.

Topic: Resistance• Describe the function of an ohmmeter.• Describe how to connect an ohmmeter to a circuit.

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Physics—McGraw Hill Ryerson (PHY621A)Chapter 15, lectrical Energy and Circuits”Chapter 16, “Magnets, Motors and Generators”



Self-TestElectrical Circuitspp. 45-51

Topic: Power• CDX: Show CDX videos on electrical power and electrical measurements.

Topic: Voltage• CDX: Work through DVOM experiments under the “Circuits and Measurement” section.• Introduce students to the function and operation of a DVOM.• Demonstrate how to measure voltage on both breadboards and shop vehicles.

Topic: Amperage• Demonstrate how to perform a parasitic drain on both breadboards and shop vehicles.

Topic: Resistance• Demonstrate how to use an ohmmeter to detect circuit faults.


• Build/use training boards and DVOMs to measure voltage, resistance, and current.• Trace a circuit on a shop vehicle.• Troubleshoot electrical problems on training boards and/or a shop vehicle.





Fundamentals of Magnetism (~4 hours Classroom Component)

Introduction For an auto service technician to diagnose an automotive electrical system he/she must understand the basic principles of magnetism. Many electrical devices found on today’s automobiles operate on basic magnetic principles.

22. Students will be able to apply scientifi c principles to explain the fundamentals of magnetism.

Assessment

Strategies

Resources Alberta Module 090206c, Fundamentals of MagnetismCDX GlobalStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to22.1 explain magnetism and electromagnetism and their properties22.2 explain the construction and operation of electromagnetic coils22.3 explain how magnetism or electromagnetism can be used to - change electrical energy into mechanical energy - change mechanical energy into electrical energy

Specifi c

Curriculum

Outcome

SCO - Delineations


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Fundamentals of Magnetism (~4 hours Classroom Component)SCO 22. Students will be able to apply scientifi c principles to explain the fundamentals of magnetism.



22.1 explain magnetism and electromagnetism and their properties

Topic: Magnetism and Electromagnetism• Defi ne “magnetism”.• Identify the poles of a magnet.• Identify various types of magnets.• Defi ne “magnetic fi eld”.• Describe the properties of magnetic fi elds.• Describe the effect of two magnetic fi elds when they come in close proximity.• Defi ne “permeability”.• Defi ne “reluctance”.• Describe a permanent magnet.• Describe how a magnet can lose its magnetic strength.• Identify various methods of displaying current direction.• Defi ne “electromagnetism”.• Explain the right-hand rule for conductors.• Explain the function of a twisted pair of wires.

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Texts /Teacher ResourcesAlberta Module 090106cFundamentals of Magnetismpp. 2-12

Physics—McGraw Hill Ryerson (PHY621A)Chapter 15, “Electrical Energy and Circuits”Chapter 16, “Magnets, Motors, and Generators”


StudentsAchieve (SAS)AUT801C/Fundamentals of Magnetism

Topic: Magnetism and Electromagnetism• Display a number of different types of magnets.• Demonstrate how to fi nd north and south poles on a magnet.• Create a slideshow based on the content of the ILM.

Literacy• Anticipation Guide: Use as a pre-reading strategy to support the reading of various sections.• Think Aloud: Use as a during-reading strategy to help students understand how to read and interpret the information in the ILM.• Say Something: Use as a during-reading strategy (students should complete this activity in groups of two or three).

Literacy• Exploring Vocabulary: Use as a post-reading strategy to better understand new terminology.

List new words that are specifi c to topicMagnetism North Pole South Pole Magnetic Field Flux LinesPermeability Reluctance Attract Repel Electromagnetism

Right-Hand Rule for Conductors Permanent Magnet

Examine the new words. Which do you fi nd diffi cult to pronounce? Break them apart and write the parts below.

List other words you know that relate to the new words

Which of the new words is the most challenging to understand? Why?

Choose one word. Why do you need to know this word? How will it be useful?

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22.2 explain the construction and operation of electromagnetic coils

Topic: Electromagnetic Coils• Explain the following terms related to electromagnets: construction, “operation” and “polarity”.• Identify factors that contribute to the magnetic strength of an electromagnet.• Calculate magnetic strength.• Defi ne “induction”.• Describe factors that affect the amount of voltage induced in a conductor.• Describe the process of self-induction.• Describe methods of controlling or reducing the effects of self- induction.• Defi ne “mutual induction”.• Describe how voltage is induced by means of mutual induction.• Describe the benefi ts of mutual induction.• Apply the turns-ratio to calculate the voltage applied to a secondary winding.• Explain the effects the induced voltage has on the current in the secondary winding.• Describe the hazards of mutual induction.• Describe a method of controlling or reducing the effects of mutual induction.

