Course Code: 310405

Learn to repair the latest makes and models of cats and trucks in the areas of brakes, electrical/electronics, steering/suspension, engine repair/performance, heating/air conditioning, manual drive train/axle, and automatic transmission/transaxle.

Automotive Technician I Syllabus

Letter Grade Percentage
Safety and Automotive Technology Orientation 75 Hours/ 25 Classes
Steering and Suspension Introduction 53 Hours/ 33 Classes
Brakes Introduction 53 Hours/ 33 Classes
Electrical/Electronics Introduction 115 Hours/ 33 Classes

Automotive Technician II Syllabus

Letter Grade Percentage
Safety and Automotive Technology Orientation 5 Hours/ 5 Classes
Advanced Brakes 53 Hours/ 13 Classes
Advanced Steering and Suspension 53 Hours/ 13 Classes
Advanced Electrical/Electronics 115 Hours/ 55 Classes
Introduction Engine Performance 25 Hours/ 8 Classes

Possible Work Based Learning with AYES Internship

Automotive Technician III Syllabus

Letter Grade Percentage
Safety and Automotive Technology Orientation 5 Hours/ 5 Classes
Advanced Engine Performance 53 Hours/ 13 Classes
Heating and Air Conditioning 53 Hours/ 13 Classes
Basic Engine Repair 115 Hours/ 55 Classes

Possible Work Based Learning with AYES Internship

Automotive Technician IV Syllabus

Automotive IV is Work-based learning with an AYES Internship

Gary Weese

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  • (318) 636-5150
  • glweese@caddoschools.org

Daryl Oliver

CTTIE I Teaching Certificate
17 Years Experience Automotive Technician
ASE Certified for 25 Years
Master Technician
Advisor
L1
Light Duty Experience
Honda Platinum Level (1) Year
Honda Gold Level (15) Years
Service Manager (15) Years
Honda 1996 Top Tech Troubleshooting Contest Winner
Comp

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  • (318) 636-5150
  • doliver@caddoschools.org

Thomas Evans

Ford Electronic Engine Control Specialist
Saturn Certified Technician
Subaru Master Technician
Hyundai Expert Level Technician
ASE Master Technician
ASE Collision (B5)
SP2 Haz-Mat
CTTIE II Teaching Certificate
27 Years Experience as an Automotive Technician
LACTE New Instructor of the Yea

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  • (318) 636-5150
  • teevans@caddoschools.org

1. Course Description

The purpose of this course is to prepare students in their sophomore, junior and/or senior year of high school for careers in the automotive industry and to prepare them for further training in the field. We follow ASE (Automotive Service Excellence) standards for industry certification. AYES (Automotive Youth Education System) connects students meeting the rigorous industry standards to career paths with local automotive dealers. The Automotive Technician course is a competency-based program which means there are a number of tasks that have to be completed before you can finish the program. Topics to be covered in the course will include shop and safety procedures with proper use tools and equipment; an overview of career opportunities and complete information on the AYES program; general electrical system diagnosis and repair; hydraulic system diagnosis and repair; steering and suspension systems diagnosis and repair; general engine diagnosis and repair; testing and evaluation of all areas covered. There will also be an overview of heating/air condition; engine components with removal and re installation; transmission systems; service information and environmental notes and how to use them. This is a three year course with either a morning or an afternoon class. Students enroll for two credits earned through one class. Students that return for their second year may participate in our Work-Based Learning Program. The Work-Based Learning Program allows a student meeting criteria to work for pay at a dealership or independent shop for four days and return to school for further training on the fifth if the schedule permits.

Prerequisites for this course: a student should have a good basic understanding of math skills; solid English language arts skills, and a good understanding of science. Students must be able to comprehend what is read in the automotive manual and with online factory information. The student will be asked to take a mechanical ability test to determine mechanical skills.

Course requirements include:

A lab fee of $25.00, to cover the cost of consumables and SkillsUSA membership, as well as coveralls and closed toe shoes necessary to complete tasks in the lab.

2. Instructional Philosophy

Students will be expected to meet allof the course goals listed below and be able to demonstrate their understanding of the underlying concepts. The instruction will be split between laboratory time and lecture/demonstration time depending on the unit being taught. The course requires extensive student research and completion of hands-on tasks. Students will work independently and in teams which will train them to plan, construct and trouble-shoot a variety of repair projects. Assignments will require students to draw upon academic skills in mathematics, science and language arts. The same assignments will require students to use their mechanical abilities and diagnostic skills.

