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Republic of the Philippines

Department of Education
PUBLIC TECHNICAL-
VOCATIONAL

Unit of Competency: Perform Shop Maintenance

Module No.: 1 Module Title: Performing Shop Maintenance


TABLE OF CONTENTS
Page

How to Use this Module ………………………………………….. i


Introduction……………………………………………………………. ii
Technical Terms …………………………………………………….. iii

Learning Outcome 1 ………………………………………………… 1


Learning Experiences/ Activities ……………………….. 2
Information Sheet 1 …………………………………….. 3
Self Check 1 ………………………………………………. 4
Information Sheet 2 …………………………………….. 5
Self Check.2 ………………………………………………. 6
Information Sheet 3 …………………………………….. 7
Self Check.3 ………………………………………………. 9
Information Sheet 4 …………………………………….. 10
Self Check 4 ………………………………………………. 11
Learning Outcome 2 ………………………………………………… 12
Learning Experiences/ Activities ……………………….. 13
Information Sheet 1 …………………………………….. 14
Self Check.1 ………………………………………………. 26
Information Sheet 2 …………………………………….. 27
Self Check 2 ………………………………………………. 27
Information Sheet 3 …………………………………….. 27
Self Check.3 ………………………………………………. 28
Learning Outcome 3 ………………………………………………… 28
Learning Experiences/ Activities ……………………….. 29
Information Sheet 1 ……………………………………...….. 29
Self Check.1 ………………………………………………. 30
Information Sheet 2 …………………………………….. 30
Self Check 2 ………………………………………………. 31
Learning Outcome 4 ………………………………………………… 32
Learning Experiences/ Activities ……………………….. 32
Information Sheet 1 ………………………………………. 33
Self Check.1 ………………………………………………. 35
Information Sheet 2 ………………………………………. 36
Self Check 2 ………………………………………………. 37
Answer key ………………………………………………….. 38

1
HOW TO USE THIS MODULE

Welcome to the Module of Automotive Servicing. This module contains


training materials and activities for you to complete.

The unit of competency “Perform Shop Maintenance” contains the


knowledge, skills and attitudes required for an Automotive Servicing NC I
course.

You are required to go through a series of learning activities in order to


complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Job Sheets, Operation Sheets and
Activity Sheets. Follow these activities on your own and answer the Self- Check
at the end of each learning activity.

If you have questions, don’t hesitate to ask your teacher for


assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills
covered in this module because you have:
been working for some time
already completed training in this area.

If you can demonstrate to your teacher that you are competent in a


particular skill or skills, talk to him/her about having them formally recognized
so you don’t have to do the same training again. If you have a qualification or
Certificate of Competency from previous trainings show it to your teacher if the
skills you acquired are still current and relevant to this module, they may
become part of the evidence you can present for RPL. If you are not sure
about the currency of your skills, discuss this with your teacher.

After completing this module ask your teacher to assess your


competency. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.

Inside this module you will find the activities for you to complete followed
by relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.

This module is prepared to help you achieve the required competency,


in receiving and relaying information. This will be the source of information
that will enable you to acquire the knowledge and skills in performing shop
maintenance independently at your own pace or with minimum supervision or
help from your teacher.

2
Program/Course AUTOMOTIVE SEVICING NC I

Unit of Competency Perform Shop Maintenance

Module Title Performing Shop Maintenance

INTRODUCTION:

This module contains information and suggested learning activities on


Performing Shop Maintenance. It includes instructions and procedure on how to
perform shop maintenance

Completion of this module will help you better understand the succeeding
module on Inspecting/Cleaning Tools and Work Area, Storing/Arranging Tools
and Shop Equipment, Disposing Waste/Used Lubricant and Reporting Damages
Tools/Equipment .

This module consists of 4 learning outcomes. Each learning outcome


contains learning activities supported by instruction sheets. Before you perform
the instructions, read the information sheets and answer the self-check and
activities provided to ascertain yourself that you have acquired the knowledge
necessary to perform the skill portion of the particular learning outcome.

Upon completing this module, report to your instructor for assessment to


check your achievement of knowledge and skills requirements of this module. If
you pass the assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, you should be able to:

LO1. Inspect/Clean Tools and Work Area;

LO2. Store/Arrange Tools and Shop Equipment;

LO3. Dispose Waste/Used Lubricant;


LO4. Report Damages Tools/Equipment

3
TERMINOLOGIES

Biodegradable - capable of being readily decomposed by microbial action as some


detergents.

Chemicals - substances obtained by a chemical process, prepared for use in chemical


manufacture, or used for producing chemical effect.

Chemical Reaction - occurs when substances are changed to other substances through
the breaking and formation of chemical bonds.

Disposal - shall refer to the discharge, deposit, dumping, spilling, leaking or placing of any
solid waste into or in any land.

Engine - a machine that converts heat energy into mechanical energy. A device that burns
fuel to produce mechanical power: sometimes referred to as power plant.
Produces power to move the vehicle.

Equipment - are furnishings that the technician uses in diagnosis and repair in shops.

Gasoline - a liquid blend of hydrocarbon, obtained from crude oil; used as the fuel in
most automobile engines.

Grease - lubricating oil to which thickening agents have been added.

Inventory - an itemized list or catalog of tools and equipment.

Lubricant – a substance for reducing friction such as oil or grease.

Maintenance - a labor of keeping something in a state of repair or efficiency.

OHS - (Occupational Health and Safety Practices) the safety practices and regulations
the workshop to prevent serious personal injury as well as damage of properties.

Precaution - a measure taken beforehand to ward off evil or secure good or success.

Receptacles – refer to individual containers used for the source separation and the
collection of recyclable materials.

Recyclable material – refers to any waste material retrieved that can still be converted
into suitable beneficial use or for other purposes.

Safety -protection against failure, breakage or other accident.

Solute - the component of a solution that is dissolved in another component.

Solution - a homogeneous mixture in which the components cannot be separated by


any physical means

Solvent - the component of a solution that does the dissolving.

4
Tools - are things when properly used will enable us to do the job with safety, speed,
and efficiency.

Tool Rack - a facility where the tools are displayed in proper order and labeled for easy
identification and use.

Work shop - an area found in the school or center where the learner undergoes actual
performance for the development of competency.

5
Program/Course AUTOMOTIVE SERVICING NC 1
Unit of PERFORM SHOP MAINTENANCE
Competency
Module Title Performing Shop Maintenance

Learning Outcome No. 1. Inspect/Clean Tools and Work Area

Assessment Criteria:

1. Cleaning solvent is properly used per workshops/tools/and


cleaning equipment and requirements.
2. Work area is checked and cleaned regularly
3. Wet surface/ spots/ stains in work area is wiped and remove

Resources:

 Auto. Mechanics 10th Edition by Crouse/Anglin

 Chemistry, Santos G.N. and Lebron G. B.

6
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 1: Inspect/Clean Tools and Work Area
Learning Activities Special Instructions

1. Read the attached


Information sheet no. 1
ntitled Kinds, Uses, and
Properties of Cleaning
Solvents.

2. Answer Self-check no. 1  Try to answer the Self-Check


without looking at the information
sheet

3. Read the attached


Information sheet no. 2
entitled Procedures in
Cleaning Tools and Work
Area.

4. Answer Self-check no. 2  Try to answer the Self-check


without looking at the information
sheet

5. Read the attached


Information Sheet no. 3
entitled 5’S

6. Answer Self-check no. 3  Try to answer the Self-check


without looking at the information
sheet

7. Read the attached


Information sheet no. 4
entitled Safety Practices in
Handling Cleaning Solvents.

8. Answer Self-check no. 1-4  Try to answer the Self-check


without looking at the information
sheet

7
INFORMATION SHEET 1-1

Title: Kinds, Uses and Properties of Cleaning Solvents

Topic 1: Kinds of Cleaning Solvents

Solutions are homogeneous mixture of two or more components. They can be


gaseous, liquid or solid. When we speak of a solution, we usually think of a solid
dissolved in water. While water is the most common solvent, other liquids are
frequently employed as solvents for certain substances – for example wax maybe
dissolved in gasoline. The dissolved material in a solution is termed as solute (e.g.
wax) while the dissolving medium is called solvent (e.g. gasoline). However, the term
can be interchanged depending on which substance is of greater amount.

Solvent is a component of a solution that dissolves solute and is usually present


in large proportion or amount. It can be classified as polar or non-polar. Polar
solvents are solvents which dissolve/are soluble in water; while non-polar solvents
are solvents which do not dissolve/are insoluble in water.

Solvents usually used for cleaning in automotive shops are: water, gasoline,
kerosene, thinner and detergent soap.

The table below shows the kinds of cleaning solvents based on their solubility in
water.

Cleaning Solvents Solubility in Water Polar Non-polar


a. water soluble x
b. gasoline insoluble x
c. kerosene insoluble x
d. thinner insoluble x
e. detergent soap soluble x

Topic 2: Properties of Cleaning Solvents

A useful generalization much quoted is that “Like dissolves like”. More specifically,
high solubility occurs when the molecules of the solute are similar in structure and
electrical properties to the molecules of the solvent.

When there is a similarity of electrical properties; e.g. high dipole element


between solute and solvent, the solute-solvent attractions are particularly strong.
When there is dissimilarity, solute-solvent attractions are weak. For this reason, a polar
substance such as H2O usually is a good solvent for a polar substance such as
detergent soap but a poor solvent for a non-polar substance such as gasoline.

8
Topic 3: Uses of Cleaning Solvents

Cleaning Solvents Uses

1. Gasoline - It is used to wash oil/greasy tools/equipment.


2. Diesoline - It is used to wash oil engine, transmission and other
parts of the vehicle.
3. Kerosene - It is used to remove dust, grease oil, paint, etc.
4. Thinner - It is used to remove spilled paint on the floor, walls and
tools.
5. Soap and water - It is used to wash/clean upholstered furniture such as
seats, tables, cabinets, etc.

SELF – CHECK No. 1

Directions: Answer the following as indicated. Use answer sheet to be


provided by your teacher/trainer.

A. Identify the following:

1. Used to wash/clean upholstered furniture


such as seats, tables, cabinets, etc.

2. Used to remove dust, grease oil, paint,


etc.

3. Used to wash oil/greasy tools/equipment

4. Used to remove spilled paint on the floor,


walls, and tools

5. Used to wash oil engine, transmission


other parts of the vehicles.

B. Classify the following cleaning solvents whether Polar or Non-


Polar. Write P for Polar and NP for Non-Polar.

1. Kerosene
2. Water
3. Thinner
4. Detergent soap
5. Gasoline

9
Information Sheet No. 2

Procedure in Cleaning Tools and Work Area

Topic1. Steps in Cleaning Tools

1. Wear protective clothing and goggles.


2. Gather the tools to be cleaned in the designated area for
cleaning.
3. Segregate the tools according to the kind of dirt they have.
4. Measure and pour enough amount of cleaning solvent to the
washing pan.
5. Submerge the tools in the washing pan.
6. Use paint brush to remove the dirt from the tools.
7. Get the tools from the washing pan and wipe them with rags
until dry.
8. Arrange the tools in designated rack or cabinet.
9. Clean and store all materials used for cleaning.

Topic 2 Steps in Cleaning Work Area

1. Wear protective clothing and goggles.


2. If there is dirt on the floor such as paint, used oil, grease, rust,
etc., remove it first using the appropriate cleaning solvent.
3. Wipe the floor using dry cloth.
4. Sweep the remaining dirt with a broom and collect the dirt using
dust pan.
5. Dispose the contents of the dust pan in a garbage container.

10
SELF – CHECK No. 2

A.
Directions: Arrange the following steps in order and use numbers
1-9.

Steps in Cleaning Tools


a. Submerge the tools in the washing pan.
b. Arrange the tools in designated rack or cabinet.
c. Gather the tools to be cleaned in the designated area for cleaning.
d. Get the tools from the washing pan and wipe them with rags until dry.
e. Segregate the tools according to the kind of dirt they have.
f. Clean and store all materials used for cleaning
g. Measure and pour enough amount of cleaning solvent to the washing
pan.
h. Use paint brush to remove the dirt from the tools.
i. Wear protective clothing and goggles

B.
Directions: Arrange the following steps in order and use numbers
1-9.

a. Sweep the remaining dirt with a broom and collect the dirt using dust
pan.
b. Dispose the contents of the dust pan in a garbage container.
c. If there is dirt on the floor such as paint, used oil, grease, rust, etc.,
remove it first using the appropriate cleaning solvent
d. Wipe the floor using dry cloth.
e. Wear protective clothing and goggles.

