Automotive Y2

Republic of the Philippines
Department of Education
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
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
Self Check.2 ………………………………………………. 6
Self Check.3 ………………………………………………. 9
Self Check 4 ………………………………………………. 11
Self Check.1 ………………………………………………. 26
Self Check 2 ………………………………………………. 27
Self Check.3 ………………………………………………. 28
Information Sheet 1 ……………………………………...….. 29
Self Check.1 ………………………………………………. 30
Self Check 2 ………………………………………………. 31
Information Sheet 1 ………………………………………. 33
Self Check.1 ………………………………………………. 35
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
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

entitled Procedures in
Cleaning Tools and Work
Area.
4. Answer Self-check no. 2  Try to answer the Self-check

sheet

Information Sheet no. 3
entitled 5’S
6. Answer Self-check no. 3  Try to answer the Self-check

sheet

entitled Safety Practices in
Handling Cleaning Solvents.
8. Answer Self-check no. 1-4  Try to answer the Self-check

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
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
Competency
Learning Outcome 2 Store/Arrange Tools and Shop Equipment
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 Outcome No. 2: Store/Arrange Tools and Shop Equipment
1.Read information sheet no. 1

entitled Types of Tools and
Equipment
2. Answer Self-check no.1  Try to answer the Self-Check

sheet
3. Read information sheet no. 2

entitled Procedure in
Storing/Arranging Tools and
Equipment

sheet
entitled Safety Measures in
Storing/Arranging of Tools and
Equipment.
6. Answer Self-check no.3  Try to answer the Self-check

sheet
18
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
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.
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.

Competency
Learning Outcome # 3 Dispose Waste/Used Lubricant

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 Outcome No. 3: Dispose Waste/Used Lubricant

entitled
Harmful Effects of Wastes

sheet
entitled examples of disposed
waste/lubricants
4. Answer Self-check no. 2  Try to answer the Self-Check

sheet
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.
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
Competency
Learning Outcome # 4 Report Damages Tools/Equipment .
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 Outcome No. 4: Report Damaged Tools/Equipment

entitled Maintaining Inventory of
Tools And Equipment.

sheet
entitled Purpose of Borrower’s
Receipt
4. Answer Self-check no.4-2  Try to answer the Self-Check

sheet
39
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.
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
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
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
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
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.

assistance.

You may already have some or most of the knowledge and
skills covered in this module because you have:
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.
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.
Unit of Competency PERFORM MENSURATION
AND CALCULATION
Learning Outcome No. 1. Select Measuring Instrument
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 Outcome No. 1: Select measuring instrument

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
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
Unit of PERFORM MENSURATION AND CALCULATION
Competency
Learning Outcome # 2. Carry-out measurement and calculation
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

By: Richard Baril
Learning Outcome No. 2: Carry-out measurement and Calculation
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
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

Unit of PERFORM MENSURATION AND CALCULATION
Competency
Learning Outcome # 3. Maintain measuring instrument
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

By: Richard Baril
Learning Outcome No. 3: Maintain Measuring Instruments
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
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
This draft was prepared at the Competency-Based Learning

Materials Development Workshop conducted at the Marikina Hotel,
Marikina City on February 18-22, 2008.
 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
Academic Teacher:
 BELEN L. TADO
This work was produced with funding provided by the Department

of Education.
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
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
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

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

Information Sheet 1 ……………………………………….. 2
Learning Outcome 2….……………………………………………… 6

Learning Experiences / Activity ……………………………. 6
Activity Sheet 1……………………………………………… 11
Assessment Performance…………………………………….. 12
Learning Outcome 4………………………………………………….. 13
Self Check 1.1 ………………………………………………. 14
Answer Key ………………………………………………….. 15
1
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.
You may already have some or most of the knowledge and skills
covered in this module because you have:
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.
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

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 Outcome 1: Identify and Assess Manual Specification
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
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

AND MANUALS

Learning Outcome 3. Apply Salient Information Taken from Manual
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

By: Crouse/ Anglin
By: James E. Duffy
Toyota Corporation
Learning Outcome 3: Apply Salient Information Taken From Manual
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

AND MANUALS

Learning Outcome 4. Store Manuals
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

By: Crouse/ Anglin

By: James E. Duffy
Toyota Corporation
Learning Outcome 4: Store Manuals
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

Development Workshop conducted at the Development Academy of the
Philippines, Tagaytay City on May 5 – 10, 2008.
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, Davao del Norte
English:
Belen Tado
Facilitators:
Ms. Beatrice A. Adriano
15
Encoder:
Rowena S. Fonacier

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
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS
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
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.

