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AUT1010: Automotive Technology

This course is the first of a two-semester program on automotive technology. The course is designed for students to gain valuable information on automotive technology that they can put into practice in the following semester, and gain placement for an entry level position in an automotive shop. The course will be completely online and consist of virtual conferences, discussions, and a simulated automotive shop learning game.

College of Engineering

Course Length: 02/12/2018 to 05/06/2018

Number of Credits: 5

Delivery Method: Online

Term: 0540

Prerequisites: ENC1101 AND pre- or co-requisite MAT1100 or equivalent

Contact & Communication

Instructor Name: Gabriel Yeager

Email Address: PROTECTED FOR INTERNET DISTRIBUTION

Office Number/Location: OFFICE ROOM

Phone Number: 727-XXX-XXXX

Office Hours: By Appointment Only

How to Contact Instructor: Course Email Preferred.

How to Set Up a Meeting: Email the instructor requesting a meeting, providing three available times.

How Feedback Will Be Provided: Feedback will be provided under the Grade Comments section within the course, unless specific feedback was requested through email.

The Online Classroom

Announcements: The instructor will use the course Announcements feature to relay time sensitive information and course updates. Expect weekly announcements from the instructor containing reflection content from the previous module and tips for success in the next module of instruction. The instructor will also provide a link to an anonymous survey through these announcements to provide feedback on the module that you just finished.

Content: Course content can be found by using the top navigation bar and selecting Course Content. From here, you will find the links to each module. Within each module, you find relevant text, PowerPoints, images, videos, simulation activities, and discussion forums.

Syllabus: The syllabus can be found on the front page of the course, on the navigation menu located on the left-hand side of the course, and at the top of the Course Content area. The syllabus contains an outline of course objectives and content, and serves as a guide for your studies within the course. The syllabus is a contract between the student and the professor, and must be agreed to in the Syllabus Acknowledgement Quiz during the first week of the course to prevent being dropped.

Discussions: Discussions will be embedded in weekly modules found in the Course Content. Students will post an original reply with detailed information pertaining to the module’s content, following that module’s discussion guidelines. Additional discussion areas are provided for students to casually connect with each other and discuss the course content, and relevant topics in automotive technology.

Course Messages/Email: Students can use the course email system found on the top navigation bar to communicate with other students and the instructor. Remember to follow communication protocols.

Calendar: The course calendar can be accessed from the course homepage and from navigation on the left-hand side of the course. The calendar contains up-to-date deadlines for weekly assignments, and links to each assignment.

Course Resources

Required Textbook: No Textbook

Required Orientation: New Student Orientation

Description of Materials/Tools Used or Needed: See Technology Requirements

Course Description

This course is the first in the automotive technology series at THIS COLLEGE. The course consists of basic automotive maintenance and repair. Students will learn through simulation and mixed media presentation in an online environment to assess, investigate, research, diagnose, and repair vehicles. The course will also cover skills in the field, and how to acquire and internship and their first job in this career.

Topics include:

  • Basic engine mechanics
  • Oil and lubrication systems
  • Coolant systems
  • Fuel systems
  • Air Exhaust systems
  • Basic electrical systems
  • Recharging systems (alternator, brake charging, EV)
  • Ignition systems
  • Braking systems
  • Suspension systems

Learning Objectives

Course Objectives:

Upon course completion, students will be able to:

  • Identify key automotive components and their relative functions
  • Examine causes for automotive problems
  • Apply knowledge through simulated repairs
  • Discuss automotive technology and repair methods with peers and the instructor
  • Demonstrate successful completion of all learning simulators related to automotive technology

Module 1 Objectives:

The student will be able to:

  1. Identify course requirements by completing the syllabus quiz.
  2. Describe their interest in automotive technology in a 300-word introduction post.
  3. Discuss their goal and expectations of the course with peers in the introduction forum area.

