Subject Area G: College Preparatory Elective

Discipline: Interdisciplinary

Grades: 10,11,12

Length: Full Year

Environment: Classroom

(Prerequisite:  None)

Course Overview:

Provides an overview of the Systems Diagnosis, Service, and Repair Pathway. Students will practice personal, occupational, and environmental safety through the appropriate use of tools, equipment, and work processes. Students will use scientific principles in relation to chemical, mechanical, and physical functions for various engine and vehicle systems while performing maintenance procedures in accordance with manufacturer recommendations. Students will demonstrate the application, operation, maintenance, and diagnosis of engines and supporting subsystems while understanding appropriate business practices. Students will explore the function and principles of drivetrains, steering, suspension, and brake systems.

Unit 1: Careers in Automotive Service

• Automotive background and overview

• Careers in the automotive service industry

• Starting a career in the automotive industry

• Working as a professional automotive service technician

• Technician certification

Key Assignments:

• Rubber band race car- Students will create a rubber band powered “race car” and compete with each other to see whose car is the quickest. This project will open up the discussion for several crucial components that have to be engineered precisely to make a car operate efficiently. This includes concepts such as rolling resistance, traction, stress points, drive axles, and opens up the topic of aerodynamics.

• Car research- Students will complete a research project about one automobile of their choice.  Students will research and present the historical background to the vehicle, the vehicle's components, explain why the vehicle is significant to the automotive industry or to them.

• Interview a professional- Students will be asked to interview a professional that is currently working in the automotive field and ask questions related to their career.       The profession can range from a master technician, to an automotive engineer. Through this research, students will compile the information that was obtained and relay it through a PowerPoint presentation to their classmates.

Unit 2:  Safety, Environmental, and Health Concerns

• Demonstrate the practice of personal and occupational safety and protecting the environment by using materials and processes in accordance with manufacturer and industry standards.

• Know and understand common environmental conservation practices and their applications.

• Practice the safe handling and storage of chemicals and hazardous wastes in accordance with Material Safety Data Sheets (MSDS) and the requirements of local, state, and federal regulatory agencies.

• Understand the way in which waste gasses, emissions, and other environmentally destructive substances are generated and the effects of these substances on the environment.

• Use appropriate personal protective equipment and safety practices.

• Evaluate the advantages and disadvantages of existing, new, and emerging systems and the effects of those systems on the environment.

Key Assignments: 

• In this unit, students will demonstrate through a safety test their knowledge of shop rules and procedures, tools and equipment safety, and personal safety procedures. 

• In the lab/shop, students will practice safe handling and storage of chemicals and hazardous waste in accordance with MSDS and the requirements of local, state, and federal regulatory agencies. 

• Students will demonstrate in the lab/shop their knowledge of shop and personal safety by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.

• Make a Safety Test, Take a Safety Test: Each student will design an automotive shop and lab safety test which will be taken by one or more of her/his peers. Each student will take one or more student-designed safety tests. One aspect of every test will involve an authentic, performance-based assessment. 

Unit 3:  Tools, Shop Equipment, and Measuring

• Practice the safe and appropriate use of tools, equipment, and work processes.

• Recognize the importance of calibration processes, systems, and techniques using various measurement and testing devices.

• Demonstrate and use appropriate tools and equipment—such as wrenches, sockets, and pliers—to diagnose, service, repair, and maintain systems and components.

• Use tools, equipment, and machines to safely measure, test, diagnose, and analyze components and systems (e.g., electrical and electronic circuits, alternating- and direct-current applications, fluid/hydraulic and air/pneumatic systems).

• Demonstrate how to access technical reports, manuals, electronic retrieval systems, and related technical data resources.

• Test and analyze the elements of precision measuring using standard and metric systems.

Key Assignments:

• In this unit, students will demonstrate through a written quiz their knowledge of common automotive hand tools including precision measuring tools. 

• In the lab/shop, students will practice appropriate selection, use, and storage of both tools and equipment. 

