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This document presents agriculture skill standards for programs to prepare Washington students for employment in the following occupations: John Deere agricultural equipment technician; agricultural and diesel equipment mechanic; irrigation technologist; turf management technician; and turf equipment service technician. The introduction explains the origins of skill standards and their benefits to various stakeholders, discusses the relationship between skill standards and the pyramid of competencies, details a model for continuous improvement and a process for building skill standards, and presents an overview of the Agriculture Skills Standards Project during which the skill standards were developed. The remaining four sections, which are devoted to the individual occupations, each contain the following items: (1) a historic DACUM (Developing a Curriculum) process chart for the occupation; (2) a template summarizing critical work function and key activities; (3) a template detailing the performance indicators, technical knowledge, and employability skills required for the occupation's key activities; (4) routine, crisis, and long-term planning scenarios typically encountered by workers in the given occupation; (5) the results of the validation survey conducted for the occupation; and (6) the results of the Secretary's Commission on Achieving Necessary Skills survey conducted for the occupation. The appendix lists 45 workforce, skills-standards and competency-based, and Internet resources. (MN)

This Occupational Competency Analysis Profile (OCAP) for commercial truck and equipment technician is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The task list of the National Automotive Technicians Education Foundation (NATEF) makes up units 1-8 of the OCAP, covering the 8 truck areas that may be certified: (1) gasoline engines; (2) diesel engines; (3) drive train; (4) suspension and steering; (5) brakes; (6) electrical and electronic systems; (7) heating and air conditioning; and (8) preventive maintenance inspection. Unit 9 contains additional competencies important to the success of entry-level auto collision technicians in Ohio. Competencies for employability also are listed. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priorities needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for commercial truck and equipment technicians; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the diesel equipment technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: fundamentals of equipment mechanics; hydraulic brake systems; electrical/ electronic systems; power trains; hydraulics; diesel fuel systems; preventive maintenance and service; engine rebuilding; computerized engine controls systems; advanced brake systems; steering and suspension systems; air conditioning and heating systems; engine troubleshooting and tune-up; auxiliary systems components; special project in diesel equipment technology; supervised work experience in diesel equipment technology; welding for diesel equipment technology; transport refrigeration; and fluid power trains; plus a related vocational-technical course in fundamentals of electronics. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for diesel engine mechanics I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Diesel Engine Mechanics I contains the following five units: orientation and safety; (2) tools, technical references, measurement, and fasteners; (3) basic engine operation principles; (4) basic electrical service; and (5) basic vehicle service. Diesel Engine Mechanics II contains these six units: (1) orientation and safety; (2) diesel engine rebuilding; (3) engine performance; (4) electrical systems; (5) hydraulics; and (6) power trains. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC)

This publication provides the evaluation policies, procedures, and standards to which a medium/heavy truck technician training program must adhere to be granted certification by the National Institute for Automotive Service Excellence. The policies section has three parts: the automobile areas that may be certified and minimum requirements for certification; information about evaluation team leaders, on-site evaluation team members, task lists, tools and equipment, and automobile program evaluation; and discussion of policies on articulation agreements, recognition for certification, appeals and action for revocation. The procedures section provides an overview of the process for certification. The next section contains the 10 program standards in these areas: purpose, administration, learning resources, finances, student services, instruction, equipment, facilities, instructional staff, and cooperative agreements. The task list follows. Lists of assumptions and definitions are provided. The tasks are divided into these areas: gasoline engines, diesel engines, drive train, suspension and steering, brakes, electrical/electronic systems, heating and air conditioning, and preventive maintenance inspection. Lists are also provided of applied academics (language arts and communications, mathematics, science) and workplace skills. The final section lists tools and equipment, including hand tools, general lab/shop equipment and specialty tools and equipment. (YLB)

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for diesel mechanics. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability skills needed to enter this occupational area within that outline are three levels of items: core, advancing, and futuring. Core items are essential to entry-level employment. Advancing items are needed to advance in a given occupation. Futuring items are needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 17 units: (1) general safety and shop practices; (2) basic mechanical skills; (3) planned maintenance; (4) internal combustion engine operation; (5) gasoline engines; (6) diesel engines; (7) drivetrain; (8) brake systems; (9) suspension and steering; (10) chassis; (11) electrical systems; (12) truck and trailer lighting systems; (13) electronically operated control systems; (14) heating and air conditioning systems; (15) cab and trailer maintenance and repair; (16) record keeping; and (17) employability skills. (NLA)