11
INFORMATION SHEET No. 3

5’S

1. SEIRI ( SORT )
Remove unnecessary items and dispose them properly
 Make work easy by eliminating obstacles
 Provide no chance of being disturbed with unnecessary
items
 Prevent accumulation of unnecessary items.

2. SEITON (SYSTEMATIZE)
Arrange necessary items in good order so that they can be easily
picked for use
 Prevent loss and waste of time.
 Easy to find and pick up necessary items
 Ensure first -come-first serve basis.
 Make work flow smooth and easy.

12
3. SEISO (SWEEP)
Clean your workplace completely
 Easy to check abnormality
 Prevent machinery and equipment from deterioration.
 Keep workplace safe and easy to work

4. SEIKETSU (STANDARDIZE)
Maintain high standards of housekeeping and workplace
organization at all times
 Maintain cleanliness and orderliness
 Prevent mismanagement of operation

13
5. SHITSUKE (SELF-DISCIPLINE)
Do things spontaneously without being told or ordered.
 Standardize good practice

SELF-CHECK No. 3

DIRECTION: Answer the following questions below:

A. Match Column A to Column B. Write only the letter of


your answer.

A B

1. Shitsuke a. sanitize
2. Seiketsu b. sort
3. Seiso c. systematized
4. Seiton d. self discipline
5. Seiri e. sweep

14
INFORMATION SHEET No. 4

1.2 Occupational Health and Safety Practices in Handling Cleaning Solvents

A great percentage of eye injury and cuts results from a disregard for the simplest
of rules in handling cleaning solvents. You should never use compressed air to clean
your clothes, hands or body. The pressure could cause the cleaning solvents and dirt
particles to penetrate your skin, resulting in infection and /or blood poisoning. Do not
use compressed air to clean an object immediately after it has been removed from
a hot cleaning tank. First, rinse the cleaning solvents away with water. Do not use
carbon tetrachloride as a cleaning solution. The fumes, when inhaled can cause
serious internal injury and possibly result in death. When steam- cleaning, place the
object to be cleaned on a pallet and wear a face shield and rubber gloves for
protection against loose debris.

If a job or cleaning task requires the use of gloves, use the appropriate gloves.
Do not for instance use welding gloves when removing an object from a hot tank, or
rubber gloves when welding. If you have cut, nicked, or burned yourself, or something
has got into your eyes, report immediately to the first-aid person.

Keep all inflammable cleaning solvents in closed tin containers and whenever
possible, store them in a separate area

15
SELF-CHECK No. 4

Direction: Select the best answer. Write the letter of your


choice on the answer sheet provided by your teacher or trainer.

1. As a safety precaution, which of the following safety


devices should be worn in steam-cleaning engine parts?

a. face shield
b. rubber gloves
c. all of the above

2. Which of the following injuries will be caused by


compressed air if used to clean clothes, hands or body
soiled with flammable cleaning solvent?

a. pimples
b. burn
c. blood poisoning

3. Which of the following solvents should not be used as a


cleaning solution for it poses hazards to health?

a. gasoline
b. carbon tetra chloride
c. kerosene

4. Which of the following should we use to keep a


flammable cleaning solvent?

a. aluminum basin
b. plastic pail
c. closed tin container

16
Program/Course AUTOMOTIVE SERVICING NC 1
Unit of PERFORM SHOP MAINTENANCE
Competency
Module Title Performing Shop Maintenance

Learning Outcome 2 Store/Arrange Tools and Shop Equipment

Assessment Criteria:
1. Tools/ equipment are checked and stored in their respective
shelves/ location.
2. Tools and equipment are properly labeled
3. Tools are safely secured and properly recorded

Resources: Automotive Mechanics 10th Edition

17
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 2: Store/Arrange Tools and Shop Equipment
Learning Activities Special Instructions

1.Read information sheet no. 1


entitled Types of Tools and
Equipment

2. Answer Self-check no.1  Try to answer the Self-Check


without looking at the information
sheet

3. Read information sheet no. 2


entitled Procedure in
Storing/Arranging Tools and
Equipment

4. Answer Self-check no.2  Try to answer the Self-Check


without looking at the information
sheet
5. Read information sheet no. 3
entitled Safety Measures in
Storing/Arranging of Tools and
Equipment.

6. Answer Self-check no.3  Try to answer the Self-check


without looking at the information
sheet

18
INFORMATION SHEET No. 1

TYPES OF TOOLS

HAND TOOLS – a tool controlled by hand

KINDS OF TOOLS

1. STRIKING TOOL
a. Hammer – the most commonly used for striking purposes.

2. TURNING TOOLS
a. Screw Drivers – used for driving and turning screws

b. Wrenches – a long-handled tool with fused or adjustable jaws.

19
Types of Wrenches

Flare nut wrench

How to use an adjustable wrench

20
Set of Socket wrench

Types of Torque Wrench

21
3. GRIPPING TOOLS
a. Pliers – tools with a pair of adjustable pivoted jaws for cutting

Various types of Gripping pliers and cutting pliers

4. CUTTING TOOLS

a. Chisel – a cutting tool with a single cutting edge

22
b. Hacksaw – is basically an adjustable metal frame that holds
a steel saw blade.

c. Files – used for cutting and shaping metal

23
d. Punches – used to knock out rivets and pairs.

e. Twist Drill – a tool for making holes.

24
Power Tools/Equipment

ELECTRIC TOOLS operated by electric motor

1. ELECTRIC DRILL an electric motor driver chuck. The


chuck jaws are opened and a drill bit
inserted.

2. DRILL PRESS a vertical stationary drilling machine powered


by an electric motor.

25
3. BENCH GRINDER mounts on a bench or pedestal that has
two grinding wheels.

4. SOLDERING GUN a tool used to solder joints and terminal


connection.

26
5. VACUUM CLEANER their uses include cleaning floors and
vehicle interiors after service work.

6. WELDING MACHINE is used to weld metal together through


application of heat or electric currents

27
PNEUMATIC TOOLS operated by compressed air.

1. AIR HAMMER produces, a reciprocity (back and forth) motion


to drive a hammering or cutting tool

2. AIR DRILL has an air motor that makes the tool lighter than
electric drill.

28
3. PNEUMATIC LIFTER is used to compress air to raise one
corner, end, or side of the car.

4. AIR COMPRESSOR it produces compressed air usually an


air tank with and electric motor that
drives a two cylinder

29
HYDRAULIC TOOLS

1. HYDRAULIC LIFT One type of this is floor jack, it is used to pump


the handle to increase the pressure in the
hydraulic cylinder.

2. SHOP CRANE lifts and transports heavy objects. Use in


removing the engine from the vehicle.

30
3. HYDRAULIC PRESS is used to apply force on bent parts straighten
them.

31
SELF-CHECK No. 1

Direction: Tell whether if the following can be classified as Hand


Tools or Power Tools. Write HT if your answer is Hand Tools and PT
for Power Tools.

1. PLIER
2. DRILL PRESS
3. AIR COMPRESSOR
4. HAMMER
5. SCREW DRIVER
6. WRENCH
7. SHOP CRANE
8. ELECTRIC DRILL
9. TWIST DRILL/DRILL BIT
10. FILES
11. PUNCHES
12. VACUUM CLEANER
13. CHISEL
14. WELDING MACHINE
15. HACKSAW
16. HYDRAULIC PRESS
17. PNEUMATIC LIFTER
18. AIR DRILL
19. BENCH GRINDER
20. SOLDERING GUN

INFORMATION SHEET No. 2

Procedure of Arranging Tools and Equipment

1. Align each tool on permanent place.

2. In each place, the name of the tools is written or lettered.


3. Assign a number to each tool and this number is pointed
on its place in the racks.

32
4. Paint an exact outline at the tool as it rest in its proper
place in the rack.

Methods of Storing Tools and Equipment

1. Classify the tools and equipment according to types.

2. Arrange the tools by types in the shelves/racks.

3. Place equipment in designated places or location.

SELF CHECK No. 2

I. Direction: Arrange the following procedures in order and use numbers 1-4.

A. Assign a number to each tool and this number is pointed on


its place in the racks.
B. Align each tool on permanent place.
C. Paint an exact outline at the tool as it rest in
its proper place in the rack.
D. In each place, the name of the tools is
written or lettered.

II. Direction: Arrange the following methods in order by using numbers 1-3.

A. Place equipment in designated places or location.

B. Classify the tools and equipment according to types.

C. Arrange the tools by types in the shelves/racks.

INFORMATION SHEET No. 3

Safety Measures in Storing/Arranging Tools and


Equipment

1. Check or inspect the tools for damages before you store it.
2. Apply a thin film of oil to the hand tools being stored for a
long time.

33
3. A hand tools with a sharp edges should be guarded with
wood or leather.
4. To avoid loosing the tools, put it properly on their
corresponding place.
5. Make sure that the tools and equipment are clean and in
good condition before placing it in the tool panel.
6. After using the tools which are being run by electricity ,be
sure to turn it off properly to avoid accidents or damages.
7. Check if the tools that you keep are complete.

SELF-CHECK No. 3

Direction: Write True if the given statement is correct and False if it is wrong.

1. Before storing the tools, check for any damages.


2. Put a thin film of oil to the hand tools being stored for a long
time.
3. After using the tools, just leave it behind.

4. It is not important to check if the tools that you used are


complete before storing it.
5. It is very necessary to put the tools in its corresponding
place to avoid losing them.

Program/Course AUTOMOTIVE SERVICING NC 1


Unit of PERFORM SHOP MAINTENANCE
Competency

Learning Outcome # 3 Dispose Waste/Used Lubricant


Assessment Criteria:

1. Containers for used lubricants are properly labeled


2. Waste/ used lubricants are disposed per Workshop Standard
Operating Procedures (SOP)

Resources: Science Books


R.A. 9003 Ecological Solid Waste Management Manual
Auto. Mechanics 10th Edition Crouse/Anglin

34
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 3: Dispose Waste/Used Lubricant
Learning Activities Special Instructions

1.Read information sheet no. 1


entitled
Harmful Effects of Wastes

2. Answer Self-check no.1  Try to answer the Self-Check


without looking at the information
sheet
3. Read information sheet no. 2
entitled examples of disposed
waste/lubricants

4. Answer Self-check no. 2  Try to answer the Self-Check


without looking at the information
sheet

Information Sheet No. 1

1.1 Harmful Effects of Wastes

 Solid wastes materials

The following are the harmful effects of the solid waste materials if
disposed improperly in the environment

1. Clogging of public sewerage system which eventually causes flooding


2. Breeding grounds for flies, mosquitoes and other disease-carrying
insects
3. Pollution of land, water and air
4. Poor health or even death of human beings, animals and other living
things
5. Negative impression to our country.
6. Negative impact to our tourism industry.
7. Poor economy

35
 Used oil

It contains hydrocarbons, carbon monoxide, sludge and other


toxic materials that pose health hazards to human beings and other
living things. When inhaled, or taken internally. Used oils when disposed
in the public sewerage system find their way to the river and the seas and
make the huge body of water polluted and exterminate sea creatures. Large
amount of oil pollutants in land, air and water affects the environment.

Self-check No. 1

A. Directions: Enumerate at least seven (7) harmful effects of waste


materials. Write your answer on the answer sheet to be provided by
your trainer.

1.
2.
3.
4.
5.
6.

INFORMATION SHEET No. 2

Examples of Disposed waste/use lubricants

1. Biodegradable
 Paper
 wood
2. Non-biodegradable but recyclable
 Scrap iron
 metal chips
 plastic container
 cans
 wire
 used oil
 grease
3. Non biodegradable and non recyclable
 Rags
 Damaged spare parts

36
Safety Measures in Disposing Waste/ Used Lubricant

1. Separate used cans, plastics and rags. It can be recycled to make new
and useful materials.

2. Do not throw used oils and grease into bodies of water.


Put it properly in a container before disposing.

