This book of posttests is designed to accompany the Engine Tune-Up Service Student Guide for Unit 5, Fuel and Carburetion Systems; available separately as CE 031 217. Focus of the posttests is the inspecting and servicing of the fuel and carburetion systems. One multiple choice posttest is provided that covers the 10 performance objectives…

This instructional package is one of two designed for use by regular vocational students in the vocational area of small engine repair service. Contained in this document are forty-four learning modules organized into ten units: engine block; air cleaner; starters; fuel tanks; lines, filters, and pumps; carburetors; electrical; magneto systems;…

This instructional package is one of two designed for use by regular vocational students in the vocational area of small engine repair service. Contained in this document are forty-nine learning modules organized into eleven units: test equipment; motorcycle; engine removal and replacement; machining; tune-ups; short blocks; storage; filling out…

The manual presents basic information for the person who plans to operate or service tractors, trucks, industrial engines, and automobiles. It tells how to select the proper fuels and lubricants and how to store them properly. Although there are no prerequisites to the study of the text, a general knowledge of engines and mobile-type vehicles is…

In order to build auto mechanics curricula and instructional programs responsive to the needs of employers, Bakersfield College (BC) sent a questionnaire to all employers listed under "Automobile Repairing and Services" in the yellow pages of the local telephone book. Only 43 (20 percent) of the 215 questionnaires sent out were returned;…

Sixty students were categorized into a stratified four-group design to ascertain the predictive value of achievement motivation as it relates to: (1) diagnostic problem solving ability, (2) diagnostic problem solving knowledge, and (3) student attitude toward the course. Each of the four groups represented varying strengths of achievement…

Designed as a foundation course for the auto body repairman, the course is organized into five blocks of instruction: (1) orientation, (2) shop safety, (3) human relations, (4) service tools and bench skills, and (5) body repair tools and equipment, followed by a post-test. Ninety hours in length, the course requires that students have an eighth…

The purpose of this federally-funded interim report is to present the results of a task inventory analysis survey of automotive mechanics completed by project staff within the Instructional Systems Design Program at the Center for Vocational and Technical Education. Intended for use in curriculum development for vocational education programs in…

In investigating communication competencies needed by beginning automotive mechanics, an attempt was made to compare the effectiveness of three occupational analysis techniques: (1) developing a curriculum (DACUM), (2) observation, and (3) extended information search. Extended information search produced a comprehensive, valid list of competencies…

Changing automobile technology means automobile mechanics classes must be kept up to date. Students need access to new diagnostic equipment and real-world repair situations; teachers need industry experience and opportunities for learning new techniques. The results can be worth the high costs. (PGD)

Sophomore and junior high school auto mechanics students were given technical instruction plus advance organizers in the form of three unit booklets. In comparison with control groups, pre/posttest and retention test results show that advance organizers facilitate the learning and retention of new complex technical content. (SK)

Article also appeared in "International Journal of the Sociology of Language," n1; and "Advances in Language Planning," The Hague, Mouton, 1973. (DD)

Mushrooming space-age industry rocketed this high school into an industrial arts program suited to a community of professional and highly skilled workers. (Editor)

Bimonthly Supplement to Ind Arts Vocat Educ; v58 n9 Nov 1969

Discussed is the automobile in terms of the Otto cycle, engine heat losses, internal engine losses, drive train losses, road power, and driving habits. Each of these topics is described and calculations are shown to aid the physics teacher in the use of the automobile in the physics classroom. (Author/DS)