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Texts / Teacher ResourcesAlberta Module 090106cFundamentals of Magnetismpp. 13-28




Topic: Electromagnetic Coils• Lead a discussion on converting from magnet energy to electrical energy.• CDX: Review information and video related to electromagnets in the “Electricity and Electronics” section.

Literacy• Anticipation Guide: Use as a pre-reading strategy for this section. See sample in SAS.

• Build a paper clip motor. See assignment in SAS.

Literacy• Vocabulary Development: Continue from previous work to include new terminology related to electromagnets.

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22.3 explain how magnetism or electromagnetism can be used to - change electrical energy into mechanical energy - change mechanical energy into electrical energy

Topic: Energy Conversion• Explain the construction, function, and operation of - relays - solenoids - electric motors - generators.

• Explain the importance of magnetism to each of the components listed above.

• List factors that determine the intensity of the voltage produced in a generator.

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Texts / Teacher ResourcesAlberta Module 090106cFundamentals of Magnetismpp. 29-35




Visuals / Handouts / TestsSelf-TestFundamentals of Magnetismpp. 36-37

Topic: Energy Conversion• Create visuals from the ILM to help explain the function and operation of electric motors.• Initiate a class discussion on the function and purpose of relays and solenoids. • Demonstrate by connecting two heater motors together the effects and functions of a motor and a generator.

CBL• Invite an auto service technician to speak with students about current advancements in the area of electronics, magnetism, and electromagnets in the trade.

• Complete a worksheet on electric motors (see SAS).• Label diagrams of a relay.

Literacy• Free Writing: Use as a pre-reading strategy. Write for 3 minutes on electromagnets.

Enrichment / Research Activities

• Complete a research paper on the history, function, and operation of the electric car.





Batteries (~6 hours Classroom Component)

Introduction The battery is the primary power supply for starting the engine and for a vehicle’s electrical system. Proper maintenance and handling of a vehicle’s battery is essential as incorrect use can cause serious injury to the user or damage to the vehicle.

23. Students will be able to service, test, and diagnose problems related to batteries.

Assessment

Strategies

Resources Alberta Module 090106d, BatteriesCDX GlobalStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to23.1 explain the purpose, construction, operation, and ratings of batteries23.2 test and service batteries23.3 diagnose problems attributed to batteries23.4 perform battery charging and boosting operations

Specifi c

Curriculum

Outcome

SCO - Delineations


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Batteries (~6 hours Classroom Component)SCO 23. Students will be able to service, test and diagnose problems related to batteries.



23.1 explain the purpose, construction, operation, and ratings of batteries

Topic: Purpose, Construction, and Operation• Explain the purpose of a battery.• Explain the construction of a battery and the function of the following components: - plate grids - positive plates - negative plates - plate separators - elements - electrolyte - battery case - cell• Explain the effects of connecting battery cells in series.• Explain the effects of connecting battery cells in parallel.• Describe the chemical reaction that occurs when a load is applied to a battery.• Describe the chemical reaction that occurs when a battery is recharging.• Describe the process of self-discharge.• Describe the effect that temperature has on battery performance.• Defi ne the following ratings: - reserve capacity rating (RC) - ampere hour rating (Ah) - cold cranking amps (CCA) - cranking amps (CA)

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Texts / Teacher ResourcesAlberta Module 090106dBatteriespp. 2-11


StudentsAchieve (SAS)AUT801C/Batteries

Topic: Purpose, Construction, and Operation• CDX: Show the videos related to batteries and do the knowledge checks and handout activities as a class.• Use a cutaway of a battery to demonstrate and describe the components of a battery.• Take apart a 12 volt battery to show the different cells.• Attach two car batteries in parallel and series. Measure and compare the effects on voltage.• Review the ratings of batteries.

• Label diagrams showing the construction of batteries.• Using diagrams, explain the operation (charging and discharge) of a battery.

Literacy• Vocabulary Development: Use as a during-reading strategy while reading the “Construction and Rating” section of the ILM.

Term / Component

Positive Plates

Visual Representation

Draw image here(could be muliple examples)

Defi nition / FunctionCoating a plate grid in lead peroxide (PbO

2) creates a

positive plate

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23.2 test and service batteries

23.3 diagnose problems attributed to batteries

23.4 perform battery charging and boosting operations

Topic: Test and Service• Demonstrate the ability to follow proper preparation procedures to be considered prior to servicing or testing a battery.• Demonstrate the ability to perform a visual inspection of a battery.• Describe how to remove the surface charge from a battery.• Perform an open-circuit voltage test.• Perform specifi c gravity tests.• Perform a high rate discharge test (load test).• Demonstrate the ability to perform proper servicing procedures.• List factors to consider when storing a battery.