Module 2 Objectives:

The student will be able to:

  1. Define and Discuss basic engine functions and theories with their peers.
  2. Review engine mechanics through text and rich media presentations within the module.
  3. Analyze basic engine functions and theories by identifying key components in a simulated environment with 80% accuracy or greater.

Module 3 Objectives:

The student will be able to:

  1. Locate oil systems and components within a simulated environment.
  2. Explain and discuss oil purposes, types, and systems in class discussion.
  3. Demonstrate repairs of oil systems in a simulated environment with 80% accuracy or greater.

Module 4 Objectives:

The student will be able to:

  1. Locate coolant systems and components within a simulated environment.
  2. Explain and discuss coolant purposes, types, and systems in class discussion.
  3. Demonstrate repairs of coolant systems in a simulated environment with 80% accuracy or greater.

Module 5 Objectives:

The student will be able to:

  1. Locate fuel systems and components within a simulated environment.
  2. Explain and discuss fuel purposes, types, and systems in class discussion.
  3. Demonstrate repairs of fuel systems in a simulated environment with 80% accuracy or greater.

Module 6 Objectives:

The student will be able to:

  1. Locate air and exhaust systems and components within a simulated environment.
  2. Explain and discuss air and exhaust purposes, types, and systems in class discussion.
  3. Demonstrate repairs of air and exhaust systems in a simulated environment with 80% accuracy or greater.

Module 7 Objectives:

The student will be able to:

  1. Locate basic electrical systems and components within a simulated environment.
  2. Explain and discuss basic electrical purposes, types, and systems in class discussion.
  3. Demonstrate repairs of basic electrical systems in a simulated environment with 80% accuracy or greater.

Module 8 Objectives:

The student will be able to:

  1. Locate recharging systems and components within a simulated environment.
  2. Explain and discuss recharging purposes, types, and systems in class discussion.
  3. Demonstrate repairs of recharging systems in a simulated environment with 80% accuracy or greater.

Module 9 Objectives:

The student will be able to:

  1. Locate ignition systems and components within a simulated environment.
  2. Explain and discuss ignition purposes, types, and systems in class discussion.
  3. Demonstrate repairs of ignition systems in a simulated environment with 80% accuracy or greater.

Module 10 Objectives:

The student will be able to:

  1. Locate braking systems and components within a simulated environment.
  2. Explain and discuss braking purposes, types, and systems in class discussion.
  3. Demonstrate repairs of braking systems in a simulated environment with 80% accuracy or greater.

Module 11 Objectives:

The student will be able to:

  1. Locate suspension systems and components within a simulated environment.
  2. Explain and discuss suspension purposes, types, and systems in class discussion.
  3. Demonstrate repairs of suspension systems in a simulated environment with 80% accuracy or greater.

Module 12 Objectives:

The student will be able to:

  1. Synthesize all course content by creating a checklist for inspecting a car to be purchased.
  2. Evaluate their comprehensive knowledge of automotive technology by completing a final simulated activity with 80% accuracy or greater.
  3. Recall and apply course content for successful completion of a 50-question final exam.

Assignment Descriptions

Discussion Posts: Students will engage in a rich discussion each module, elaborating on their experience in the simulation and their techniques for diagnosing issues. The discussion will be guided by the module’s topic, and students are expected to explain and discuss their understanding of the topic, the systems used, the strategies for diagnosis and repairs, and how they would apply what they learned in the real world. Students must then reply to at least two of their peers, elaborating on their original post and providing new or alternative suggestions. The original post must be made by Module Friday at 11:55PM, and all replies must be submitted by Module Sunday at 11:55PM, but it is encouraged to continue the discussion beyond the assignment.

Simulations: Each module, students will participate in an online simulation after completing the module’s content. The simulation is embedded at the end of each module, before reaching the module’s discussion forum. In the simulation, students work for their mentor (the instructor) in a small independent repair shop. Each simulation will consist of the student interacting with their boss and a customer, troubleshooting and diagnosing a vehicle problem, repairing the vehicle, and clearing the vehicle through their boss and returning it to the customer. Depending on the module, student’s will complete 10 to 20 simulated diagnosis and repairs of customer cars as assigned. It is encouraged that students access the simulator for all previous modules and continue to practice in them throughout the course.

