Beruflich Dokumente
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Technical Training
Unit 7
Heating and Air Conditioning
Instructor Guide
ABSTRACT
This guide is intended to assist Austin Community College instructors
responsible for instructing Austin Capital Metro Special Transit Technicians
Heating & Air Conditioning courses. The following topics are covered:
diagnosing engine performance problems, ignition system problems, fuel system
problems, mechanically related performance problems, emission control system
problems, and electronic control systems; maintaining ignitions, fuel systems,
emission control systems, and electronic control systems; and conducting shop
operations. The course outline is organized in the form of duty sheets. Each duty
sheet contains some or all of the following: a performance objective (including a
task, the source of the standard (ACAP competency), and conditions for
performance of the task; suggested teaching activities; a criterion-referenced
measure (including a practical application, and a method of evaluating the
practical application).
These are minimum standards; each instructor is expected to add content and
training objectives to course as needed.
The activities provided are designed to train students in the performance of jobrelevant tasks. All three domains of learningpsychomotor, cognitive, and
affectiveare addressed.
Experience has shown that the art of learning can also be taught while
teaching subject matter. People need to learn how to learn. This guide takes
into consideration how students learn and are an efficient way for instructors
to assist them to learn.
Below is a brief explanation of the three domains of learning used in this
course:
Psychomotor:
Any manipulative skill such as things as simple as using a screw driver or
wrench, to installing parts, are examples of manipulative or psychomotor skills.
Cognitive:
To perform psychomotor tasks, students must think. Cognition is what
goes on in the mind about any job being done. The teaching methodology
used in this course provides both the collateral knowledge and the impetus to
apply cognition to psychomotor tasks.
To test their knowledge, students may be required to decide the proper
procedure, method or sequence for performance. This decision making
process or cognitive activity provides the basis for higher thinking skills.
Affective:
In order for training to be affective, there has to be an on- the- job application
of the knowledge. Knowledge and skills, both Psychomotor and Cognitive, will
be connected to the daily jobs of each technician and training provided on
how to make practical application on the job.
ENABLING OBJECTIVES:
Use of A/C hose and fitting tools
TEACHING ACTIVITIES:
1. Discuss A/C fittings hoses and o-rings and service fittings
2. Demonstrate use of special A/C fittings tools
ENABLING OBJECTIVES:
TEACHING ACTIVITIES:
1. Refill system with recommended coolant
ENABLING OBJECTIVES:
Use of proper hand tools
TEACHING ACTIVITIES:
1. Discuss operation of A/C-heater ducts, doors, hoses, cabin filters and
outlets
2. Discuss inspection and testing of A/C-heater ducts, doors, hoses,
cabin filters and outlets
Refrigerant Recovery,
Recycling, and Handling
ENABLING OBJECTIVES:
Use of refrigerant recovery equipment
TEACHING ACTIVITIES:
1. Demonstrate use of refrigerant recovery equipment