Topic: Diagnosis• Diagnose and describe problems related to - self-discharge - the charging system - the starting system - the electrolyte - the state of charge - a failure to produce rated current.

Topic: Charging and Boosting• Explain precautions to take when charging or boosting batteries.• Compare and contrast the purpose and benefi ts of the following charging processes: - slow charge - fast charge - trickle charge• Determine when a battery is charged.• Describe how to prepare a battery to receive a boost.• Describe the dangers of boosting batteries.• Demonstrate the ability to follow the proper method of connecting booster cables, performing a boost, and disconnecting booster cables.

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Texts / Teacher ResourcesAlberta Module 090106dBatteriespp. 12-28


StudentsAchieve (SAS)AUT801C/Batteries

Visuals / Handouts / TestsSelf-TestBatteriespp. 29-31

Topic: Test and Service• Demonstrate how to safely and properly perform a visual inspection of a battery.• Demonstrate how to safely perform an open circuit voltage test and specifi c gravity tests.• Demonstrate how to safely perform a high rate discharge test.• Demonstrate proper service, storage and handling of batteries.

Topic: Diagnosis• Explain how to determine whether a battery needs to be charged.

Topic: Charging and Boosting• Demonstrate and explain the proper method and procedure for charging a battery.• Demonstrate and explain the proper method and procedure for boosting a battery.

Literacy• Anticipation Guide: Use as a pre-reading strategy when covering all three topics.

• Perform an open-circuit voltage test.• Perform specifi c gravity tests.• Perform a high rate discharge test (load test).• Boost a dead battery.

Literacy• Free Writing: Write for 3 minutes on an experience you have had with a malfunctioning battery.

CBL• Job Shadowing: Arrange to job-shadow an auto service technician who specializes in automotive electronics.





Electrical System Diagnosis I (~9 hours Classroom Component)

Introduction The ability to analyse a circuit and diagnose electrical failures in a vehicle is essential for today’s automotive technicians. Many traditional mechanical systems now have electronic components that can affect the function of the vehicle when they fail. The apprentice must be able to effectively and effi ciently diagnose these problems.

24. Students will be able to test and repair simple electrical circuits.

Assessment

Strategies

Resources Alberta Module 090106e, Electrical System Diagnosis ICDX GlobalStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to24.1 correctly use a voltmeter, ammeter, ohmmeter, or test light to identify shorted, open, and grounded circuits24.2 perform simple wire and connector repair24.3 demonstrate the ability to master the hazards associated with electrostatic discharge (ESD) and vehicle electronic systems

Specifi c

Curriculum

Outcome

SCO - Delineations


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Electrical System Diagnosis I (~9 hours Classroom Component) SCO 24. Students will be able to test and repair simple electrical circuits.



24.1 correctly use a voltmeter, ammeter, ohmmeter or test light to identify shorted, open, and grounded circuits

Topic: Testing• Identify a variety of different testing devices.• Describe front and back probing.• Describe possible damage that can be caused by piercing the insulation with a probing device.• Demonstrate the ability to trace a circuit with each of the following testing devices: - test lights - voltmeters - ohmmeters• Demonstrate the ability to test a high resistance circuit using a voltmeter.• Demonstrate the ability to test short circuits (short to ground circuits) using the following devices: - test lights - voltmeters - ohmmeters• Demonstrate the ability to troubleshoot an intermittent circuit.

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Texts / Teacher ResourcesAlberta Module 090106eElectrical System Diagnosis Ipp. 2-13



Topic: Testing• Demonstrate how to test simple circuits on shop vehicles, using front and back probing, test lights and DVOMs.• Demonstrate how to test and trace an open circuit.• Stage electrical problems on training boards or on shop vehicles.• CDX: Demonstrate and show video on electrical testing procedures.

• ALLDATA: Locate manufacturer’s specifi cations related to electrical wiring diagrams and repair of electrical components.• Diagnose and repair problems in electrical circuits on shop vehicles or training boards.• Trace open circuits on a shop vehicle.