• Students will demonstrate in the lab/shop their knowledge of tool and equipment use, maintenance, and storage by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.

• Students will add to the tool section of their personal Automotive College and Career Portfolios. Each student will use technical drawing skills to illustrate at least three commonly used automotive shop tools and write a brief narrative for each tool explaining its proper use and care. 

Unit 4:  Principles Math and Calculations 

• Scientific principles and materials

• Math, charts, and calculations

Key Assignments:

• Wooden crankshaft project- Students will design and build a crankshaft out of wood.       This project will help students understand concepts such as the firing order of cylinders, counterweights, journals, balancing, and momentum. It will also demonstrate how a rotating motion can be used to create an up and down motion in the cylinders.

• Hydraulic systems project- In order to gain an understanding for braking systems, students will design their own basic hydraulic system. Students will use syringes as hydraulic cylinders, to simulate the force multiplication that is needed to operate a vehicle’s brake calipers.

• Cardboard muffler- Students will create their own muffler using paper towel rolls, and a variety of scrap cardboard. The goal is to create a free flowing muffler while still keeping the noise level down. This project will teach students principles of back pressure and decibel reading. 

Unit 5:  Engine Repair 

In this unit students will research engine systems and develop an efficient and concise way to disassemble, identify and rebuild an engine. Students will collaborate with their peers in adapting a strategy that would most benefit each of their learning styles and ensure a successful rebuild.  Students will categorize, inspect and repair all components of each style of engine as well as formulate a proposal to present to a “client” with repairs and possible updates to the engine. Students will also research and compare different materials and motor elements that have been improved since the original production of the engine.  Students will demonstrate in the lab/shop their knowledge of engine systems and components by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.  Students will review various databases to acquire torque and other related engine specifications.

Key Assignments:

• In this lab-based assignment, students will pick an engine and disassemble in its entirety. Once taken apart students will evaluate and examine probable causes for engine failure.  Students will refer to an automotive database to research various Technical Service Bulletins (TSB's) where applicable.  Students are required to take images of problems found. At this juncture students will research common failures and faults of said engines. Once this process is completed, students will compose a presentation where they explain the failure and propose their recommendations for repair.  Students will formulate a parts list along with prices and labor costs to present to “clients” as well as possible upgrades to ensure performance and longevity of rebuild. 

• In this research based assignment, students will propose their material findings before they begin assembly of the assigned engine. Students will demonstrate and explain their findings and make a case for why each part is better than the other. They will show a diagram with the original parts and the upgraded parts to compare and contrast their discovery and test it using the scientific method. We will then hold an open forum and collaborate to find the best formula of parts to use in the rebuild. Students will then formulate a written proposal to justify the expense in parts for performance and longevity.

Unit 6:  Engine Cooling System

In this work based learning unit, students will perform general cooling system diagnostics by researching applicable vehicles and service information. This list of information includes the use of technical service bulletins (TSB’s), campaigns, and recalls, vehicle service history, and service precautions. In small groups, students will use critical thinking skills and technology in conjunction with their own data collection and labors to infer the proper means of repair.  Students will remove, evaluate, and install belts, hoses, thermostats, and determine necessary action. Students will practice cooling system component diagnostics by inspecting and
evaluating the water pump, drive belts, pulleys, tensioners, hoses and determining necessary action. In this unit, students will practice engine cooling systems service by examining engine coolant and heater system hoses and recognizing required action. Students will demonstrate in the lab/shop their knowledge of cooling systems by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.

Key Assignment:

• In this research based unit students will identify and describe the two different styles of water pumps, mechanical and electric. Students will have a choice to develop a presentation or research paper comparing and contrasting both styles of water pumps. They are encouraged to persuade their classmates which style water pump is more advantageous, why and how it benefits the vehicle and performance. Students will then have the opportunity to model the pump's function and means of operation on a vehicle to prove their discovery.