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.
You may already have some or most of the knowledge and skills covered in
this module because you have:
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:

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.
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
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 Outcome # 1: Identify appropriate sealant/adhesive
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
Unit of Competency: APPLY APPROPRIATE SEALANT/ADHESIVE
Module Title: Applying Appropriate Sealant/Adhesive
Learning Outcome 2: Prepare surface for sealant/adhesive

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

By: Crouse/ Anglin

By: James E. Duffy
Toyota Corporation
Learning Outcome # 2 : Prepare surface for sealant/adhesive assessment criteria
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.
POINT
LO 2: Preparing surface for sealant / adhesive. S
A. QUALITY OF WORK WITH APPLICATION OF SAFETY
MEASURES
35 - EXEMPLARY
25 - ADEQUATE
B. ACCURARY OF PERFORMANCE UNDER SPECIFIED
TIME LIMIT

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

TOTAL
SCORES
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 _________.
Learning Outcome 3: Apply Sealant/Adhesive Evenly
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

By: Crouse/ Anglin

By: James E. Duffy
Toyota Corporation
Learning Outcome No. 3: Apply sealant/adhesive
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 700 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.
LO 3. Apply sealant/adhesive evenly
Title: Procedure in applying sealant/adhesive
 Rags
 Sand paper
 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.
LO 3: Apply Sealant / Adhesive evenly POINTS
MEASURES 35
35 - EXEMPLARY
25 - ADEQUATE
TIME LIMIT 30

MEASURES 35

TOTAL
SCORES 100
LO 3: Apply sealant/Adhesive evenly
Title: Removing of excess sealant/adhesive
Objective: Follow instructions in removing excess sealant/adhesive
 Rags
 Sand paper
 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.
LO 3: Apply Adhesive / Sealant evenly POINTS
MEASURES 35
35 - EXEMPLARY
25 - ADEQUATE
TIME LIMIT 30

MEASURES 35

TOTAL
SCORES 100
Learning Outcome 4: Store/Dispose Sealant/Adhesive
1. Sealant/adhesive is stored as per prescribed procedure
2. Waste is disposed as per workshop standard operating procedure (SOP)
Resources

By: Crouse/ Anglin

By: James E. Duffy
Toyota Corporation
Learning Outcome # 4 : Store/dispose of sealant/adhesive
1. Discuss waste disposal system Read information sheet no.1 Waste

disposal system
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
First Published May 2008

Development Workshop conducted at the Development of the Philippines on
May 5-10, 2008.
TEAM LEADER: GEORGE CALLANTA
Members : ROBERT DOMINGO
JOHN DIEGO
LINO OLIT
ROMEO IBLOGUIN
NELSON SENEDO
ENGLISH : BELEN TADO
Facilitator: Beatriz Adriano

Education.
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
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
Unit of Competency: Use and Apply Lubricants and Coolants
Module Title: Use and Apply Lubricants and

Module No.: 5
Coolants
TABLE OF CONTENTS
Page

Introduction……………………………………………………………. ii
Technical terms ……………………………………………..
Self Check 1.1 ………………………………………………. 6
Answer Key ………………………………………………….. 7
Information Sheet 3….………………………………………… 8
Self Check 1.1 ………………………………………………. 12
Answer Key ………………………………………………….. 14
Operation Sheet 1 ………………………………………. 16
Assessment Performance ………………………………… 20
Learning Outcome 3 …………………………………………….. 21
Learning Experiences/Activities …………………………… 21
Information Sheet …………………………………………. 22
Self Check…………………………………………………. 26
Answer Key……………………………………………….. 27
1
Welcome to the Module “Use and Apply Lubricants and Coolants”.

This module contains training materials and activities for you to
complete.
The unit of competency “Use and Apply Lubricants and Coolants”
contains the knowledge, skills and attitudes required for Automotive
Servicing NC 1 course required to obtain the National Certificate (NC)
level & II.
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,, Operation Sheets and
Activity Sheets. Do these activities on your own and answer the Self-
Check at the end of each learning activity.
assistance.
You have already some basic knowledge and skills covered in this
module because you have been working for some time; and already
completed training in this area.
If you can demonstrate competence to your teacher in a particular
skill, talk to your teacher so you don’t have to undergo the same training
again. If you have a qualification or Certificate of Competency from
previous trainings show it to him/her. If the skills you acquired are
consistent with and relevant to this module, they become part of the
evidence. You can present these for RPL. If you are not sure about your
competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your
competence. 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.
In this module, you will find the activities for you to complete and
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
with minimum supervision from your teacher.
2
Program/Course: AUTOMOTIVE SERVICING NC 1
Unit of Competency: Use and Apply Lubricants and Coolants
Module Title: Using and Applying Lubricants and Coolants
INTRODUCTION:

using and applying lubricants/coolants. It includes instructions and
procedure on how to identify types of lubricants/coolants, use and apply
lubricants and coolants and perform housekeeping services.
Completion of this module will help you understand the succeeding

module on Move and Position Vehicle.
This module consists of three (3) learning outcomes. Each learning

outcome contains learning activities with instruction sheets. Before you
follow the instruction, read the information sheets and answer the self-
check and activities provided to assess your competence by your teacher.
He/she will check if 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.