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24.2 perform simple wire and connector repair

24.3 demonstrate the ability to master the hazards associated with electrostatic discharge (ESD) and vehicle electronic systems

Topic: Wire and Connector Repair• Demonstrate the proper method of opening a wiring harness.• Demonstrate the ability to perform proper soldering methods.• Identify problems related to improper soldering techniques.• Identify the two types of solder and explain which is used for electrical components: - rosin-core solder (used for electrical components) - acid-core solder• Identify different types of soldering tools.• Describe the function of a heat sink.• Describe the function of a desoldering bulb.• Demonstrate the ability to perform basic soldering.• Identify the size of a wire in both metric and AWG systems.• Demonstrate the ability to properly follow procedures for each of the following tasks: - stripping a wire - installing a splice clip - taping a splice clip - installing crimp and seal sleeves - repairing weatherproof connectors - removing a terminal from an insulator - repairing/replacing a terminal or seal - sealing conductors with heat shrink tubing - sealing conductors with electrical tape - sealing conductors with liquid electrical tape - protecting wires - repairing twisted cables

Topic: Electrostatic Discharge• Defi ne “electrostatic discharge”.• Describe how electrostatic charge is developed.• Describe effects that electrostatic discharge can have on electrical components.• Demonstrate and describe methods of preventing electrostatic discharge.

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Texts / Teacher ResourcesAlberta Module 090106eElectrical System Diagnois Ipp. 14-29



Visuals / Handouts / TestsSelf-Testpp. 30-33


Topic: Wire and Connector Repair• Demonstrate how to repair a wiring harness.• Demonstrate safe and proper soldering procedures.• Demonstrate how to safely and properly repair wires and connectors listed in the second column.• CDX: Show videos related to wire and connector procedures.

Topic: Electrostatic Discharge • Demonstrate safety precautions to follow related to electrostatic discharge.

• CDX: Complete tasksheets C300, C301, and C324.• Practise safe working habits when dealing with electronics to avoid electric shock or damage to electrical components.





Introduction to Scan Tools (~3 hours Classroom Component)

Introduction With today’s vehicles having more and more electronic or computer-controlled components, the apprentice must be able to properly access and interpret data from scan tools.

25. Students will be able to demonstrate a basic understanding of scan tools and their use.

Assessment

Strategies

Resources Alberta Module 090107a, Introduction to Scan ToolsCDX GlobalStudentsAchieve (http://sas.edu.pe.ca)

Students will be expected to25.1 perform the basic functions of generic and OEM scan tools25.2 perform diagnostic and function tests on ABS and restraint systems

Specifi c

Curriculum

Outcome

SCO - Delineations


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Introduction to Scan Tools (~3 hours Classroom Component) SCO 25. Students will be able to demonstrate a basic understanding of scan tools and their use.



25.1 perform the basic functions of generic and OEM scan tools

Topic: Scan Tool Functions• Demonstrate an understanding of scan tools.• Identify various types of scan tools: - generic - OEM• Identify various input and control features on different scan tools: - cursor keys - dials - thumb-wheel - action keys - soft keys• Describe the data link connector (DLC) on vehicles.• Locate the DLC on a vehicle.• Identify various cables, adapters and accessories for scan tools, and describe their functions.• Describe the data stream.• Demonstrate and describe the proper method of connecting a scan tool.• Demonstrate and describe how to navigate the menus of a scan tool.• Describe diagnostic fault codes (DTC).• Defi ne the following DTCs: - hard codes - soft codes - freeze frame• Describe how to erase DTCs.

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Teacher Lessons / Demonstration Resources




Texts / Teacher ResourcesAlberta Module 090107aIntroduction to Scan Toolspp. 2-18


StudentsAchieve (SAS)AUT801C/Anti-Lock Brakes


Topic: Scan Tool Functions• Create overhead transparencies or a slideshow of select images from the ILM graphisc CD. • Demonstrate a proper procedure for using the scan tool at your facility.

Literacy• Anticipation Guide: Use as a pre-reading strategy for this section of the ILM.

• Locate the data link connector of shop vehicles.• Properly hook up and navigate a scan tool.• Label a diagram of a DLC pin assignment.

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25.2 perform diagnostic and function tests on ABS and restraint systems

Topic: Diagnostic Tests• Demonstrate an understanding of the diagnostic approach.• Demonstrate the ability to locate service literature.• Demonstrate the ability to perform a diagnostic test on a passive restraint system.• Demonstrate the ability to perform a diagnostic test on an anti-lock brake system.

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Teacher Lessons / Demonstration Resources




Texts / Teacher ResourcesAlberta Module 0901057aIntroduction to Scan Toolspp. 19-33


StudentsAchieve (SAS)AUT801C/Introduction to Scan Tools


Topic: Diagnostic Tests• Demonstrate how to perform a diagnostic test on the ABS and restraint systems on a shop vehicle.

Literacy• Anticipation Guide: Use as a pre-reading strategy for this section of the ILM.

• Perform diagnostic and function tests on the ABS and restraint systems. • ALLDATA: Locate manufacturer’s specifi cations related to diagnostic and function tests.



Documents

Automotive Technology - Prince Edward Island · Automotive Technology Electrical Systems (AUT801C) Course Description Today’s automobiles use electricity to operate many different