Technology; Mr. Peters

TTA3C curriculum 2009 revised; edited by G. Peters

2011-09-11T17:43:00.000-07:00

TTA3C
A. VEHICLE OWNERSHIP FUNDAMENTALS
Vehicle Selection; identify, describe
Vehicle make, model, style, features, options, price
Used vehicle value (year, mileage, condition, warranties, history, options)
Purchase factors (cost/loan/finance, size, type, economy, incentives, ergonomics, use, …)
Road Testing (suitability, fit, comfort, practicality, visibility, condition, performance, …)
Sales and Marketing practices
Pros and cons of source of purchase (dealer, private, internet, used car, …)

Vehicle Registration and Ownership; describe, explain
Legal requirements (taxes, licensing, insurance, …)
Vehicle Certification standard (safety, emissions)
Used Vehicle Information Package

Vehicle Loans and Insurance; identify, explain, compare, describe
Selection of loan, lease, insurance
Insurance requirements and options
Insurance cost factors (vehicle age and model; gender; driving record)
Loans (banks, finance companies, private) overall cost
Pros and cons: leasing
Loan/lease eligibility (credit history, income, net worth)

Roadside Emergency Precautions and Procedures; describe, compare, identify, describe
Legal consequences and obligations when you are involved in a traffic accident or violation (fines, charges, legal action, documentation, remaining at the scene)
Accident (obey law enforcement, insurance information exchange, making a claim, …)
Roadside assistance plans (manufacturer, private)
Proper and safe procedures (jacking, boosting, towing) as per owners manual
Improving driving/vehicle safety (trip planning, GPS, training, maintenance)
Precautions for accidents and emergencies (seatbelts, speed limits, cell phone use, first aid kit, tools, fire extinguisher; helmet; life jacket, …)

B. VEHICLE MAINTENANCE FUNDAMENTALS
Powertrain Components; describe, identify, explain
Power-plant types (2/4 stroke, diesel, hybrid)
Engine components that require regular maintenance (fluids, filters, …)
Basic engine systems (lubrication, cooling, electrical, ignition, fuel, starting, …)
Drivetrain components (clutch, transmission, driveshaft, axles, …)

Major Vehicle Systems; locate, identify
Owner aware vehicle systems (fluids: brake, cooling, engine oil, manual/automatic transmission/transaxle, windshield washer, power steering, transfer case, front/rear axle; electrical: fuses, circuit breakers, alternator, accessory serpentine drive belt, battery, wires, cables, connections, starter; …)
Owner aware vehicle maintenance intervals (time, use, kilometres, …)
Owner aware vehicle safety (boosting, safety glasses, …)

Interior and Exterior Care; describe, identify
Cleaning, protection, products, application
Types and applications (polishes, waxes, cleaners, …)
Pros and cons of corrosion prevention (sprays, electronic, …)
Minor paint repair (chip, dent, …)

Information, Tools, and Equipment for Basic Service and Maintenance; consult, identify, report, perform, explain
As per the owners manual (tire/rim change, fluid check/replacement, bulb/fuse check/replacement)
Tools & equipment required by the owner for basic service/maintenance
Work-order, parts list, journal/Daily Log (terminology)
Owner related math (fuel consumption)
Owner benefits to maintain records

C. VEHICLE MAINTENANCE SKILLS
Using Service Information; identify, use, locate, apply, interpret
Service manuals, on-line information,
De-code VIN (Vehicle Identification Number)
Owners manual including safety warnings, specifications, labels,
On vehicle labels

Engine Service; locate, service
LOF (Lube Oil Filter); dipstick, oil filter, oil pan drain plug, …
Cooling system; radiator, coolant (strength, purity, level) hoses, expansion tank…
Starting system; battery, cables and terminal connections, starter motor, boost, …
Ignition system; spark plugs, …
Fuel system; tank, cap, lines, filter, pump, …

General Vehicle Maintenance and Service; demonstrate, use, store, locate, perform, repair, identify, apply, prepare,
Hand tools, equipment, …
Electrical system; battery, alternator, fuses, bulbs, wiring (trailer)
Brake system; rotors, drums, pads, shoes, fluid, master cylinder & reservoir, …
Steering system; flat tire, …
Safety inspection; lights, horn, wipers, glass, doors, …
Exterior/interior cleaning; washing, waxing, protection, …
Weather extremes; sun UV rays, heat, cold, ice, snow, salt, …
Storage; fuel stabilizer, cylinder fogging, freeze prevention, …

D. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
Technology and the Environment; outline, describe, explain
Emission testing, …
Green products; biodegradable, recycle, …
Disposal; fluids, battery, tires, parts, …
Habits; maintenance, tire pressures, engine tune, driving, fuel economy

Technology and Society; analyse, describe, assess, …
Safety; seat belts, air bags, anti-lock brakes, traction control, …
Economic, infrastructure, pollution, pros/cons, …
Fuel types; gasoline/methanol, propane/natural gas, diesel/biodiesel, hybrid, …

E. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
Health and Safety; identify, explain, demonstrate, use
OHSA (Occupational Health and Safety Act), WHMIS (Workplace Hazardous Materials Information System)
Good housekeeping, safety practices; spills, ventilation, …
PPE (Personal Protective Equipment); safety glasses, hearing protection, lung protection, foot/hand protection, …

Career Opportunities; describe, identify, demonstrate, maintain
Opportunities, education, training; automotive technician, truck and coach, heavy equipment, small engine technician, motorcycle technician, aircraft technician, marine technician, paint and body technician, sales, parts, manufacturing, management, ownership, teacher, training, SHSM, college, university, …
Ontario Skills Passport, Essential Skills
Portfolio;

TTJ2O curriculum 2009 revised; edited by G. Peters

2011-09-11T17:37:00.000-07:00

TTJ2O
A. TRANSPORTATION TECHNOLOGY FUNDAMENTALS
ENGINES: identify and/or explain;
Terminology and components (crankshaft, camshaft, connecting rod, piston, piston rings, engine block, cylinders, cylinder head, intake/exhaust valves, …)
2/4 stroke cycle
Cooling (systems: air, liquid open/closed, fan; components: finned, liquid passages, hoses, pump, radiator, fan)
Lubrication (systems: splash, pressure; components: pan/sump, pump, pick-up, passages, filter)
Fuel (systems: gasoline, diesel, propane, natural gas, pressure, gravity, carbureted, injected; components: tank, pump, lines, filter, carburetor, injectors, intake manifold)

DRIVE-TRAINS: describe and/or identify
types (direct, gear to gear, gear and chain, continuously variable systems);
component operation (transmission, clutch, differential);
power flow from engine to final drive (engine to wheels/propeller/track);

· MAJOR SYSTEMS and COMPONENTS: identify and describe
· steering (rack and pinion, recirculating ball, fly-by-wire; tie rod ends, pitman, idler, center link);
· suspension (systems: coil, leaf, torsion, air; components: springs, shocks, …)
· brake (systems: hydraulic, mechanical, electric, pneumatic; components: master cylinder, power vacuum booster, pedal, steel hydraulic lines, hydraulic flex hoses, hydraulic wheel cylinders, hydraulic calipers, parking cables, return/hold-down springs, …)
· electrical (battery, fuses, starter)
· body/hull/fuselage (fender, keel, fairing, …)

· TECHNOLOGICAL and MATHEMATICAL LITERACY
· Resources (owner/service manual, computer/on-line manual)
· Work order (Daily Notes & Log)
· Use of metric and USC/Imperial measurements
· Tool and equipment terminology
· Use of diagrams, cross sections, exploded views, schematics

B. TRANSPORTATION TECHNOLOGY SKILLS
Design and Fabrication; use, apply, report
Problem solving (conversion and use of energy project)

Maintenance and Repair Techniques; use, perform, demonstrate,
Hand/power tool use
Technical manual use
Basic maintenance (L-O-F Lube-Oil-Filter)
Fasteners
Fabricate and repair (tap & die, soldering, heating, cutting)
Basic engine repair

Basic Service of Vehicle and/or Craft Systems and Components; locate, identify, perform, service
Major components of steering, suspension, brake, electrical, and body (LOF, tire balance, fluid check, …)
Measurements (tire pressure, coolant strength, battery specific gravity, voltage, amperage, …)

Care and Maintenance of Vehicles and/or Craft; perform, use
Exterior/interior (rinse, wash, rinse, dry, wax, vacuum, dust, clean, detail)
Winterizing/storing (protect from freezing, drain/stabilize fuel, rust prevention)

C. TECHNOLOGY, the ENVIRONMENT, and SOCIETY
Technology and the Environment; research, describe,
Affects, efforts, waste disposal (recycling)
Pros and cons (enviro-friendly, green, biodegradable)
Impact (emissions, noise/water/habitat pollution, bird/animal)

Technology and Society; research, report, describe, explain
Safety (seat belts, air bags, anti-lock brakes, crash avoidance, …)
Improvements, advancements, innovations (performance, comfort, economy, …)
Pros and cons (personal/public transit: water, air, land, …) including economy, safety, convenience, …

D. PROFESSIONAL PRACTICE and CAREER OPPORTUNITIES
Health and Safety; identify, explain, demonstrate, use
Occupational Health and Safety Act, OHSA; Workplace Hazardous Materials Information System, WHMIS; Apprenticeship and Certification Act
Good housekeeping and safety practices
Proper Protective Equipment, PPE (eye, face, ear, hand, foot, lung, …)

Career Opportunities; identify, demonstrate, develop, select
Occupational sectors/areas (land, air, sea; manufacture, sales, service)
Opportunities (labour, apprenticeship, parts, management, ownership, …) and pathways (SHSM, co-op, secondary school course selection, college, university)
Ontario Skills Passport, Essential Skills
Portfolio

TTJ4C GRAND ERIE SCHOOL-DUNNVILLE S.S. COURSE OUTLINE

2011-09-04T18:37:00.000-07:00

Teacher: Mr. G. Peters
Semester Dates: 2011-2012
TTJ4C
Course Description
This course enables students to further develop technical knowledge and skills as they study, test, service, and repair engine management systems; power-trains; steering/control, suspension, brake, and body systems on vehicles, aircraft, and/or watercraft; and/or small-engine products. Students will refine communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will expand their awareness of environmental and societal issues related to transportation and their knowledge of apprenticeship and college programs leading to careers in the transportation industry.

Term/Semester Evaluation (70% of final mark)
The 1st, 2nd, and 3rd quarters/terms.
· All students will be expected to print the Daily Note (first/last name, full date, neatness, spelling, complete; mark /5)
· All students are required to listen/participate in the verbal lesson pertaining to the Daily Note.
· All D. N. & L. must be kept in order of date and submitted for evaluation every Friday.
· The Daily Notes & Logs are evaluated for Knowledge/Understanding and Communication (use of proper terminology, identify tools/equipment, problem solving).
· The Practical are evaluated for Thinking and Application.
· All evaluated marks are recorded on the Daily Notes & Logs sheet.
· Thus, if the student does not submit a D. N. & L. sheet for every day, those marks are missed, including the practical evaluation.
· All students will participate in the shop/practical (mark /10), (independent or group). D.S.S. cannot supply separate vehicle projects for every individual student due to limitations of garage space and cost. All students need to approach the practical with a mature attitude and demonstrate self motivation to gain experience with all the various opportunities available. It is my experience that when a student is forced to work on a project when the student does not wish to, he/she is likely to do a poor job, damage the vehicle/project/tools/equipment, and/or injure themselves or a fellow student. Thus I will not force any student to participate.
· All students are required to clean up there work area by the end of every class; including cleaning/organizing tools/equipment, put sawdust on spills, sweep up, wrap air lines/hoses, water hoses, electrical extension cords.
· All students will comply with shop safety (wear approved safety glasses, appropriate clothing (not overly loose/baggy) and shoes (no open toe, high heels, sandals/flip-flops); tie back long hair; no dangly jewelry, rings, bracelets.
· All students will print their Daily Log (mark /5); 5 lines of specific details, step by step, year/make/model, proper terminology, all tools and equipment.
· All students are expected to demonstrate good time management with the above.

Final Evaluation (30% of final mark)
4th quarter/term
The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course. This also applies to terms 1, 2, & 3. The Daily Log is also part of the practical evaluation.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

Knowledge and Understanding 17.5% terms 1, 2, & 3 7.5% term 4
Thinking 17.5% terms 1, 2, & 3 7.5% term 4
Communication 17.5% terms 1, 2, & 3 7.5% term 4
Application 17.5% terms 1, 2, & 3 7.5% term 4
70.0% 30.0% = 100%

Unit One
A. TRANSPORTATION TECHNOLOGY FUNDAMENTALS
Essential learning goals/Overall Expectations
A1. Understanding Engine Management Systems
demonstrate an understanding of the operation of engine management systems;
A2. Understanding Power Transfer Devices
demonstrate an understanding of the principles of operation of power transfer devices;
A3. Troubleshooting the Powertrain
demonstrate an understanding of troubleshooting techniques used to diagnose problems in powertrain systems;
A4. Modifying Vehicles and/or Craft
assess the effect of modifying a vehicle, aircraft, or watercraft;
A5. Technological and Mathematical Literacy
demonstrate accurate and appropriate use of technical and mathematical knowledge and skills in the study of transportation technology.