3. Bring wires, scrap irons, metal spare parts and other disposable
metals to the junk shop for additional income.

SELF-CHECK No. 2

Directions: Classify the following wastes/used lubricants, write A for


biodegradable, B for non-biodegradable but recyclable and C for non bio-
degradable and non recyclable.

1 Scrap iron
2 Metal chips
3 Rags
4 Plastic container
5 Cans
6 Wires
7 Damaged spare parts
8 Paper
9 Wood
10 Used oil
11 Used grease

37
Program/Course AUTOMOTIVE SERVICING NC 1
Unit of PERFORM SHOP MAINTENANCE
Competency

Learning Outcome # 4 Report Damages Tools/Equipment .

Assessment Criteria:
1. Complete inventory of tools/equipment is maintained
2. Damaged tools/ equipment are identified and repair
recommendation for repair is submitted
3. Reports are prepared without error and discrepancy.

Resources: Auto. Mechanics 10th Edition Crouse/Anglin


www.wikepedia.com
www.googles

38
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 4: Report Damaged Tools/Equipment
Learning Activities Special Instructions

1.Read information sheet no. 1


entitled Maintaining Inventory of
Tools And Equipment.

2. Answer Self-check no.1  Try to answer the Self-Check


without looking at the information
sheet
3. Read information sheet no. 2
entitled Purpose of Borrower’s
Receipt

4. Answer Self-check no.4-2  Try to answer the Self-Check


without looking at the information
sheet

39
INFORMATION SHEET No. 1

Title: MAINTAINING INVENTORY OF TOOLS AND EQUIPMENT

Topic 1. Why Maintain Inventory of Tools and Equipment?

The most important advice you can be given at the beginning of your
career is to purchase top-grade tools. These are made from high-quality
steel and manufactured to precision. Special care is necessary the
tools/equipment can be properly maintained thus preventing loses. Since
you, the technician must work with your tools daily, regular inventory of
tools/equipment is very important.

The initial cost of even a minimum number of tools in high but the
accompanying warranty guarantees satisfaction and many years of service.
It is better, in the long run to start with a few carefully selected tools that
will take care of your most common needs and then gradually build-up to a
complete set. It is sometimes hand to identify and memorize the huge
number of tools and equipment in the workshop, hence maintaining the
inventory record is of great value.

Topic II. INVENTORY OF TOOLS AND EQUIPMENT

Steps:

1. Secure inventory forms/memorandum receipt of tools and


equipment.

2. Study the parts of the Inventory Form.

3. Check whether the list of tools and equipment in the


memorandum receipt tallies with the existing tools and equipment
found in the workshop including their specification and condition.

4. List down any losses and damage found during the inventory.

5. Fill out the remarks column of the inventory forms for any
losses/damages.

40
6. Recommend for replacement of lost tools and equipment and
repair of damaged tools and equipment if repairable.

•SAMPLE INVENTORY FORM OF TOOLS AND EQUIPMENT•

Item
No. Quantity Unit Description Condition Remarks

41
SELF SHECK No. 1

A. Why is it necessary to maintain an inventory of tools and equipment?

B. Direction: Arrange the following steps in order and use numbers 1-6.

a. List down any losses and damage found during the


inventory.
b. Study the parts of the Inventory Form.
c. Recommend for replacement of lost tools and
equipment and repair of damaged tools and equipment
if repairable.
d. Check whether the list of tools and equipment in the
memorandum receipt tallies with the existing tools and equipment
found in the workshop including their specification and
condition.
e. Secure inventory forms/memorandum receipt of tools and equipment.
f. Fill out the remarks column of the inventory forms for
any losses/damages.

INFORMATION SHEET No. 2

PURPOSE OF BORROWER’S RECEIPT

1. To avoid loosing tools and equipment


2. To serve as a proof for borrowed materials and be liable to for any
damage or lose
3. To have an organize system in borrowing tools and equipment
4. To easily monitor the number of borrowed tools and equipment.

42
BORROWER’S RECEIPT

Item Date Date


No. Qty Unit Description Conditions Borrowed Returned

SELF SHECK No. 2

A. Enumerate the different purpose/usage of having a borrower’s receipt.

1.
2.
3.
4.

B. Why is it important to have a borrowers receipt?

43
ANSWER KEY

LO1

A.
1. Soap and Water
2. Kerosene
3. Gasoline
4. Thinner
5. Dieseline

B.

1. NP
2. P
3. NP
4. P
5. NP

A.
a. 5
b. 8
c. 2
d. 7
e. 3
f. 9
g. 4
h. 6
i. 1

B.
j. 4
k. 5
l. 2
m. 3
n. 1

A.

1. 1.d

2. 2.a

3. 3.e

44
4. 4.c

5. 5.b

B.

1. taking out and disposing unnecessary items

2. cleaning of the workplace, including tools and equipment

3. arrangement/organization of necessary items in good order for use.

4. maintaining the workplace in high standard of housekeeping and


organization.

5. doing things spontaneously without being told.

1. c

2. c

3. b

4. c

LO 2

1.HT
2.PT
3.PT
4.HT
5.HT
6.HT
7.PT

45
8.PT
9.HT
10.HT
11.HT
12.PT
13.HT
14.PT
15.HT
16.PT
17.PT
18.PT
19.PT
20.PT

I.
a.3

b.1

c.4

d.2

II.
a.3

b.1

c.2

1. True
2. True
3. False
4. False
5. True

LO3

1. clogging public sewerage


2. breeding growth for disease carrying insects
3. pollution of land, water and air
4. poor health or even death of human beings, animals and other living things

1. B 6. B 11. B
2. B 7. C

46
3. C 8. A
4. B 9. A
5. B 10. B

LO 4

A.
Maintaining an inventory of tools and equipment is important because
as a technician, you cannot work completely if your tools and equipment are
not properly maintained. Aside form the fact that losing or damaging tools
are considered a huge hindrance in preparing your work, replacing them is
more expensive than maintaining their quality and quantity.

1. To avoid loosing tools and equipment


2. To serve as a proof for borrowed materials and be liable to for any
damage or lose
3. To have an organize system in borrowing tools and equipment
4. To easily monitor the number of borrowed tools and equipment.

B.

Borrower’s receipt is an important form because it is being used to make sure that the tools
are properly taken care of, in which the borrower and the owner can be both protected from
any liabilities to whatever may happen in accordance to the rules and regulations of handling
tools and equipment.

47
ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared at the Competency-Based Learning Materials


Development Workshop conducted at the Marikina Hotel, Marikina City on
February 18-22, 2008.

This learning instrument was developed by the following personnel:

Technology Teachers:

 GEORGE CALLANTA
Don A. Roces, Sr. Science Technology High School-Quezon City
 ROBERT S. DOMINGO
A.F.G.Bernardino Memorial Trade School-Lias, Marilao, Bulacan
 JOHN DIEGO
Isabela SAT
 LINO OLIT
Calapan, Community V.H.S.
 ROMEO IBLOGUIN
E.Rodriguez V.H.S.
 NELSON SENEDO
Tagum National High School

Academic Teacher:

 BELEN TADO
Tagum National High School

This work was produced with funding provided by the Department of


Education.

REFERENCES AND FURTHER READING:

1. Auto-Mechanics 10th Edition by Crouse/Anglin


2. Chemistry, Santos G.N. and Lebron G.B.
3. Environmental Science
4. R.A. 9003 Ecological Solid Wastes Management Manual.

48
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-
VOCATIONAL

Unit of Competency: Perform Mensuration and Calculation

Module Title: Performing Mensuration ans


Module No.: 2
Calculation

0
TABLE OF CONTENTS
Page

How to Use this Module ………………………………….…………….. i


Introduction…………………………………………………….…………. ii
Technical Terms…………………………………………………..………. iii

Learning Outcome 1 ……………………………………………………… 1


Learning Experiences/ Activities ……………………………….. 1
Information Sheet 1 …………………………………………….. 2
Self Check 1 ……………………………………………………. 17
Learning Outcome 2….…………………………………………………… 18
Learning Activity ………………………………………….……. 19
Information Sheet 1 …………………………………………….. 20
Self Check ………………………………………………………. 23
Operation Sheet …………………………………………………. 24
Assessment Performance …………………………………….….. 28
Learning Outcome 3….…………………………………………………… 29
Learning Experiences/ Activities ……………………………….. 29
Information Sheet 1 ……………………………………………. 29
Self Check ………………………………………………………. 31
Answer Key …………………………………………………….. 33

1
HOW TO USE THIS MODULE

Welcome to the Module of Automotive Servicing. This module


contains training materials and activities for you to complete.

The unit of competency ―Perform Mensuration and


Calculation” contains the knowledge, skills and attitudes required
for an Automotive Servicing NC I course.

You are required to go through a series of learning activities


in order to complete each of the learning outcomes of the module.
In each learning outcome there are Information Sheets, Job
Sheets, Operation Sheets and Activity Sheets. Follow these
activities on your own and answer the Self-Check at the end of
each learning activity.

If you have questions, don’t hesitate to ask your teacher for


assistance.

Recognition of Prior Learning (RPL)


You may already have some or most of the knowledge and
skills covered in this module because you have:
been working for some time
already completed training in this area.
If you can demonstrate to your teacher that you are competent
in a particular skill or skills, talk to him/her about having them
formally recognized so you don’t have to do the same training again.
If you have a qualification or Certificate of Competency from previous
trainings show it to your trainer. If the skills you acquired are still
current and relevant to this module, they may become part of the
evidence you can present for RPL. If you are not sure about the
currency of your skills, discuss this with your trainer.
After completing this module, have your competencies
assessed if you’re qualified for the NC1 or NC2. Result of your
assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
Inside this module you will find the activities for you to
complete followed by relevant information sheets for each learning
outcome. Each learning outcome may have more than one learning
activity.
This module is prepared to help you achieved the required
competency in receiving and relaying information. This will be the
source of information that will enable you to acquire the knowledge
and skills in performing mensuration and calculation
independently at you own pace or with minimum supervision or help
from your teacher
Program/Course AUTOMOTIVE SERVICING NC I

Unit of Competency Perform Mensuration and Calculation

Module Title Performing Mensuration and Calculation

INTRODUCTION:

This module contains information and suggested learning


activities on Performing Mensuration and Calculation. It includes
instructions and procedure on how to perform mensuration and
calculation

Completion of this module will help you better understand the


succeeding module on Selecting measuring instrument, Carrying-out
measurement and calculation work and Maintaining measuring
instrument.

This module consists of 3 learning outcomes. Each learning


outcome contains learning activities supported by instruction sheets.
Before you perform the instructions, read the information sheets and
answer the self-check and activities provided to ascertain yourself that
you have acquired the knowledge necessary to perform the skill
portion of the particular learning outcome.
Upon completing this module, report to your teacher for
assessment to check your achievement of knowledge and skills
requirements of this module. If you pass the assessment, you will be
given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, you should be able to:

L.O. 1. select measuring instrument;

L.O. 2. carry-out measurement and calculation workl and

L.O. 3. maintain measuring instrument.


TECHNICAL TERMS

ACCURATE capable of providing information in accordance with


accepted standard

CALCULATION the process of working out the answer to


mathematical problem or step in this process.

CAMSHAFT a shaft in the engine which has a series of cams for


operating the valve mechanism.

CLEARANCE the space, allowance or gap between working parts of


an engine which sometimes is occupied by oil.

COMBUSTION act or instance of burning

COMPRESSION reduction in the volume of gas by squeezing it into a


smaller space.

CRANKSHAFT it serves as the main rotating shaft of the engine.

CYLINDERS a chamber in an internal-combustion engine or a pump


within which a piston moves back and forth

DIAMETER the width or thickness of something, especially


something circular or cylindrical

ELECTRICITY power most devices on the vehicle.

ELECTROLYTE a mixture of distilled water and sulfuric acid used in


storage battery.

ENGINE self-propelled mechanical device that can produce power in


itself through conversion of energies.

GAUGE to determine the amount, quantity, size, or extent of


something
INTAKE MANIFOLD a set of tubes, or casting with several passages,
through which air and fuel flows from the throttle valves to the intake
ports in the cylinder head.