Unit 7:  Manual Drivetrain and axles

• Clutches

• Manual transmissions/transaxles

• Drive axle shaft and CV joints

• Drive axle shaft and CV joint service

• Differentials

• Four-wheel drive and all-wheel drive

Key assignment:

• Utilizing service and repair information from AllDATA and ShopkeyPro students will work in groups to disassemble, inspect, and reassemble a manual transaxle.

Unit 8:  Automatic Transmissions and Transaxles

• Automatic transmission/transaxle principles

• Hydraulic components and control systems

• Automatic transmission/transaxle diagnosis and in-vehicle service

• Automatic transmission/transaxle unit repair

Key assignment:

• Utilizing service and repair information from AllDATA and ShopkeyPro students will work in groups to disassemble, inspect, and reassemble an automatic transmission.

Unit 9: Suspension and Steering Systems 

In this unit students will evaluate the many components in the steering and suspension systems.  Students will be able to differentiate and categorize between the many different styles of steering and suspension components. They will compare the different systems and functions to develop a sense for the correct plan of action for service and repair of each style. They model the correct operation of the various components and what comes standard on the vehicle and what is differentiated as modified.

Key Assignment- 

• In this research based unit students will identify, analyze and categorize the difference between various suspension systems. Students will compare and contrast the various suspension systems through a research project and a digital media presentation that they will present to their peers.  Students will explore the pros and cons of each system and compile data for later reference in their automotive journals. Students must also model proper replacement of a strut cartridge on a strut compressor and show all safety measures that must be taken when performing this task. Students must master this concept before working on live vehicles.

Unit 10:  Brake Systems

In this unit students will demonstrate their knowledge/utilization of personal protection, maintenance, hazardous materials handling, storage and recycling procedures by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.  Students will be able to perform brake inspections, brake component replacement, fluid service, and recycling operations of a modern automotive brake system. Students will be able to evaluate brake components and fluid conditions, use service information systems to determine system capacities, and determine necessary actions.

Key Assignment:

• In this work based unit students will be in the lab/shop modeling industry standard practices on brake diagnostics, estimates and repairs. Students will analyze and identify the style of brakes they are working on, disc or drum brakes, and identify the system's failure. Students will use repair manuals as well as web-based auto diagnostic software and tools to draw inferences of common issues and log the data discovered in their automotive journals. They will then use industry standard catalogs to locate parts,compare qualities and formulate an estimate for repairs. Once repairs are “approved” students will order the necessary materials to complete the task. Students will model industry standard practices by calling local parts houses and checking online catalogs for the best quality and price. Once the materials have been received students will fix or replace the faulty parts. They will then test their work and summarize their task by writing an invoice with cost of parts, materials used and labor times to present to “client”.

Unit 11:  Career and College Readiness 

This unit is designed to help students gain an understanding of the necessary skills needed to organize a portfolio in an effort to be college and career ready. Students will research a variety of career opportunities in the automotive industry.  Guest speakers from local community colleges will provide program information and helpful tips.  They will present the information to the class in a Powerpoint format. Peers will listen to the information presented and evaluate which careers match their level of interest and skills. Students will prepare and organize a job portfolio including a cover letter, resume, letters of recommendation, job application, and digital video samples. Students will compare and contrast various types of resumes. Students will differentiate resume component information based on the job position. Students will articulate the key components of a cover letter or letter of introduction. Each student will be expected to request and obtain a letter of recommendation from a professional (ie teacher, counselor, administrator, employer). Students will participate in peer mock interviews including career/professional dress.

Subject Area G: College Preparatory Elective

Discipline: Interdisciplinary

Grades:  11,12

Length: Full Year

Environment: Classroom

(Prerequisite:  Introduction to Automotive Technology)

Course Overview:

This one-year course covers the basic principles of electricity as applied to automobiles. The course provides a comprehensive investigation of automotive electrical systems including periodic maintenance, diagnosis, component servicing and adjustment. Students will be expected to complete associated tasks in the shop as specified by NATEF (National Automotive Training Educational Foundation). Curriculum also includes preparation for ASE A-6 Certification.