If you pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES
LO1. identify types of lubricants/coolants;

LO2. use and apply lubricants/coolants; and
LO3. perform Housekeeping activities.
3
4
TECHNICAL TERMS
1. VISCOSITY – a measure of the thickness or ability to flow of

a lubricant.
2. SAE - Society Automotive Engineers
3. API - American Petroleum Institute
4. W - Winter
5. Lubricant - a material capable of reducing friction

when applied between moving parts.
6. Synthetic oil - an artificial oil that is manufactured, and

not a natural mineral oil made from
petroleum.
7. SOP - Standard Operating Procedure
8. Petroleum - an oily flammable liquid obtained from well

drilled in the ground and refined into
gasoline, fuel oils, and other products.
USE AND APPLICATION OF LUBRICANT/COOLANT
Unit of Competency:
Module Title: Using and Applying Lubricants/Coolant
Learning Outcome 1. Identify types of lubricants/coolants
1. Correct information on lubrication schedule is assessed and
interpreted from appropriate manufacturer’s specification.
2. Type and quantity of lubricant/coolant are identified as per job
requirement.
Resources

By: Crouse/ Anglin

By: James E. Duffy
Toyota Corporation
Learning Outcome 1: Prepare the vehicle for driving
1. Perform prepare vehicle.  Operation sheet no.1.
2. Identify the different safety  Information sheet no.1.

measures in driving vehicle.
3. Perform check-up procedures  Operation sheet no. 2.

include the following: BLOWAF.
4. Take the written test.  Information sheet no.1.
5. Refer to answer.  Answer key#
6. Performance assessment.  Operation sheet no.1 and 2.
1
INFORMATION SHEET
LO 1. IDENTIFY TYPES OF LUBRICANTS/COOLANTS
Title: IMPORTANCE OF LUBRICANTS/COOLANTS
Importance of Lubricants/ Coolants
The lubrication system is extremely important to engine

service life because it forces oil to high friction points in the engine.
Without a lubrication system, friction between parts would destroy an
engine very quickly. Many of the engine parts would rapidly overheat
and score from this friction. Engine bearings, piston rings, cylinder walls
and other components could be ruined.
1. Reduces friction and wear between moving parts.

2. Helps transfer heat and cool engine parts
3. Cleans the inside of the engine by removing contaminants
(metal, dirt, plastic, rubber, and other particles).
4. Cuts power loss and increases fuel economy.
5. Absorbs shocks between moving parts to quite engine
operative and increase engine life.
This illustration shows the movement of the oil inside the

engine gallery.
2
Types of Lubricants
ENGINE OIL
Engine oil, also called motor oil, is used to produce a

lubricating film on the moving parts in an engine. It is commonly
refined from crude oil or petroleum which is extracted from deep
within the earth. Synthetic oils (manufactured oils) are also
available. They can be made from substances other than crude oil.
An oil film (thin layer of oil) separates engine parts to prevent
metal-on-metal contact.
When selecting oil for an engine it is important that the one

chosen is suitable for the engine itself and the conditions under
which it will be used.
Two important factors determining the choice of oils are:

a. That the oil meets the quality requirements
b. That the oil has the right “thickness” or what we call
the right VISCOSITY.
This learning element explains what is meant by viscosity

and how the oils are graded according to their viscosity.
3
The term viscosity refers to the relative thickness of a liquid.
It’s a thin, free-flowing liquid has a low viscosity and a thick,
slow-slow-flowing liquid has a high viscosity.
The viscosity of a liquid changes when the temperature

changes. At high temperature the liquid (oil in this case)
becomes thinner (lower viscosity) and at low temperature the
liquid becomes thicker (higher viscosity)
The correct oil viscosity is essential for the efficient operation

of the engine because:
- When the oil is too thick (high viscosity) it

causes resistance and much more power is
needed to turn the engine, making it difficult to
start when cold.
4
- Thick oil does not circulate freely enough during
the starting period, causing insufficient
lubrication of the bearings and, consequently,
increased wear
- Oil which is too thin, combined with a high

engine temperature and a heavy load presents
the risk of oil being pressed out from between
the working surfaces of the bearings or other
engine parts.
- And this would cause the oil film which is

essential to the proper lubrication of the engine
to break down. Furthermore between the piston
rings and the cylinder.
This is most significant characteristic of lubricating with its