INSTRUMENTS device that measures or controls something,

LENGTH the distance along something from end to end, or a


measurement taken of this distance

MEASUREMENT the size, length, quantity, or rate of something that


has been measured.

MENSURATION the calculation of geometric quantities such as


length, area, and volume from dimensions and angles that are already
known.

PRECISION the accuracy to which a calculation is performed,


specifying the number of significant digits with which the result is
expressed

PRESSURE the force acting on a surface divided by the area over


which it acts. Symbol p

RESISTANCE the opposition that a circuit, component, or substance


presents to the flow of electricity. Measured in ohms

SPARK PLUG it provides a spark gap in the engine cylinder.

TROUBLE a condition in which something mechanical or electronic is


not functioning or operating as it should.

VACUUM the absence of air, negative gauge pressure, or a pressure


less than atmospheric pressure.

VOLUME the total amount of something

WEIGHT the quality of heaviness in things, determined by their mass


or quantity of matter as acted on by the force of gravity that counteracts
efforts to lift or move them.
Program/Course AUTOMOTIVE SERVICING NC 1
Unit of Competency PERFORM MENSURATION
AND CALCULATION
Module Title Performing Mensuration and Calculation

Learning Outcome No. 1. Select Measuring Instrument

Assessment Criteria:
1. Object or component to be measured is identified
2. Correct specifications from relevant source are obtained
3. Correct specifications from relevant source are obtained

Resources:

 Auto Mechanics, 10th Edition


By: Crouse Anglin

 Modern Machining Technology


By: Richard Bari

LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 1: Select measuring instrument
Learning Activities Special Instructions

1. Read the attached


Information sheet no. 1-1 on
Different Types of Measuring
Instrument.

2. Answer Self-check no. 1-1  Try to answer the Self-Check


without looking at the
information sheet

3. Compare your answer to the


answer key 1-1
INFORMATION SHEET No. 1

TYPES OF MEASURING INSTRUMENTS

Topic 1. Precision Measuring Instruments

1. Rule/Steel rule

The simplest tool used for measuring linear distances


2. Thickness gauges/Feeler gauges

-are strips and blades of metal of various thicknesses.

-They are used to measure small gaps or distances such


as the clearance between two parts.

•Use a thickness gauge/feeler gauge to check the clearance between


an engine rocker arm and valve stem•
3. Wire gauges

-are precisely-sized pieces of round wire.


- the diameter is usually marked on the handle or holder.
- it measured the sparkplug gaps and other openings.

•Measuring spark-plug gap with a wire thickness gauge•

4. Micrometer
- a hand-held precision measuring instrument.

- in English metric system, it measures thicknesses in


thousandths or ten-thousandths of an inch, while in Metric
measurements are in hundreds or millimeter.
- there are two kinds, the inside and outside micrometer.
The
outside micrometer is used most in the automotive shops.

•OUTSIDE MICROMETER•
•Reading the USC MICROMETER

The English metric system or ―inch micrometer‖ reads in


thousandths of an inch. Some read in ten-thousandths. To read the
micrometer look at both the revolution line and the thimble position.
Every revolution of the thimble moves it exactly one marking on the
revolution line. Each marking means twenty-five thousandths (0.025)
of an inch. The markings on the thimble run from 0-24. There are 25
markings on the thimble. When the thimble is turned enough for its
next mark to align with the revolution line, the spindle has moved
0.001 inch.

Sample Readings (Accuracy 0.001‖)

0.300 inch sleeve reading


0.013 inch thimble reading

0.313 inch total measurement

• Reading the METRIC MICROMETER

The metric micrometer reads in hundredths of a millimeter. You


read directly from the revolution or reading line on the barrel, and the
thimble. Millimeter marks above the reading line and half millimeter
marks are below. In figure below, the thimble is backed off to show
the 10(10mm) mark on the reading line, plus one of the upper markings
(1.0mm). This makes 11 mm. To this, add the thimble markings
of 45 (0.45mm). The total reading is 11.45mm. One complete
revolution of the thimble moves it along the reading line
0.50mm.
Sample Readings (Accuracy 0.01mm)

5.5 mm sleeve reading


0.28 mm thimble reading

5.78 mm total measurement

5. Vernier Caliper

-can take both inside and outside measurements. These may be


in either thousandths of an inch or hundredths of a millimeter.
Measuring the outside diameter

Measuring the inside diameter


Measuring the depth diameter

Reading a Vernier Caliper

-you first read the beam and then you add what you have read on
the vernier scale. One graduation on the vernier scale will match
a mark on the beam, except in the case, the zeros at each of
the vernier will match marks on the beam.

Sample Readings (Accuracy 0.001‖)


1.

Beam 0.500‖
Vernier 0.000‖

========
Reading 0.500‖
2.

Beam 0.250‖
Vernier 0.005‖

========
Reading 0.255‖

1. Sample Readings (Accuracy 1/20mm)

Beam 55.0mm
Vernier 00.0mm

========
Reading 55.0mm
2.

Beam 64.0mm
Vernier 0.5mm

========
Reading 64.5mm

6. Dial indicators

-It has a dial face and a needle to register measurements. The


needle moves in relation to movement of a movable arm or
plunger. As the plunger moves, the needle shows the distance
or variation. The reading may be in thousandths of an inch or
hundredths of a millimeter.
Checking valve guide wear by using a dial indicator to measure side
movement of the valve head.

7. Plastigage
- a plastic material available in strips of various diameters.

-use to measure the clearance in crankshaft main


bearings and connecting rod bearings, and in some camshaft
bearings.

Topic 2. Electric/Electronic Testing Measuring Instrument

1. Compression tester
this is used to test the compression pressure of the
individual cylinders by inserting the compression tester in
place of the spark plug.

•Using a cylinder compression tester•


2. Vacuum Gauge
this is used to track down troubles in an engine that does
not run as well as it should.
-it measures intake manifold vacuum.

Vacuum gauge connected to measure the vacuum


in the engine intake manifold.

3. Voltmeter
this is a device for measuring the potential difference of
voltages between two points such as the terminals of
battery alternator or two points in an electric circuit.

•Making a cranking-voltage test by measuring the


voltage across the battery terminals while cranking the
engine•
4. Ohmmeter
this is an instrument used to measure the electrical
resistance.

A. Primary winding resistance test

B. Secondary winding resistance test


5. Hydrometer
a device used to measure the specific gravity of battery
electrolyte to determine the state of charge.

•Measuring the specific gravity of electrolyte in a battery cell


with a float type hydrometer. Reading must be taken at eye
level. The higher the float stem sticks out of the electrolyte,
the higher the state of charge of the cell•
6. Timing light
this is used in setting a perfect timing for the spark
plug to give of electric spark during combustion in the
ignition system.

The timing light flashes every time the number 1 sparks plug fires
7. Engine Analyzer
a testing equipment used to find out common engine
troubles, be they mechanical or electrical.

8. Oscilloscope
used for diagnosing ignition and other electrical problems.

9. Dynamometer
used by big service shops in checking engine power
performance.

10. Tachometer
this is a device for measuring engine speed or
revolutions per minute (rpm)
Self-check No. 1

Directions:
A. Identify what is being asked in the following sentences. Write your
answers on a separate sheet.

1. It measures the electrical resistance

2. Used in setting a perfect timing for the spark plug to


give electric spark during combustion in the ignition system.

3. A device for measuring engine speed or revolution per


minute.

4. Used to measure the specific gravity of battery


electrolyte to determine the state of battery charge.

5. A device for measuring the potential difference of


voltages between two points such as the terminals of battery
alternator or two points in an electric circuit.

6. Used for diagnosing ignition and other electrical


problems.

7. Used to test the compression pressure of the individual


cylinders,

8. Used to track down troubles in an engine that does not


run as well as it should.

9. A plastic material available in strips of various


diameter.

10. Are strips and blades of metal of various thicknesses.

11. It has a dial face and a needle to register measurements

12. Are precisely-sized pieces of round wire.

13. The simplest tool used for measuring linear distances.

14. A hand held precision measuring instrument.

15. Can take both inside and outside measurements.


Answer Key

A.

1. ohmmeter
2. timing light
3. tachometer
4. hydrometer
5. voltmeter
6. oscilloscope
7. compression tester
8. vacuum gauge
9. plastigage
10.feeler gauge
11.dial indicator
12.wire gauge
13.steel rule
14.micrometer
15.vernier caliper
Program/Course AUTOMOTIVE SERVICING NC 1
Unit of PERFORM MENSURATION AND CALCULATION
Competency
Module Title Performing Mensuration and Calculation

Learning Outcome # 2. Carry-out measurement and calculation

Assessment Criteria:
1. Measuring tools are selected in line with job requirements.
2. Accurate measurements are obtained in accordance with the
job requirements.
3. Calculation needed to complete work facts are performed
using the four fundamental operations.
4. Calculations involving fraction, percentage and mixed
numbers are used to complete work place tasks.
5. Numerical computation is self-checked and corrected for
accuracy.
6. Instruments are read to the limit of accuracy of the tools.

Resources:

 Auto Mechanics, 10th Edition by Crouse Anglin

 Microsoft Encarta 2006

 Modern Machining Technology


By: Richard Baril
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 2: Carry-out measurement and Calculation
Learning Activities Special Instructions

1.Read information sheet 2-1


entitled
Kinds of Measurement
 Try to answer the Self-Check
2. Answer Self-check no.2-1 without looking at the
information sheet

3. Compare your answers to the


Answer key.

 Teacher’s check
4. Perform Operation Sheet 2-1 on
Usage of Measuring Instruments
INFORMATION SHEET No. 1

Kinds of Measurement

Topic 1. METRIC SYSTEM

Metric System, a decimal system of physical units based on a


unit of length known as the meter (Greek metron, ―measure‖). Introduced
and adopted by law in France in the 1790s, a majority of countries
subsequently adopted the metric system as a common system of weights
and measures. Scientists in all countries use the metric system in their
work.

USING METRIC SYSTEM

The metric system is known for its simplicity. All units of


measurement in the metric system are based on decimals—that is, units
that increase or decrease by multiples of ten. A series of Greek decimal
prefixes is used to express units of ten or greater; a similar series of
Latin decimal prefixes is used to express fractions. For example, deca
equals ten, hecto equals one hundred, kilo equals one thousand, mega
equals one million, giga equals one billion, and tera equals one trillion.
For units below one, deci equals one-tenth, centi equals one-hundredth,
milli equals one-thousandth, micro equals one- millionth, nano equals
one-billionth, and pico equals one-trillionth. For conversion of metric
system units to English-system units, see Weights and Measures.

The simplicity of the metric system is evident in how easily one unit of
measure can be changed into another. To change units in the metric
system, simply move the decimal point to the right or the left, depending
on whether the unit of measurement is increasing or decreasing by ten
or one hundred and so on. For example, 1,672,928 millimeters equals
167,292.8 centimeters, which equals 1,672.928 meters, which equals
1.672928 kilometers. Compare the ease of this conversion with English
units by trying to convert 1,672,928 inches into feet, rods, furlongs, and
miles.

LENGTH

People who were taught the English system of measurements in


schools in the United States often have difficulty visualizing metric
units. One way to visualize a meter is to think of the distance from the
floor to the top of a doorknob, or the distance from the edge of an
adult’s shoulder to the end of the opposite outstretched arm. Smaller
things are measured in centimeters and millimeters. A millimeter is
quite small, about the thickness of a dime. A centimeter is ten times
bigger, about the height of a stack of ten dimes.

Millimeters are primarily used to measure very small items such as


letters in a book, while centimeters are used to measure items ranging
from the size of a book to the height of a person. Thereafter meters are
used until one reaches distances about the length of five city blocks
when kilometers are used. One kilometer is the approximate distance
that an adult can walk in 12 minutes in a straight line and on a level
road. Kilometers are used to measure long distances within cities or
between cities.