Unit 1:  Electrical Tools and Equipment

During this session Student will learn to select the proper electronic measuring device and tool for the job. They will demonstrate the proper use of a digital multimeter, check electrical circuits with a test light, measure source of voltage and perform voltage drop test in an electrical circuit using a voltmeter. They will learn how to check continuity and measure resistance in an electrical circuit using an ohmmeter, and how to measure current flow in electrical circuit and components using ammeter. Instructor will demonstrate alternator regulator battery starter tester and explain the basic components of the starting system: battery, starter, and alternator. They will learn how electricity and magnetism have an effect on each part. Students will learn the purpose of the inductive amp pickup and the difference between positive and negative post on a battery and describe the difference between an AGM (all glass matt battery), conventional, lithium ion, and nickel metal hydrate batteries.  Identify tools that are commonly used during electrical repairs. They will summarize the use of test equipment for various vehicle systems and summarize the use of multi-system test equipment such as scan tools and engine analyzers. They will select the proper tool or tester for the job. Students will need to maintain a weekly Journal on their learning achievements, and peer review it at the end of each unit.

Unit 2:  Principles of Electricity

Students will define electricity in terms of voltage, current, and resistance. They will identify and describe the components in the starting and charging system. Students will explain battery performance ratings. They will identify the importance of fuses in the electrical system. Students will test the starter and alternator. They will clean and test a battery safely.

Key Assignment

Students will demonstrate their knowledge of electrical circuits by explaining Ohm’s law, identifying the parts of a complete circuit, and describing the characteristics of an open, a short-to-ground, and a short-to-voltage. They will identify a series circuit, identify a parallel circuit, identify a series-parallel circuit, calculate the total resistance in a parallel circuit, calculate voltage drops in a series circuit, and identify where faults in a series-parallel circuit can be detected or determined. On a copied printed sheet of a simple circuit, students will use a color code to show the current flow through the circuit. They will also perform these tasks: 

• Check open circuit voltage

• Check Ohmic value of light bulbs, switches, wires, and relays

• Draw a series & parallel circuits

• Perform a voltage drop test. 

Instructor will use a rubric to evaluate students’ products. Students will demonstrate in the lab/shop their knowledge of basic electrical circuits by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.

Unit 3:  Ignition System Diagnosis and Repair

Students will examine the fundamentals of automotive batteries, starting systems, charging systems, ignition and lighting systems.  They will explain the various operating principles, understand the primary functions of the system, and explain the construction of the various systems. Students will practice engine electrical systems diagnosis by defining electricity in terms of voltage, current, and resistance; identifying and describing the components in the starting and charging systems; explaining battery performance ratings; identifying the importance of fuses in the electrical system; testing the starter and alternator; and cleaning and testing a battery safely. They will research applicable vehicle and service information (including the use of technical service bulletins (TSB’s), campaigns, and recalls); vehicle service history; and service precautions related to engine electrical systems. Students will build a simple electric motor using copper wire, a power source and a magnet. They will explain their motor and how it works to the instructor who will evaluate their project using a rubric. Students will demonstrate in the lab/shop their knowledge of engine electrical systems by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.

Unit 4:  Engine Diagnosis and Repair

Students will be introduced to basic engine diagnostic procedures. They will learn how to use a scan-tool with vacuum gauge and a spark tester. Students will perform a compression test and a leak-down test. They will complete a basic engine diagnosis, record it, and present it to the instructor for evaluation.

Students will practice basic engine diagnosis by describing and performing a vacuum test, spark test, compression test, and leak-down test. They will discuss and perform basic on-board diagnostics (OBD) scan tool operation and diagnostic trouble code (DTC) retrieval. Students will research applicable vehicle and service information (including the use of technical service bulletins (TSB’s), campaigns, and recalls); vehicle service history; and service precautions related to basic engine diagnosis. They will complete a research project about one innovation to the automobile that has changed the automobile’s performance. Students will create either a poster or a Powerpoint about the innovation they researched and present their findings to the class. Students will demonstrate in the lab/shop their knowledge of basic engine diagnostics by successfully completing the NATEF (National Automotive Technicians Education Foundation) related tasks.