Activities and Assessments
Students will be given the opportunity to:
· remove, replace, and explain engine management systems; power transfer devices; power-train components; modify; demonstrate the use of technical and math skills; print notes and receive instruction regarding safety, tools/equipment, and theory.

Assessments of Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical assignment.

Unit Two
B. TRANSPORTATION TECHNOLOGY SKILLS
Essential learning goals/Overall Expectations
B1. Troubleshooting Engine Management Systems
demonstrate the use of a variety of troubleshooting techniques to service and repair engine management systems;
B2. Service and Repair of Drivetrain Components
inspect, service, and repair drivetrain components in compliance with manufacturers' standards;
B3. Service and Repair of Steering/Control, Suspension, Brake, and Body Systems
use proper procedures for the inspection, servicing, and repair of steering/control, suspension, brake, and body systems;
B4. Solving Repair Challenges
develop appropriate solutions to a variety of repair challenges.

Activities and Assessments
Students will be given the opportunity to:
· use both printed and digital service manuals, take notes and receive instruction regarding safety, tools/equipment, and theory.
· troubleshoot, service, and repair engine management systems.
· inspect, service, and repair drivetrain components according to manufacturers' standards.
· inspect, service, and repair steering/control, suspension, brake, and body systems.
· problem solve.

Assessments of Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical
project.

Unit Three
C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
Essential learning goals/Overall Expectations
C1. Technology and the Environment
demonstrate an understanding of environmental issues in the transportation industry, and use best practices to remedy the environmental effects of using specific products or processes;
C2. Technology and Society
assess the effects that various aspects of the transportation industry have on society.

Activities and Assessments
·Students will be given the opportunity to practice good house keeping, vehicle repair and maintenance, tool/equipment use, waste fluid disposal, scrap metal recycling, etc. in accordance with local, provincial, and federal requirements, take notes and receive instruction regarding safety, tools/equipment, and theory.
·Students will be given the opportunity to learn about modern transportation technology changes that reflect environmental concerns, etc., take notes and receive instruction regarding safety, tools/equipment, and theory.

Assessments of Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.

Unit Four
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
Essential learning goals/Overall Expectations
D1. Health and Safety
demonstrate the use of professional work practices and procedures and compliance with occupational health and safety regulations and standards;
D2. Career Opportunities
describe career opportunities in the transportation industry and the training and qualifications required for them.

Activities and Assessments
·Students will be given the opportunity to learn about health and safety concerns that relate to transportation technology (carbon monoxide, antifreeze, and asbestos poisoning, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.
·Students will be given the opportunity to learn about career opportunities related to transportation technology (licensed automotive technician, truck and coach technician, heavy equipment technician, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.

Assessments of Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.

The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.
Simply, the above four units will be blended throughout the entire semester due to the nature of our facilities. One example is some students are working on steering while others may be working on an engine, etc. It is not possible for all students to be working on the same project at the same time. Likewise safety, environment, society, careers, etc., will be covered throughout the semester and related to current projects or news.

Course Final Mark Calculation
70% of the final mark comes from Assessments of Learning during each unit of the terms 1, 2, and 3.

Knowledge/Understanding 17.5% terms 1, 2, & 3 7.5% term 4
Thinking 17.5% terms 1, 2, & 3 7.5% term 4
Communication 17.5% terms 1, 2, & 3 7.5% term 4
Application 17.5% terms 1, 2, & 3 7.5% term 4
70.0% 30.0% = 100%

30% of the final mark comes from Final Evaluation which can take the form of examination, performance task, assignment, project or any combination of such tasks administered toward the end of the course. Term 4

TTJ3C GRAND ERIE SCHOOL-DUNNVILLE S.S. COURSE OUTLINE

2011-09-04T11:40:00.000-07:00

Teacher: Mr. G. Peters
Semester Dates: 2010-2011
TTJ3C
Course Description
This course enables students to develop technical knowledge and skills as they study, test, service, and repair engine, electrical, suspension, brake, and steering systems on vehicles, aircraft, and/or watercraft. Students will develop communication and teamwork skills through practical tasks, using a variety of tools and equipment. Students will develop an awareness of environmental and societal issues related to transportation, and will learn about apprenticeship and college programs leading to careers in the transportation industry.

Final Evaluation in this course (30% of final mark)
The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.
Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

Knowledge and Understanding (Daily Note & Log) 7.5%
Thinking (Daily Practical) 7.5%
Communication (Daily Note & Log) 7.5%
Application (Daily Practical) 7.5%
30.0%

attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

Unit One:
Essential learning goals
A. TRANSPORTATION TECHNOLOGY FUNDAMENTALS
A1. Understanding Engines
demonstrate an understanding of the fundamental principles of engines and their service, repair, and maintenance;
A2. Understanding Electrical and Electronic Circuits and Components
demonstrate an understanding of basic electrical and electronic circuits and their components;
A3. Understanding Major Systems and Components
identify the function and explain the operation of the major systems and components of vehicles,
aircraft, and/or watercraft;
A4. Technological and Mathematical Literacy
demonstrate accurate and appropriate use of technical and mathematical knowledge and skills in the study of transportation technology.

Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
· Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.

Assessments OF Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal), problem solving, safety (refer to Unit Two), organization, and clean-up.
I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.
The student is required to keep the Daily Note & Log form in the student report folder/duo-tang in order of date. The report folder must be kept neat, organized, and placed in the class blue recycle bin (small, for the use of holding report folders only, not for recycle) on the last day of the given week. The teacher will usually mark the completed week (M/T/W/TH/F) during the weekend. The Daily Notes & Log has a rubric for the Daily Note, Daily Log, and Daily Practical.
The Daily Note is evaluated out of /5
Notes must be copied from the board exactly and must be printed neatly, 3/5; printed full name, 1/5; full date mm-dd-yr, 1/5;
The Daily Log is evaluated out of /5
Log must include yr/mk/mdl, 1/5 when working on any type of vehicle; must describe effort step by step, minimum 4 lines, 3/5; must specify tools/equipment, 1/5
The Daily Practical is out of /10
Rubric: (8-10) high degree of effort 55-74 min., no attitude, cleaned up work, tools, & equipment; (7) considerable effort 45-55 min., no safety glasses, 1-3 late, no log, no clean up; (6) moderate/some effort 35-45 min., 4-6 late, no clean up; (5) limited/low effort 25-35 min., 7 or more late; (4) very limited/low effort 15-25 min.; (3) very low effort 5-15 min.; (2) no effort.

Unit Two:
Essential learning goals
B. TRANSPORTATION TECHNOLOGY SKILLS
B1. Engine Service and Repair
demonstrate an understanding of engine operation and repair by performing a variety of
service operations;
B2. Electrical Circuit and Repair
demonstrate the ability to test and repair basic electrical circuits safely and correctly;
B3. Service and Repair of Steering/Control, Suspension, Brake, and Body Systems
demonstrate the ability to service and repair steering/control, suspension, brake, and body systems;
B4. Challenges and Repair Problems
develop appropriate solutions to transportation technology challenges and/or repair problems.

Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.

Assessments OF Learning
Refer to Unit One.

Safety:
· Safety glasses/goggles/face shield must be worn by the student at all times in the shop, even when observing other students/instructors working.
· Proper foot wear is also required for any/all activity in the shop, no sandals, flip flops, high heals, must have a closed toe, laced/tied up running shoes allowed, steal toe safety shoe/boot preferred.
· Proper dress required in any/all shop activities. No skirts, dresses, no short shorts; no overly loose clothing, jewelry, hair that could be caught in rotating tools, equipment or components.
· Proper conduct is required, no fighting, pushing, throwing, tricks, pranks, or running.

Unit Three:
Essential learning goals
C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
C1. Technology and the Environment
demonstrate an understanding of environmental issues related to the use of materials and procedures in the service, repair, and recycling of vehicles or craft;
C2. Technology and Society
demonstrate an understanding of the relationship between society, vehicle ownership, and various aspects of transportation technology.

Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.

Assessments OF Learning
Refer to Unit One.

Unit Four:
Essential learning goals
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. Health and Safety
demonstrate the use of professional work practices and procedures and compliance with occupational health and safety regulations and standards;
D2. Career Opportunities
describe career opportunities in the transportation industry and the education and training required for them.

Assessments OF Learning
Refer to Unit One.

The organization of expectations into strands and sub-groupings (A, B, C, D, & E) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Course Final Mark Calculation
70% of the final mark comes from Assessments OF Learning during each unit of the term.
30% of the final mark comes from Final Evaluation which can take the form of examination, performance task, assignment, project or any combination of such tasks administered toward the end of the course.

TTA3C GRAND ERIE SCHOOL/DUNNVILLE S.S. COURSE OUTLINE

2011-09-04T11:18:00.000-07:00

Teacher: Mr. G. Peters
Semester Dates: 2010-2011
TTA3C
Course Description
This general interest course enables students to become familiar with the options and
features of various vehicles, issues of registration, and the legal requirements affecting
vehicle owners. Students will also learn about vehicle financing and insurance, vehicle
maintenance, emergency procedures, and the responsibilities of being a vehicle owner.
Students will develop an awareness of environmental and societal issues related to vehicle
ownership and use, and will explore career opportunities in the transportation industry.

Final Evaluation in this course (30% of final mark)
The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.
Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

Knowledge and Understanding (Daily Note & Log) 7.5%
Thinking (Daily Practical) 7.5%
Communication (Daily Note & Log) 7.5%
Application (Daily Practical) 7.5%
30.0%

attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

Unit One:
Essential learning goals
A. VEHICLE OWNERSHIP FUNDAMENTALS
A1. Vehicle Selection
A2. Vehicle Registration and Ownership
A3. Vehicle Loans and Insurance
A4. Roadside Emergency Precautions and Procedures
A1.1 Students will be given the opportunity to identify various vehicle makes, models, and body styles and compare their features, options, and price; etc.
A2.2 Students will be given the opportunity to describe the conditions that must be met to register a vehicle (e.g., safety standards inspection, emissions test, proof of insurance); etc.
A3.3 Students will be given the opportunity to explain the factors affect the cost of vehicle insurance (e.g., age and model of vehicle, age and gender of policy holder, driving record); etc.
A4.4 Students will be given the opportunity to identify safe procedures and recommended techniques (e.g., for jacking, battery boosting, towing) described in the owner's manual to resolve roadside emergencies (e.g., flat tire, dead battery, vehicle breakdown); etc.
(Describe the skills and knowledge students will have at the end of this unit)

Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date on the form provided from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
· Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.
Assessments OF Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal), problem solving, safety (refer to Unit Two), organization, and clean-up.
I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.
The student is required to keep the Daily Note & Log form in the student report folder/duo-tang in order of date. The report folder must be kept neat, organized, and placed in the class blue recycle bin (small, for the use of holding report folders only, not for recycle) on the last day of the given week. The teacher will usually mark the completed week (M/T/W/TH/F) during the weekend. The Daily Notes & Log has a rubric for the Daily Note, Daily Log, and Daily Practical.
The Daily Note is evaluated out of /5
Notes must be copied from the board exactly and must be printed neatly, 3/5; printed full name, 1/5; full date mm-dd-yr, 1/5;
The Daily Log is evaluated out of /5
Log must include yr/mk/mdl, 1/5 when working on any type of vehicle; must describe effort step by step, minimum 4 lines, 3/5; must specify tools/equipment, 1/5
The Daily Practical is out of /10
Rubric: (8-10) high degree of effort 55-74 min., no attitude, cleaned up work, tools, & equipment; (7) considerable effort 45-55 min., no safety glasses, 1-3 late, no log, no clean up; (6) moderate/some effort 35-45 min., 4-6 late, no clean up; (5) limited/low effort 25-35 min., 7 or more late; (4) very limited/low effort 15-25 min.; (3) very low effort 5-15 min.; (2) no effort.

Unit Two:
Essential learning goals
B. VEHICLE MAINTENANCE FUNDAMENTALS
B1. Powertrain Components
B2. Major Vehicle Systems
B3. Interior and Exterior Care
B4. Information, Tools, and Equipment for Basic Service and Maintenance
By the end of this course, students will be given the opportunity to (at a grade 11, intermediate level):
B1.1 describe the types of power-plants (e.g., two-stroke, four-stroke, diesel, hybrid) used in various vehicles; etc.
B2.1 locate and identify various components of vehicle systems that an owner should be aware of (e.g., electrical system - battery; brakes - brake fluid reservoir; steering - tires; suspension - shocks); etc.
B3.2 describe the pros and cons of various types of body corrosion prevention (e.g., oil, drip-less, electronic) available through vehicle dealerships and aftermarket suppliers; etc.
B4.3 report on work in progress (e.g., by completing a work order, parts list, and/or journal), using terminology specific to vehicles (e.g., acronyms, service terms); etc.

Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.

Assessments OF Learning
Refer to Unit One.

Safety:
· Safety glasses/goggles/face shield must be worn by the student at all times in the shop, even when observing other students/instructors working.
· Proper foot wear is also required for any/all activity in the shop, no sandals, flip flops, high heals, must have a closed toe, laced/tied up running shoes allowed, steal toe safety shoe/boot preferred.
· Proper dress required in any/all shop activities. No skirts, dresses, no short shorts; no overly loose clothing, jewelry, hair that could be caught in rotating tools, equipment or components.
· Proper conduct required, no fighting, pushing, throwing, tricks, pranks, or running.

Unit Three:
Essential learning goals
C. VEHICLE MAINTENANCE SKILLS
C1. Using Service Information
C2. Engine Service
C3. General Vehicle Maintenance and Service
By the end of this course, students will be given the opportunity to (at a grade 11, intermediate level):
C1.1 identify and use appropriate service information sources (e.g., shop manuals, online information, manufacture's information) as required for basic vehicle maintenance and repair; etc.
C2.1 locate the components of an engine lubrication system (e.g., oil dipstick, oil filter, oil pan, drain plug) and safely and correctly service the system; etc.
C3.1 demonstrate the correct use of hand tools and equipment required for basic service and maintenance (e.g., vehicle jacks, safety stands, wrenches), store them safely, and maintain them in good working order; etc.

Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.

Assessments OF Learning
Refer to Unit One.

Unit Four:
Essential learning goals
D. TECHNOLOGY, the Environment, and Society
D1. Technology and the Environment
D2. Technology and Society
By the end of this course, students will be given the opportunity to (at a grade 11, intermediate level):
D1.3 describe a vehicle owner's responsibilities with respect to recycling and/or disposing of waste products (e.g., used oil, used batteries) appropriately; etc.
D2. analyse the safety features in today's vehicles (e.g., electronic stability control, airbags, anti-lock brakes, roll-over protection, engine kill switch) from a consumer's point of view; etc.

E. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
E1. Health and Safety
E2. Career Opportunities
By the end of this course, students will be given the opportunity to (at a grade 11, intermediate level):
E1.2 demonstrate good housekeeping and safety practices in the work environment (e.g., cleaning up spills and leaks, keeping areas clean and clear of obstructions); etc.
E2.1 describe a variety of career opportunities in the transportation industry and the education and training required; etc.
Activities and Assessments
· Students will be expected to neatly print the Daily Note including their name and date from the blackboard. The note will be about safety, tools/equipment, and/or theory (proper spelling required).
· Students will be expected to listen and participate during the teacher led discussion.
· Students will be expected to participate in a shop activity (according to their skill and comfort level) under the teacher's supervision.
· Students will be expected to organize and clean up parts, tools, equipment, benches, floor, and garbage before leaving the class.
Students will be expected to neatly print the Daily Log including Year, Make, & Model of vehicle (if applicable), 4 lines (minimum) of step by step description of the student's practical effort, using proper terminology, list of tools and/or equipment used.

Assessments OF Learning
Refer to Unit One.

The organization of expectations into strands and sub-groupings (A, B, C, D, & E) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Course Final Mark Calculation
70% of the final mark comes from Assessments OF Learning during each unit of the term.
30% of the final mark comes from Final Evaluation which can take the form of examination, performance task, assignment, project or any combination of such tasks administered toward the end of the course.

TTJ2O Grand Erie School/Dunnville S.S. Course Outline

2011-09-04T10:34:00.000-07:00

Teacher: Mr. G. Peters
Semester Dates: 2010-2011
TTJ2O
Course Description
This course introduces students to the service and maintenance of vehicles, aircraft,
and/or watercraft. Students will develop knowledge and skills related to the construction
and operation of vehicle/craft systems and learn maintenance and repair techniques.
Student projects may include the construction of a self‑propelled vehicle or craft, engine
service, tire/wheel service, electrical/battery service, and proper body care. Students
will develop an awareness of related environmental and societal issues, and will explore
secondary and postsecondary pathways leading to careers in the transportation industry.
Final Evaluation in this course (30% of final mark)
The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.
Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible
Knowledge and Understanding 7.5%
Thinking 7.5%
Communication 7.5%
Application 7.5%
30.0%
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

Unit One:
Essential learning goals
A. TRANSPORTATION Technology Fundamentals
A1. Understanding Engines
A2. Understanding Drive-trains
A3. Understanding Major Systems and Components
A4. Technological and Mathematical Literacy
Students will be given the opportunity to remove and replace (at a grade 10, basic level) engine components (oil/filter, tune-up, valve cover, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to remove and replace (at a grade 10, basic level) drive-train components (wheels, drive-shaft, transmission/axle fluid, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to remove and replace (at a grade 10, basic level) major system components (interior, cooling, steering, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to use proper terminology, to apply technology (hydraulics, compression, four-stroke cycle, etc.), and to measure accurately using precision tools (inside diameter, thickness, length, etc.) to 0.000"/mm, take notes and receive instruction regarding safety, tools/equipment, and theory.

Activities and Assessments
See above

Assessments OF Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.

Unit Two:
Essential learning goals
B. TRANSPORTATION TECHNOLOGY SKILLS
B1. Design and Fabrication
B2. Maintenance and Repair Techniques
B3. Basic Service of Vehicle Systems & Components
B4. Care and Maintenance of Vehicles
Students will be given the opportunity to design and fabricate (at a grade 10, basic level) a simple machine using various used vehicle components (electric cooling fan, battery, skateboard, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to apply maintenance and repair techniques (at a grade 10, basic level) including engine oil and filter, lube steering components, check cooling system, power steering, brake, automatic/manual transmission/axle, front/rear differential, transfer case fluids, etc., take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to perform basic service of vehicle systems and components (at a grade 10, basic level) including cooling system fluid change, radiator, alternator, etc., take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to wash and detail vehicle interior/exterior (at a grade 10, basic level) including rinsing, wash, rinse, dry, wax, vacuum, windows, trim, etc., take notes and receive instruction regarding safety, tools/equipment, and theory.

Activities and Assessments
see above

Assessments OF Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.

Unit Three:
Essential learning goals
C. TECHNOLOGY, the Environment, and Society
C1. Technology and the Environment
C2. Technology and Society
Students will be given the opportunity (at the grade 10, basic level) to practice good house keeping, vehicle repair and maintenance, tool/equipment use, waste fluid disposal, scrap metal recycling, etc. in accordance with local, provincial, and federal requirements, take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to learn about modern transportation technology changes that reflect environmental concerns, etc., take notes and receive instruction regarding safety, tools/equipment, and theory.

Activities and Assessments
See above
Assessments OF Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.

Unit Four:
Essential learning goals
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. Health and Safety
D2. Career Opportunities
Students will be given the opportunity to learn about health and safety concerns that relate to transportation technology (carbon monoxide, antifreeze, and asbestos poisoning, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.
Students will be given the opportunity to learn about career opportunities related to transportation technology (licensed automotive technician, truck and coach technician, heavy equipment technician, etc.), take notes and receive instruction regarding safety, tools/equipment, and theory.

Activities and Assessments
See above

Assessments OF Learning
attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

I (teacher) will print assessments in the Daily Log and will give verbal assessments with individual students as they are working on their given practical project.

The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.
Simply the above four units will be blended throughout the entire semester due to the nature of our facilities. Example is some students are working on steering while others may be working on an engine, etc. It is not possible for all students to be working on the same project at the same time. Likewise safety, environment, society, carriers, etc., will be covered throughout the semester and related to current projects or news.

Course Final Mark Calculation
70% of the final mark comes from Assessments OF Learning during each unit of the term.
30% of the final mark comes from Final Evaluation which can take the form of examination, performance task, assignment, project or any combination of such tasks administered toward the end of the course.

March 17, 2010

2010-03-17T08:25:00.000-07:00

Hello,

We are now in the 2nd quarter of the semester. I will be looking for more effort, details, and clean up when evaluating.

Students need to take it upon themselves to challenge themselves. I know that students learn differently and have very different comfort zones. I will assist everyone as much as possible.

From the board
Grade 11
Safety: General Workplace Safety, Floors, Exit Doors and Aisles, Ladders; School Lock-down Procedures
Tools & Equipment: Hydra Lift operating instructions; Vernier Caliper; Compression Tester
Theory: Battery Construction & Operation, Battery Safety; Steering System Components

Grade 12
Safety: same as above
Tools & Equipment: same as above
Theory: Engine Operation, Piston Action, Intake stroke, Compression stroke, Compression ratio

SHSM
Grade 12 students on February 23, 2010 were given the opportunity to observe Gord McLeod from Riverside Marina of Dunnville Ltd. demonstrate the latest technology and several steps performed by a marine technician when starting a new engine. Gord brought a new 2010 Polar kraft with 2010 Evinrude outboard. Thank you, Gord.

All interested students from D.S.S. traveled to the International Auto Show at the Toronto Metro Convention Centre on February 17, 2010. Thank you to Farr's Coach Lines Ltd. for transportation.

New Equipment
We have just received a 575V, 10hp., 120gal. pneumatic air compressor. Thank you to Disher's Automotive Supply Ltd., Grand Erie District School Board and Dunnville Secondary School.

In the shop
Students continue to work on both customer, personal, or donated vehicle projects.
Example: 2006 Dodge Grand Caravan (customer); replace engine oil and filter; balance four wheels/tires; replace lower coolant metal pipe at water-pump and lower rubber coolant hose; replace front disc brake pads and rotors; replace EGR (Exhaust Gas Recirculation) valve.

February 21, 2010

2010-02-21T17:40:00.000-08:00

Hello,

2nd semester is beginning its fourth week.

Assessment and evaluation:

Daily Notes & Log (knowledge and communication; 1, 2, 3rd quarters) 35%
Practical (thinking, problem solving, & application; 1, 2, 3rd quarters) 35%
Final Summative (Daily Notes & Log; Practical; 4th quarter) 30%
TOTAL 100%
The assessment is the printed feed back I will print on the students Daily Notes & Log sheets.
The evaluation is the actual mark. Daily Notes, ?/5; Daily Log, ?/5; Daily Practical, ?/10.
The Daily Notes & Log sheets also include a rubric of my evaluation of their effort.
I require that all students keep all their provided Daily Notes & Log sheets in a provided Report Folder, in order by date.
I will only evaluate work that is completed on the provided Daily Notes & Log sheet.
The student must use one page (side) for each day.
The student must neatly print their name (first & last) and the date (mm/dd/yy) on the lines provided, every day.
The student must copy the note (Safety; Tools & Equipment; Theory) from the black board every day, exactly as it is. The student needs to develop their own professional print style that is easy to read by anyone and must be printed only on the lines provided.
The student must record the year, make, and model of any vehicle they are working on.
The student must describe the work done during the class in detail and step by step (ex. safely raise vehicle on lift; remove engine oil pan drain bolt; drain engine oil into used oil drain; inspect bolt threads for damage and bolt seal; reinstall bolt; remove engine oil filter and place in used oil drain; install new engine oil filter; check for grease fittings and grease; lower vehicle; add new engine oil; start engine to fill engine oil filter; shut-off engine; check engine oil and add if necessary; check all fluids, including brake, power steering, battery, transmission/axle, engine coolant, windshield washer). Also, include the project (ex. LOF; Lube, Oil, & Filter) and all Tools & Equipment required (ex. 3/8" drive, 14mm, 6 point, deep socket and ratchet, grease gun, Hydra-Lift, rag, safety glasses).
I am watching, listening, and helping the students as they work. I will give every student a practical mark based on their participation and Daily Log entry. Every student learns at a different rate and the students come from many different back grounds (ex. a student that has been helping to fix and maintain farm equipment for years is very different than the student that has grown up in an apartment and has always traveled on public transit). Both students are capable of excellent marks; effort = success.
Students must hand in their Report Folder at the end of Friday; I will mark during the weekend.

January 10, 2010

2010-01-10T16:55:00.000-08:00

Hello,

I am currently marking (evaluating) all student's Daily Notes and Daily Log and Practical toward their summative.

There is only two weeks left.

All students need to give their very best effort, including:

neat printing, print like a pro
always include year/make/model
details, details, details
step by step
proper terminology
tools/equipment
theory
safety
keep busy, if you are not working, you better be cleaning
take the time and make the effort both in the shop and the notes/log
remember, I am evaluating what you know and are learning and your ability to both perform and communicate.