viscosity. This can be measured in different ways. One way, for
instance, is to check the quantity of oil which passes through a
tube of standard size during a certain length of time and at a
given temperature.
5
POWER TRAIN AND RUNNING GEARS OIL
Most gear oil is a mineral oil refined from crude oil. Some
gear oil is manufactured or synthetic oil. Chemical additives are
mixed with gear oil to improve its load carrying capacity. This
makes an extreme of heat on oil viscosity and foaming, rust,
corrosion, and oil-seal damage.
The gear oil used in many cars and trucks is relatively thick
and has a viscosity ranging from SAE 75W to SAE 140. Multi-
grade gear oils such as SAE 75W-90, are also used. However,
some manufacturers specify synchromesh transmission fluid (STP)
for manual transmissions and transaxles.
GREASE
This is a fluid suck as mineral oil (made from petroleum)

thickened with an agent that makes it a semi-solid. The
thickening agent that is a metallic soap or non-soap substance
such as clay. Soaps commonly used are lithium, calcium, sodium,
aluminum and barium. Each of these alone or in combination
gives the grease characteristics. Aluminum gives the grease good
adhesion. Sodium gives the grease a thick, fibrous appearance.
A good grease must have consistency, stability, oxidation,

resistance, ability to protect against friction, wear and corrosion,
and feed ability. This is ability to flow through dispensing
equipment such as wheel bearing, universal joint, ball joint, and
chassis fittings.
SELF-CHECK
LO2: IMPORTANCE OF LUBRICANTS/COOLANTS
DIRECTION: Complete the following:
1. _________ the inside of the engine by removing contaminants.
2. _________ shocks between moving parts to quite engine operative

and increase engine life.
3. _________ transfer heat and cool engine parts.
4. _________ power loss and increases fuel economy.
5. _________ friction and wear between moving parts.
6
ANSWER KEY:
1. Cleans
2. absorbs
3. helps
4. cuts
5. reduces
7
PRODUCT SPECIFICATION
SERVICE RATINGS OF OIL

Oil is rated by viscosity number and also by its service designation.
This is kind of service for which the oil is best suited. There are six
service ratings for spark-ignition-engine lubricating oils, SA, SB,
SC, SD, and SF. There are four service ratings for compression-
ignition-engine lubricating oils, CA, CB, CC, and CD.
1. SA Oil This oil is for utility gasoline and diesel engines

operating under mild conditions, so protection by additives is
not required. This oil may have pour-point and foam
depressants.
2. SB Oil This oil is for service in gasoline engines operated
under such mild conditions that only minimum protection
by additives required.
3. SC Oil This oil is for service typical of gasoline engines in the
1964 to 1967 models of passengers’ cars and trucks. It is
intended primarily for use in passenger cars. This oil
provides control of high and low-temperature engine
deposits, wear, rust and corrosion.
4. SD Oil This oil is for service typical of gasoline engine in
passenger cars and trucks beginning with 1968 models. This
oil provides more protection from high- and low- temperature
engine deposits, wear, rust and corrosion than do SC oils.
5. SE Oil This oil is for service typical of gasoline engines in
passenger cars and some trucks beginning with 1972 (and
some 1971) models. This oil provides more protection against
oil oxidation, high temperature engine deposits, rust, and
corrosion than do oils with the SC and SC ratings.
6. SF Oil SF oil is for service typical of gasoline engines in
passenger cars and some trucks beginning in 1981 models.
This oil provides more protection than SE oils against
sludge, varnish, wear, oil-screen plugging and engine
deposits.
Notice that this is an open-end series. When the car

manufacturers and oil producers see the need for other types of
oil, they can bring out SG and SH service-rated oils. SA and SB
oils are not recommended for use in automobile engine. These
8
are nondetergent oils. Detergent oils are required in modern
automotive engines.
Diesel-engine oils must have different properties than oils for
gasoline engines. The CA, CB, CC, and CD ratings indicate
ample, CA oil is for light-duty service. CD oil is for severe-duty
service typical of turbocharged high-output diesel engines
operating on fuel oil with high sulfur content. Oil for use in
automotive diesel engines should be marked SF/CC or SF/CD.
Now, we have a wide range of oil viscosity from very thin oil,
SAE 5W up to thick SAE 50 oil. Every SAE grade represents an
oil suitable for use within a special range of temperature and for
certain type of engine as follows:
- Oils within the viscosity grades SAE 5W, 10W

and 20W are suitable for use in climates with
temperatures ranging from very low to moderate.
- SAE 20 and SAE 30 are suitable for use in

moderate to hot climates.
-
- SAE 40 and SAE 50 are mostly for use in old

engines designed for rather thick oil or in badly
worn engines with high oil consumption.
However, many engines are operated in climates where the

temperature varies considerably from season to season.
9
- in addition, it is always preferable for any engine
to run on low viscosity oil during the starting
period when the engine is cold, on high viscosity
oil when the engine is hot and fully loaded.
- For practical reason it is not possible to use a

low viscosity oil for starting and then change to
an oil of higher viscosity when running.
Oils are available with a very wide viscosity range, for

example 10W/50, which can be used in any climate.
- it is also an advantage for the engine when SAE
10W/50 is used because it enables that cold
engine to start on a thin (10W) and when hot, on
a sufficiently thick oil (SAE 50).
A general technical designation for oils has been accepted as

follows:
- single grade oil which only covers one SAE grade
(e.g. SAE 30)
-
10
- double grade oil which covers two consecutive
SAE grades (e.g. SAE 20W/30).
-
- Multi-grade oil which covers three SAE grades