Student assessment may include group work, individual completion of project journals and portfolios, project presentations, written reports, and tests of students’ mechanical knowledge of repair procedures.

Students will be expected to confer with industry representatives from the community to obtain information for some course assignments. If necessary, students will be given more than one opportunity to complete assignments to meet course standards. To help meet this requirement, students will learn to evaluate their own progress and make adjustments as needed throughout the course.

Students will be expected to do Home Learning which is out-of-class tasks assigned to extend the classroom learning of each student. It is any assignment planned or approved by the teacher to be completed by the student outside of the regular classroom.

Home learning supports the career program and is designed to be relevant and worthwhile. Useful home learning assignments may include:

  • Researching
  • Preparing for industry certification exams
  • Mastering key academic skills
  • Applying technical skills
  • Developing career focus
  • Interactive assignments shared with parent/guardian/other

There is strong evidence that students who complete appropriate home learning assignments will demonstrate significant improvement in academic achievement. Therefore, students have a responsibility to develop the discipline and study skills necessary to complete home learning on a regular basis. Students must:

  • Complete set work in a reasonable and realistic time frame
  • Complete assignments and tasks by the due date. Negotiate with the teacher before the due date if illness or another reason causes a student to get behind in work due. Negotiate with the teacher or develop a time line to catch up on work missed through short term absence.
  • Have a system for recording home learning assignments
  • Have a clear understanding of the home learning assignments before leaving school
  • Have the books and materials necessary to complete the assigned home learning
  • Allocate an appropriate amount of time daily for the completion of home learning
  • Turn in home learning assignments when requested

3. Course Goals

Students will learn how to complete the following tasks according to the time line for first, second and third year contact hours:

A. Comply with occupational health and safety practices

B. Use communication skills

C. Identify and use the proper tools for the operation performed

D. Identify and use heavy equipment associated with automotive repair

E. Identify powertrain configurations and complete vehicle maintenance and preparation

F. Complete battery diagnosis and service

G. Determine general electrical system diagnosis

H. Diagnose lighting systems and repair

I. Diagnose charging system and repair

J. Diagnose starting system and repair

K. Diagnose and repair hydraulic systems

L. Analyze and repair drum brakes

M. Analyze and repair disc brakes

N. Diagnose power assist units and repair

O. Inspect and repair steering systems

P. Inspect and repair suspension systems

Q. Diagnose wheel alignment, adjustment, and repair

R. Repair wheels and tires

S. Interpret and verify general engine problems

T. Diagnose computerized engine controls and repair

U. Diagnose and repair ignition systems

V. Diagnose a/c and heating systems and repair

W. Recognize engine parts and their functions, remove and replace the engine

X. Recognize automatic and standard transmissions and complete basic repairs

4. Instructional Delivery Plan

Introduction to project construction:

Students are given an exciting overview of the automotive technology field at the beginning of the course. They discuss different areas of the field that could be studied and used for a career. They are advised about salaries, benefits and training opportunities. They are also introduced to the AYES program, which is a national dealer training program. This is accomplished by discussions, videos, professional speakers and field trips. The teacher outlines class operational procedures, course of study, course objectives, course projects, grading criteria and expectations for student performance, and special opportunities for each student through the course syllabus. This is intended to advise them of the standards they will be expected to meet in order to pass the course and achieve the best possible grade.

Students are given visual, verbal, and written instructions for each project they encounter. The teacher discusses and demonstrates each project through the use of student samples, demonstrations, handouts and class discussions. These projects are designed to accommodate students with no prior knowledge and/or skills as well as those with accelerated knowledge and skills. Each project takes the student step by step to completion. Group projects are designed to allow each student to complete each step and learn all the academic and technical information for that step.

Class operation:

The course of study allows for maximum individual student development. In the classroom, they study theory and discuss group and individual direction using videos and demonstration with Internet interaction. Much of our information is downloaded from the Internet from manufacturer and AYES sites. In the shop, each student will get a chance to hone his/her skills using the parameters set by the teacher. Students are given one-on-one guidance by the teacher on each project they attempt. Accelerated students are sometimes paired with students having difficulty in order to aid them in overcoming any problems they might have and to develop the accelerated students’ technical communication skills.

