Instructor: Brett Anderson
School: Benson Polytechnic H.S.
School year: 2014-15
Course number: 0901
Course title: Autoservice 2
Subject: CTE-Career & Tech Ed
Grade level(s): 10
Credits: 0.5
Course description:
Automotive Service II introduces the students to the operating systems of the internal combustion engine and preparation and maintenance of each of those systems. Students will also further explore career opportunities in the transportation field and will reinforce the awareness of: 1.Safety habits and attitudes 2.Shop practices 3.Vehicle systems All of the above will be coordinated in a required shop notebook to be reviewed by instructors across the curriculum.
Prerequisites:
Transportation 1
Standards and final proficiencies:
Oregon Common Core State Standards (CCSS) For Literacy in Science and Technical Oregon Common Core State Standards (CCSS) For Literacy in Science and Technical Subjects will be integrated into class curriculum in the following areas.
Reading Informational Text
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Text Complexity
Writing
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of writing

Upon completion of this sophomore sequence, the student will: 1. Recognize the importance of quality work ethics, organization, attitudes and safety. 2.Identify and use the basic tools used in the transportation industry. 3.Demonstrate the ability to test, diagnose, adjust, and maintain the internal combustion engine. 4.Have a familiarization with the terminology and generic qualities of marine, aviation, automotive, and manufacturing transportation technologies. 5.Be aware of career opportunities in the transportation technology. 6.Be aware of the contribution of individuals and varied cultural/ethnic groups in transportation technologies. 7.Have discussed future vocational training and opportunities during and post high school. 8. Have a familiarization with terminology, materials/eqipment
The student will: Learn how to use applicable shop manuals to find specifications and procedures for completing tasks. Learn the function of the components used in various vehicle systems. Learn about job opportunities available in the transportation industry.
Schedule of topics/units covered:
Unit:1) Orientation2) Safety3) Basic Electrical Theory (AHTA10.08.05.03): Demonstrate the use of a test light during diagnosis of electrical circuit problems. 4) Battery Service/Starting/Charging Service (AHTA10.08.05.10, AHTA10.08.05.09): Start a vehicle using jumper cables or auxiliary power supply; Inspect, clean, fill, and replace battery; inspect and clean battery cables, connectors, clamps, and hold-downs; repair or replace as needed, perform slow/fast battery charge. 5) Engine Evaluation and Condition6) Basic Motorcycle Repair7) Tires/Brakes (AHTA10.07.05.08, AHTA10.07.05.22): Check operations of brake stop-light system; Install wheel, torque lug nuts, and make final checks and adjustments.8) Vehicle Service (AHTA10.07.05.08, AHTA10.03.05.02, AHTA10.03.05.03, AHTA10.03.05.04): Check and replace wiper blades; Inspect, replace, and adjust drive pulleys; check pulley and belt alignment; Inspect and air filter; Check and adjust engine oil, coolant, power steering fluid, brake fluid, windshield washer fluid, differential/transfer case fluid, and transmission fluid levels.9) Career Information
Academic vocabulary:
Accumulator, air induction, bearing clearance, combustion chamber, compression, crankshaft, cylinder, differential, driveline, ergonomics, flywheel, governor, hydraulics, lubricating system, multiviscosity, pinion gear, pneumatic, rocker arm, synchronizer, transaxle, valve, viscosity.
District adopted materials:
Modern Automotive Technology
Supplemental resources:
Manufacturer service manuals and Mitchell On-Demand
Differentiation/accessibility strategies and support (TAG, ELL, SpEd, other):
The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...)

Differentiated Instruction:
Differentiated instructional methods are used to reach students of all levels including TAG, ELL and Special Education.
Curriculum compacting provides alternative activities for students who have already mastered curriculum content.
Accelerating or decelerating the pace that students move through curriculum. Students demonstrating a high level of competence can work through the curriculum at a faster pace. Students experiencing difficulties may need adjusted activities that allow for a slower pace in order to experience success.
Flexible grouping allows students to be appropriately challenged. As student performance will vary it is important to have students rotate between groups.
Tiered activities are a series of related tasks of varying complexity. All of these activities relate to essential understanding and key skills that students need to acquire. Activities are assigned as alternative ways of reaching the same goals taking into account individual student needs.
All students are encouraged to participate in extra-curricular activities such as after school Skills USA and Automotive Competition Club (CRLE).

Assessment Strategies:
Various assessment activities include journals, reading comprehension (automotive job sheets), Cornell notes, written auto work orders, tests, teacher & student evaluation of shop assignments and the Oregon Skill Sets Automotive assessment.
Career-related learning experiences (CRLEs):
  • Field trips
  • Guest speakers
  • Career Information System (CIS)
  • Project-based Learning
  • Service Learning
ODE Essential Skills and related Work Samples:
Assessment/evaluation/grading policy:
Assessment/evaluation/grading policy:
Students will be evaluated by completion of hands on worksheets (competency’s), tests and quizzes. Students will also be evaluated on their shop work including work habits, class participation, following class safety rules and shop cleanup. All work will be given a point value,points will be totaled at the end of quarter and grades determined as follows:100-90%=A 89-80%=B 79-70=%C 69-60%=D Below 60%=F
Behavioral expectations:
Comply with the uniform Benson High School Student Expectations/ Uniform Safety Code, School District 1 Student’s Rights and Responsibilities, and the Transportation Department Syllabus.
Safety issues and requirements:
Comply with the Benson High School Uniform Safety Code.

Approved by Jeandre Carbone on 9/10/2014.