Unit 5:  Fuel, Air induction, Exhaust System Diagnosis and Repair

Students will conduct research on the types of fuels utilized within the transportation industry.  They are expected to describe the properties of current automotive fuels, the normal and abnormal combustion processes, analyze and interpret alternative fuel sources and the effects of fuel sources on the environment.  They will also explain the rationale for emission control policies.  

Students will be expected to diagnose hot or cold no-starting, hard starting, poor drivability, incorrect idle speed, poor idle, flooding, hesitation, surging, engine misfire, power loss, stalling, poor mileage, dieseling and emissions problems; determine necessary action. They will write out their course of action according to industry standards and submit the proposal to their instructor. Students will perform a series of routine fuel skills tests.

Students will participate in a variety of skills tests that assist them in identification of key components of a fuel system and routine maintenance and diagnosis of fuel system components and functions.   Students will complete the following tasks and will use an industry work order when writing up their diagnosis and maintenance treatment plans including

• correctly identify one, two, and four barrel carburetors through both a visual demonstration and hands on practice.

• correctly identify fuel storage tanks. Students will inspect and replace fuel lines as needed and remove and replace system components.

• correctly complete a mile per gallon (MPG) study on multiple vehicles.

• correctly identify under hood fuel injection systems.

• correctly identify induction and exhaust system design differences.

Students will perform exhaust system repairs and demonstrate an understanding of safety procedures for working on exhaust systems, turbochargers and superchargers. They will be assessed using an industry specific rubric and will continue performing system repairs and demonstrations leading to a final demonstration of learning hands-on assessment.

Unit 6:  Computerized Controls and Repair

Students will learn about automotive computer operations with emphasis on binary code; input, processing, and output; actuators; sensors; CAN-bus multiplexing and networking; and analog/digital operations.

Students working on the CAN-Bus electrical system. ‘Can’ in CAN bus stands for ‘Controller Area Network’ and ‘bus’ a bundle of wires. Students will learn that CAN bus is a fast computer data bus similar to the network used for linking computers. They will learn about the benefits and advantages of having a CAN bus system. Students will build various nodes and perform tests to verify proper communication between their computer system and each system that they build. Once each team has built their node they will connect all the nodes together and test the operation of each section of the system. Students will develop testing and problem identification skills that they will use when diagnosing customer vehicle concerns.

Unit 7:  Heating Ventilation and Air-Conditioning

Students will learn how an air conditioning and heating system work. Proper use of an a/c recovery and recharge machine will be covered. Environmental laws relating to freon recovery and proper handling will be discussed. Chemical reaction to the gasses in the air conditioning unit will help reinforce NGSS (Next Generation Science Standards) in a physical application.

Key Assignments:

Students will explain how an air conditioning and heating system work by drawing and explaining these systems on a poster board. They will be expected to use 2-3 references and present to the class for a minimum of 5 minutes. Students will take an IMACA (International Mobile Air Conditioning Association) test and pass with 100% accuracy. Students will perform a freon recovery and recharge procedure on a vehicle assigned by the instructor. Most modern vehicles have an air conditioning system which is why it is crucial for students to understand how this system works and the dangers it provides.  Students will perform A/C Service using A/C recycling machines. Students must show how pressures are used to perform diagnostics. Students will be assessed  with formative written and hands-on assessments.

Subject Area G: College Preparatory Elective

Discipline: Interdisciplinary

Grade: 12

Length: Full Year

Environment: Classroom

(Prerequisite:  Introduction & Intermediate Automotive Technology)

Course Overview:

In this course, students will learn the fundamentals and advantages of hybrid/electric vehicle technology.  Students will study the history of automotive technology, including gasoline, alternative fuels, and other propulsion methods.  The course includes background theory on electrical power, including definitions of common units of electricity including volts, watts, watt-hours, and basic physical properties such as energy, power, aerodynamics, electric mpg, and rms voltage.  Students will review the current status of electric vehicle technologies and career possibilities in electric transportation.  Students will service and design electric engine models.