Students learn to strive towards greater thinking skills during projects requiring creative visual-verbal skills. After completion of the project, the students will present their results to the rest of the class for evaluation and feedback. This also helps the students acquire the skills needed to give and take criticism and to evaluate business concerns.

Make-up work

In the event that a student misses a class, the instructor will work out with the student a time line for them to complete the make-up class assignments.  The time allowed usually will not be more than five class periods.  Thursday of every week has been determined as the day when instructors should allow time before and after school to make up missed work.  The student is responsible for letting the instructor know when they will make up the missed work.

Monitoring, Evaluating and Grading Performance:

The teacher observes each students progress throughout the assigned projects, watching for development of fundamental skills and overseeing progress taking the student towards the use of higher and more intricate skills. The teacher uses testing to be assured of each student’s progress using a combination of written and/or hands-on assessments. The evaluation system used to measure the students progress is clearly stated in this syllabus. The students’ grade comes primarily from completion of the tasks assigned, along with career portfolio presentations at various intervals during the year.

Student Evaluation

Evalation Criteria Evaluation Method Percent of Grade
Daily Participation Attendance, daily grades for class behavior, attitude and participation in class, home learning assignments 20%
Shop work, performance team skills Competency in skills, quality of finished jobs, safety skills 25%
Written Exams Tests on technical knowledge, safety, reading and completing essays 25%
Mid-term Exam Testing for comprehensive knowledge and application
of knowledge for areas taught the first semester.
15%
Final Exam Overall performance with technical and related academics with application to a project or problem. Testing for areas taught throughout the course. 15%
Grade Performance Standard
A

Independent Learner
Did research, designed and planned; applied academic skills and vocational skills; evaluated work and made adjustments; did quality work; needed little help from the teacher; sought and found resources independently; demonstrated knowledge with a grade of 93% or higher; produced a quality career portfolio.

B

Semi-independent Learner
Did research, designed and planned; needed some teacher help; did quality work with flaws but redid work to meet higher standards; demonstrated marginal knowledge and skills with a grade of 85% or higher, showed above average knowledge of basic skills and concepts; showed good
work habits and completed a good career portfolio.

C

Semi-dependent Learner

Needed help to research, design and plan, or had to be given a plan; relied a great deal on the teacher or other students for information or help on projects; had to go over basic skills and procedures to complete work; final work met 75% or higher and produced an average career portfolio.

D

Dependent Learner
Needed a great deal of help from the teacher and relied heavily on other students; rarely produced a quality product; final product still did not meet 67% or higher and failed to show understanding of basic concepts; produced a poor career portfolio.

F

Failure
Did not complete projects; showed such low quality work that they did not pass standards; failed to show understanding of basic skills and scored 66% or lesson knowledge tests and skills; produced a poor career portfolio or none at all.

Automotive Technician I will cover these areas of learning during first year:

Safety and Automotive Technology Orientation               50 Hours/ 25 Classes

Maintenance and Service Concepts and Application         40 Hours/ 20 Classes

Automatic Transmissions Introduction                           10 Hours/  5 Classes

Manual Transmission Introduction                                10 Hours/  5 Classes

Steering and Suspension Diagnosis and Repair                  80 Hours/ 40 Classes

Brakes Diagnosis and Repair                                           80 Hours/ 40 Classes

Electrical/Electronics Introduction                                   70 Hours/ 35 Classes

Employability and Work Ethics                                     20 Hours/ 20 Classes

Automotive Technician II will cover these areas of learning during second year:

Safety and Automotive Technology Orientation               20 Hours/ 10 Classes

Hybrid Vehicle Safety and Service                                   20 Hours/ 10 Classes

Heating and Air Conditioning                                         40 Hours/ 20 Classes

Advanced Electrical/Electronics                                    100 Hours/ 50 Classes

Engine Performance                                                      100 Hours/ 50 Classes

Introduction to Engine Repair                                       60 Hours/ 30 Classes

Employability and Work Ethic Skills                              20 Hours/ 10 Classes

 

Possible Work Based Learning with AYES Internship

Automotive Technician III will be Work Based Learning with an AYES Internship.

***Training and NATEF Tasks covered during the course may be modified by input from the AYES Business and Education Council as they see the need for different or additional training to meet the current career needs for successful employment in the automotive field.

Bottoms, Gene, David Pucel and Ione Phillips. Designing Challenging Vocational Courses: A Guide to Preparing a Syllabus. Atlanta: Southern Regional Educational Board, Publication Orders Department, 1997. Print.