These teacher and student editions on steering and suspension are part of the diesel mechanics series of instructional materials. The series aligns with the medium/heavy duty truck task list developed by the National Automotive Technicians Education Foundation and used by the National Institute for Automotive Service Excellence in the certification of medium/heavy duty truck technicians. The teacher edition consists of introductory pages (use of this publication, training and competency profile, national skills crosswalk, instructional/task analysis, basic skills icons and classifications, basic skills matrix, and tools, equipment, and materials list), teacher pages for each unit (unit contents, suggested activities, answers to assignment sheets, written test, answers to test, learning activities sheet, teacher supplements, transparency masters), and the student edition which contains these components for each unit: unit contents, objective sheet, information sheet, student supplements, assignment sheets, and job sheets. Section A: Chassis, Tires, and Wheels has these three units: cab components; tires, rims, and wheels; chassis components. Section B: Steering has these three units: steering column and manual steering gear, power steering systems, steering axle components. Section C: Suspension has five units: front suspension, rear spring suspension, rear beam suspension, rear air suspension, vehicle alignment. (YLB)

This diesel technology series offers secondary and postsecondary students an opportunity for learning required skills in the diesel industry. It aligns with the medium/heavy duty truck task list developed by the National Automotive Technicians Education Foundation and used by the National Institute for Automotive Service Excellence in certification of medium/heavy duty truck technicians. The teacher edition consists of introductory pages, teacher pages, and the student edition. Introductory pages include training and competency profile; national skills and/or state duty/task crosswalk; instructional/task analysis; basic skills icons and classifications; basic skills matrix; and tools, equipment, and materials list. Teacher pages include some or all of the following: unit contents (teacher and student components); suggested activities; answers to assignment sheets; written test with key; learning activities sheet; teacher supplements; and transparency masters. The student edition contains some or all of these elements: unit contents; objective sheet; information sheet; student supplements; assignment sheets; and job sheets. The 17 units are divided into these 4 sections: introduction to engine principles and procedures; engine systems and components; fuel systems; and engine diagnosis and maintenance. (YLB)

This complete teacher edition of a diesel technology course consists of introductory pages, teacher pages, and the student edition. The introductory pages provide these tools: training and competency profile; National Automotive Technicians Education Foundation Crosswalk; instructional/task analysis; basic skills icons and classifications; basic skills matrix; and tools, equipment, and materials list. The teacher pages consist of some or all of these components for each unit: suggested activities; answers to assignment sheets; written test with answer key; learning activities sheet(s); teacher supplements; and transparency masters. The student edition provides some or all of these components for each unit: objective sheet; information sheet; student supplements; assignment sheets; and job sheets. Twelve units are grouped into three sections. Section A: Workplace Tools has these five units: overview of diesel-powered vehicles, basic tools and equipment, reference materials, measuring instruments, and shop operation. Section B: Common Materials has these four units: mechanical fasteners; lines, fittings, and couplings; seals and bearings; and fluids and lubricants. Section C has three units: basic electrical principles, basic hydraulic principles, and basic welding and cutting. (YLB)

This document contains the materials for a competency-based course in diesel technology and electrical and electronic systems that is tied to measurable and observable learning outcomes identified and validated by an advisory committee of business and industry representatives and teachers. The competencies addressed align with the medium/heavy truck program standards developed by the National Automotive Technician's Education Foundation in conjunction with the National Institute for Automotive Service Excellence. This complete teacher edition consists of the following items: (1) introductory pages (list of tools and equipment; basic skills matrix; basic skills icons and classifications; instructional/task analysis; national skills crosswalk; training and competency profile; guidelines for using the publication); (2) teacher pages (transparency masters; teacher supplements; learning activities sheets; answers to written tests; answers to assignment sheets; suggested activities; and unit contents); and (3) the student edition. The student edition contains objective sheets, information sheets, student supplements, assignment sheets, and job sheets for 11 units of study on topics such as the following: (1) diesel electrical and electronic systems; (2) circuits and circuit devices; (3) basic diagnostic and repair skills; (4) vehicle computer controls; (5) battery diagnosis and servicing; (6) starting and charging systems; (7) miscellaneous electrical accessories; (8) lighting systems; and (9) driver information systems. (MN)