In the shop: marine

1996 Four Winns, Unlimited U17, customer; drain water from water cooled exhaust manifolds by locating and replacing 1" rubber caps at rear of manifolds over 1" pipe (tools: slot screwdriver); clean engine area with cleaners, brushes, and water; remove front seats (tools: Phillips screwdriver); remove carpet; remove carpet glue from floor (tools: hand scrapers and cleaners); replace horn fuse in fuse panel under dashboard, horn OK; replace bilge fuse, 20 amp, in fuse panel under dash, bilge OK, check blower, OK; disconnect and reconnect all wires at ignition/start switch on dash, due to engine would not start with key, OK; charge battery (equipment: 12volt battery charger); check and adjust tire pressure on trailer, 3 tires, 50psi; balance spare tire/wheel.
2005 Sea-Doo, GTI, customer; replace spark plugs x2 (tools: 3/8" drive ratchet, 3/8" drive, 21mm, 6 point, deep socket); add fuel stabilizer to fuel tank and run engine for 5 minutes to allow fuel stabilizer to reach carburetors; add environmentally safe anti-freeze to engine water cooling system by disconnecting rubber inlet hose at cylinder head, install modified, plastic funnel, add anti-freeze until it pours out front left exit and rear drain; clamp drain hoses; clean watercraft, cover, and trailer, ready for storage.
1961 John Deere 45 combine, customer; continue to remove parts from the inside of combine compartment with gas torch and electric angle grinder.
... customer vehicles, derby car, snow-blower
Grade 9's: bird house, Stanley cup, catapult, power point

From the board:

safety; guarding
tools/equipment; computer tire/wheel balancer (cont.); grade 9: engine lathe
theory; engines (cont.)

December 21, 2009

2009-12-21T08:16:00.000-08:00

Hello, Merry Christmas, and a Happy New Year

SHSM: and all interested technology students met at the cafeteria at 1:00-1:45pm on Wednesday, December 16, 2009. Students watched a power point presentation from Skills Canada. Students could select technology areas of interest and the presenter would focus her expertise on those areas. Examples were cosmetology, automotive technician, welder, crane operator, electrician, and land scape design.

From the shop:

2001 Volvo S40 (customer); raise vehicle on Hydro Lift; remove rear wheels/tires and lug nuts; remove rear brake system hydraulic caliper mount/slide bolts and replace rubber sleeves to keep salt and grime from contaminating mount/slide bolts from functioning properly; reassemble; check exhaust for leaks; front flex exhaust pipe leaking.
1995 GMC Safari (student); raise vehicle on Hydro Lift; install new rear axle housing cover, new cover gasket, new mounting bolts and flat washers; install new 80W90 rear axle fluid; install fill/inspection plug; remove left front wheel/tire and lug nuts; remove left front brake system hydraulic caliper, mounting/slide bolts, mounting/slide bushings, mounting/slide rubber "O" rings, hydraulic flex hose at caliper; sand blast caliper at necessary locations; remove hydraulic fluid bleeder bolt (gas torch); remove rust on caliper mount (AC electric angle grinder and wire wheel attachment); sandblast brake pads at necessary locations; lubricate all necessary locations (synthetic brake lube); install new rubber "O" rings; install new mounting/slide bushings; remove rust from mounting/slide bolts/pins; remove rotor/disc dust cover/cap; remove spindle nut cotter pin; remove spindle nut; remove spindle outer steel washer, outer bearing, inner bearing, and inner bearing seal; remove all grease from rotor/disc bearing hub; machine rotor/disc to remove warp-age (AC electric computer brake lathe); lube bearing hub; remove grease from bearings; lube bearings; install bearings and seal; install rotor/disc, washer and spindle nut, and adjust bearings to "0" preload/play; install cotter pin; install dust cap; install brake pads to caliper; install caliper and mounting/slide bolts/pins to mount; install hydraulic flex hose to hydraulic brake caliper; bleed hydraulic brake caliper; install wheel/tire and lug nuts and torque to 100ft. lbs.
2001 Mazda B3000 (student); raise vehicle on Hydra Lift; under coat vehicle with "Fluid Film"
1995 Pontiac Grand Prix (donated); demolition car project; cut holes (AC electric angle grinder and cut/grinding wheel) through engine hood to allow quick response in case of engine fire; remove windshield wiper motor and transmission; cut piece of steel for battery tray; install metal bar vertically across winshield opening.
1997 Ford Sable (student); raise vehicle on Bear vehicle lift; remove engine oil pan drain plug; drain engine oil into a suitable container; remove engine oil filter; install drain plug; install new oil filter; install new engine oil; start engine; shut off engine; check engine oil level with engine oil dip stick; add engine oil if necessary.
1999 GMC Safari (customer); raise front of vehicle with hydraulic floor jack; remove front wheels/tires and lug nuts; install snow tires/wheels and lug nuts; lower floor jack; raise rear of vehicle with floor jack; remove rear wheels/tires and lug nuts; install snow tires/wheels and lug nuts; all lug nuts torqued to 100 ft. lbs.; all snow tires/wheels were first filled to 35psi and balanced (AC electric, computer wheel/tire balancer).
2003 Pontiac Vibe (customer); raise vehicle with Hydra Lift; remove front and rear wheels/tires and lug nuts (1/2" drive, 22mm, 6 point, deep, impact socket, and 1/2" drive Johnson bar); install 4x snow tires/wheels, hubcaps, and lug nuts; snow tires/wheels were first checked for proper air pressure 35psi and balanced; all lug nuts torqued to 100 ft. lbs.
Snow blower, gas powered, self propelled (customer); replace rubber fuel line from plastic fuel tank to carberator; install AC electric starter motor; required drill and tap one hole at bottom right of starter mounting on engine block.
our tech. department AC electric air compressor has failed and is to be replaced; for now we must work without air tools and equipment

From the board:

Safety: electric power tools, continued
Tools & Equipment: computer wheel balancer, continued; sanders, grade 9
Theory: internal combustion engines

December 13, 2009

2009-12-13T07:57:00.000-08:00

Hello,

The 4th quarter has started. I will be evaluating the students work starting Monday, December 14, 2009 toward their 30% final summative. Including their Daily Notes & Log (theory, knowledge, and communication) and their participation in the shop (problem solving, thinking, practical, attendance, punctuality, cooperation, and attitude).

SHSM: including all the grade 11 and 12 Trans. Tech. students went through a 3 hour "ATV Safety" program. The students who attended all 3 hours (2 periods, Tuesday and Wednesday), were attentive and passed the written test received a certificate. Thanks to Karin Marks (health promoter/child injury prevention) from the Haldimand - Norfolk Health Unit and Mark Foster (ATV Safety Watch/officer) from the OPP.

From the shop:

1995 GMC Safari (student); raise vehicle on AC electric and hydraulic Hydra lift; remove left front and both rear wheels/tires (1/2" drive, 21mm, 6 point, deep, impact socket and 1/2" drive pneumatic impact wrench/gun); remove 1/4" steel brake system hydraulic line from ABS unit to rear brake hydraulic flex hose (8" side-cut pliers, 7/16" and 14mm combination wrench). To access ABS unit the student had to drain engine coolant into a suitable drain pan by turning the drain plug at bottom right of engine coolant radiator (hand). Remove the engine radiator cap (hand). Remove engine radiator upper fan shroud by first removing six bolts (3/8" drive ratchet; 3/8" drive, 10mm, 6 point, deep, regular socket; 3/8" drive, 12" and 2" extensions). Remove upper engine radiator coolant hose at rad (slot/flat screwdriver). Install brass adapter into ABS unit. Install 1/4" x 60" x 2, 1/4" x 20" x 1 steel, double flare, hydraulic brake tubing. Remove rear brake system drums (ball peen hammer). Wash out brake dust with water hose. Remove brake system, rear, hydraulic, cylinder, bleeder bolts (8mm, combination wrench). Add Dot 3 brake fluid to brake system, hydraulic, master cylinder reservoir. Install rear brake drums. Student pumped the brake system pedal while students observed rear brake, hydraulic cylinders, bleeder holes for fluid and air. Students then properly bled rear brakes of all air with the bleeder bolts. Students made sure that reservoir never ran out of fluid. Install engine upper engine radiator fan shroud and bolts. Install engine radiator upper coolant hose at radiator. Close engine radiator drain plug. Add new engine coolant (anti-freeze). Start engine and allow to warm while watching engine temperature gauge on drivers dashboard. Student also continued to add engine coolant to radiator when necessary and felt upper radiator coolant hose for change in temperature. When the upper hose felt hot, indicating that the engine coolant thermostat had opened and that air trapped in the engine could escape through the radiator's open cap. When the engine was at full operating temperature, the thermostat was confirmed to be open, any trapped air had opportunity to escape, coolant had been topped up, the student installed the rad cap. Add engine coolant to over flow/expansion tank to the full mark. Turn off engine. Drain engine oil by removing engine oil pan drain plug into suitable container. Install drain plug. Remove engine oil filter (large channel-lock pliers). Install new engine oil and filter. Start engine to allow engine oil pressure system to fill the engine oil filter. Shut off engine and check for proper engine oil level by checking the engine oil dip stick. Remove automatic transmission fluid pan and drain fluid into suitable container. Clean away all gasket material from bottom of transmission and from pan. Remove automatic transmission fluid filter. Install new filter. Install a new gasket. Install pan and all pan bolts. Add new automatic transmission fluid. Start engine and shift automatic transmission through all gears. Recheck fluid level while engine is running with the automatic transmission fluid dip stick. Add fluid until full. Remove rear axle fluid plug (3/8" drive ratchet and 2" extension). Inspect rear axle fluid with finger through plug hole, no fluid. Remove rear axle fluid cover and 10 bolts (gas torch; 1/2" drive, 12mm and 1/2", 6 point, deep, impact socket and 1/2" drive Johnson bar). Clean cover with varsol, rinse with warm water, blow dry, and sand blast. Notice the cover is rusted through. New cover has been ordered. Clean away all gasket material from rear axle cover (pneumatic die-grinder with wire brush).
2001 Volvo S40 (customer); raise left front of vehicle with hydraulic floor jack; remove left front wheel/tire and lug nuts (1/2" drive, pneumatic, impact wrench/gun and proper socket); remove left front brake system hydraulic caliper and mounting/slide bolts, pads, and mount; sand blast mount and pads; install mount and mount bolts; lube mount with proper synthetic brake lube; install brake pads; install caliper and slide/mounting bolts; remove brake hydraulic flex hose at caliper; install new copper washers on both sides of flex hose at caliper; install brake, hydraulic, flex hose banjo bolt at caliper; remove brake system, hydraulic, caliper bleeder bolt (gas torch); install bleeder bolt and properly bleed caliper (student pumps brake system pedal); add brake system fluid (Dot 3) to master cylinder reservoir; install left front wheel/tire and lug nuts; remove hydraulic jack; raise vehicle on AC electric and hydraulic, Bear scissor lift; lift front of vehicle with Space Saver pneumatic vehicle lift; remove front wheels/tires; remove right front brake system hydraulic caliper, mounting/slide bolts, pads, mount and bolts; sand blast mount and pads; install mount and bolts; lube mount and pads with synthetic brake lube; install pads; install caliper and mount/slide bolts; balance front wheels/tires (Snap-On computer balancer); install wheels/tires and lug nuts on vehicle and torque at 100ft. lbs.; lower front of the vehicle; raise rear of the vehicle (Space Saver, pneumatic vehicle lift); remove rear wheels/tires; remove right rear brake system hydraulic caliper and mount/slide bolts; remove brake pads; remove caliper mount and bolts; sand blast caliper mount and pads; install mount and bolts; lube mount with synthetic brake lube; install brake pads; install caliper and mount/slide bolts; remove built up corrosion on hub (mini die-grinder and wire brush); lube hub with anti-seize; install rear wheels/tires and lug nuts; torque to 100ft. lbs.; lower rear of vehicle; lower vehicle; test drive vehicle.
2002 Dodge Durango (customer); raise vehicle (Bear, AC electric, hydraulic vehicle lift); raise front of vehicle (Space Saver pneumatic vehicle lift); remove left front wheel/tire and lug nuts (1/2" drive, 19mm, 6 point, deep, impact socket; 1/2" drive, pneumatic, impact wrench/gun); remove left, front, brake system, hydraulic, caliper and mount/slide bolts; remove brake pads; remove brake disc/rotor; remove cotter pin at end of drive axle (8" side cut pliers); remove cage from drive axle nut; remove drive axle nut and washer (proper 1/2" drive, 6 point, deep, impact socket); remove bearing/hub mounting bolts (gas torch); remove bearing/hub (slide hammer; pneumatic, impact hammer and chisel); remove all rust from steering knuckle at bearing/hub (mini die-grinder and wire brush); lube with anti-seize; install new bearing/hub and mounting bolts; install drive axle washer, nut (proper torque), cage, and new cotter pin; sand blast inside of brake disc at bearing/hub; lube with anti-seize; install disc; remove rust from caliper mount at brake pads; lube caliper mount with synthetic brake lube; sand blast brake pads at caliper mount; install brake pads; install brake caliper and mount/slide bolts; remove left front inner wheel well plastic weather guard and plastic retainers; remove front under rad plastic weather guard and plastic retainers; remove high pressure power steering hose at power steering rack and pinion; remove low pressure return power steering hose at rack and pinion and at power steering cooler; install new power steering return low pressure hose at cooler and at rack and pinion; install high pressure hose at rack and pinion; install new power steering fluid to power steering pump reservoir; allow power steering system to bleed and add fluid as necessary; install front under rad plastic weather guard and plastic retainers; replace 1/4" rubber vacuum line at engine upper intake manifold to emission purge valve.
1995 Pontiac Grand Prix (donated); remove engine coolant from engine, radiator, and expansion tank into a suitable container; lift vehicle with hydraulic floor jack and secure vehicle on 4 safety stands; remove all wheels/tires; install safety bars from bottom to top of windshield.
1993 Ford Aerostar (donated); cut vehicle into smaller sections (gas torch and plasma cutter).
1981 Ski-Doo (donated); install new ignition box; install engine into sled; install carburetors; attempt to start; yes!
Separate projects continue; vehicle engines; vehicle transmissions/trans-axles (manual/automatic); plastic models,...
Grade 9; separate vehicle, wood, metal projects continue; including a scale model of a wood and steel catapult;