(e.g. SAE 20W/30).
- Super multi-grade oil which covers more than

three SAE grades (e.g. SAE 15/50).
The oils covering more than one SAE grades are often
referred to s multi-viscosity, all season or all-weather oils. Bear
in mind that SAE grades only tell you the viscosity of the oil and
not the quality.
Now, how would you select the oil with the right SAE
number corresponding to the temperature and running
conditions.
11
The correct way is, of course, to check what is recommended
in the specifications for the engine.
- all oil producers have worked out, together with
the engine manufacturers, recommendations for
the oil viscosity most suitable for given
conditions.
It is important to know that the SAE grades only give

information on the viscosity but not the quality of the oil. For
the quality classification see reference book (Automotive
Technology by: James E. Duff p.488
12
WRITTEN TEST
MULTIPLE CHOICES:
Directions: Encircle the letter of the correct answer.
1. Which of the following statements are correct?

a. Oil becomes thicker when warm
b. Oil becomes thicker when cold
c. Oil with high viscosity provides easy starting and good
lubrication when cold.
d. All of the above mention
2. An oil marked SAE10W/40 means that

a. the oil can be used in cold and hot climates
b. the oil is to be used only in cold climates
c. the oil is a mixture of SAE 10W and SAE 40
d. both b and c
3. Which SAE grade would you recommend for an engine with

high oil consumption?
a. SAE 10W
b. SAE 20W
c. SAE 20
d. SAE 40
4. “SAE grade” means

a. the viscosity
b. the quality of the oil
c. the relative thickness of the oil
d. the API classification of the oil
5. Which of the following statements has a lower viscosity?

a. Oil with high viscosity provides easy starting and good
lubrication when cold
b. SAE 20
c. SAE 40
d. All of the above
13
ANSWER KEY
1. b
2. a
3. d
4. c
5. b
14
Unit of Competency: USE AND APPLICATION OF
LUBRICANT/COOLANT
Learning Outcome 2. Use and Apply Lubricants
1. Correct procedure for change of lubricant is identified following
manufacturer’s specification or manual
2. Correct tools and equipment are selected and used in line with job
requirements
3. Existing lubricants are removed and replaced with specified type
and quantity of new materials in line with manufacturer’s
specifications
4. Safety procedure and use of PPE are observed when removing or
replacing lubricant
5. Used lubricants are disposed in accordance with environmental
guidelines
6. Work is checked in line with company SOP.
Resources

By: Crouse/ Anglin
By: James E. Duffy
Toyota Corporation
Learning Outcome 2: Use and apply lubricants
7. Perform correct procedures in  Refer to operation sheet no.1.

changing or applying lubricants.
 Refer to operation sheet no.1.
8. Performance assessment.
15
LO 2. USE AND APPLY LUBRICANTS
Title: CORRECT PROCEDURES IN CHANGING OR

APPLYING LUBRICANTS
CONDITIONS:
Supplies and Materials

 used oil can
 engine oil
 oil filter
Tools
 box wrench
 filter wrench
 PPE
 Manual
 Ignition key
Equipment
 Vehicle
 Battery
PROCEDURES:
The teacher presents and discusses correct procedures thru

pictures in changing oil in applying lubricants. Then show actually
demonstration.
A. Use lift or floor jack and stands to raise car in level position.
Place catch pan under drain plug.
16
B. Unscrew drain plug and allow oil to pour into pan.
C. Use filter wrench to remove old filter. Turn counter-

clockwise.
D. Wipe clean oil on new filter o-ring. This will assure proper
tightening.
17
E. Install and tighten oil filter by hand. Hands and filter should
be clean and dry. Use a rag if needed.
F. Tighten the drain plug. Install correct type and quantity of

oil. Pour oil filter or breather opening in valve cover.
PRECAUTIONS: Be careful of hot oil. It can cause painful burns.
SAFETY MEASURES IN HANDLING LUBRICANTS
Lubricants that are not properly handled can become