10mm=1 centimeter (cm)

10cm= 1 decimeter (dm)

10dm= 1meter (m)

1000m= 1 kilometer (km)

VOLUME

Small volumes, such as the contents of a drinking glass, are


measured in cubic centimeters, and large volumes, such as the contents
of industrial fuel tanks, are measured in liters. A liter is
1,000 cubic centimeters—also known as 1,000 milliliters. A normal-
sized drinking glass contains about 300 milliliters. The size of a liter is
increasingly well known in the United States because of the many
one-liter beverage bottles found in grocery stores or supermarkets.
Very large volumes are measured in cubic meters. Freight containers
used in the shipping industry, including railroad, truck, and ocean
shipping, have a capacity of about 70 cubic meters.

1 kiloliter (kL)=1000 liters=100,000 centiliters (cL)

1000 cc=1000 milliliters (mL)

WEIGHT

The basic unit of weight in the metric system is called a gram, and it
is equal to the weight of one cubic centimeter of water. This is a very
small amount, but it is easy to comprehend. Just pick up a U.S. dollar
bill (or any bank note), and its weight is one gram. Because the gram
is too light to be a convenient standard of weight, a larger unit has been
chosen. This unit is 1,000 grams. Following the regular pattern of
metric naming, it is called one kilogram. One thousand grams of
water occupy a volume of 1,000 cubic centimeters or one liter. So a
person need only pick up a plastic one-liter bottle of water to understand
how heavy a kilogram is. Very heavy objects are weighed in tons of
1,000 kilograms each. One thousand kilograms is equal to one metric
ton and is not the same as the usual American ton of
907.2 kg.

Many other metric units exist, such as those for measuring area,
pressure, and energy. However, these units are rarely encountered in
everyday use.

1kilogram (kg)=1000g=100,000 centigrams (cg)

Topic 2. UNITED STATES CUSTOMARY (USC)

In the United States, we have grown up with the United States


Customary (USC) System. It uses inches, feet, miles, pints, quarts,
and gallons.

USING THE USC SYSTEM

When making small measurements in the USC System, you deal with
small fractions of an inch. For example, ¼, 1/8, 1/16, 1/32 and
1/64. Sometimes these may not be small enough. Many automotive
measurements are in thousandths and sometimes ten-thousandths of
an inch. For example 1/64 inch is 0.0156 inch. A bearing clearance may
be 0.002 inch (two thousandths of an inch).

LENGTH

12 inches= 1 foot
3ft= 1 yard or 36 inches
1760 yards= 1 mile, or 5280 feet, or 63,360 inches

VOLUME:

16 fluid ounces (fl oz)= 1 pint(pt)

2 pints= 1 quart (qt)

4 quartz= 1 gallon (gal

WEIGHT

16 ounces (oz)= 1 found (lb)


2000 pounds= 1 ton

SELF- CHECK No. 1


Directions:
A. Identify the following: Write your answers on a separate sheet.

1. It is a decimal system of physical units of length.

2. It refers to the measurement used to measure long


distances within cities or between cities.

3. It refers to the Greek word for meter which means


measure.

4. It is the measurement used for volumes.

5. It refers to the basic unit of length in the metric system.

B. Match Column A with Column B. Write the letter of your answer on


the space provided before each number.

1. deca a. one hundred


2. pico b. inches, feet, miles
3. one billion c. giga
4. USC system d. one- trillionth
5. hector e. ten
f. one-thousandth

Convert the following: (2 points each)

1. 3 ft to inches
2. 64 fl. oz. to pint
3. 3 tons to ounces
4. 4 ft to inches
5. 3 quarts to fl. oz.
ANSWER KEY

A.
1. Metric System
2. kilometers
3. metron
4. liters
5. gram

B.
1. e
2. d
3. c
4. b
5. a

C.
1. 36 inches
2. 4 pints
3. 96,000 ounces
4. 144 inches
5. 96 fluid ounces
OPERATION SHEET No. 1

Title: Proper Usage of Measuring Instruments.

Conditions:

Supplies/Materials:

 measuring instruments
 object/component to be measure/mock-up
 bond paper
 pen
 starting motor
 battery
 bolt

Tools and Equipment:

 Steel rub
 Feeler gauge
 Micrometer
 Vernier caliper
 Ohmmeter
 Voltmeter
 Battery
 Mock-up

Procedures:

The teacher will demonstrate first the procedure.


A. USING STEEL RULE:
(Given object: Bolt: Measure the bolt length)
B. USING FEELER GAUGE
(Given object: Measure the clearance between rocker arm and
valve stem.)

C. USING MICROMETER
(Given object: VALVES-Measure the diameter of the valve stem)
D. USING VERNIER CALIPER
(Given Object: Starting Motor Measure the outside diameter of
commutator)

E. USING VOLTMETER
(TESTING GROUND-CIRCUIT RESISTANCE: Measuring voltage
drop through the positive battery cable and ground circuit.
F. USING OHMETER
(PRIMARY WINDING/SECONDARY WINDING RESISTANCE TEST:
Check the resistance of ignition coil)

A. Primary winding resistance test

B. Secondary winding resistance test

G. After the students have seen the demo, they will be given a task to
have a practical demonstration.
Performance Assessment using Rubrics

Performance Criteria Score

The students demonstrate correct procedures 10

The students demonstrate 5 – 6 correct procedures 8

The students demonstrated 3-4 correct procedures 6

The students demonstrated 2 correct procedures 4

The students demonstrated 1 correct procedure 2

The students did not perform 0


Program/Course AUTOMOTIVE SERVICING NC 1
Unit of PERFORM MENSURATION AND CALCULATION
Competency
Module Title Performing Mensuration and Calculation

Learning Outcome # 3. Maintain measuring instrument

Assessment Criteria:
1. Measuring instruments are kept free from corrosion
2. Extra care in measuring instruments is undertaken to
avoid damage
3. Measuring instrument is cleaned before and after using.

Resources:

 Auto Mechanics, 10th Edition by Crouse Anglin

 Modern Machining Technology


By: Richard Baril
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome No. 3: Maintain Measuring Instruments
Learning Activities Special Instructions

1.Read the attached Information


Sheet #3-1 entitled ―Proper Care
of Measuring Instruments‖

2. Answer Self-check no. 1-1  Try to answer the Self-Check


without looking at the
information sheet

3.Compare your answer to the


answer key 1-1

INFORMATION SHEET No. 1

Proper Care of Measuring Instruments

Good Measuring tools/instruments will last indefinitely if properly


cared for when abused, however, they quickly lose their accuracy. To
maintain accuracy, proper storage is mandatory. Tools should always
be wiped clean before being put away. Whenever possible, tools should
be stored in individual cases. When in use, measuring tools should
never be placed on or under other objects. It is best to lay them or a
firm that surface, such as a nearby bench top or stand where they are
readily accessible for use.
Topic 1. Care of the Rule

The steel rule is precision made and, like all tools, the quality of
service depends upon the care it receives. Here are a few suggestions:

1. Use a screwdriver to loosen and tighten screws and to open


paint cans. The rule was designed to do this sort of work.
2. Keep the rule clear of moving machinery. Using it to clean
metal chips as they form on the cutting tool will not only ruin
the rule, but will prove extremely dangerous to the person
attempting it.
3. Avoid laying other tools on the rule.
4. Steel rules will not rust if they are wiped with an oily cloth
before being returned to storage.
5. An occasional cleaning with fine steel wool will keep the
graduations legible.
6. Make it a practice to make measurements and tool setting from
the 1 in. line (10mm line on metric rules), or other major
graduations, rather than from the end of the rule.
7. Store rules separately. Do not throw them in a drawer with
other tools.
8. Use the rule with care so the ends do not become nicked or
worn.
9. Use the correct rule for the job being done.
10. Coat the tool with wax or a rust preventative if the rule is to be
stored for a prolonged period,

Topic 2. Care of Vernier Tools

Reasonable care in handling these expensive tools will ensure their


accuracy.

1. Wipe with a soft lint-free cloth before using. This will prevent
dirt and grit from being ―ground in‖ which would eventually
destroy the accuracy of the tool.
2. Store the tool in the case designed to hold it.
3. Never force the tool when making measurements.
4. Use a magnifying glass or jeweler’s lope to make Vernier
readings. Hold the tool so the light is reflected on the scale.
5. Hold the tool as little as possible. Sweat and body acids cause
rapid rusting and staining.
6. Periodically check for accuracy. Use a measuring standard, Jo
block, or ground parallel.
7. Wipe the tool with a lightly oiled, soft cloth after use and before
storage. Return the tool to the manufacturer for adjustments
and repairs,
Topic 3. Care of a Micrometer

Micrometers must be handled with care or their accuracy will be


destroyed. The following techniques are recommended:

1. Place the micrometer on the work carefully so the faces of the anvil
and spindle will not be damaged. The same applies when
removing the tool after the measurement has been made.
2. Keep the micrometer clean. Wipe it with a slightly oiled cloth to
prevent rust and tarnish. A drop of light oil on the screw thread
will keep it operating smoothly.
3. Avoid springing micrometers not fitted with a ratchet stop or
friction thimble by applying too much pressure when making a
measurement.
4. Clean the spindle and anvil faces before use. This can be done
with a soft cloth or by LIGHTLY closing the jaws on a clean
piece of paper and drawing the paper out.
5. Check for accuracy by closing the spindle gently on the anvil
and note whether the zero line on the thimble coincides with the
zero on the sleeve. If they are not aligned, make adjustments by
following the manufacturer’s recommendations for this
operation.
6. Avoid placing a micrometer where it may fall on the floor or
have other tools be placed on it.
7. If the micrometer must be opened or closed a considerable
distance to make a measurement, roll the thimble on the palm
of your hand. Avoid ―twirling‖ the frame as this can damage the
tool.
8. Clean and oil a micrometer if it is to be stored for some time. If
possible, place the tool in a small box for protection,

SELF-CHECK No.1

Directions: True or False: Write the word true if the statement is


correct and false if it is wrong. Write your answers on a separate
sheet.

1. Check the vernier caliper periodically for accuracy.

2. Place micrometer together with the other tools.

3. Use steel rub to open paint can.

4. Avoid laying other tool on the rule.

5. Measuring tools should be stored in individual cases.


6. Clean and oil a micrometer after use and before
storage.

7. Leave the measuring tools, on the bench work after


using it.

8. Place the steel rule near on moving machinery.

9. Clean the spindle and anvil face of the micrometer


before use.

10. Use magnifying glass to make vernier ready.


ANSWER KEY

1. True
2. False
3. False
4. True
5. True
6. True
7. False
8. False
9. True
10.True
ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared at the Competency-Based Learning


Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008.

This learning instrument was developed by the following personnel:

Technology Teachers:

 ROBERT S. DOMINGO
A.F.G.Bernardino Memorial Trade School-Lias, Marilao,
Bulacan
 JOHN DIEGO
Isabela SAT
 GEORGE CALLANTA
Don A. Roces, Sr. Science Technology High School-Quezon City
 LINO OLIT
Calapan, Community V.H.S.
 ROMEO IBLOGUIN
E.Rodriguez V.H.S.
 NELSON SENEDO
Tagum National High School

Academic Teacher:

 BELEN L. TADO
Tagum National High School

This work was produced with funding provided by the Department of


Education.

REFERENCES AND FURTHER READING:

2. Auto-Mechanics 10th Edition by Crouse/Anglin


3. Auto.-Trouble Shooting: Operation and maintenance/F.Francisco
4. Encarta Microsoft 2006
5. Diesel Mechanic/Erich J. Schulz
6. Modern Machining Technology/Richard Baril
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-
VOCATIONAL

Unit of Competency: Read, interpret and apply specifications and


manuals
Module Title: Reading, Interpreting and Applying
Module No.: 3
Specifications and Manual

0
TABLE OF CONTENTS
Page

How to Use this Module ………………………………………….. i


Introduction……………………………………………………………. ii
Technical Term ………………………………………………………. iii

Learning Outcome 1 ………………………………………………… 1


Learning Experiences/ Activities ……………………….. 2
Information Sheet 1 ……………………………………….. 2

Learning Outcome 2….……………………………………………… 6


Learning Experiences / Activity ……………………………. 6
Information Sheet 1 ……………………………………….. 7
Learning Outcome 3….……………………………………………… 10
Learning Experiences/ Activities ……………………….. 10
Activity Sheet 1……………………………………………… 11
Assessment Performance…………………………………….. 12
Learning Outcome 4………………………………………………….. 13
Learning Experiences/ Activities ……………………….. 13
Information Sheet 1 ……………………………………….. 14
Self Check 1.1 ………………………………………………. 14
Answer Key ………………………………………………….. 15

1
HOW TO USE THIS MODULE

Welcome to the Module “Reading, Interpreting and Applying


Specifications and Manual”. This module contains training materials and
activities for you to complete.

