demonstrate knowledge
of and apply recycling practices
analyse trends in automotive
technology
SUGGESTED
INSTRUCTIONAL STRATEGIES
Have students complete
daily or weekly personal progress reports.
Display in the automotive
shop the Conference Board of Canada's list of Employability Skills 2000+.
This is available online at http://www.conferenceboard.ca/nbec/research.htm
or from the Board at 255 Smyth Road, Ottawa, ON K1H 8M7 Canada, Tel. (613)
526- 3280, Fax (613) 526- 4857. Draw attention to it as opportunities arise.
Have students list and
describe the correct methods for recycling hazardous materials (e.g., oil,
batteries, tires, antifreeze).
Conduct a class discussion
on future trends in automotive technology. Have students present or produce
a report using ideas generated in the discussion and additional information
gathered from a variety of resources (e.g., the Internet, guest speaker(s),
interviews, other media).
Have students work in
groups to research the various components of auto pollution (e.g., carbon
monoxide, nitrous oxides) and prepare a report on their effects on the environment
and human health. Students' research could also include possible solutions
to cancer prevention, such as decreasing dependency on fossil fuels, using
alternative energy sources, reducing pollution, and minimizing use of automobiles.
SUGGESTED
ASSESSMENT STRATEGIES
Have students participate
in using the Conference Board of Canada's Employability Skills profile as
a basis for establishing evaluation criteria for significant assignments.
Such criteria might include the extent to which students:
- follow instructions
- effectively manage time and resources to meet deadlines
- self-check their work
- demonstrate organizational skills
- use appropriate technical terminology
- solve problems independently and in groups
- work and communicate effectively with others.
Have students work in
groups and research the various components of auto pollution. Have each group
report their findings to the class. To what extent do the students demonstrate
understanding of:
- vehicle emissions and their effects on the environment
- manufacturersÕ attempts to lower pollution levels
- the relationship between various fuels and their pollution levels
- the impact of various government regulations (e.g., environmental)
- disposal of hazardous waste and materials
- recycling and levies (e.g., battery and tire levies)?
When assessing studentsÕ
understanding of trends in automotive technology, consider the extent to which
their generalizations:
- reflect current realities
- are supported by specific examples or other evidence (i.e., are defensible)
- take account of the broad range of factors affecting automotive technology
(e.g., developments in science, in markets, in organizational or production
systems, in international trading rules, in design)
- include appropriate qualifications
- provide evidence of imagination and innovative thinking
- include an awareness of possible pros and cons.
RECOMMENDED
LEARNING RESOURCES
Print
Materials
Automotive Excellence
Vol. 1
Automotive Excellence
Vol. 2
Auto Service and Repair
Automotive Service:
Inspection, Maintenance, and Repair
Video
Print
Materials