Teacher and student editions of this document are one in a series of competency-based instructional materials for diesel technology programs. The series aligns with the medium/heavy diesel duty truck task list used by the National Institute for Automotive Service Excellence in the certification of medium/heavy duty truck technicians. Introductory pages in the teacher edition are training and competency profile, instructional/task analysis, basic skills icons and classifications, and basic skills matrix. Teacher pages may include unit contents, suggested activities, answers to assignments, written test with answers, learning activities sheets, teacher supplements, and transparency masters. The three units are general safety, workplace safety, and first aid. The student edition contains some or all of these components for each unit: unit contents, objective sheet, information sheet, student supplements, assignment sheets, and job sheets. (YLB)

Describes a unit on biodiesel from a socio-critical chemistry teaching approach aimed at improving student participation and decision making. Explores the use of biodiesel (chemically changed vegetable oils), especially in Europe. The unit proved to be successful as students participated enthusiastically and social and scientific goals were achieved. (Contains 13 references.) (YDS)

This document contains teacher and student materials for a course on brakes in the diesel technology curriculum. The course consists of 12 units organized in three sections. The three units of the introductory section cover: (1) brakes; (2) wheel bearings and seals; and (3) antilock brake systems. The second section, Hydraulic Brakes, contains the following units: (4) hydraulic foundation drum brakes; (5) hydraulic foundation disc brakes; (6) hydraulic system; and (7) power assist units and related components. The final section, Air Brakes, contains the final five units of the curriculum guide: (8) air foundation brakes; (9) air supply system; (10) air service circuits; (11) special circuits; and (12) trailer air brake systems. Units in the teacher edition contain the following teacher components: suggested activities, transparency masters, teacher supplements, answers to assignment sheets, written test with answers, and unit evaluation forms, in addition to an explanation of the use of the publication, a competency profile, an instructional and task analysis, a list of related academic and workplace skills, a tools, equipment, and materials list, a list of 32 references, and a National Automotive Technicians Education Foundation crosswalk of tasks. Student components include objective sheets, information sheets, student supplements, assignment sheets, and job sheets. (KC)

Designed to meet the job-related metric measurement needs of diesel mechanics students, this instructional package is one of four for the transportation occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

Focusing on motor vehicle and machinery repairers, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include automobile body repairers, automobile mechanics, automobile painters, automobile parts counter workers, automobile service advisors, boat-engine mechanics, diesel mechanics, farm equipment mechanics, gasoline service station attendants, motorcycle mechanics, truck mechanics, and bus mechanics. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Several intermediate performance objectives and corresponding criterion measures are listed for each of six terminal objectives for an intermediate diesel mechanics course (two semesters, 3 hours daily) designed for high school students who upon completion would be ready for an on-the-job training experience in diesel service and repair. Through shop manipulative practice in addition to related classroom instruction, the course covers operation and safety, electricity, intake and exhaust systems, starting methods, oil and gaseous fuels, tune-up and troubleshooting, engine rating and performance, and mechanical and hydraulic drives. Titles of the six terminal objectives are Orientation--Human Relations and Safety, Electrical System, Starting Methods, Power Trains, Brake Systems, and Chassis Components. (This manual and 54 others were developed for various secondary level vocational courses using the System Approach for Education (SAFE) guidelines.) (HD)

Several intermediate performance objectives and corresponding criterion measures are listed for each of 12 terminal objectives for a basic diesel mechanics course. The course is designed as a two-semester (2 hour daily) course for 10th graders interested in being diesel service and repair mechanics; it would serve as the first year of a 3-year secondary school program. Based on shop manipulative practices in addition to related classroom instruction, the focus of instruction is on use of tools and safety, engine theory, terminology, main stationary parts, major moving parts, valve gear and scavenging systems, fuel injection systems, burning the fuel, lubrication system, cooling system, and governing. The titles of the 12 terminal objectives are Orientation, Theory of Internal Combustion Engines, Operating Principles, Design Variation, Main Stationary Parts, Major Moving Parts, Value Gear, Intake and Exhaust, Lubrication System, Cooling System, Fuel Injection System, Burning the Fuel, and Governing. (This manual and 54 others were developed for various secondary level vocational courses using the System Approach for Education (SAFE) guidelines.) (HD)