Unit 1: Electrical Review

In this unit, students will be able to define the terms normally used to describe electricity and its function.  Students will explain what ohms law is and they will know the differences between AC and DC voltage.  Series, parallel, and series-parallel circuits will be reviewed.  Students will review  various electrical components and their uses in certain electrical circuits.  Students will practice applying their knowledge with classroom exercises involving simple electrical circuits to more complicated circuits.  Students will be able to distinguish between the concepts of magnetism and electromagnetism and explain the concepts of magnetic circuits, reluctance and induced voltage and high voltage systems.  Using Ohm's Law, students will review electrical circuits and compute electrical values.  In student teams, students will construct various circuits, accurately measure their electrical values, and present their findings to the class.

Unit 2:  Introduction to Hybrid/Electric Vehicles

In this unit, students will become familiar with various types of vehicles used for personal transportation and they will be able to describe the differences between vehicles powered by electricity and those powered by an internal combustion engine (ICE).  Students will be able to explain the basic advantages of electric drive vehicles.  Discussions will include information on alternative fuel vehicles including natural gas, fuel cell and electric.  Advantages and disadvantages of all the vehicles will be researched and reviewed.  Along with the different types of vehicles, students will be able to describe different components of each vehicle and what distinguishes them from the different types of alternative fuel vehicles.  Students will learn how each type of vehicle evolved.  Each of the vehicles mentioned were designed and produced at different periods in history with some sharing of technology with the distinct types.  Discussions regarding available technology to produce these vehicles will also be introduced in this unit.  Students will research and write a comparative essay on the advantages and disadvantages of electric vs internal combustion technologies in order to compare the efficiency, practicality, and economy of each.  Students will identify possible energy sources for future electric vehicles and research at least 3 current companies that produce these types of energy.  

Unit 3:  Motor and Generator Basics

In this unit, students will learn the basic operation of all electric motors and they will understand the importance of magnetic principles in the operation of a motor and generator.  Students will be able to identify major parts of the DC motor and will be able to explain the differences between a motor and a generator.

Students will learn the operation of a brushless DC motor and a brushed motor and identify the purpose of a controller in a motor/generator circuit.  In student teams, students will review the differences between a DC motor and AC generator.  Developing a consensus opinion, students will present which type they think is superior and why.  Students will prepare a chart depicting the commonalities and differences between an inverter and converter and describe their functions and importance in an electric motor.

Unit 4:  Battery Basics

In this unit, students will explain the purpose of a battery and describe how it functions.  Students will be able to explain the different methods to recharge a battery and how it is rated.  Different types of batteries that can be used in vehicles will be reviewed and students will examine the construction of the most common lead-acid battery and it is tested for accuracy.  They will describe the basic construction of an electrochemical cell.

An important component of this unit is battery safety and students will learn how to properly handle various types of batteries including nickel-metal hybrid, nickel-cadmium and lithium-ion.  Students will learn how capacitors store electrical energy and will be able to describe the construction and operation of an ultra-capacitor and its efficiency. In describing the various lithium battery options and rating each one in terms of power density, safety, initial cost and lifetime costs, student teams will complete scenarios where they must calculate desired nominal voltage, necessary cell capacity, and size and weight.  Students will describe at least 5 reasons how capacitors can be efficiently used in electric drive vehicles.

Unit 5:  Basics of Battery-Operated Electric Vehicles

In this unit, students will identify the differences between battery-operated electric vehicles (EV) and internal combustion engine vehicles (ICE. Students will describe the advantages and disadvantages of driving each type of vehicle.  Students will research and discuss the different types of emissions that result from using fossil fueled vehicles and how they compare to the carbon footprint of an electric vehicle.  Student teams will research and create a "T" table and list the pros and cons of gas and electric vehicles in at least 5 categories such as fuel cost, performance, sustainability, distance and time.  Students will construct a diagram of the regenerative braking energy flow process detailing what happens at the acceleration, cruise, and braking phases.