Internship Application Process: Students will work with Internship Coordinator, PERSON, to update their resume/cover letter, and apply for their internship during the next semester. Students will submit a copy of their application to the instructor in the assignment drop box. Students are responsible for ensuring their internship is confirmed for the next semester by Module 12, and submit confirmation of their schedule to the instructor through the assignment drop box.

Midterm Quiz: Students will complete the Midterm Quiz during Module 6, which contains 25 questions from the first six modules. Students have 45 minutes to complete the quiz, and they may use the course content to aid them. However, the time constraint encourages that you rely on your notes.

Final Exam: Students will complete the cumulative Final Exam during Module 12, which contains 50 questions from all 12 modules. Students have 75 minutes to complete the quiz, and they may use the course content to aid them. However, the time constraint encourages that you rely on your notes.

Used Car Checklist: By module 12, students will complete a Used Car Checklist that can be used for inspecting a vehicle that you or your client is looking to buy. Based on the information provided in this course and the knowledge and skills that you have learned, what would you include on this checklist and how you determine if the vehicle is worth purchasing? See the module for details on this assignment and the rubric by which it will be graded.

Course Requirements

Student Expectations: Students are expected to log into the course every other day to check communication and complete assignments. Students are expected to be respectful and professional in all course communication, and are expected to complete all assignments by 11:55 PM EST on their deadline.

Grading Scale: S/U: Student is considered successful if they exceed 80% overall.

Assignment Grade Values:

Assignment Percent of Grade Towards Overall
Discussion Posts 20%
Simulations 20%
Internship Application Process 10%
Midterm Quiz 20%
Final Exam 20%
Used Car Checklist 10%

 

Extra Credit: Extra credit opportunities are rarely given, but may be possible through an arrangement with the instructor by completing related tasks in the real world.

Late Assignment Policy: Due to the pace of the course, no late assignments will be accepted unless there is medical documentation.

Schedule of Activities

Weekly Breakdown

 