From the board:

Safety: Power Tools
Tools & Equipment: Drills and Drivers; Computer Wheel/Tire Balancer
Theory: Friction and Braking

December 6, 2009

2009-12-06T09:15:00.000-08:00

Hello,

From the shop:

our new Snap-On, hand spin, computer wheel/tire balancer is installed and working.
our new Snap-On, pneumatic bead assist is installed on our existing AC electric and pneumatic tire machine. This allows us to change low profile, high performance tires on wheels up to 20" diameter. Thanks to Specialist High Skill Major budget.
we have also purchased new Channel Lock pliers set, on sale at Canadian Tire.
2006 Mazda 6 (customer); Mr. Girling from Girling Auto Body came to our shop and discussed damage with both students and the vehicle owner. We used plastic zip ties to hold broken plastic body pieces together until proper repairs could be done,due to front end collision.
2005 Nissan Altima (customer); owner was concerned about brake noise; students raised vehicle with AC electric and hydraulic Bear vehicle scissor lift; raised all wheels from lift using Space Saver pneumatic bottle jack vehicle lift; remove all wheels/tires from vehicle (1/2" drive, 19mm, 6 point, deep, impact socket and 1/2" drive pneumatic impact wrench/gun); remove brake system, hydraulic caliper mounting bolts (2 per caliper) and calipers (leaving brake system, hydraulic flex hose attached); inspect brake system, disc pads and clean out any dust/dirt; re-install all parts; torque wheel lug nuts to 100'lbs.; replace engine oil (5W30) and filter; check all fluids including automatic trans-axle, brake fluid, power steering fluid, engine coolant (low); check tire pressures (35psi); check wiper blades and all exterior lights (OK); test drive vehicle (OK).
2005 Saturn Ion (customer); customer was concerned about noise around engine area; students raised vehicle with Bear vehicle lift; found exhaust system heat shield above right front drive shaft was broken; students removed heat shield; student braze welded broken heat shield with gas torch; student reinstalled heat shield.
2001 Ford Focus (customer); customer wanted us to install front plastic weather panel under front of vehicle; students raised vehicle with Bear vehicle lift; students fitted panel in place and secured with plastic zip ties.
2001 Pontiac Sunfire (customer); raise vehicle with Bear vehicle lift; raise vehicle with Space Saver vehicle lift; remove all plastic wheel hub caps, remove all wheel lug nuts, remove all wheels and rotate (front wheels/tires move straight back and rear wheels/tires move forward but cross); install wheels/tires, install wheel lug nuts and torque to 100'lbs. (1/2" drive, 19mm, 6 point, deep, impact socket and 1/2" drive torque wrench); install plastic wheel hub caps; replace engine oil (5W30) and filter; check all fluids and tire pressures (35psi); check all exterior lights and windshield wiper blades (OK); vehicle needs engine air filter at next engine oil/filter service.
2002 Dodge Caravan (customer); raise vehicle with AC electric, hydraulic Hydra Lift; remove all plastic, wheel hub caps; remove all wheel lug nuts; remove all wheels/tires; inspect brakes; remove brake system front hydraulic caliper mounting bolts, calipers (leave flex lines on), brake pads, and caliper mounts; sandblast mounts of rust; re-install all brake components; install all wheels/tires, lug nuts and torque 100'lbs., and plastic hub caps.
1995 Pontiac Grand Prix (donated); raise vehicle with Hydra Lift; remove exhaust system including pipes, and dual mufflers, and tail pipes (AC electric angle grinder) after catalytic converter; remove fuel system tank (hydraulic transmission jack, 1/2" drive pneumatic impact wrench/gun); remove fuel system sending unit (ball peen hammer and chisel); remove remaining fuel in tank (siphon hose, 5gal. plastic fuel container).
1993 Ford Aerostar (donated); cut apart vehicle with gas torch.
1999 Chevrolet Lumina (donated); cut apart vehicle with gas torch.
vehicle engine (donated) projects continue.
vehicle transmissions (donated); students disassemble and discuss components of both manual and automatic transmissions and trans-axles.
plastic model projects; students build a plastic vehicle model of their choice; requires patients, dedication, and fine motor control; allows student to visualize the change that paint makes to any vehicle.
Grade 9's continue to work with vehicles, wood, and metal.

From the board:

Safety: electric power tools
Tools & Equipment: computer wheel balancer
Theory: friction and braking

November 29, 2009

2009-11-29T07:16:00.000-08:00

Hello,

From the shop:

2001 Pontiac Sunfire (customer); replace left and right front wheel drive wheel bearings; lift vehicle on Bear AC electric and hydraulic scissor lift; lift front of vehicle with twin bottle pneumatic scissor lift; remove front wheel plastic hub caps (19mm, deep, 6 point, impact socket); remove front wheel lug nuts (previous socket and 1/2" drive pneumatic impact wrench); remove front wheels; remove front brake system hydraulic caliper mounting bolts (10mm allen socket and 3/8" drive ratchet); remove front hydraulic brake calipers from mount and hang calipers from coil suspension spring with a piece of electrical wire (this is to support the caliper and not put unnecessary strain on the hydraulic brake flex hoses); remove front brake discs/rotors; remove front wheel drive shaft nuts (30mm deep, 6 point, impact socket and 1/2" drive pneumatic impact wrench/gun); remove 3 bearing mounting bolts (3/8" drive, T55 Tork socket and 3/8" drive ratchet; also 3/8" drive impact driver; also gas torch to heat metal due to bolts were seized); remove flange from bearing (slide hammer); remove remainder of bearing (pneumatic impact hammer/chisel); remove rust from inner bore of steering knuckle and outside of outer center velocity joint (pneumatic, mini die grinder with wire brush attachment); coat all cleaned surfaces with anti-seize; install new bearing; install 3 bolts to hold bearing to steering knuckle (bolts were sandblasted and coated with anti-seize); torque bolts to 70'lbs. (1/2" drive torque wrench); install new front wheel drive shaft nut and torque to 150'lbs.; install front brake discs/rotors (sandblast inside surfaces that come in contact with new wheel bearing flange and coat surfaces with anti-seize); install front brake hydraulic calipers with front brake pads over front brake disc/rotors unto mount and install front brake hydraulic caliper mounting/slide bolts (coated with anti-seize); install front road wheels (balance with computer balancer), lug nuts (torqued to 100'lbs.), and install front wheel plastic hub caps; lower vehicle; road test; vehicle repaired.
2002 GMC Z71 (customer); lift vehicle up with AC electric and hydraulic Hydra Lift; support rear of vehicle with tri-pod (eliminate forward/rear rocking of vehicle due to length of vehicle); remove four plastic wheel hubcaps (flat screwdriver); remove all wheel lug nuts (22mm, deep, 6 point, 1/2" drive impact socket, 1/2" drive pneumatic impact wrench/gun); remove all wheels; open engine hood; disconnect electrical plug to under hood light (to keep vehicle battery from discharging); cut brake steel hydraulic line at fittings at rear brake hydraulic flex hose and at ABS unit (8" side cut pliers and cold chisel with ball peen hammer); remove fittings (front fitting: 7/16" stubby, combination wrench, block of wood, ball peen hammer; rear fitting: had to remove brake rear hydraulic flex hose mounting bracket from vehicle frame with 10mm, 6 point, combination wrench then remove fitting from flex hose with 8" vise grips/locking pliers and 7/16", 12 point, combination wrench); install brass fitting into ABS unit (5/8", 12 point, stubby, combination wrench); install 40"x1/4" steel, double flared brake hydraulic line into fitting at ABS unit (7/16", 12 point, combination wrench; pipe bender); install 1/4" union (7/16" and 9/16", 12 point, combination wrench); install 60"x1/4" steel, double flared brake hydraulic line into 1/4" brass union; install 1/4" brass union into 60" line; install 12"x1/4" steel, double flared brake hydraulic line into 1/4" brass union and into rear brake hydraulic flex line; remove left and right rear brake hydraulic caliper bleeder bolts (gas torch, 10mm, 12 point, combination wrench); install new brake, hydraulic caliper bleeder bolts; fill brake, hydraulic master cylinder with DOT 3 hydraulic brake fluid; bleed rear brake hydraulic calipers; check new hydraulic steel brake line and unions for leaks (tighten); install all road wheels, install all road wheel lug nuts and torque to 120'lbs. (1/2" drive torque wrench); install all road wheel plastic hub caps; remove steel tri-pod; lower vehicle lift and remove lift arms from under vehicle; install electric plug into under engine hood light; close engine hood; road test vehicle; vehicle repaired.
1981 Ski-Doo Citation (donated); students continue to paint, apply decals, apply body filler, sand, prepare front ski's and suspension to re-install.
various vehicle engines (donated); students continue to disassemble, wash with varsol, rinse with hot water, blow dry (pneumatic blow gun), sandblast, paint, and reassemble engine components including engine block,oil pan, oil pump and pick-up, crankshaft with main bearings and caps, pistons, compression rings, oil rings, connecting rod with piston pin and bearings and caps, cam shaft, hydraulic valve lifters, crankshaft gear, camshaft gear, timing chain, timing chain cover, cylinder heads, intake and exhaust valves with return springs, valve covers, intake and exhaust manifolds, fuel injection system, air intake system. The goal is not a running engine but for students to handle the various components, to identify components with their proper terminology, to see where the components belong in relation to one another, and to begin to understand the purpose of each component.
various automatic/manual transmissions (donated); students to disassemble and reassemble (if possible) the components; to learn terminology; to see complexity; to see complex machine work; to begin to understand purpose of the various components.
1993 Ford Windstar (donated); all steel body panels rear of the engine fire wall and above the floor has been removed (gas torch); all interior; engine and automatic transmission has been removed (hydraulic engine hoist).
1999 Chevrolet Lumina (donated); engine and automatic trans-axle has been removed; all interior components removed.
grade 9 students continue to use wood table saw, wood band saw, various hand tools including AC electric drill, AC electric jig saw; various projects include the continued building of the wood scale model of the "General Lee", 1969 Dodge Charger, the model now stands on its own with sides and roof panel; students are also cutting a 1" piece of aluminum rod (hack saw), drilling a hole through the center (drill press), tapping the hole and threading a bolt into the hole, then students drill a second hole through center of aluminum rod across it, then tap again; students are beginning to experiment with AC electric horizontal metal lathe.

From the board: (last 2 weeks)

Hydra Lift, operating instructions continued - Tools/Equipment
Friction and Braking - Theory
Hand Tools continued - Safety
Hydra Lift continued - Tools/Equipment
Friction and Braking continued - Theory
Electric Power Tools - Safety
Computer Wheel Balancer - Tools/Equipment

November 22, 2009

2009-11-22T08:09:00.000-08:00

Hello,

Last Friday, students received their midterm report card.
I will explain how the Grade 9, Exploring Technology; Grade 10, 11, 12, Transportation Technology marks are evaluated.
This report card only covers semester work this far. The semester work is worth 70% and will continue to be adjusted as the semester continues. The semester work is divided into two main categories.
1. Knowledge and Understanding and Communication, 35%
DAILY NOTES & LOG: Almost every day the students will copy a note from the blackboard on the sheet provided. This note will be under the category of Safety, Tools & Equipment, and Theory. I require that all students print their full name and the date (mm,dd,yy) on the line provided. I also require proper spelling, complete (some students only copy a portion of the note), and neat printing. I encourage and remind all students to develop their own consistent and professional printing style that is easy to read. To pursue a career in the trades, you need the ability to communicate clearly with your manager, employer, and customer. How else can you properly bill, charge, record, pay, and warranty your work. I remind the students that a messy and unreadable job application is the difference between employment and unemployment. The work-order is still an everyday part of the trades.
In the Log portion, I require the student to include the year, make, and model of the vehicle they are working on. If it is not available or they are working on a project that is not a vehicle, than I require printing N/A in the yr/mk/mdl blanks, everyday. In a large shop where there are many employees, the service writer requires the work-orders filled out entirely and does not have time to hunt down every employee to find out what they missed. I also require the student print details and explain what they have been doing during the period. They should include step by step of the work they did, tools they used, and if they used equipment, they need to print one fact about the use of the equipment. I also require proper terminology. The student needs to ask me if they do-not know. How else can I evaluate what the student knows?