This Navy training and self-study manual is designed to provide a basic theoretical and practical understanding of primarily diesel engines and associated equipment, the main emphasis being on shipboard types and operations. Each chapter offers verbal and pictorial description of machinery, with both schematic and equipment-specific depiction of operation. Chapters cover basic reciprocating internal combusion engine theory, parts, operating principles, and mechanisms; engine starting, cooling, and lubricating systems; diesel air and fuel systems; compressed air systems; refrigeration and air conditioning systems; pumps and valves; distilling plants; lathes and lathe machinery operations; propulsion control systems and power transmission. At the end of the text there is a glossary and a series of study assignments, each with its own learning objectives clearly stated, followed by corresponding test questions. The emphasis throughout is on proper maintenance and operation of equipment based on understanding and practical experience. (CP)

This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in automotive technology. The document begins with a list of all tasks covered by the curriculum, a short course outline, and a curriculum framework that explains major content, laboratory activities, and intended outcomes. Enabling objectives are briefly explained. The bulk of the document consists of 10 modules, each of which is a list of tasks for that module and the performance objectives and enabling objectives that pertain to each task. Each module also contains an illustration master (a labeled drawing of an engine, for instance) pertaining to the material taught. The modules cover these areas: (1) shop safety, work ethics, and employability skills; (2) basic automotive technician skills; (3) diagnosing/troubleshooting electrical/electronic components; (4) engine performance service; (5) engine repair service; (6) automatic transmission/trans-axle service; (7) manual drive train and axle service; (8) steering, suspension, and wheel service; (9) automotive brake service; and (10) engine cooling, air conditioning, and heating service. (CML)

Written in student performance terms, this curriculum guide on diesel engine repair is divided into the following eight sections: an orientation to the occupational field and instructional program; instruction in operating principles; instruction in engine components; instruction in auxiliary systems; instruction in fuel systems; instruction in electrical systems; instruction in engine performance; and instruction in welding. Each section consists of one or more units of instruction. Each instructional unit includes some or all of the following components: performance objectives, suggested activities for teacher and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the tests. Units are planned for more than one lesson or class period of instruction. Numerous diagrams supplement the text. (BM)

The minimum requirements and basic procedures for establishing local apprenticeship programs in truck mechanics are presented in the guide. Guidelines cover the areas of qualifications for application, definitions, selection, terms of apprenticeship, apprenticeship agreement, supervision, probationary period, hours of work, salaries, related instruction, examinations, work experience, and management and relations. Separate sections also discuss (1) supervision of the program, focusing on the composition and duties of the National Joint Apprenticeship Committee and a local joint apprenticeship committee, and (2) federal laws and regulations affecting the employment of apprentices. Appendix A, covering a major portion of the guide, is a schedule of work processes and recommended related instruction. Also appended are an applicant rating form, information on interviewing and apprentice recordkeeping, three types of report forms, and lists of regional offices of the Bureau of Apprenticeship and Training and state and territorial apprenticeship agencies. (SH)

This course, adapted from military curriculum materials for use in vocational and technical education, is the second of a two-course series that teaches students to maintain and repair automotive and construction equipment using either gasoline or diesel engines. It covers basic chassis and power train troubleshooting, diagnosis, and adjustment procedures. The course contains two phases covering 117 hours of instruction. Phase 3 on automotive chassis and power contains one unit with three lessons covering 75 hours of instruction; phase 4 on heavy equipment chassis and power contains one unit on crawler tractor-power train maintenance containing three lessons covering 42 hours of instruction. The course contains both student and teacher materials. Printed instructor materials include a curriculum outline for the course and instructor guides for each phase. The curriculum outline includes an introduction to the course; outline of instruction; outline of training objectives; lists of texts, references, tools, equipment; materials, training aids and devices, and training aids equipment; and a master schedule. The instructor guides have the lesson plans for each unit. Student materials include 11 job sheets, 11 information sheets, 1 work sheet, and 3 problem sheets. Appropriate text materials from three Navy manuals are provided. (KC)