contaminated with dirt, water and other fluids, reducing the service lives
of the lubricant and the equipment and possibly causing equipment
failure
Proper oil storage is the first step to preventing contamination. Oil
should be store in closed containers that keep airborne particulates and
moisture out. According to Jim Morrison, field technician with Petro-
Canada America Lubricants, Inc., it can be a costly mistake to store oil in
open containers or allow drums to be partially open to air. “Air is
extremely dirty, therefore, you must never allow oil to get exposed to it,”
he says.
SAFETY PRECAUTIONS IN APPLYING LUBRICANTS
Wear eye protection at all times when in the shop area.
Oil and filter change require that the vehicle be safely raised and
supported. If using safety stands or ramps to support the vehicle, also
block any wheels remaining on the ground. This will prevent the vehicle
from moving backwards.
18
Use caution around hot surfaces such as exhaust manifolds,
pipes, and mufflers. Hot oil draining from the oil pan or oil filter can
cause burns and skin irritation.
Always refer to the vehicle manufacturer’s shop manual for specific

procedures.
LO 2. Use and apply lubricants/coolants scoring rubrics
Workmanship/Performance Points
A. Removing and replacing specified types and quality 60

of lubricants using proper tools and apply safety
 followed 95-100% of all procedure with safety 60

measures applied
 75-80% of lubricant is not properly removed 45

and replaced
 Failed in all the procedures 20
B. Disposing used lubricant in accordance with 15

environmental guidelines
 Applied proper procedure with 95-100% 15

adherence to guidelines
 Applied proper procedure with 75% 10

adherence to guidelines
 Failed in the procedure 5
C. Speed 25
 Finished on or before the given time 25
 Finished after 5 minutes within given time 18
Total=100
19
Unit of Competency: USE AND APPLICATION OF
LUBRICANT/COOLANT
Learning Outcome 3. Perform Housekeeping Services
1. Tools, equipment and materials are properly stored as per
company’s SOP.
2. Workplace is free from waste materials.
Resources

By: Crouse/ Anglin

By: James E. Duffy
Toyota Corporation
Learning Outcome 3: Perform Housekeeping services(lubricants)
9. Discuss housekeeping  Refer to information sheet no.1.

procedures(5’s) environmental
requirements, and safety signs and
symbols.
10.Take the written test.  Refer to information sheet no.1.
11.Check your work using the answer  Use answer key#

key.
20
INFORMATION SHEET
LO 3. PERFORM HOUSEKEEPING SERVICES
Title: HOUSEKEEPING PROCEDURES (5-S)
Objectives/ Purpose (optional):
A. Concepts of 5S
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.
21
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
5. SHITSUKE (SELF-DISCIPLINE)
Do things spontaneously without being told or ordered.
 Standardize good practice
22
B. ENVIRONMENTAL REQUIREMENTS
Segregation & Secondary Containment
1. Separate acidic chemicals from basic chemicals according

to pH.
2. Separate oxidizers from organic chemicals and inorganic

reducing agents. (Remember the Fire Triangle)
3. Separate water reactive chemicals from aqueous

solutions.
4. Separate chemicals with multiple hazards from all other

chemicals.
When transporting chemicals form one room to another

PLEASE use a chemical safety bucket.
General Rules to Observe
1. All employees must receive and understand the locally

applicable Workplace Hazardous Materials information
guide or equivalent (if such a guide exists). In any case
the management is responsible for proper instruction.
2. Develop a positive attitude toward laboratory safety:
prevention is better than cure
3. Observe normal laboratory safety practices.
4. Good housekeeping is extremely important. Maintain a
safe, clean work environment.
5. You may work hard but never in haste.
6. Follow the safety precautions provide by the
manufacturer when operating instruments
7. Monitor instruments while they are operating
8. Avoid working alone. If you must work alone, have
someone contact you periodically
9. Learn what to do in case of emergencies(e.g. fire, chemical
spill, see 4 2 6)
10. Learn emergency first aid (see 4, 2, 5, 2).
11. Seek medical attention immediately if affected by

chemicals and use first aid until medical aid is available.
12. Report all accidents and near misses to the management.
23
13. Access to emergency exits, eye-wash fountains and
safety showers must not be blocked. Fountains and showers
should be checked periodically for proper operation.
14. Wash hands immediately. Use appropriate material for
each spillage.
15. Clean up any spillage immediately. Use appropriate
materials for each spillage.
C. SAFETY SIGN AND SYMBOLS
24
SELF-CHECK
LO3: Perform Housekeeping Services
Direction: Identify the following as to what specific S it belongs.
_________1. Prevent misoperation

_________2. Standardize good practice
_________3. Make work easy by eliminating
_________4. Prevent loss and waste of time
_________5. Ensure first-come-first-serve basis
_________6. Keep work place safe and easy to work
_________7. Provide no chance of being disturbed with unnecessary items
_________8. Make work flow smooth and easy
_________9. Easy to find and pick –up necessary items
_________10. Prevent accumulation of necessary items
25
ANSWER KEY
1. Seiketsu
2. Shitsuke
3. Seiri
4. Seiton
5. Seiton
6. Seiso
7. Seiri
8. Seiri
9. Seiton
10.Seiri
26
ACKNOWLEDGMENT

Development Workshop conducted at the Development Academy of the
Phils, Tagaytay City on May 5-10, 2008.
Technology Teacher:
George C. Callanta

Quezon City
John Diego
Isabela
Robert Domingo
Malolos, Bulacan
Lino Olit
Calapan Mindoro
Romeo Ibloguin
Sta. Mesa, Manila
Nelson Señedo
English:
Belen Tado
Facilitators:
Encoder:
Rowena S. Fonacier
27
Education.