2. Thinking and Application, 35%
Practical in the shop: I try to portray the shop as a real working garage. Thus, the students are encouraged to behave like an employee. They need to keep busy, by participating with the projects and customer vehicle repairs. The students come with a very wide and varied background, skills, abilities, interests, and even fears. I only expect students to do what they are comfortable with doing. I expect the student will get to the point they will be willing to try to do new things, eventually. In the mean time I expect the student to observe, get and return tools, clean up and ask questions to other students and myself. I cannot force any student to work in the shop, the risk of injury to the student(s) and potential of damage to vehicles, tools, and equipment is too high. I am always watching and circulating around to the different student groups. I ask the students to identify the components by their proper terminology and explain what they know and understand of what the component is for and how and why. I will correct when they are wrong and explain what they do not know.
Thus, like a real job, the student does not receive pay but marks. Out of 10 everyday. The student's attendance, punctuality, attitude, participation, cleanup all effect my assessment and final evaluation.
If the student wishes to make up lost marks due to being absent for any reason. The student needs to copy the missed Daily Notes from a willing student's notes. The student needs to come in to make up missed time in the practical in the shop. The student is encouraged to work during lunch, spares (cannot skip regular classes), and after school ( I am always in the shop everyday till a minimum of 4:30pm). Like an apprenticeship, it is time working in the environment. I will allow the students to work on any project that interests them without instruction. I find the student will eventually get stuck and will require my input. At this point the student is willing to listen and try out my suggestions to carry the project forward. Usually the student will eventually get around to every opportunity in our shop by the end of the semester.
I encourage the student and the parent/guardian to talk to me about any concerns, after school.

I will post in the shop and from the board, soon.

November 8, 2009

2009-11-08T15:06:00.000-08:00

Hello,

from the shop:

1999 Honda Accord (customer); replace fuel system, pressure/feed fuel line (5/16"x60", 5/16"x51", 5/16"x18" steel lines, 5/16" compression fittings x2) from rubber fuel line connection (10mm) at fire wall, behind engine to plastic line connection near fuel tank; remove return fuel steel line from rubber hose connection at fire wall behind engine to plastic hose connection near fuel tank. Vehicle was moved from Bear scissor lift to Hydra Lift 2 post and all wheels removed to aid in fuel line repair; all four wheels balanced on Snap On wheel/tire balancer.
2003 Pontiac Vibe (customer); replace engine oil and filter (5W30); repair left rear tire (remove nail from tire and install tire plug); check rear drum brakes (wash out brake dust with water hose, OK, recheck in 3 months); check front disc brakes (customer complains of brake pedal pulsation, requires front brake disc pads and discs within next 3 months); repair plastic weather guard under engine (plastic plugs missing, install plastic zip ties); check fluids (engine coolant, OK; brake fluid, OK; power-steering fluid, OK; automatic trans-axle fluid, OK; battery, positive terminal has some corrosion; windshield washer fluid, add); check tire pressures (35 psi).
2003 Pontiac Vibe GT (customer); replace engine oil and filter (5W30); check all fluids; check tire pressures (35 psi).
1993 Ford Aerostar (donate); remove left and right rear side glass; continue to remove the left front upper control arm steel bracket (required gas torch due to seized bolts); remove right front shock absorber (cut off top and bottom steel bolts with pneumatic cut-off wheel).
1981 Ski-Doo Citation (donated); continue to sand blast front ski's and suspensions; continue to prepare belly pan for paint (sandpaper, electric sander, electric angle grinder with wire brush/wheel attachment), wire wheel tunnel.
1988 Chevrolet Caprice (donated); rivet on left front interior door handle; remove windshield (pneumatic knife).
1987 Pontiac Transport (donated); remove windshield (pneumatic knife).
19?? Pontiac Grand Prix (donated); remove windshield; remove front seats.
small engines (single cylinder), (donated); continue to disassemble, wash components with varsol, rinse with hot water, dry with pneumatic blow gun, sandblast, paint, and reassemble (cylinder head, block, intake and exhaust valves with springs and retainers, recoil, carburetor, fuel tank, spark-plug, ignition coil with spark plug wire, flywheel, camshaft, crankshaft, piston, piston compression rings, piston oil ring, piston pin, connecting rod, push-rods, oil lubrication, ...).
vehicle engines (V6x2, 4Cly.)(donated); see small engines.
students continue to use AC electric and pneumatic tire machine; gas (acetylene and oxygen) torches for heating, cutting, and braze welding; AC electric and pneumatic plasma cutter; pedestal AC electric grinder and wire wheel, AC electric table saw, AC electric band saw; and a variety of AC electric and pneumatic hand tools.
FINALLY! Our AC electric Snap On hand spin wheel/tire balancer is installed (position, drill, lag to concrete floor, level) and working.
NEW! Ultra Pro pneumatic knife for easy removal of vehicle glass. Thanks to SHSM budget.

From the board:

Service brakes continued: disc brakes and drum brakes
Avoiding blood-borne pathogens
Circular saws
Hydra Lift (2 post above ground vehicle lift)
Service brakes continued: power brake booster and the brake pedal

SHSM (Specialist High Skills Major):

Tuesday, November 10Th, 2009; rewrite for WHMIS

November 1, 2009

2009-11-01T07:34:00.000-08:00

Hello,

From the shop:

1999 Honda Accord (customer); replace the left and right rear brake system, brake hydraulic steel lines (3/16" double flare with 10mm fittings; 3x60", 1x51", 1x40", 1x12"; 4x unions), from the brake system hydraulic portioning valve (located beneath brake system hydraulic master cylinder under hood) to right and left rear brake system brake hydraulic flex hoses (located behind right and left rear road wheels); required the removal of the engine exhaust system from catalytic converter (3 bolts had to be cut off with gas torch) to end, including intermediate exhaust pipe, muffler (2 rubber mounts), rear axle pipe, rear muffler (1 rubber mount), and tail pipe. Removal of engine exhaust system heat shield (3 bolts), located in front of fuel tank. Vehicle is raised on Bear scissor lift (AC electric and hydraulic). Raise rear of vehicle with pneumatic bottle jacks at rear sub-frame outside of spare tire well. Removal of rear road wheels. Lower rear suspension and fuel tank unit by approximately 1" to allow access to bolts for clamps holding steel hydraulic brake lines near rear brake hydraulic flex hoses. Raise rear suspension and fuel tank unit.

1999 Ford Windstar (donated); connect the engine exhaust system at the front of catalytic converter (3x3/8"x1 1/4" N.C. bolts); install top section of trans-axle fluid dip stick tube; check for fluid level (OK); install trans-axle cooler lines at trans-axle; install nut to stud on engine 12volt starter solenoid for start wire; install engine air intake/filter system; charge 12volt battery; attempt to start vehicle (no start; possibly due to the trans-axle shifter switch is not connected due to switch on trans-axle and plug on vehicle wiring harness are not compatible thus engine performance computer is not receiving the proper signal that the trans-axle is in park); research trans-axle switch on Mitchell On Demand Transmission computer program (no help); machine front brake system discs/rotors; sand blast front left and right brake system caliper mounting brackets; install front rotors and mounts but would not fit (the parts donor vehicle was newer and parts are not all compatible).

1993 Ford Aerostar (donated); removal of engine water pump with engine cooling clutch fan (could not remove clutch fan with shop complete clutch fan tool set; melt off plastic engine cooling fan with gas torch; cut through steel mounting ring for plastic fan to clutch fan with gas torch); removal of main 12volt battery ground cable at engine block; removal of engine 12volt alternator; removal of engine belt driven Air Conditioning A/C compressor; removal of engine upper air intake manifold/plenum; removal of brake system hydraulic portioning valves (x2) and hydraulic steel brake line to left front brake hydraulic flex hose; begin to remove suspension system left front upper A/frame (control arm); removal of all rear interior plastic interior panels; removal of rear interior carpet; begin to remove of all safety belts; removal of rear tail gate; begin the removal of all remaining windows.

2002 GMC Envoy (customer); drive vehicle up ramps at front; removal of automatic transmission cooler line fitting at left side of lower plastic tank of engine cooling system radiator.

199? Pontiac Grand Prix (donated); appraised; continue the removal of all glass (vacuum up broken glass due to rear glass window was shattered); removal of rear bench seat.

199? Chevrolet Lumina (donated); removal of steering column; removal of rear plastic bumper; removal of seat belts; removal of interior carpet; punch out drain plugs on floor pan to allow rain water to drain.

vehicle engine projects (x2), (donated); removal of engine pistons with compression rings, oil rings, and connecting rods; other components removed.

small engine project (donated); disassemble engine block; individual components are washed in varsol, rinsed in hot water, dried with pneumatic blow gun; sand blasted; painted.

students continue to practice using AC electric and pneumatic tire machine; gas torch (heating, cutting, braze welding); plasma cutter; AC electric pedestal grinder and wire wheel; AC electric angle grinder/wire wheel; AC electric table top band saw; and various other tools and equipment.

all vehicle plastic, fabric, and rubber was trailered to Dunnville transfer station.

From the board:

chisels and punches

service brakes; master cylinder, hoses and lines

responding to emergencies

general workplace equipment

October 25, 2009

2009-10-25T07:29:00.000-07:00

Hello,

Thank you to those parents/guardians and students that came out to the parent/teacher interview.

Congratulations to last years seniors as they participated in their commencement ceremony. Special mention to Matt D. and James R., good luck in your future career plans.

I will be calling parents/guardians of at risk (marks below 60%) students, in the coming weeks. All parents/guardians are welcome to call or drop in. I am not in class between 12:30-1:30pm. I always stay in room #131 (trans. tech. shop) till 4:30pm.

Remember that all students must neatly print their full name and full date (10-25-09) on the line provided at the top of the supplied "Daily Note & Log" sheet. All students must copy the note from the blackboard in the top space provided. All students must take time at the end of every class to print their effort in the shop in the bottom space provided. All notes must be printed neatly, lots of details, step by step, and including tools/equipment used. Please, give facts regarding the safe use of equipment when used. I will only mark the supplied sheets when kept in order of date in a duo-tang.

In the shop:

1988 Ford Mustang GT (student); the brake system hydraulic master cylinder was reinstalled. All hydraulic brake steel lines were reinstalled to master cylinder. Master cylinder was bled of air, then front hydraulic brake calipers and rear hydraulic brake cylinders were bled of air. Vehicle was removed from shop.
2003 Saturn LW200 (customer); engine oil (10W30) and filter (cartridge) change. Also, check tire pressure (35psi); hydraulic brake fluid (OK); engine coolant (-45 F/C, clean, OK); power steering fluid (OK); battery (water/OK, clean/OK, install washer to positive battery cable to tighten); windshield washer fluid (add/OK); engine air filter (OK).
1999 Honda Accord (customer); check for reason of red brake light on dash and low and soft brake pedal. Brake system hydraulic fluid reservoir very low (reservoir cap has a 12 volt fluid level that lit red brake lamp on dash). Under vehicle inspection found leaking brake system hydraulic main steel line from front of vehicle to rear left/right wheel brakes. Removal of steel bolts and plastic brake and fuel line mount under vehicle. Fuel system steel feed/pressure line, return line, and vapour line also require replacement. I called two Honda dealerships for a quote, $2650.00 (including parts, labour, and taxes).
1999 Ford Windstar (donated); steering system hydraulic return and pressure power lines installed to power steering rack and pinion assembly; left and right front front wheel drive axle shafts installed into trans-axle; left and right steering knuckles installed onto lower ball joints, McPherson struts and FWD shafts (right front FWD shaft outer Center Velocity joint threads were damaged with a hammer and had to be disassembled, filed, and grind with hand file and electric angle grinder to repair threads and reinstalled), (lower ball joint bolts are missing and are temporarily held together with grade 5 bolts).
1989 Ford Aerostar (donated); removal of steering system power steering hydraulic pump (required cutting of hydraulic pressure and return lines); removal of plastic dash panel (use of pneumatic/air cut off wheel to remove rivets); removal of plastic trim at drivers door interior (use of pneumatic/air drill to remove trim screws); removal of left front steering knuckle (removal of castle nuts from upper and lower ball joints, separate ball joints from knuckle with use of hammer and ball joint pickle fork); cut off top mount of left front shock absorber (use of electric angle grinder); cut in half left front stabilizer link (use of electric angle grinder).
Push lawn mower (donated); disassemble of engine shrouds, flywheel (sheer key was partially sheered, indicating mower blade hit something hard, indicating engine timing is partially out); removal of fuel tank and carburetor; components are individually washed with varsol, rinsed with hot water, dried with pneumatic/air blow gun.
1981 Ski Doo Citation (donated); front skis and suspension sand blasted.
Pontiac Grandprix (donated); off limits due to broken back window glass.
Saturn SL; removal of driver and front passenger air bags; removal and replace right rear and right front wheel/tire (use of vehicle jack and tire wrench).
students continue to use pneumatic/air and electric tire machine, plasma cutter, gas torches. Grade 9 also use electric wood table saw, electric jig saw, and electric drywall gun/driver.