This course, adapted from military curriculum materials for vocational and technical education, teaches students to restore diesel engine performance to the manufacturer's specifications through troubleshooting and analyzing diesel engine fuel systems and to make minor and major adjustments to those components that directly affect engine performance. Students will learn to use appropriate hand tools, special tools, and shop equipment to test, adjust, and replace fuel system components that fail to meet the manufacturer's specifications. The course consists of two units with one lesson in each, making up 56 hours of classroom and shop instruction. Unit 1 covers introductory material and safety precautions, while unit 2 focuses on engine tune-up. The course consists of a single document containing both student and teacher materials. Instructor materials provided are an introduction to the course; an outline of training objectives; lists of texts, references, tools, equipment, training devices, and training aids equipment; a master schedule; and lesson plans. The lesson plans contain an outline of instruction and activities for teachers and students. Student materials provided include three job sheets and one information sheet. (KC)

This volume of student materials for a secondary/postsecondary level course in principles of marine diesel engines is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose of the individualized, self-paced course is to acquaint students with the operating cycles and systems that make up a diesel engine. It provides theory that is useful in laboratory and on-the-job learning experiences. The course is divided into two lessons: Diesel Engine Construction, Principles, and Structural Parts; and Valve Gear, Fuel Injection, and Governors. These materials are included: the reference text, "Basic Principles of Marine Diesel Engines" (five chapters and an appended glossary); and a student workbook that details lesson objectives, reading assignments from the text, review exercises, and review exercise answer keys. A course examination is included, but no answers are provided. (YLB)

This course, adapted from military curriculum materials for use in vocational and technical education, is the first of a two-course series that teaches students to maintain and repair automotive and construction equipment using either gasoline or diesel engines. It covers basic combustion engine principles and electrical system principles as well as troubleshooting, diagnosis, and adjustment procedures. The course contains two phases covering 105 hours of instruction. Phase 1 on gasoline engines contains two units including an introduction to the course and information on gasoline-engine repairs and adjustments. Phase 2 on diesel engines covers maintenance and repair to Caterpillar, International, General Motors, and Cummins diesel engines. The course contains both student and teacher materials. Printed instructor materials include a curriculum outline for the course and instructor's guides for each phase. The curriculum outline includes an introduction to the course; outline of instruction; outline of training objectives; lists of texts, references, tools, equipment, materials, training aids and devices, training aid equipment; and a master schedule. The instructor guides include the lesson plans for each unit. Student materials include 7 job sheets, 11 information sheets, and 1 work sheet. (KC)

This curriculum guide is part of a series designed to teach students about diesel engines. The materials in this power trains guide apply to both on-road and off-road vehicles and include information about chain and belt drives used in tractors and combines. These instructional materials, containing nine units, are written in terms of student performance using measurable objectives. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the tests. Lessons are illustrated with industry-generated illustrations and units are planned for more than one lesson or class period of instruction. The nine units cover the following topics: introduction to power trains, clutches and flywheels, torque converters and fluid drives, mechanical transmissions, automatic transmissions, drive lines, differentials and final drives, power take-offs, and special drives. (KC)

This student guide, one of a series of correspondence training courses designed to improve the job performance of members of the Marine Corps, deals with the skills needed by basic engineer equipment mechanics. Addressed in the four individual units of the course are the following topics: mechanics and their tools (mechanics, hand tools, and power tools and precision measuring instruments); gasoline and diesel engines; power trains; and auxiliary equipment (hydraulic systems, and vehicle frames). Appendixes to the guide contain information on the job duties of basic engineer equipment mechanics, preventive maintenance, and safety. In a separate section following the appendixes are four review units corresponding to the four lessons of the guide. Each unit contains a reading assignment, a lesson objective statement, and a written assignment consisting of a series of study questions for that unit. (MN)