The unit of competency “read, interpret and apply specifications and


manuals” contains the knowledge, skills and attitudes required for an
Automotive Servicing NC 1 course.

You are required to go through a series of learning activities in


order to complete each of the learning outcomes of the module. In each
learning outcome there are Information Sheets, Job Sheets, Operation
Sheets and Activity Sheets. Follow these activities on your own and
answer the Self-Check at the end of each learning activity.

If you have questions, don’t hesitate to ask your facilitator for


assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills
covered in this module because you have:
been working for some time
already completed training in this area.

If you can demonstrate to your teacher that you are competent in a


particular skill or skills, talk to him/her about having them formally
recognized so you don’t have to do the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it
to your trainer. If the skills you acquired are still current and relevant to
this module, they may become part of the evidence you can present for RPL.
If you are not sure about the currency of your skills, discuss this with your
trainer.

After completing this module ask your teacher to assess your


competency. Result of your assessment will be recorded in your
competency profile. All the learning activities are designed for you to
complete at your own pace.

Inside this module you will find the activities for you to complete
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.

This module is prepared to help you achieve the required


competency, in receiving and relaying information. This will be the
source of information that will enable you to acquire the knowledge and
skills in Reading, Interpreting Manual Specification independently at
your own pace or with minimum supervision or help from your teacher.

2
Program/Course AUTOMOTIVE SERVICING NC I

Unit of Competency Read, Interpret, and Apply Specification and


Manuals

Module Title Reading, Interpreting and Applying Specification


and manuals

INTRODUCTION:

This module contains information and suggested learning


activities on Reading, Interpreting and Applying Specification and
Manuals. It includes instructions and procedure on how module on

Completion of this module will help you better understand the


succeeding module Applying appropriate sealant/adhesive..

This module consists of four learning outcomes. Each learning outcome contains

learning activities supported by instruction sheets. Before you perform the instructions, read

the information sheets and answer the self-check and activities provided to ascertain to

yourself and your instructor that you have acquired the knowledge necessary to perform the

skill portion of the particular learning outcome.

Upon completing this module, report to your instructor for assessment to check your

achievement of knowledge and skills requirements of this module. If you pass the

assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, you should be able


to:

LO 1. identify and apply specifications found in manuals;

LO 2. interpret manuals;

LO 3. apply specified information taken from manual; and

LO 4. store manuals.

3
Technical Terms

Owner’s Manual this manual supplies routine information about operating


and
servicing your vehicle.

Service Manual it list every conceivable detail of maintenance and repair,


from the
smallest engine part to the exact torque needed to
tighten every
nut and bolt.

VIN Vehicle Identification Number

VECI Vehicle Emission Control Information

TSBs Technical Service Bulletins

4
Program/Course: Automotive Servicing

Unit of Competency: READ, INTERPRET, AND APPLY SPECIFICATION


AND MANUALS

Module Title: Reading, Interpreting and Applying


Specification and Manual

Learning Outcome 1: Identify and Apply Specifications/Manuals

ASSESSMENT CRITERIA:
1. Appropriate manuals to be used are identified and assessed as per job
requirement.
2. Version and date of manual are checked to ensure correct
specification and procedures.

Resources

 Automotive Mechanics, 10th edition


By: Crouse/ Anglin

 Modern Automotive Technology


By: James E. Duffy

 Manufacturer’s Manual
Toyota Corporation

5
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Identify and Assess Manual Specification

Learning Activities Special Instructions

1. Enumerate the importance of


manual specification  Read Information Sheet and
Information Manual and answer Self
2. Enumerate the types of Check 1 & 2.
information manual

INFORMATION SHEET No. 1

IDENTIFY AND ASSESS MANUAL SPECIFICATION

IMPORTANCE OF MANUAL SPECIFICATION

TOPIC 1 Objectives/Purpose (optional):

1. IMPORTANCE OF MANUAL SPECIFICATION

The manual describes the types of service information use by


mechanics. This information sheet explain how to use several
types of sources to locate service information, it begins by
showing you how to identify what vehicle you are working on.
This manual helps you understand the methods of operation
and the maintenance and repair procedures that apply
specifically to the vehicle.

2. TYPES OF MANUALS

1. Owner’s manual- this manual supplies all the necessary


routine information about operating and servicing your
vehicle among other things, it explains the proper way to
start the engine and change flat tire; how to operate the air
conditioning and radio and when to lubricate and change the
engine oil. This manual also provides minor trouble shooting
and lists such vital statistics as the capacity of the gas tank
and types of fuses require for the electrical systems.

2. Service Manual – the size and thickness of a major


metropolitan telephone book, the service manual for your
vehicle is packed with technical information that will
fascinate anyone with a mechanical flair. It lists every
conceivable detail of maintenance and repair from the

6
smallest engine part to the exact torque needed to tighten
every nut and bolt. It describes the parts and the operation
of all the vital components and explains complex procedures.

Types of Service Manuals


There are various type of service manuals, such as
manufacturer’s manuals. It is important for you to
understand their differences.

a. Manufacturer’s Manual- are published by the various


auto makers. Also called factory manuals each covers
vehicles produced by that company, usually for a one-
year period.
b. Specialized Service Manual- cover only specified
repair areas. They usually come in several volumes,
each covering one section of the vehicle. One may
cover engines, another body components, or electrical
systems. Specialized manuals are published by auto
maker and also after market companies.

c. General Repair Manuals- are sold by companies other


than the major auto makers. These volumes are like
manufacturer’s manuals, but are not as detailed.

7
This format provides the experienced technician with a FAST TRACK to the
information needed. The upper case task heading can be read at a glance
when necessary, and the text below it provides detailed information.
Important specifications and warnings always stand out I bold type

References

References have been kept to a minimum. However, when they are required
you are given the page to refer to.

Specifications

Specifications presented I bold type throughout the text where needed. You
never have to leave the procedure to look up your specifications. They are
also found at the end of each section for quick reference.

Cautions, Notices, Hints:

 CAUTIONS are presented in bold type, and indicate there is a


possibility of injury to you or other people.
 NOTICES are also presented in bold type, and indicates the possibility
of damage to the components being repaired.
 HINTS are separated from the text but do not appear in bold. They
provide additional information to help efficiency perform the repair.

SI Unit

The unit given in this manual are primarily expressed with the SI UNIT
(International System of Unit), and alternately expressed in the metric
system and in the yard/pound system.

Example:

Torque: 30 N.m (310 kgf.cm, 22 ft.lbf)

8
Program/Course: Automotive Servicing

Unit of Competency: READ, INTERPRET, AND APPLY SPECIFICATION


AND MANUALS

Module Title: Reading, Interpreting and Applying


Specification and Manual

Learning Outcome 3. Apply Salient Information Taken from Manual

ASSESSMENT CRITERIA:
1. Manual is interpreted according to job requirement.
2. Work procedures are correctly identified in accordance with
manufacturer’s specification.
3. Manual data are applied according to the given task.
4. Sequencing and adjustment are interpreted in accordance with
information contained on the manual or specification.

Resources

 Automotive Mechanics, 10th edition


By: Crouse/ Anglin
 Modern Automotive Technology
By: James E. Duffy
 Manufacturer’s Manual
Toyota Corporation

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Apply Salient Information Taken From Manual

Learning Activities Special Instructions

1. Students are asked to read and


interpret specific information in the  Read specific information in the
manual. manual.
 Perform the specific information in
the manual which was read.

9
ACTIVITY SHEET NO. 1

LO 3: Applying Salient information taken from Manual

Title: Reading and interpreting in applying information from manuals.

Materials

 Record book
 Ballpen/pencil

Learning Materials
 Manual
 Module

Instructions:

Read specific information in the manual and perform the information


that was read.

10
ASSESSMENT PERFORMANCE

LO : POINTS

WORKMANSHIP/PERFORMANCE

A. QUALITY OF WORK WITH APPLICATION OF SAFETY MEASURES

35 - EXEMPLARY

25 - ADEQUATE

10 - NEED IMPROVEMENT

B. ACCURARY OF PERFORMANCE UNDER SPECIFIED TIME LIMIT

30 - ALL WORK IS COMPLETE AND CORRECT

20 - MINOR MISTAKE OR ERROR

10 - SOME OF THE WORK MAYBE INCOMPLETE/MISDIRECTED

C. PROPER USE OF TOOLS/EQUIPMENT WITH SAFETY MEASURES

35 - SELECT/USE PROPERLY OF TOOLS/EQUIPMENT

25 - WRONG HANDLING OF TOOLS

10 - TOOLS IS NOT SUITABLE FOR THE JOB

TOTAL SCORES

11
Program/Course: Automotive Servicing

Unit of Competency: READ, INTERPRET, AND APPLY SPECIFICATION


AND MANUALS

Module Title: Reading, Interpreting and Applying


Specification and Manual

Learning Outcome 4. Store Manuals

ASSESSMENT CRITERIA:
1. Manual or specifications are stored and arranged in proper places.
2. Inventory of manuals/specifications is conducted and recorded as per
shop procedures.
3. Manuals/specification are properly labeled as per storing procedures.

Resources

 Automotive Mechanics, 10th edition


By: Crouse/ Anglin

 Modern Automotive Technology


By: James E. Duffy

 Manufacturer’s Manual
Toyota Corporation

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 4: Store Manuals

Learning Activities Special Instructions

1. Procedure in storing manuals.  Read procedures in storing manuals,


proper recording and labeling, and
2. Proper recording and labeling. record book for manuals. Answer
Self Check 1 - 2.
3. Record book for manuals.

12
INFORMATION SHEET # 4

LO 4: Store Manuals

Title: Procedure in storing manuals; Proper recording and labeling;


Record book
for manuals

Objectives/purpose (optional)

Procedures in storing manuals

Find a place where you will store the manuals


It must :
a. have a built-in cabinet
b. be accessible to the students
c. clean, secured and safe from destruction.

Proper recording and labeling


1.Classify the manuals as to their type/kind.
2. Number/label the manual on the cover of the manual according to their
classification.

Record book for manuals


1. Teacher must have a control copy of all the manuals.
2. As for the students, there must also be a chart posted where all the
manuals are printed and arranged, so that students will easily
locate/find the manuals they be will be going to use in servicing
vehicle.
3. Students must fill in the borrower’s card for proper keepings as well
as the logbook.

Self Check No. 1

1. Service manual also called shop manual are books with detailed
information on how to repair car.
_2. Owners manual
_3. True
4. All of the above
5. Owner’s service manual

13
Answer Key
1. a
2. b
3. c
4. d
5. c

14
ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This draft was prepared at the Competency-Based Learning Materials


Development Workshop conducted at the Development Academy of the
Philippines, Tagaytay City on May 5 – 10, 2008.

This learning instrument was developed by the following personnel:

Technology Teacher:

George C. Callanta
Don Alejandro Roces, Sr. Science-Technology High School
Quezon City

Robert Domingo
AFG Bernardino Malolos Trade School
Malolos, Bulacan

John Diego
Isabela School of Arts and Trades
Isabela

Lino Olit
Calapan Community Vocational HS
Calapan Mindoro

Romeo Ibloguin
E. Rodriguez Vocational HS
Sta. Mesa, Manila

Nelson Señedo
Tagum National High School
Tagum, Davao del Norte

English:

Belen Tado

Facilitators:

Ms. Beatrice A. Adriano

15
Encoder:

Rowena S. Fonacier

This work was produced with funding provided by the Department of


Education.