Start/End Date Topics Assignments (Due Dates) Objectives
02/12/2018 – 02/18/2018 Introduction and Careers
  1. Syllabus Quiz (02/16/2018)
  2. Introduction Post (02/18/2018)
 Learner will review course policies and expectations. Learner will discuss desirable outcomes.
02/19/2018 – 02/25/2018 Engine Overview
  1. Review module content, PPT, Videos (02/21/2018)
  2. Complete simulation tasks within module (02/23/2018)
  3. Post analysis of content (02/23/18)
  4. Reply to at least two others (02/25/18)
 Learner will analyze basic engine mechanics through applied practice in simulation and discussion.
02/26/2018 – 03/04/2018 Oil Systems
  1. Review module content, PPT, Videos (02/28/2018)
  2. Complete simulation tasks within module (03/02/2018)
  3. Post analysis of content (03/02/18)
  4. Reply to at least two others (03/04/18)
 Learner will analyze basic oil systems through applied practice in simulation and discussion.
03/05/2018 – 03/11/2018 Coolant Systems
  1. Review module content, PPT, Videos (03/07/2018)
  2. Complete simulation tasks within module (03/09/2018)
  3. Post analysis of content (03/09/18)
  4. Reply to at least two others (02/11/18)
 Learner will analyze coolant systems through applied practice in simulation and discussion.
03/12/2018 – 03/18/2018 Fuel Systems
  1. Review module content, PPT, Videos (03/14/2018)
  2. Complete simulation tasks within module (03/16/2018)
  3. Post analysis of content (03/16/18)
  4. Reply to at least two others (03/18/18)
 Learner will analyze basic fuel systems through applied practice in simulation and discussion.
03/19/2018 – 03/25/2018 Air and Exhaust Systems
  1. Review module content, PPT, Videos (03/21/2018)
  2. Complete simulation tasks within module (03/23/2018)
  3. Post analysis of content (03/23/18)
  4. Reply to at least two others (03/25/18)
  5. MIDTERM QUIZ (03/25/18)
 Learner will analyze basic air and exhaust systems through applied practice in simulation and discussion. Learner will pass midterm with >80%.
03/26/2018 – 04/01/2018 Understanding Basic Electronics
  1. Review module content, PPT, Videos (03/28/2018)
  2. Complete simulation tasks within module (03/30/2018)
  3. Post analysis of content (03/30/18)
  4. Reply to at least two others (04/01/18)
  5. APPLY to internship (04/01/18)
 Learner will analyze basic electronics through applied practice in simulation and discussion. Learner will apply for approved internship.
04/02/2018 – 04/08/2018 Recharging Systems
  1. Review module content, PPT, Videos (04/04/2018)
  2. Complete simulation tasks within module (04/06/2018)
  3. Post analysis of content (04/06/18)
  4. Reply to at least two others (04/08/18)
 Learner will analyze basic recharging systems through applied practice in simulation and discussion.
04/09/2018 – 04/15/2018 Ignition Systems
  1. Review module content, PPT, Videos (04/11/2018)
  2. Complete simulation tasks within module (04/13/2018)
  3. Post analysis of content (04/13/18)
  4. Reply to at least two others (04/15/18)
 Learner will analyze basic ignition systems through applied practice in simulation and discussion.
04/16/2018 – 04/22/2018 Braking Systems
  1. Review module content, PPT, Videos (04/18/2018)
  2. Complete simulation tasks within module (04/20/2018)
  3. Post analysis of content (04/20/18)
  4. Reply to at least two others (04/22/18)
 Learner will analyze basic braking systems through applied practice in simulation and discussion.
04/23/2018 – 04/29/2018 Suspension Systems
  1. Review module content, PPT, Videos (04/25/2018)
  2. Complete simulation tasks within module (04/27/2018)
  3. Post analysis of content (04/27/18)
  4. Reply to at least two others (04/29/18)
 Learner will analyze basic suspension systems through applied practice in simulation and discussion.
04/30/2018 – 05/06/2018 Overview
  1. Review all course content (05/04/18)
  2. Complete final exam (05/06/18)
  3. Prepare for internship (05/06/18)
 Learner will review all previous content and simulations. Learner will pass their final exam with >80%.

Learner will confirm internship.

Student Responsibilities

Attendance/Participation: Students are expected to log into the course every other day, and are expected to engage in rich discussions with other students. Students are required to attend at least 60% of the weekly virtual conferences.

Studying and Preparation Time: Students are expected to spend 15 hours a week in course material and discussions.

How to Submit Assignments: Simulation data will be downloaded by the instructor weekly. Students are responsible for submitting discussions posts and exams by their deadlines.

Student Misconduct Policies: See College Policies on academic misconduct. Students suspected of cheating or misconduct will received a grade of F in the course and will not be allowed to repeat without approval of the campus Provost.

Communication Protocol: All course communication and assignments should be completed using formal English. Casual “texting” communication will not be tolerated, including the use of unrelated abbreviations (“BTW,” “IMO,” “IDK,” “ASAP,” etc.). In communication, minimal text emojis may be used to convey emotion since this is hard to do by text. The following are acceptable emojis to use in the forum: 🙂 , 😀 , 😉 , :-/ . 😦 . All communication should be conducted in a polite and respectful manner, regardless if you agree with the other person’s opinion or not. Cyber-bullying will not be tolerated. If you experience a concern with another student, please contact the professor immediately so that they can moderate a discussion via Skype with all parties involved.

Academic Resources

Advising and Testing Center: 727-XXX-XXXX, PERSON (English/Spanish)

SCHOOL Business Office: 727-XXX-XXXX, PERSON

Internship Coordinator: 727-XXX-XXXX, PERSON

Technical Requirements

Computer Requirements: Windows 10 operating system with the latest Adobe Flash. Minimum CPU of dual-core 1.7GHz, 4GB RAM, GPU equivalent to NVIDIA 9700. For best results, use Google Chrome.