Unit 6:  Hybrid Basics

In this unit, students will learn how the hybrid vehicle can be more efficient than an internal combustion engine.  Students will be able to describe the basic differences between series and parallel hybrid configurations.  They will describe the importance of electronics in the operation of a hybrid vehicle and the differences between a full, assist, and mild hybrid.  Students will be able to explain how the stop-start feature operates and describe the regenerative braking system.  Students will describe the primary and secondary advantages of plug-in hybrid vehicles and the basic operation of a hydraulic hybrid.  Student teams will prepare a teaching presentation describing how regenerative brakes work intended for an audience of adults interested in obtaining a hybrid vehicle.  Students will write an essay describing why hybrid vehicles are more efficient than vehicles powered by an internal combustion engine.

Unit 7:  Mild and Assist Hybrids

In this unit, students will describe the differences between a mild and an assist hybrid, identify the advantages of the stop-start feature in hybrids, explain why high voltage is necessary, and describe the operation of an integrated starter alternator flywheel-mounted hybrid system in these vehicles.  Students will be introduced to GM's eAssist system and Honda's Integrated Motor Assist (IMA) system.   Student teams will prepare each other and then safely demonstrate how to disable a high voltage system describing each step.  With the support of business partners, students will visit nearby dealers and receive demonstrations of the latest generation of various hybrid vehicle technologies

Unit 8:  Full Hybrid Designs

In this unit students will be able to describe the differences between a mild and a full hybrid.  Students will list and explain the purpose of the basic components used in various full hybrid models, including Toyota, Honda, Hyundai, and BMW and be able to describe the major differences among the powertrains.  Students will be able to explain why hybrids work well with Atkinson cycle ICE's, describe the Hybrid Vehicle Control Unit (HV ECU) and how an Integrated Starter Alternator Damper (ISAD) system functions.  In teams, students will describe and construct a simple planetary gear set. Students will make flowcharts of energy during the two modes of operation: input split and compound split.  With each operation, students will describe what each step or component is doing to assist the operation.  These will be displayed as a gallery walk.  Student teams will each prepare a descriptive analysis of different full hybrid vehicles and present their analyses to an audience of staff and/or families.

Unit 9:  Basic Hybrid Maintenance and Service

In this unit, students will learn the major considerations for servicing a hybrid vehicle, describe the common sense precautions that should be followed when working around or on a vehicle.  Students will describe a list of tools and equipment needed to safely service and repair hybrid vehicles.  Students will learn the basic safety factors described by various manufacturers and the procedures necessary for service.  General preventative maintenance and diagnostic techniques will be reviewed.  Students will demonstrate how to properly de-power a hybrid vehicle.  In groups, students will complete this process while describing each step.  Students will describe the basic maintenance of hybrid, electric, and internal combustion vehicles, prepare a cost analysis of basic maintenance for each, and choose which is a better fit for their personal lives.

Unit 10:  Fuel and Alternative Power Vehicles

In this unit, students will learn the basic configurations for the powertrain in a fuel cell vehicle, the major components of a fuel cell vehicle, and describe the different types of fuel cells being used in modern vehicles.

Students will review the various efficiencies being utilized by manufacturers to reduce emissions and provide affordability.  Students will prepare a presentation that compares all forms of available vehicle propulsions that includes such factors as cost, size, availability, longevity, maintenance and convenience.

Unit 11:  Switch Vehicle Construction

Students will learn to build a complete "road-ready" electric vehicle. Students will learn to apply their learning from both introduction  and intermediate  Automotive Technology courses. The "SWITCH Vehicle" construction is the culminating project. 

Students will learn to build, test, drive and disassemble an electric SWITCH Vehicle. Students will learn about both hybrid and electric vehicles. Students will be exposed to hybrid battery technology, design and safety considerations. Students will learn hybrid and electric vehicle general services including charging.