REFERENCES AND FURTHER READING

1. Modern Automotive Service and System


By: James E. Duffy

2. Basic Automotive Service and System


By: Jay Webster

3. Automotive Mechanics, 10th Edition


By: William Crouse and Donald Anglin

4. Manufacturer’s Manual
By: Toyota Corporation

16
Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

Unit of Competency: Apply Appropriate Sealant/Adhesive

Module No.: 4 Module Title: Applying Appropriate Sealant/Adhesive

0
TABLE OF CONTENTS
Page

How to Use this Module ................................................................................................ i


Introduction................................................................................................................. ii
Technical Terms ......................................................................................................... iii

Learning Outcome #1 ................................................................................................1


 Learning Experiences/Activities...............................................................2
 Information Sheet 1 .................................................................................2
 Self-Check 1 ............................................................................................4
 Operation Sheet #1..................................................................................5
Learning Outcome 2 ..................................................................................................6
 Learning Experiences/Activities...............................................................7
 Information Sheet 1 .................................................................................7
 Self-Check ..............................................................................................9
 Assessment Sheet
…………………………………………………………………….9
Learning Outcome 3 ………………………………………………………………………………..10
 Learning Experiences/Activities ………………………………………………… 11
 Information Sheet 1 …………………………………………………………….… 13
 Self-Check …………………………………………………………………………… 13
 Operation Sheet 1…………………………………………………………………… 14
 Assessment Sheet
……………………………………………………………………15
 Operation Sheet #2 ………………………………………………………………… 16
Learning Outcome 4 ……………………………………………………………………………… 17
 Learning Experiences/Activities …………………………………………………17
 Information Sheet #1 ………………………………………………………………18
 Answer Key…………………………………………..……………………………… 23

1
HOW TO USE THIS MODULE

Welcome to the Module ―Applying Appropriate Sealant/Adhesive”. This


module contains training materials and activities for you to complete.

The unit of competency ―Apply Appropriate Sealant/Adhesive” contains the


knowledge, skills and attitudes required for an Automotive Servicing NC 1 course.

You are required to go through a series of learning activities in order to


complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Job Sheets, Operation Sheets and Activity Sheets.
Follow these activities on your own and answer the Self-Check at the end of each
learning activity.

If you have questions, don’t hesitate to ask your facilitator for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in
this module because you have:
been working for some time
already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular
skill or skills, talk to him/her about having them formally recognized so you don’t
have to do the same training again. If you have a qualification or Certificate of
Competency from previous trainings show it to your trainer. If the skills you
acquired are still current and relevant to this module, they may become part of the
evidence you can present for RPL. If you are not sure about the currency of your
skills, discuss this with your trainer.

After completing this module ask your trainer to assess your competency.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.

Inside this module you will find the activities for you to complete followed by
relevant information sheets for each learning outcome. Each learning outcome may
have more than one learning activity.

This module is prepared to help you achieve the required competency, in


receiving and relaying information. This will be the source of information that will
enable you to acquire the knowledge and skills in Arabic Language and Values
Education independently at your own pace or with minimum supervision or help
from your instructor.
Program/Course AUTOMOTIVE SERVICING

Unit of Competency Apply Appropriate Sealant/Adhesive

Module Applying Appropriate Sealant/Adhesive

INTRODUCTION:

This module contains information and suggested learning activities on


Applying Appropriate Sealant/Adhesive. It includes instructions and procedure on
Applying appropriate sealant/adhesive.

Completion of this module will help you better understand the succeeding
module Use and Application of Lubricant/Coolant.

This module consists of four (4) learning outcomes. Each learning outcome
contains learning activities supported by instruction sheets. Before you perform the
instructions, read the information sheets and answer the self-check and activities
provided to ascertain to yourself and your instructor that you have acquired the
knowledge necessary to perform the skill portion of the particular learning outcome.

Upon completing this module, report to your teacher for assessment to check your
achievement of knowledge and skills requirements of this module. If you pass the
assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module, you should be able to:

LO1. identify appropriate sealant/adhesive;

LO2. prepare surface for sealant/adhesive;

LO3. apply sealant/adhesive; and

LO4. store/dispose of sealant/adhesive.


TECHNICAL TERMS

Pliable Sealant Referred to as one-part sealants and are supplied ―ready for use‖
as package.

Drying Sealant Set and cured by evaporation of the solvent

Curing Sealant Catalyst-cured sealants have an advantage over drying sealants


because they are transformed from a fluid or semi state into a
solid by chemical reaction rather than by evaporation of a
solvent.

Volatility A measure ease with which a liquid vaporizes; has a direct


relationship to the flammability of a fuel.

Viscosity The resistance to flow exhibited by liquid. A thick oil has greater
viscosity than thin oil.

Catalyst A material in the catalytic converter that causes a chemical


change with being a part of the chemical reaction.
Aerobic gasket Room –temperature-vulcanizing (RTV) silicon rubber that cures
material only in the presence of air; use on surface that flex or vibrate.

Anaerobic A material that cures or hardens only in the absence of air such
Sealant as when squeezed tightly between two surfaces.
Program/Course AUTOMOTIVE SERVICING
Unit of Competency Apply Appropriate Sealant/Adhesive
Module Applying Appropriate/Sealant

Learning Outcome # 1: Identify Appropriate Sealant / Adhesive

Identify appropriate sealant/adhesive

Assessment Criteria:

1. Sealant/adhesive is selected in line with job requirement and fits manufacturer’


specification.
2. Sealant/adhesive checking is performed to ensure that is fit for use.

Resources:

Modern Automotive Service and System


James E. Duffy

Basic Automotive Service and System


Jay Webster

Automotive Mechanics
10th Edition
William Crouse and Donald Anglin

Manufacturer’s Manual
Toyota Corporation
LEARNING EXPERIENCES/ACTIVITIES
Learning Outcome # 1: Identify appropriate sealant/adhesive

Learning Activities Special Instructions

1. State the different types of Read information sheet no. 1 topic no. 1
sealant/adhesive. Types of sealant/adhesive.

2. Discuss the uses of sealant/adhesive Read information sheet no. 1 topic no. 2
Uses of sealant/adhesive.
3. Enumerate the types of surface
materials Read information sheet no. 1 topic no. 3
Types of surface materials.
INFORMATION SHEET NO.1

LO1. Identify appropriate sealant/adhesive

TOPIC 1. TYPES OF SEALANTS

The physical conditions surrounding the seal govern the type of sealant to be used.
Some sealants are exposed to extremely high or low temperatures. Other sealants
contact fuels and lubricants. There-fore, it is necessary to use a sealant that has
been compounded for the particular condition. Sealants are supplied in different
consistencies and cure rates. Basic sealants are classified in three general
categories—pliable, drying, and curing.

Pliable Sealants

Pliable sealants are referred to as one-part sealants and are supplied "ready for use"
as packaged. They are solids and change very little during or after application.
Solvent is not used with pliable sealants. Therefore, drying is not necessary. Except
for normal aging, they remain virtually the same as when they were packaged. They
easily adhere to metal, glass, and plastic surfaces. Pliable sealants are used around
access panels and doors and in areas where pressurization cavities must be
maintained.

Drying Sealants

Drying sealants set and cure by evaporation of the solvent. Solvents are used in these
sealants to provide the desired application consistency. Consistency or hardness may
change when this type of sealant dries, depending on the amount of solvent it
contains. Shrinkage during the drying process is an important consideration. The
degree of shrinkage also depends upon the amount of solvent it contains.

Curing Sealants

Catalyst-cured sealants have an advantage over drying sealants because they are
transformed from a fluid or semi fluid state into a solid by chemical reaction rather
than by evaporation of a solvent. A chemical catalyst or accelerator is added and
mixed just prior to sealant applications. Heat may be employed to speed up the
curing process. When you use a catalyst, you should accurately measure and
thoroughly mix the two components to ensure a complete and even cure.
TOPIC 2: Uses Of Sealant/Adhesive

The adhesive and sealants includes two


chemically similar but functionally different
groups of formulated products, adhesive and sealants.

1. Adhesive products are used to bond between two different or similar


materials.

2. Sealants are used to create an impenetration barrier to gas or moisture.

TOPIC 3: Types of surface materials

Surface Materials:

1. Glass
2. Stone
3. Wood
4. Metals

The epoxy and polyurethane systems are most oftenly used in the reactive sector.
Urethanes is used with flexible materials in high impact applications, while
epoxies are known for their hardness and are used with more rigid substances.

SELF-CHECK #_1_

LO 1. Identify appropriate sealant/adhesive

Directions:

Multiple Choice: Select the best answer that corresponds to the statement.

1. Referred to as one-part sealants and are supplied ―ready for use‖ as


Packaged.
a. Curing sealant
b. Pliable sealant
c. Drying sealant
d. All of the above
2. Set and cure by evaporation of solvent.
a. Curing sealant
b. Pliable sealant
c. Drying sealant
d. Aerobic sealant

3. Catalyst-cured sealants have an advantage over drying sealants because


they are transformed from fluid or semi fluid state into a solid by chemical
reaction rather than by evaporation of a solvent.
a. Drying sealant
b. Curing sealant
c. Aerobic sealant
d. Pliable sealant

4. Glass, stone, wood and metals are types of .


a. sealants
b. adhesive
c. epoxy
d. surface materials

5. It is used to create an impenetration barrier to gas or moisture.


a. sealant
b. adhesive
c. urethane
d. epoxy

6. A product which use to bond between two different or similar materials.


a. Sealants
b. Adhesives
c. Urethane
d. Epoxy

7. It is added and mixed just prior to sealant application.


a. chemical catalyst
b. Adhesive
c. Epoxy
d. Urethane

8. Supplies that are known for their hardness and are used with more
substances.
a. Epoxies
b. Urethanes
c. Sealants
d. Adhesives

9. Supplies used for flexible materials in high impact applications.


a. epoxy
b. urethanes
c. sealants
d. adhesive

10. Once the sealant has been applied, the parts must be
a. joint
b. torque
c. rivets
d. all of the above

Program/Course: Automotive Servicing

Unit of Competency: APPLY APPROPRIATE SEALANT/ADHESIVE

Module Title: Applying Appropriate Sealant/Adhesive

Learning Outcome 2: Prepare surface for sealant/adhesive


assessment criteria

ASSESSMENT CRITERIA:
1. Surface materials are identified as per construction
2. Surface is cleared and free from moisture, dust and other foreign matters to
ensure maximum adhesive or seal

Resources

 Automotive Mechanics, 10th edition


By: Crouse/ Anglin

 Modern Automotive Technology


By: James E. Duffy

 Manufacturer’s Manual
Toyota Corporation
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome # 2 : Prepare surface for sealant/adhesive assessment criteria

Learning Activities Special Instructions

1. Perform the procedures in Read operation sheet no. 1 Preparing


preparing surface for surface for sealant / adhesive.
sealant/adhesive
OPERATION SHEET NO.1

LO 2. Preparing surface for sealant/adhesive.

Title: Prepare surface for sealant/adhesive

Objective: Follow instruction in preparing surface for sealant/adhesive

Materials, Tools and Equipment:

 Sealant/adhesive
 Rags
 Sand paper
 Cleaning solvent
 Scraper
 Steel Brush

Procedure:

Preparing surface for sealant/adhesive

1. Prepare tools and materials.


2. Clean surface with scraper, steel brush and cleaning solvent.
3. Wipe with clean and dry well.

Note: Surface is cleared and free of moisture, dust and other foreign
matters to ensure maximum adhesive/sealant.

ASSESSMENT PERFORMANCE

POINT
LO 2: Preparing surface for sealant / adhesive. S

WORKMANSHIP/PERFORMANCE
A. QUALITY OF WORK WITH APPLICATION OF SAFETY
MEASURES

35 - EXEMPLARY

25 - ADEQUATE

10 - NEED IMPROVEMENT
B. ACCURARY OF PERFORMANCE UNDER SPECIFIED
TIME LIMIT

30 - ALL WORK IS COMPLETE AND CORRECT

20 - MINOR MISTAKE OR ERROR


10 - SOME OF THE WORK MAYBE
INCOMPLETE/MISDIRECTED
C. PROPER USE OF TOOLS/EQUIPMENT WITH SAFETY
MEASURES

35 - SELECT/USE PROPERLY OF TOOLS/EQUIPMENT

25 - WRONG HANDLING OF TOOLS

10 - TOOLS IS NOT SUITABLE FOR THE JOB


TOTAL
SCORES

INFORMATION SHEET NO.2

LO 2. Preparing Surface for sealant/Adhesive assessment criteria

Topic 1: Identifying health hazards associate in handling sealant/adhesive

A growing number players in the adhesive and sealant industry have


expressed a desire to move away from the used of primers adhesive system
because of their flammability and volatility.