By: James E. Duffy

By: Jay Webster

4. Manufacturer’s Manual
28
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
PUBLIC TECHNICAL-
VOCATIONAL
HIGH SCHOOLS
Unit of Competency: Move and Position Vehicle
Module No.: 6 Module Title: Moving and Positioning Vehicle

TABLE OF CONTENTS
Page

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

Operation Sheet 1... ……………………………………….. 3
Self Check 1.1 ………………………………………………. 12
Operation Sheet 2 ………………………………… 20
Learning Activity ……………………………………………. 22
Self Check 1.1 ………………………………………………. 27
Answer Key ………………………………………………….. 31
Operation Sheet 1... ……………………………………….. 32
1
Welcome to the Module “Moving and Positioning Vehicle”. This module

contains training materials and activities for you to complete.
The unit of competency “Move and Position Vehicle” contains the
knowledge, skills and attitudes required for Automotive Servicing NC 1
course required to obtain the National Certificate (NC) level & II.
complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets,, Operation Sheets and Activity
Sheets. Do 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.
You have already some basic knowledge and skills covered in this module
because you have been working for some time; and already completed training
in this area.
If you can demonstrate competence to your teacher in a particular skill, talk
to your teacher so you don‟t have to undergo the same training again. If you
have a qualification or Certificate of Competency from previous trainings show
it to him/her. If the skills you acquired are consistent with and relevant to this
module, they become part of the evidence. You can present these for RPL. If
you are not sure about your competence skills, discuss this with your teacher.
After completing this module, ask your teacher to assess your competence.
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.
In this module, you will find the activities for you to complete and 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 with minimum supervision
from your teacher.
2
Program/Course: AUTOMOTIVE SERVICING NC 1

Module Title: Moving and Positioning Vehicle
INTRODUCTION:

moving and positioning vehicle. It includes instructions and procedure on how
to prepare vehicle for driving and move and position vehicle.
Completion of this module will help you understand the succeeding module
on preparing vehicle for driving and moving and positioning vehicle.
This module consists of four (2) learning outcomes. Each learning outcome
contains learning activities with instruction sheets. Before you follow the
instruction, read the information sheets and answer the self-check and
activities provided to assess your competence by your teacher. He/she will
check if 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. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES
LO1. prepare the vehicle for driving; and

LO2. move and Position vehicle.
3
TECHNICAL TERMS
1. BRAKE FLUID – is a specially blended hydraulic fluid that transfers

pressure to the wheel cylinders.
2. ELECTROLYTE – often called battery acid is a mixture of sulfuric acid

and distilled water.
3. SAE – Society Automotive Engineers
4. PPE – Persona Protective Engineers
5. PSI – Pound Square Inch
6. MANUAL TRANSMISSION – one that is shifted from gear to gear by the

vehicle operator.
7. BRAKE PEDAL – acts as a lever arm to increase the force applied to the
master cylinder piston.
8. PEDESTRIAN- marked by dullness or ordinariness.
9. IGNITION SWITCH – the key operated main power switch that opens
and closes the circuit that supplies current to the ignition and other
electrical systems.
10. AUTOMATIC TRANSMISSION – a transmission that shifts

automatically.
11. BLOWAF – Brake, Light, Oil, Water, Air and Fuel
12. DEFENSE DRIVING – “Act of Driving” while preventing accidents

despite the wrong actions of other road users. Aggravated by the
existence of adverse driving conditions.
13. MANUAL TRANSMISSION – the driver controls the meshing gears by

hand.
- a transmission that is shifted by the
driver.
4
Learning Outcome 1: Prepare vehicle for driving.
Assessment Criteria
 Correct check-up procedures are performed.
 Vehicle‟s running gears are checked in accordance with work place

procedures.
 Brake, light, oil, water, air and fuel (BLOWAF) are checked as per work
place procedure.
Reference

By: Crouse/ Anglin

By: James E. Duffy
 Driver‟s Manual
By: A-1 Driving Company Inc.
Tel. No. 532-44-98
 Responsible Driving
By: Macmillan/McGraw-Hill
5
Learning Outcome 1: Prepare the vehicle for driving
1. Perform prepare vehicle.  Operation sheet no.1.
2. Identify the different safety  Information sheet no.1.