From the board:

Safety: Lockout and Tagout
Tools/Equipment: Plasma Cutter
Theory: Service Brakes
Safety: Ergonomics

October 18, 2009

2009-10-18T07:42:00.000-07:00

Hello,

Friday, Interim report cards have been given to the grade 10, 11, and 12 students. I forgot the grade 9's during period 1, so, I had the office lunch time announcement explain that the students could pick up their report any time that day (only a few were picked up), sorry for any inconvenience. Parents/guardians please read your child's report and talk with them about it. I am available after school every day to discuss your concerns in person or by phone. I will be available during the parent teacher interviews this coming Wednesday.

Grade 9: you can pick up your Interim report from me on Monday. Please bring your completed form for "Take your child to work day".

SHSM: please bring your completed form, immediately.

In the shop:

1988 Ford Mustang GT (student): right and left engine exhaust headers are bolted in. Engine is lowered back into engine mounts. All components reinstalled on right side including throttle body, air intake system, and engine 12volt starter. The brake system hydraulic master cylinder had to be removed, this required the use of the pneumatic impact hammer on the housing while applying side pressure with a tire bar to free the cylinder from the brake system power vacuum booster due to excessive rust.
1999 Ford Windstar (donated): front exhaust pipes bolted in with new nuts. The mating exhaust flanges at the intermediate pipe has been wire wheeled to clean away all old gasket material and rust. One broken stud at this flange has been removed with the use of vise-grips and gas torch (could not remove second stud due to oxygen tank for torch is empty). The steering system power steering rack and pinion is bolted to engine cradle and the steering column is also bolted to rack. We are having difficulty installing the pressure and return hydraulic fluid hoses. The electrical connections are also different from the installed used automatic trans-axle to the vehicle wiring harness. We are changing the necessary sensors from the old removed trans-axle.
1989 Ford Aerostar (donated): the rear wheel drive axle/differential assembly has been disassembled, including drive pinion gear and matching ring gear (hypoid set), differential case, the side differential gears, the differential pinion (spider) gears, and bearings, shims, washers, and collapsible spacer. The steering column has been removed and the steering wheel has been removed from the column. The complete dash is being removed. The engine cooling system water pump is being removed, we are struggling with the clutch fan and one bolt holding the electrical system 12volt alternator.
2 vehicle engines: are in various states of dis-assembly/assembly. One engine is in the process of being timed (base timing), crankshaft to camshaft. The other engine has just removed the intake manifold. All components are washed in varsol, rinsed with hot water, dried with pneumatic blow gun, sand blasted, and painted.
1 small engine has been completed. One way clutch for recoil starter is no longer functional, but engine does rotate.
1 small engine is being started for dis-assembly. Cylinder head has been removed.
1997 Chevrolet 1500 P/U (McIntyre): I purchased 20 new chrome wheel lug nuts. We had to cut the parking brake system rear cables (seized) with electric angle grinder to allow the installation of brake system rear brake drums. Install all wheels and torque lug nuts to 100'lbs. All components removed from box, box was swept out, replace all components back into box. Push vehicle into unused tech. room for storage.
1981 Ski-Doo Citation (donated): remove chain case side cover, remove drive and driven gears with drive chain. Clean out chain case. Reinstall components and fill with oil. We require a service manual to diagnose the engine electrical system, no spark.
19?? John Deere Liquifire (student): student has lost interest, need to remove snowmobile from shop.
1961 John Deere 45 combine (mine): currently on hold.
1997 Chevrolet Lumina (donated): project on hold due to cold weather.
1988 Chevrolet Caprice (donated): students remove and replace wheel/tire. The front door panels are in the process of being removed. Cold weather is an issue.
1997 Pontiac Transport (donated): removal of front fog/driving lights from front bumper. Lights were hooked up to 12volt booster pack to make work. Student plans to install lights in the "General Lee".
199? Saturn SL1 (donated): THANK YOU!
199? Pontiac Grandprix (donated): THANK YOU!
"General Lee": basic 2"x2" frame bolted together with 1/8" hard board front and back to hold shape using drywall screws. One side has been drawn out on 1/8" hard board. Overall size is 48" long, 30" wide, and 36" tall.
Students continue to use gas torch to cut up vehicle door metal, good pieces of metal are kept for future metal projects, the scrap is taken away, in my trailer, to a salvage yard for cash.
Students continue to use the shop pneumatic/electric tire machine.
I am slowly preparing space in the shop for our new electric Snap-On wheel/tire balancer.

From the board:

CO carbon monoxide: deadly in 3 minutes, headache and nausea first.
Torque wrenches: 100'lbs. for most five wheel lug nuts. Remember, use the star pattern.
The brake system: components ...
...

October 11, 2009

2009-10-11T07:41:00.000-07:00

In the shop:

1988 Ford Mustang GT (student); students continue to install the new chrome full length exhaust headers; remove engine mount nuts, using 1/2" pneumatic impact wrench/gun and gas torches to heat one nut, and lift engine with tripod; remove engine 12volt electric starter; remove engine upper intake plenum; fit right header; install header with new exhaust gasket and fasteners. (Bear electric/hydraulic scissor vehicle lift)
199? Ford Windstar (donated); students continue to replace the automatic transmission/axle; used trans-axle bolted in (hydraulic transmission jack); torque converter bolted to engine flywheel; front engine exhaust pipes and catalytic converters removed (gas torches); engine and trans-axle sub-frame bolted to vehicle; engine mounts bolted to sub-frame. (Hydro Lift electric/hydraulic above ground two post vehicle lift)
199? Ford Aerostar (donated); students continue disassemble the vehicle; remove front windshield (wire windshield removal tool); removal of glass from front, side sliding, and rear gate doors; removal of glass from left side of van (shattered); removal of brake master cylinder, disassemble/reassemble on bench; begin to remove power vacuum brake booster; begin to remove steering column; begin to remove power steering pump (power steering pump pulley removal tool), trying to remove power steering high pressure hydraulic line from power steering rack and pinion (gas torch); begin to remove engine clutch cooling fan (plastic fan is badly cracked, cutting off with pneumatic cut off wheel; cannot remove clutch fan with clutch fan removal tool).
1985 Chevrolet Caprice (donated); students continue remove and replace and test individual components; R&R&T: horn, blower motor, wiper motor, battery, and wheel.
199? Chevrolet Lumina (donated); students continue to disassemble the entire vehicle; removal of right front McPherson strut, right front lower control arm, right front drive axle shaft with inner and outer center velocity (CV) joints; beginning to remove left front lower control arm (mounting bolts badly seized, cutting off with gas torch); removal of stereo, speakers, antenna, wiring, then set up on bench and hook up with 12volt booster pack; removal of all seats (hot wire drivers power seat with 12volt booster pack to move forward and back to reveal mounting bolts); disassemble of seats (separate all material from metal seat frame)
small engine (donated); students continue to assemble components including crankshaft, piston with rings and connecting rod, cylinder head, engine case covers, carburetor with fuel tank.
vehicle engine x2 (donated); students continue to remove, clean with varsol, rinse with hot water, dry with pneumatic blow gun, sandblast, and paint; reinstall components ...
1981 Ski-Doo Citation (donated); students continue to assess the future of this snowmobile; removal of front skis with suspension and steering; borrow a pull start from Mr. Lane a used pull start and check engine compression, 125psi in both cylinders, OK!
19?? John Deere Liquifier (student); students continue to remove, wash in varsol, rinse in hot water, blow dry with pneumatic blow gun, sandblast individual components; waiting for student to install 3 cylinder studs for right engine cylinder and install right cylinder and cylinder head...
rear axle (donated); students continue to disassemble; removal of rear axle brake hydraulic lines; removal of rear drum brake hydraulic cylinders; disassemble and clean cylinder for rebuild; threaded lock pin broke, grind away differential case with electric angle grinder to remove lock pin and removal of differential cross shaft.
Pablo's 1969 Dodge Charger (General Lee) costume; students continue to plan and construct the 2"x2" wood frame 30"x48" for his costume, deadline 10-30-2009.
Bath tub (student); students continue to modify a used metal bath tub into a vehicle; removal of side (electric angle grinder and pneumatic cut off wheel); grind through enamel to allow for welding of snowmobile ski; students are thinking bob-sled; I recommended that the finished product should be presentable in a Dunnville parade.
2002 VW Jetta (customer); students perform vehicle inspection including all fluids, lights, wipers, tires.
1997 Chevrolet 1500 P/U (McIntyre); students remove, test, install sealed beam headlights.
1961 John Deere 45 combine (Peters); on hold.

I explain theory to students as they work on their tasks and when they ask questions.

From the board:

we continue to discuss and take notes on our three main topics including safety, tools/equipment, and theory.
in brief; push tools with an open hand, do not pull or you risk taking the tool in the mouth; types of screwdrivers and sockets/ratchets; tire sizes; specialist high skills major, SHSM.

October 4, 2009

2009-10-04T09:02:00.000-07:00

First, farewell to our friend, colleague, and teacher. Mr. Jim Dickhout.

This past week in the shop:

1988 Ford Mustang GT; replace right rear 3/16Th double flare brake hydraulic line, bleed both front brake calipers and both rear brake cylinders; remove front exhaust pipes with catalytic converters and begin to remove front header style exhaust manifolds.
Ford Windstar; removal of automatic trans-axle; removal of 2nd trans-axle from engine on floor (no vehicle); preparing to install 2nd trans-axle into vehicle.
Ford Aerostar; removal of front plastic bumper cover; removal of glass from sliding side door; removal of entire vehicle electrical wiring harness is in progress.
1997 Chevrolet 1500 P/U (McIntyre drag truck); remove right front sealed beam headlight, test with 12 volt booster pack for high and low beam working, OK, reinstall.
Ford 1/2 ton P/U; tighten battery positive cable at starter, OK.
John Deere Liquifier snowmobile; pedestal wire-wheel 3 (one missing) engine cylinder studs
1981 Ski-Doo Citation snowmobile; clean belly pan of grime.
2001 Pontiac Sunfire; replace left front headlight bulb, left front marker bulb, and rear license plate light bulb; use scanner to clear computer code.
2001 Nissan; check computer code with scanner and clear.
...

From the black board:

Safety: including disposal of waste fluids (engine oil, transmission/axle fluid, P/S fluid, brake fluid, anti-freeze ... plus the hazards and risks to the environment and drinking water. The danger of drinking anti-freeze!
Tools & Equipment: Wrenches including combination, double box end, double spanner/open end, 6 point, 12 point, offset, line, speciality, ...
Theory: how to properly check engine and transmission/trans-axle automatic/manual fluid

Friday (supply teacher; I was at the first aid/CPR re-certification class)

DVD "The Worlds Fastest Indian"; students watched the 2nd half of the DVD and completed 5 multiple choice questions about the DVD.

September 27, 2009; all students

2009-09-27T09:09:00.000-07:00

All students must continue to come to their Trans. Tech. or Exploring Tech. everyday and on time.
I encourage students to discuss with me about their experience in Tech. I will try to tailor the practical shop time more to their individual interest, if possible. But, I cannot force any student to participate or make every minute fun and/or exciting. Students need to want to learn and try new tasks and continue to repeat new skills.