Where to Get Technical Support: Contact the OUR SCHOOL Help Desk: 727-XXX-XXXX

Accessibility

As a student at THIS SCHOOL with a documented disability, you may be eligible to receive services. If you think you have a disability but have not had it documented, your campus Accessibility Coordinator will explain how to get proper testing or assessment. To be documented, you must have a recent report from a licensed physician or psychologist or an IEP or SOP from your high school. Appropriate accommodations will be arranged for all students registered with the Accessibility Services Department. For more information, contact OUR COORDINATOR at 727-XXX-XXXX.

Course Citations

ASE at a Glance. (n.d.). Retrieved June 18, 2017, from http://www.ase.com/About-ASE/ASE-at-a-Glance.aspx

Automotive Training and Resource Site. (n.d.). Retrieved June 18, 2017, from http://www.autoshop101.com/

Bureau of Labor Statistics, U.S. Department of Labor, Automotive Service Technicians and Mechanics, Occupational Outlook Handbook, 2016-17 Edition, Retrieved June 18, 2017, from https://www.bls.gov/ooh/installation-maintenance-and-repair/automotive-service-technicians-and-mechanics.htm

Culatta. R. (n.d.). Andragogy (Malcolm Knowles). Retrieved October 2, 2017, from                 http://www.instructionaldesign.org/theories/andragogy.htm

Culatta, R. (n.d.). Conditions of Learning (Robert Gagne). Retrieved October 2, 2017, from                 http://www.instructionaldesign.org/theories/conditions-learning.html

Culatta, R. (n.d.). Experiential Learning (Carl Rogers). Retrieved October 2, 2017, from                 http://www.instructionaldesign.org/theories/experiential-learning.html

Exercise design approach for intelligent simulation based training system. (1995). Proceedings of Third Australian and New Zealand Conference on Intelligent Information Systems. ANZIIS-95, Intelligent Information Systems, 1995. ANZIIS-95. Proceedings of the Third Australian and New Zealand Conference on, 13. doi:10.1109/ANZIIS.1995.705707

Florida Trade Schools and Vocational Schools. (n.d.). Retrieved June 18, 2017, from http://www.rwm.org/florida-trade-schools/

Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). The instructional power of digital games, social networking, simulations, and how teachers can leverage them. Cambridge, MA: The Education Arcade, Massachusetts Institute of Technology.

Landicho, J. j., Dela Cerna, A. A., Marapao, J. G., Balhin, G. P., & Paid, R. M. (2017). Hortari: A gamification application for engaged teaching and learning in higher education. Journal of E-Learning & Knowledge Society, 13(1), 181-187.

Ren-Jye, D., Ken-Yu, L., & Pei-Ru, W. (2014). Building a construction procurement negotiation training game model: Learning experiences and outcomes. British Journal Of Educational Technology, 45(6), 1115-1135.

Riddell, R. (2017, June 02). Value of game-based learning on the rise. Retrieved June 18, 2017, from http://www.educationdive.com/news/value-of-game-based-learning-on-the-rise/444046/

Serious Gaming for Pharmacy Education: Development of a Serious Games for Teaching Pharmacist Communication and Drug Administration in a Virtual Hospital Setting. (2016). 2016 9th International Conference on Developments in eSystems Engineering (DeSE), Developments in eSystems Engineering (DeSE), 2016 9th International Conference on, DESE, 151. doi:10.1109/DeSE.2016.25

Universal Technical Institute, (n.d.). Retrieved June 18, 2017, from https://www.uti.edu/learner-services/tuition-estimator/tuition-estimator

Why Teach with Simulations? (2017, April 18). Retrieved June 18, 2017, from http://serc.carleton.edu/sp/library/simulations/why.html

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