Topic 2: Proper Storage/disposal of sealant/adhesive

Sealant/adhesive must be stored in refrigerated storage


or cool area. Big companies installed equipment to recapture and recycle, or
properly incinerate, solvent and are less likely to change to solvent less
products.
SELF-CHECK NO. 1

LO 2. Prepare surface for sealant/adhesive assessment criteria

Directions:

Fill in the blank: Read the statement carefully and fill the blanks with
the correct answer.

1. To remove the excess sealant/adhesive use .


2. After removing the excess sealant/adhesive wipe with clean rags and
.
3. Sealant/adhesive must be stored in .
4. Sealant industry have expressed a desire to move away from the used
of primer adhesive system because of their and _.
Program/Course: Automotive Servicing

Unit of Competency: APPLY APPROPRIATE SEALANT/ADHESIVE

Module Title: Applying Appropriate Sealant/Adhesive

Learning Outcome 3: Apply Sealant/Adhesive Evenly

ASSESSMENT CRITERIA:

1. Sealant/adhesive is applied evenly on the surface in line with


manufacturer’s specification.
2. Excess sealant/adhesive is removed by sanding or scrapping.
3. Tools and equipment used to apply sealant/adhesive are appropriate to
job requirements.
4. Safety is observed and PPE are worn in accordance with industry SOP.
5. Hazards associated with the used of sealant/adhesive are identified

Resources

 Automotive Mechanics, 10th edition


By: Crouse/ Anglin

 Modern Automotive Technology


By: James E. Duffy

 Manufacturer’s Manual
Toyota Corporation
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome No. 3: Apply sealant/adhesive

Learning Activities Special Instructions

1. Enumerate the procedures in See information sheet no.1 topic 1


applying sealant/adhesive Procedure in applying sealant/adhesive.

See information sheet no.1 topic 2


2. Discuss proper usage of tools Proper usage of tools

Read information sheet no.1 topic 3


3. Apply the safety measures in Safety measures in applying sealant
applying sealant/adhesive and adhesive

Read information sheet no. 1 topic 4


4. Identify health hazards Identify health hazards associated in
associated in handling handling sealant/adhesive
sealant/adhesive.
Read operation sheet no. 1 Applying
5. Perform the procedures in sealant/adhesive
applying sealant/adhesive
Read operation sheet no. 1 Removing
6. Perform the procedures in excess sealant/adhesive
removing excess
sealant/adhesive
INFORMATION SHEET NO. 1

LO 3. Applying Sealant/Adhesive evenly

Topic 1: Procedures in applying sealant/adhesive

Application of sealant – Various applications of sealants various


according to time, tools required and the methods.

The following restrictions are applied to all sealant applications.

2. Sealant should be used with in the application time limits


specified by the sealant manufacturer.

3. Sealant should be discarded immediately when it becomes too stiff


to apply or work. Stiff or partially cured sealant will not wet the
surface to which it is to be applied as fresh material and,
consequently, will not have satisfactory adhesion.

4. Sealant should not be applied to metal that is colder than 70 0 F.


Better adhesion is obtained and applied sealant will have less
tendency to flow while curing if the metal is warmed to a
temperature between 900F and 1000F before the sealant is applied.

5. Sealant should not be used for faying surface application unless it


has just been removed from refrigerated storage or freshly mixed.

Topic 2: Proper usage of tools

Injection sealing is the pressure filling of openings or voids with a sealant


injection gun. Joggles should be tilled by forcing sealant into the opening until
it emerges from the opposite side. Voids and cavities are filled by starting with
the nozzle of the sealant injection gun at the bottom of the space and filling as
the nozzle is withdrawn.

Note: A joggle is a joint between two pieces of material formed by notch and a
fitted projection.
Topic 3: Safety measures in applying sealant/adhesive

RTV sealant can be used on surface that flexes or vibrates slightly, such
as the engine valve cover. Never use RTV sealant around high temperature and
pressure, such as for head gaskets. The mating surface must be thoroughly
cleaned before RTV or anaerobic sealant is applied. Sealants cannot be sealed to
dirty, greases, or oily surface.

Note: On engine with an oxygen sensor, use only RTV sealant that says ―sensor
safe‖ on the level. Fumes from some RTV sealant can damage the oxygen
sensor. This may cause excessive exhaust emissions and poor fuel economy.

Topic 4: Identify health hazards associated in handling sealant/adhesive

A growing number of players in the adhesive and sealant industry have


expressed a desire to move away from the use of primers adhesive system
because of their flammability and volatility.
SELF-CHECK NO. 1

LO 3. Apply sealants/adhesive evenly

Directions:

Fill in the blanks: Read the statement carefully and fill the blanks with
the correct answer.

1. Sealant should be used within .


2. Sealant should not be applied to metal that is colder than .
3. Before the sealant is applied, the metal warmed to a temperature
between .
4. is the pressure filling of openings or voids.
5. The joint between two pieces of material formed by a notch and tilled
projection is called _.
6. Sealant should be discarded immediately when it becomes
.
7. Sealant should not be used for faying surface applications unless it
has been removed from .
8. Never use RTV sealant around high temperature and pressure, such
as for .
9. On engine with an oxygen sensor, use only that
says ―sensor safe‖ on the level.
10. Sealants cannot be to dirty, greases, or oily surface.
OPERATION SHEET NO.1

LO 3. Apply sealant/adhesive evenly

Title: Procedure in applying sealant/adhesive

Materials, Tools and Equipment:

 Sealant/adhesive
 Rags
 Sand paper
 Cleaning solvent
 Scraper
 Steel Brush

Procedure:

Applying sealant/adhesive

1. Prepare tools and materials


2. Clean surface with steel brush and sandpaper.
3. Wipe surface with rags and cleaning solvent.
4. Apply sealant/adhesive evenly.
ASSESSMENT PERFORMANCE

LO 3: Apply Sealant / Adhesive evenly POINTS

WORKMANSHIP/PERFORMANCE
A. QUALITY OF WORK WITH APPLICATION OF SAFETY
MEASURES 35

35 - EXEMPLARY

25 - ADEQUATE

10 - NEED IMPROVEMENT
B. ACCURARY OF PERFORMANCE UNDER SPECIFIED
TIME LIMIT 30

30 - ALL WORK IS COMPLETE AND CORRECT

20 - MINOR MISTAKE OR ERROR


10 - SOME OF THE WORK MAYBE
INCOMPLETE/MISDIRECTED
C. PROPER USE OF TOOLS/EQUIPMENT WITH SAFETY
MEASURES 35

35 - SELECT/USE PROPERLY OF TOOLS/EQUIPMENT

25 - WRONG HANDLING OF TOOLS

10 - TOOLS IS NOT SUITABLE FOR THE JOB


TOTAL
SCORES 100
OPERATION SHEET NO.2

LO 3: Apply sealant/Adhesive evenly

Title: Removing of excess sealant/adhesive

Objective: Follow instructions in removing excess sealant/adhesive

Materials, Tools and Equipment:

 Sealant/adhesive
 Rags
 Sand paper
 Cleaning solvent
 Scraper
 Steel Brush

Procedure:

Removing excess sealant/adhesive

1. Prepare tools for scraping.


2. Scrape excess sealant/adhesive by the use of scraper or spatula.
3. Wipe with rags with cleaning solvent for final clean up.
ASSESSMENT PERFORMANCE

LO 3: Apply Adhesive / Sealant evenly POINTS

WORKMANSHIP/PERFORMANCE
A. QUALITY OF WORK WITH APPLICATION OF SAFETY
MEASURES 35

35 - EXEMPLARY

25 - ADEQUATE

10 - NEED IMPROVEMENT
B. ACCURARY OF PERFORMANCE UNDER SPECIFIED
TIME LIMIT 30

30 - ALL WORK IS COMPLETE AND CORRECT

20 - MINOR MISTAKE OR ERROR


10 - SOME OF THE WORK MAYBE
INCOMPLETE/MISDIRECTED
C. PROPER USE OF TOOLS/EQUIPMENT WITH SAFETY
MEASURES 35

35 - SELECT/USE PROPERLY OF TOOLS/EQUIPMENT

25 - WRONG HANDLING OF TOOLS

10 - TOOLS IS NOT SUITABLE FOR THE JOB


TOTAL
SCORES 100
Program/Course: Automotive Servicing

Unit of Competency: APPLY APPROPRIATE SEALANT/ADHESIVE

Module Title: Applying Appropriate Sealant/Adhesive

Learning Outcome 4: Store/Dispose Sealant/Adhesive

ASSESSMENT CRITERIA:
1. Sealant/adhesive is stored as per prescribed procedure
2. Waste is disposed as per workshop standard operating procedure (SOP)

Resources

 Automotive Mechanics, 10th edition


By: Crouse/ Anglin

 Modern Automotive Technology


By: James E. Duffy

 Manufacturer’s Manual
Toyota Corporation
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome # 4 : Store/dispose of sealant/adhesive

Learning Activities Special Instructions

1. Discuss waste disposal system Read information sheet no.1 Waste


disposal system
INFORMATION SHEET NO.1

LO 4. Store/Dispose of Sealant/Adhesive

Title: Proper storage/disposal of sealant/adhesive

Sealant/adhesive must be stored in refrigerated storage or cool


area. Big companies installed equipment to recapture and recycle, or
properly incinerate, solvent and are less likely to change to solvent less
products.

SPILLAGE & WASTE DISPOSAL

Spillages of any type should be attended to immediately. Water-


based products can be washed away with water before they dry, provided
it is permissible to discharge this type of effluent into the drains. An
alternative method is to soak up the Spillage with an inert material,
which can be placed in a suitably closed container for disposal. This
technique is particularly appropriate for solvent based adhesives using
either sand, clay or powdered limestone as the absorbent material.

Care should be taken in the disposal of full or empty containers for


solvent-based adhesives in order to avoid a latent explosion and/or fire
hazard. The empty containers should be either carefully punctured or left
open to ensure that no
solvent vapor is trapped under pressure, taking the usual precautions
concerning flammable materials.

Note: Aerosol packages are pressurized and must


not be punctured unless all internal pressure has
been relieved.
STORAGE

The storage of adhesives and sealants should be restricted to 'NO


SMOKING' areas since even for non-flammable adhesives there is a risk that
vapors can be given off which will be converted by pyrolysis to toxic products by
a burning cigarette. All flammable adhesives should be stored in suitable
flameproof areas according to the requirements of the appropriate authorities.
All adhesives and sealants should be stored in dry conditions and reasonable
temperatures, eg. preferably between 50C-300C. Warm drums of solvent-based
adhesives should be opened slowly and carefully to allow gradual release of
internal pressure. To ensure that the useful shelf life of adhesive products is
not exceeded, strict rotation of stock should be observed and possible safety
hazards from aging avoided. In all cases, the manufacturer's instructions and
directions printed on the label should be observed.
ANSWER KEYS

LO 1.

Multiple Choice
1. b
2. c
3. b
4. d
5. a
6. b
7. a
8. a
9. b
10. d

LO 3

Fill in the blanks


1. Application time
2. 700F
3. 900F – 1000F
4. Injection sealing
5. Joggle
6. Too Stiff
7. Refrigerated storage
8. head gasket
9. RTV sealant
10. seal
ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published May 2008

This draft was prepared at the Competency-Based Learning Materials


Development Workshop conducted at the Development of the Philippines on
May 5-10, 2008.

This learning instrument was developed by the following personnel:

Technology Teachers:

TEAM LEADER: GEORGE CALLANTA

Members : ROBERT DOMINGO

JOHN DIEGO

LINO OLIT

ROMEO IBLOGUIN

NELSON SENEDO

ENGLISH : BELEN TADO

Facilitator: Beatriz Adriano

This work was produced with funding provided by the Department of


Education.
REFERENCES AND FURTHER READING:

Modern Automotive Service and System


James E. Duffy

Basic Automotive Service and System


Jay Webster

Automotive Mechanics
10th Edition
William Crouse and Donald Anglin

Manufacturer’s Manual
Toyota Corporation
48
49