In the shop:

A group of senior students continue to repair the brakes on a black 5.0L Ford Mustang; including new front drilled rotors and pads; cleaned, greased and properly adjusted front wheel bearings; bleed front brake calipers which required heating up (gas/oxygen torch) of the calipers to remove the seized bleeder screws; remove rear wheels, rear brake drums, wash out brake dust with water, and inspect components ... vehicle is safely lifted on the "Bear" scissor lift
Several student groups are in the process of replacing the automatic trans-axle of our donated Ford Windstar. So far they have safely raised the vehicle on our two post above ground "Hydra Lift", removed front wheels, disconnected battery, supported engine with Ultra Pro engine support, disconnected the exhaust at front of the catalytic converter, remove front brake components, including calipers, pads, and rotors; removed front left/right steering knuckles including disconnecting of the outer tie rod ends and lower ball joints; removed front sway bar; removed power rack and pinion steering including disconnecting of steering shaft and pressure and return lines/hoses; disconnect all necessary electrical wires and shifter cable; remove left and right front wheel drive shafts; remove lower engine/trans-axle frame cradle (install a modified cradle from another Windstar that allows removal of trans-axle and support of engine); remove engine starter; remove flywheel inspection cover; remove torque converter/flywheel mounting nuts ...
Several student groups are completely disassembling our donated Ford Aerostar; including removal of the engine hood and front doors, and windows from doors; removal of the battery, radiator, A/C components (system was already empty); removal of the rear axle (students cut through shocks, and 3 link trailing arms with gas/oxygen torch due to excessive rust, seized fasteners, and the vehicle is not on a vehicle lift); vehicle is safely supported on four 6 ton safety/jack stands; removal of rear shock absorbers, coil springs, trailing arms from rear axle assembly
Three student groups are disassembling their engine projects; engines are safely supported on engine stands (one small engine); students remove individual components, wash with varsol if necessary, rinse with hot water, blow dry with compressed air, sand/glass bead blast, and spray paint, reinstall, and discuss theory ...
The McIntyre drag Chevrolet P/U truck project is currently on hold
The John Deere 45 combine project is currently on hold
Students have begun the disassembly of the recently donated 1981 Ski-Doo Citation snowmobile (by a friend of our own Mr. Shoup, THANK YOU!); so far students have removed the fuel tank, drained the old fuel, flushed tank with hot water ...
Students continue with John Deere Liquifire snowmobile project (student owned); including the removal, drain, and flush of fuel tank; removal of carburetors; compression test (approx. 60 psi, not enough); removal of cylinder heads and one cylinder (scored); components are individually cleaned with varsol, hot water, and sandblasted when appropriate; we are currently unable to remove the drive clutch so the engine cannot be removed from the tunnel; discuss theory ... (sled had a live snake under the hood!)
Outside, students continue to complete individual projects on our donated 1988 Chevrolet Caprice Classic Brougham (from the father of our own Mr. McCormack); including R&R (remove & replace) wiper blades, wiper motor, battery, wheels, air pump belt, alternator belt, alternator, horn, charcoal canister, headlight bulbs (high/low), marker/park light bulbs, rear tail light lens and individual bulbs (park/marker, brake, reverse, signal); students will clean individual components with varsol, rinse with hot water, blow dry with compressed air when necessary; students will test electrical components both on the bench and on the vehicle ...
Outside, on our donated 1999 Pontiac Transport (from the brother of myself); students have R&R rear tailgate and taillights ...
Outside, on our donated Chevrolet Lumina (from the family of a current D.S.S. student); students are completely disassembling this vehicle; so far, removal of hood, grill, front bumper, front fenders, radiator, A/C components (system was empty), engine electrical, wiper blades, wiper arms, wiper transmission, wiper motor, front struts (in process), front doors (in process), seats, ...
Students are also repairing and maintaining customer vehicles; including install of a new left front rear view door mirror (Ford Focus); Oil & Filter change (Pontiac Sunfire, Pontiac Vibe GT, ...); front brake pads and rotors including removal of rust and lubricate all necessary parts and bleed hydraulic system, rotate tires (Saturn Ion 2); ...
students continue to practice/repeat under hood fluid checks (engine oil, transmission fluid, power steering fluid, brake fluid, coolant, battery); tire pressures; jacking with hydraulic floor jack, car jack, hydraulic bottle jack; use of safety/jack stands; use of gas/oxygen torches; use of electric/pneumatic tire machine; ...

September 20, 2009 all students, all grades

2009-09-20T09:05:00.000-07:00

I require all students to bring their duo-tang, pen/pencil every day. We will continue to discuss safety, tools/equipment, and theory at the beginning of most classes. Students must take notes on these discussions. Students need to always start each class note with the date, and take the necessary notes under each heading "safety", "tools/equipment", "theory". Always note what you did during shop time, include year, make, & model. (1985 Chevrolet Caprice Classic)
Then be prepared to participate at the various activities in the shop. Remember, to wear clothing that can get dirty. Some students keep a shirt that they wear over or change into from their regular shirt. Some students are bringing their own cover-alls (Fred's work wear sells used, clean work clothes for a reasonable cost). Also, your shoes need to be appropriate for our shop. Steel toe is preferable but running shoes are the next best, again, shoes that can get dirty. Students must supply and wear safety glasses when using any powered tools/equipment and striking tools (hammers, chisels, and punches). Including all electric, pneumatic (air-driven), hydraulic (fluid pressure) t/e. Safety glasses can be purchased for $1.00 at the dollar store, or on sale for 4.99 at Napa. Canadian Tire, Home Hardware, Lymburner's, and Houser's Automotive also sell safety glasses. There are other businesses in Dunnville that likely sell safety glasses, as well.
REMEMBER SAFETY IS YOUR RESPONSIBILITY, FOR YOUR SELF AND OTHERS.

September 13, 2009 TTJ4E

2009-09-13T10:19:00.000-07:00

DUNNVILLE SECONDARY SCHOOL
TRANSPORTATION TECHNOLOGY
Vehicle Maintenance
Grade 12 TTJ4E Workplace Preparation

This course introduces students to the servicing, repair, and maintenance of vehicles through practical applications. The course is appropriate for all students as a general interest course to prepare them for future vehicle operation, care, and maintenance or for entry into an apprenticeship in the motive power trades. Students will develop an awareness of environmental and societal issues related to transportation, and will learn about careers in the transportation industry and the skills and training required for them.

Prerequisite: None

A. VEHICLE MAINTENANCE FUNDAMENTALS
A1. Vehicle Powertrains
A2. Interior and Exterior Care and Maintenance
A3. Service and Maintenance

B. VEHICLE MAINTENANCE SKILLS
B1. Service Information
B2. Powertrain Systems
B3. Body, Brake, Steering, and Suspension Systems
B4. Repair Problems or Challenges

C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
C1. Technology and the Environment
C2. Technology and Society

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. Health and Safety
D2. Career Opportunities

The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

STUDENTS LEARN BEST BY DOING

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

TERM: 70%
SUMMATIVE: 30%
TOTAL: 100%

TERM: Including Knowledge and Understanding; Thinking; Communication; & Application

attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

SUMMATIVE: PORTFOLIO presentation of daily notes, pictures, handouts…

RUBRIC: A simple and basic application that can be applied across all areas.
· LIMITED 50-59% (Level 1)
· MODERATE 60-69% (Level 2)
· CONSIDERABLE 70-79% (Level 3)
· THOROUGH/HIGH DEGREE 80-100% (Level 4)

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

Be on time, never be late
Never leave the classroom without my permission
Wear work-boots or at least running shoes, no open toe
Wear pants or appropriate shorts, no skirts or dresses
Always tie long hair back
No dangly jewellery
Safety glasses are a must
Duo tang, paper, pens, paper…

ATTITUDE!!!

· EFFORT = ACHIEVEMENT
· MOTIVATION
· APPLY YOURSELF
· WORK, STUDY, COOPERATE
· MASTERING
· ATTITUDE!!!

Note to parents/guardians and students:
Attendance, participation and co-operation are very important to the success of any student in this program. Dunnville S.S. has an excellent facility and I am hoping for a productive and fun semester.

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

September 13, 2009 TTJ3O

2009-09-13T10:09:00.000-07:00

DUNNVILLE SECONDARY SCHOOL
TRANSPORTATION TECHNOLOGY
Vehicle Ownership
Grade 11 TTJ3O Open

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

This general interest course enables students to become familiar with the options and features of various vehicles, issues of registration, and the legal requirements affecting vehicle owners. Students will also learn about vehicle financing and insurance, vehicle maintenance, emergency procedures, and the responsibilities of being a vehicle owner. Students will develop an awareness of environmental and societal issues related to vehicle ownership and use, and will explore career opportunities in the transportation industry.

Prerequisite: None

A. VEHICLE OWNERSHIP FUNDAMENTALS
A1. Vehicle Selection
A2. Vehicle Registration and Ownership
A3. Vehicle Loans and Insurance
A4. Roadside Emergency Precautions and Procedures

B. VEHICLE MAINTENANCE FUNDAMENTALS
B1. Powertrain Components
B2. Major Vehicle Systems
B3. Interior and Exterior Care
B4. Information, Tools, and Equipment for Basic Service and Maintenance

C. VEHICLE MAINTENANCE SKILLS
C1. Using Service Information
C2. Engine Service
C3. General Vehicle Maintenance and Service

D. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
D1. Technology and the Environment
D2. Technology and Society

E. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
E1. Health and Safety
E2. Career Opportunities

The organization of expectations into strands and sub-groupings (A, B, C, D, & E) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

STUDENTS LEARN BEST BY DOING
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

TERM: 70%

SUMMATIVE: 30%
_________
100%

TERM: Including Knowledge and Understanding; Thinking; Communication; & Application

attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

ATTITUDE!!!
EFFORT = ACHIEVEMENT
MOTIVATION
APPLY YOURSELF
WORK, STUDY, COOPERATE
MASTERING
ATTITUDE!!!

Note to parents/guardians and students:
Attendance, participation and co-operation are very important to the success of any student in this program. Dunnville S.S. has an excellent facility and I am hoping for a productive and fun semester.

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

September 13, 2009 TTJ2O

2009-09-13T09:50:00.000-07:00

DUNNVILLE SECONDARY SCHOOL
TRANSPORTATION TECHNOLOGY
Grade 10 TTJ2O Open

This course introduces students to the service and maintenance of vehicles. Students will develop knowledge and skills related to the construction and operation of vehicle systems and learn maintenance and repair techniques. Students projects may include the construction of a self-propelled vehicle, engine service, tire/wheel service, electrical/battery service, and proper body care. Students will develop an awareness of related environmental and societal issues, and will explore secondary and post secondary pathways leading to careers in the transportation industry.

Prerequisite: None

A. TRANSPORTATION TECHNOLOGY FUNDAMENTALS
A1. Understanding Engines
A2. Understanding Drive-trains
A3. Understanding Major Systems and Components
A4. Technological and Mathematical Literacy

B. TRANSPORTATION TECHNOLOGY SKILLS
B1. Design and Fabrication
B2. Maintenance and Repair Techniques
B3. Basic Service of Vehicle Systems and Components
B4. Care and Maintenance of Vehicles

C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
C1. Technology and the Environment
C2. Technology and Society

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. Health and Safety
D2. Career Opportunities

The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

STUDENTS LEARN BEST BY DOING

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

TERM 70%
SUMMATIVE 30%

_________
100%

TERM: Including Knowledge and Understanding; Thinking; Communication; & Application

attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

SUMMATIVE: PORTFOLIO presentation of daily notes, pictures, handouts…

RUBRIC: A simple and basic application that can be applied across all areas.
· LIMITED 50-59% (Level 1)
· MODERATE 60-69% (Level 2)
· CONSIDERABLE 70-79% (Level 3)
· THOROUGH/HIGH DEGREE 80-100% (Level 4)

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

September 13, 2009 TIJ1O

2009-09-13T09:11:00.000-07:00

Welcome to D.S.S. Technology,

DUNNVILLE SECONDARY SCHOOL
EXPLORING TECHNOLOGIES
Grade 9 Open, TIJ1O
Room 131

Teacher: G. Peters, Transportation & Exploring Technology teacher, D.S.S.

Student: Be on time, never be late
Never leave the classroom without my permission

Wear work-boots or at least running shoes, no open toe shoes
Wear pants or appropriate shorts, no skirts or dresses
Always tie long hair back
No dangly jewellery
Safety glasses are a must

Duo tang, paper, pens, paper…

ATTITUDE!!!

Course: Transportation (working with vehicles or machines with a combustion engine)
Knowledge: SAFETY, tools & equipment, basic theory…
Skills: jacking, replace a flat tire, check fluids, lights, tire pressures, wash & detail, lawn mower maintenance… (more challenges depending on strength of student)

Construction (working with wood …)
Knowledge: SAFETY, tools & equipment, basic theory…
Skills: picnic table, basic electrical, basic plumbing, including hammering, drilling measuring, fastening, soldering… (more challenges depending on strength of student)

Manufacturing (working with metal)
Knowledge: SAFETY, tools & equipment, basic theory…
Skills: drilling, tap & die, riveting, brazing … (more challenges depending on strength of student)

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

Daily Discussion and notes: theory, environment, careers, problem solving …

4 STRANDS:
A. TECHNOLOGY FUNDAMENTALS
B. TECHNOLOGICAL SKILLS
C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES

ACHIEVEMENT CHART: TECHNOLOGICAL EDUCATION, GRADE 9
Knowledge and Understanding
Thinking
Communication
Application

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

EFFORT = ACHIEVEMENT
MOTIVATION
APPLY YOURSELF
WORK, STUDY, COOPERATE
MASTERING
ATTITUDE!!!

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

underconstruction

2009-09-10T12:35:00.000-07:00

This blog is currently under construction.