Standard 2: Tools and Equipment Students will understand how specific tools and equipment are used to perform maintenance and repair operations. They will select and use the correct tool or piece of equipment required to perform diagnostic and repair procedures in the shop. They will follow industry-approved standards when using the measuring tools and measurement systems required in diagnostic and adjustment procedures.

Standard 3: Application of Principles Students will understand physical, chemical, environmental, mechanical, and electrical principles used in transportation. They will use scientific principles to explain how energy systems function and malfunction. Students will apply industry-specific hazardous communications and materials regulations to their workplace situation. They will use basic mechanical principles to analyze and explain the function, function possibilities and design of vehicle and energy systems.

Standard 4: Internal and External Combustion Students will understand the operating principles of internal and external combustion engines. They will diagnose and analyze internal and external combustion engine performance.

Standard 5: Hydraulic and Pneumatic Power Students will understand the basic principles of hydraulic and pneumatic power. They will explain applications of hydraulic power to generate electricity, mechanical movement and force multiplication. They will explain applications of pneumatic power to generate electricity, mechanical movement and force multiplication.

Standard 6: Power and Energy Students will understand how power is developed from mechanical, chemical, nuclear and alternative energy sources. They will explain energy conversion from electrical to mechanical and chemical forms as related to transportation vehicles. They will describe the basic operation of a nuclear reactor and explain how atomic energy can be converted to perform work. They will describe potential applications of alternative power sources.

Standard 7: Transportation Systems Students will understand land, water, and aerospace transportation systems. They will describe the difference between types of vehicles, types of roadways, and the construction of highways, streets and railroad road bed. They will explain how to make a piece of steel float and the operation and control of various water transportation vehicles. They will explain basic propulsion systems and roll, yaw, and pitch control systems. They will explain batching of products in pipelines.

Standard 8: Basic Electricity and Electronics Students will understand the application of electrical elements (volts, amps, ohms, watts) in vehicle circuits and equipment. They will use tools such as meters and schematic diagrams to diagnose, service and repair circuitry and components in various types of electronic devices and systems.
Samples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• Breadboard Construction of Electrical Circuits: The student is given a breadboard, hookup wire, electrical components, electrical schematic diagrams, 13.5 volt power source and a multi-meter. The student builds the electrical circuits as specified in the schematic diagrams. All of the circuits are typical of those found in an automobile.

Standard 9: Diagnosis and Resolution Students will understand how maintenance procedures, factory manuals, research procedures, fault analysis and resolution are integrated to diagnose and repair transportation and energy systems. They will use various types of information retrieval systems in a systematic approach to determine specifications and repair/service procedures. They perform and document maintenance procedures in accordance with the recommendations of the manufacturer. They will test and replace, repair, or adjust components to bring them into factory specifications.
Examples of the types of work students should be able to do to meet the standard:

• Students perform service writer function, greet customers, listen to customer’s automotive malfunction complaint, and prepare cost estimates using industry pricing and repair codes to identify the work in accordance with the Bureau of Automotive regulations.
• Students prepare a technician’s work order listing customer complaints and desired repairs using industry repair codes to identify the work.
• Students verify the customer complaint, diagnose engine problems, remove the engine from the vehicle, disassemble, clean components, perform precision measurements to determine component condition, and repair or replace as needed. Reassemble, adjust and reinstall the engine to industry standards.
• Students prepare a list of replacement parts, machine work, sublet services, revise the initial cost estimate, and contact the customer for their continued approval as costs change as per Bureau of Automotive Repair requirements.

• Engine Repair: The student performs all of the tasks involved in a simulated industry setting where a customer brings a vehicle that needs major engine repair to a shop. The student does all of the work possible in the setting and sublets machine work that cannot be performed.

Standard 10: Business Practices Students will understand leadership/management and business practices used in the transportation and energy fields. They will generate and maintain service records in a manner consistent with current legal and industry requirements. They will demonstrate leadership and management skills such as total quality management (TQM) in their class and leadership activities.
Samples of specific activities or tasks that give students the opportunity to demonstrate that they can meet the standard:

• Frame and Glider Kit: ROP/Community College students working in an open lab situation and in teams of four perform all business and repair functions consistent with the truck repair industry and to BAR and trucking industry standards. Students receive a class 8 tractor that has been involved in a bad highway accident in which the frame has been bent and the cab has been demolished. They interview the owner and discuss the various options available for repairing the vehicle. The owner decides that because the truck is fairly new and has only 500,000 miles on it, he wants to replace the frame, install a glider kit and overhaul and repair each of the components on the truck as needed. The team of students researches the costs of parts, the inspection and repair procedures for each component, and gives the owner a preliminary estimate. They have the owner sign the repair order and liability waiver. Team members then order the parts needed to start the work. Team members then strip the truck down to the ground, evaluating each component and repair/rebuilding as needed as they proceed. The truck is then reassembled by the team. During the rebuilding process, the instructor closely monitors the work in progress and makes verbal suggestions to the team regarding the work and procedures. At the completion of the work the team makes out the bill and presents it to the owner while being supervised by the instructor. Energy: Students working in teams in an open lab environment design and lay out on the floor of the lab a power generating facility. They are to use three different energy sources (hydraulic, fossil fuel, and nuclear). The generating capacity is to be for a city of 5,000 homes and 200 businesses. All elements of a generating facility are to be included. Students will also develop a power grid for the city. Power voltages should go from high voltage transmission to residential use.