Lesson 1

Learning objectives:

Within the lesson, the students are expected to:

a. Understand the automotive technology history;

b. Organize the ideas learned by making a timeline on the evolution of the automotive industry; and

c. Evaluate the importance of Automotive technology and industry through infographics.

Subject Matter

Topic: History of the automotive industry.

Materials

Skills: Reports and Media

Mode of Delivery: Online class using Google Meet

Time Allotment: 2 days/ 180 minutes (one week)

High Technology: short video clips, online teaching platforms (Google Form)

Reference:

Rae, J. B., & Binder, A. K. (1999, July 26). Highway development. Encyclopædia Britannica. Retrieved July 12, 2022, from https://www.britannica.com/technology/automotive-industry/Highway-development

A. Pre-Activity

1. Prayer

2. Checking of Attendance

3. Setting of Standards

Activity 1: "Think of me wisely"

• Each student will go to Google form and participate in the activity. They will describe every photo presented in one word. There will be five photos to be shared on screen. After everyone has answered, the teacher will show the responses and ask some process questions.

Process Questions:

1. In the first picture, what industry do you think the man belongs to?

2. If you're given a chance to explore an era of automotive evolution, where and why?

3. Do you think that the image shown in the last question plays an important role in the automotive evolution?

B. Lesson proper

• Discussion will be done on Google Meet.

Instructions:

• The students must follow the instructions presented by the teacher.

• The students must answer the provided quiz after the lectures for extra points.

• The link is provided below.

AUTOMOTIVE INDUSTRY all those companies and activities involved in the manufacture of motor vehicles, including most components, such as engines and bodies, but excluding tires, batteries, and fuel. The industry’s principal products are passenger automobiles and light trucks, including pickups, vans, and sport utility vehicles. Commercial vehicles (i.e., delivery trucks and large transport trucks, often called semis), though important to the industry, are secondary. The design of modern automotive vehicles is discussed in the articles automobile, truck, bus, and motorcycle; automotive engines are described in gasoline engine and diesel engine. The development of the automobile is covered in transportation, history of: The rise of the automobile.

History

Although steam-powered road vehicles were produced earlier, the origins of the automotive industry are rooted in the development of the gasoline engine in the 1860s and ’70s, principally in France and Germany. By the beginning of the 20th century, German and French manufacturers had been joined by British, Italian, and American makers.

Diversity of products

The automotive industry’s immense resources in production facilities and technical and managerial skills have been devoted predominantly to the building of motor vehicles, but there has been a consistent and strong incentive to extend into related products and occasionally into operations whose relationship to automobiles is remote. The Ford Motor Company, for example, once manufactured tractors and made the famous Ford Trimotor all-metal transport airplane in the late 1920s and early ’30s. GM manufactured refrigerators and diesel-powered railway locomotives. By the end of the 20th century, however, Ford and GM had divested themselves of most of their nonautomotive operations and had spun off the majority of their automotive component-making divisions into separate stock companies—Delphi Automotive Systems in the case of General Motors and Visteon Automotive in the case of Ford.

Social effects

A historian has said that Henry Ford freed common people from the limitations of their geography. The statement cogently summarizes the social transformations still proceeding throughout the world as a result of the motor vehicle. It has created mobility on a scale never known before, and the total effect on living habits and social customs is still incalculable.

The automobile has radically changed urban life by accelerating the outward expansion of population into the suburbs and beyond. As with other automobile-related phenomena, the trend is most conspicuous in the United States but is rapidly appearing elsewhere. The decentralizing trend is accentuated by the fact that highway transportation encourages business and industry to move outward to sites where land is cheaper, where access by car and truck is easier than in crowded cities, and where space is available for the one-story structures that permit optimum use of modern materials-handling techniques. Yet the effect on rural life has been, if anything, more pronounced than the effect on cities. In the days of horse-drawn transport, the economical limit of wagon transportation was 15–25 km (about 10–15 miles); any community or individual farm more than 25 km from a railroad or navigable waterway was isolated from the mainstream of economic and social life. Motor vehicles and paved roads have narrowed much of the gap between rural and urban life. Farmers can ship easily and economically by truck and can drive to town when convenient. In addition, such institutions as regional schools and hospitals are now accessible by bus and car.

Activity 2

Instruction:

Make a timeline on the automotive industry through a timeline diagram and submit your output on the link below.

Example:

Activity 4: Do It!

Instructions:

Based on what you've learned about the lesson, make an infographic on the highlights of automotive history. Be as creative as you can with a maximum of 3 pages.

Criteria:

Clarity - 50%

Creativity - 30%

Originality - 20%

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Total - 100%

D. Generalization

• The teacher will ask someone to wrap up the lessons

VI. Assignment

Instructions:

• Answer the following questions provided in the link below.