This student guide, one of a series of correspondence training courses designed to improve the job performance of members of the Marine Corps, deals with the fundamentals of diesel engine mechanics. Addressed in the three individual units of the course are the following topics: basic principles of diesel mechanics; principles, mechanics, and performance of diesel engines; and injection and control of diesel engines. Each unit contains a general objective, a series of work units each addressing a different subobjective, study questions, and answers to the study questions. Appendixes to the guide contain a conversion chart and reference information concerning the mathematics of diesel engine theory, energy, temperature, and pressure and volume. (MN)

This student guide, one of a series of correspondence training courses designed to improve the job performance of members of the Marine Corps, contains three study units dealing with the skills needed by individuals responsible for the installation, operation, and maintenance of diesel engine-driven generator sets. The first two units cover installing, operating, maintaining, and keeping maintenance records concerning 700 series and Department of Defense series generators. The third unit is devoted to safety precautions and first aid treatment. Each unit contains a general objective, a series of work units each addressing a different subobjective, study questions, and answers to the study questions. (MN)

This Rate Training Manual and Nonresident Career Course (RTM/NRCC) form a self-study package that will enable Naval Construction Mechanics First and Chief to fulfill the requirements of their rating. (Persons holding these ratings direct and coordinate efforts of individuals and crews in maintaining, repairing, and overhauling automotive, material-handling, and construction equipment, including automatic transmissions; maintain records, prepare reports, conduct training, supervise safety, and coordinate tasks assigned.) Designed for individual study and not formal classroom instruction, the RTM provides subject matter that relates directly to the occupational standards of the construction mechanic. It is organized into nine chapters which cover the following topics: administration, supervision, public works transportation shops supervisor, battalion equipment company shops supervisor, engine overhaul, electrical systems and equipment, diesel fuel systems, vehicle inspections, and power trains/automatic transmissions. The NRCC contains assignments and perforated answer sheets corresponding to the chapters in the RTM textbook. Assignments in the NRCC include learning objectives, supporting items designed to lead the student through the RTM, and self-test items. (KC)

This publication is the third in a series of three texts for a diesel mechanics curriculum. Its purpose is to teach the concepts related to fuel injection systems in a diesel trade. The text contains eight units. Each instructional unit includes some or all of these basic components: unit and specific (performance) objectives, suggested activities for teachers and students, information sheets, transparency masters, assignment sheets, answers to assignment sheets, job sheets, pencil-paper and performance tests, and answers to tests. Introductory materials include description of unit components, instructional/task analysis (psychomotor and cognitive skills to be learned), listing of needed tools and equipment, and reference list. Unit titles are Introduction to Fuel Injection Systems, Fuel System Components, Distributor Type Injection Pump, In-Line Injection Pump, Unit Injector, Pressure Time (PT) Fuel Systems, Injection Nozzles, and Governors. (YLB)

This publication is the second in a series of three texts for a diesel mechanics curriculum. Its purpose is to teach the concepts related to electricity and circuitry in a diesel trade. The text contains nine units. Each instructional unit includes some or all of these basic components: unit and specific (performance) objectives, suggested activities for teachers and students, information sheets, transparency masters, assignment sheets, answers to assignment sheets, job sheets, pencil-paper and performance tests, and answers to tests. Introductory materials include description of unit components, instructional/task analysis (psychomotor and cognitive skills to be learned), listing of needed tools and equipment, and reference list. Unit titles are Introduction to Electrical Systems, Electrical Circuits, Electrical Indicator Circuits, Storage Batteries, Starting Circuits, Ignition Circuits, Generator Charging Circuits, Alternator Charging Circuits, and Emergency Shut-Down Circuits. (YLB)

This publication is the first in a series of three texts for a diesel mechanics curriculum. Its purpose is to teach the basic concepts related to employment in a diesel trade. Six sections contain 29 units. Each instructional unit includes some or all of these basic components: unit and specific (performance) objectives, suggested activities for teachers and students, information sheets, transparency masters, assignment sheets, answers to assignment sheets, job sheets, pencil-paper and performance tests, and answers to tests. Introductory materials include description of unit components, instructional/task analysis (psychomotor and cognitive skills to be learned), listing of needed tools and equipment, and reference list. Section topics are orientation (safety, basic shop tools and equipment), operating principles (diesel fuels, engine lubricants, coolants, bearings, seals), engine components (cylinder head assembly, piston and connecting rod assemblies, camshafts, gear train, engine timing, frames, cylinder blocks, crankshafts, bearings), auxiliary systems (lubrication, cooling, air intake and exhaust, starting, brakes and retarders), engine performance (operation and maintenance, diagnosis and testing, tune-up and adjustment, storage), and welding (arc and oxyacetylene). (YLB)

This curriculum outline provides secondary and postsecondary instructors with detailed information on student learning outcomes for completion of the general mechanics program requirements. A program overview discusses the aims of education; secondary school philosophy; and career preparation programs and their goals, organization, and evaluation. Sections two and three provide the curriculum format for programs in grades 11 and 12, respectively. Each program is divided into units containing from one to nine modules. Both course and unit general aims are cited. Modules consist of these components: goal statements, learning outcomes, and student activities to support the learning outcomes. Topics covered in the 23 units in the grade 11 program and the 13 units in the grade 12 program include cooperative career preparation; school practices, human relations, and safety procedures; tools and equipment; fasteners; technical reading, writing, and reporting; mechanical drawing; gas welding; electricity; wheels, hubs, and tires; hydraulic systems; brake systems; engines; fuel systems; cooling systems; lubrication systems; clutches; transmission; driveshafts and drivelines; steering systems, suspension, and frame designs; soldering; electrical systems; power brake systems; emission control systems; and differentials. Section four lists resource materials. (YLB)

This module is one of a series of teaching guides that cover diesel mechanics. The module contains 4 sections and 19 units. Section A--Orientation includes the following units: introduction to diesel mechanics and shop safety; basic shop tools; test equipment and service tools; fasteners; bearings; and seals. Section B--Engine Principles and Components includes: engine operating principles; cylinder head assembly; piston and connecting rod assemblies; camshafts, gear train, and engine timing; cylinder blocks and liners; and crankshafts and bearings. The topics covered in Section C--Auxiliary Systems are: lubricants and lubrication systems; coolants and cooling systems; air intake and exhaust systems; and engine brakes and retarders. Section D--Maintenance covers: preventive maintenance; troubleshooting and testing of engines; and tune-up and adjustment. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes and are designed for use in more than one lesson or class period. Instructional task analyses are also included. (SK)

This module is one of a series of teaching guides that cover diesel mechanics. The module contains six instructional units that cover the following topics: (1) introduction to fuel injection systems and components; (2) injection nozzles; (3) distributor type injection pumps; (4) unit injectors; (5) in-line injection pumps; and (6) pressure timed fuel systems. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes and are designed for use for more than one lesson or class period. Instructional task analyses; a list of tools, equipment, and materials; and 12 references are also included. (KC)

This module is one of a series of teaching guides that cover diesel mechanics. The module contains eight instructional units that cover the following topics: (1) introduction to electrical systems; (2) electrical circuits; (3) electrical indicator circuits; (4) storage batteries; (5) starting systems and circuits; (6) ignition circuits; (7) alternator charging circuits; and (8) emergency shut-down circuits. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for teachers and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes and are designed for use for more than one lesson or class period. Instructional task analyses; a list of tools, equipment, and materials; and 14 references are also included. (KC)

Competency-based teacher and student materials on diesel engines are provided for a diesel technology curriculum. Seventeen units of instruction cover the following topics: introduction to engine principles and procedures; engine systems and components; fuel systems; engine diagnosis and maintenance. The materials are based on the curriculum-alignment concept of first stating the objectives, then developing instructional strategies for teaching to those objectives, and finally, assessing to those same objectives. The teacher pages contain some or all of the following components: suggested activities, transparency masters, teacher supplements, answers to assignment sheets, written test, answers to written test, and unit evaluation form. Student pages include objective sheets, information sheets, student supplements, assignment sheets, and job sheets. Both teacher and student pages, as well as introductory pages, are included in the teacher edition. In addition to the general information such as the table of contents, foreword, and acknowledgments, the following information is included in the introductory pages: use of the publication; competency profile; instructional and task analysis; related academic and workplace skills list; tools, equipment, and materials list; list of 11 references; and NATEF crosswalk, which identifies the National Automotive Technicians Education Foundation tasks covered in the publication by unit number and job sheet number. (KC)