measures in driving vehicle.
 Information sheet no. 2
3. Perform check-up procedures  Operation sheet no. 2.

include the following: BLOWAF.
4. Take the written test.  Answer key#
5. Refer to answer.  Operation sheet no.1 and 2.
6. Performance assessment.
6
LO1: Prepare vehicle for driving
Conditions:
 Gasoline
 Engine oil
 Gear oil
 Brake fluid
 Water
Tools
 Ignition key
 Wheel chock
 Manual
 Tire pressure gauge
Equipments
 Vehicle
 Battery
Procedures:
WHAT SHOULD YOU CHECK BEFORE ENTERING YOUR CAR?
1. Surrounding Area
 Look for children playing nearby. Each year about 200 children
under the age of six are killed while playing in the family driveway.
 Look for animals that may be hiding under or walking or sleeping
near the car.
 Look for objects in the area of the car and on the roadway that may
interfere with safe movement on damage the tires.
 Check under the car for fresh stains that could be indications of
fluid leaks.
7
2. Wheels
 Check for under inflated tires and for tire wear or damage.
 Note which way your front wheels are turned. This is the direction
in which your car will go soon as it begins moving.
3. Car Body
 Check for damaged or missing parts and that all lights and
windows are clean and undamaged.
PROPER OPENING-CLOSING THE DOORS AND WINDOWS
1. Doors
Operation from outside the vehicle
 The front doors can be locked and
unlocked from outside with key.
 To lock, simply turn the key counter
clockwise.
 To unlock, turn the key clockwise.
Operation from inside the inside

 Each door has a lock tab on the top.
 To lock, push the tab down.
 To unlock, pull it up.
 Pull the inside handle toward you to
open the door.
Locking of doors when getting out of the car:

Driver‟s door
 Close the door
8
 Use key to lock the door.
Note: Make this a habit to prevent you from leaving the key inside the
car.
Passenger‟s Door
 Push the lock tab down
 Gently close door
Power Door Locks

All doors lock or unlock simultaneously when the driver‟s door is
locked or unlocked from the inside with the lock tab or from the outside
with the key.
2. Windows
Manual Windows Control
 To close, turn the window glass control counter clock-wise
 To open, turn the window glass control clockwise.
Power Windows Control

The power windows can only operated when the ignition switch is
in the “ON” position.
Note: To prevent running down battery, only operate the windows when
the engine is running.
Driver‟s Switches
The driver‟s switches can be used to
operate all door windows. A window
can be opened or closed by operating
the corresponding switch.
 To open, press the switch down.
 To close, simply lift the switch.
9
C. WHAT IS THE RIGHT SITTING POSITION?
1. You should not be too close nor too far from the steering wheel, so
that in case of sudden stop, your chest will not slam into the steering
wheel. The distance of your chest from the steering wheel will depend
on the length of your hands; your wrists must rests on top of the
steering wheel when you extend your hands forward. Be sure that you
can fully press the clutch pedal.
2. Your left knee should not touch the steering wheel when releasing the
clutch pedal.
3. Headrest must be at level with the ear. It can help protect you from
whiplash and other injuries. For the best protection, adjust the top of
the restraint so it is even with the top of your ears, or as high as
possible.
 To raise it, pull upward.
 To lower the restraint, press the release button and push the
restraint down.
4. The proper way of adjusting the seat is one hand on top of the
steering wheel while others is on the adjusting lever or vice versa.
5. Adjusting levers
A. Front Seat
 Adjust the seat forward and backward
 Pull on the lever under the seat cushion‟s front edge or outside
of seat bottom for some cars.
 Move the seat to the desired position and release the lever.
 Try to move the seat to make sure it is locked in position.
B. Back Rest Seat

 Change the angle of the back rest.
 Pull up the lever on the side of the seat bottom.
 Move the back rest to the desired position and release the lever.
 Let the back rest latch in the new position.
10
C. Seat Height
 Adjust the seat upward and downwards.
 Turn the dial on the outside of the seat cushion to change the
height.
D. PROPER WAY OF ADJUSTING MIRRORS

Manual
1. Side Mirrors
Move the lever control to adjust your mirror to either left or right,
up or down.
2. Rearview Mirror
Flip the tab on the bottom edge of the mirror to select the day or
night adjustment.
 Used for daytime driving (normal). (adjustment no.2)
 Used for night driving, to reduce the glare from the headlights of
the vehicle behind you. (adjustment no. 1, see illustration)
Power Mirrors
11
3. Side Mirrors
 Turn the ignition switch “ON”
 Move the selector switch to “L” (left side) or “R” (right side)
 Push the appropriate edge of the adjustment switch to move the
mirror right or left, up or down.
 When you finish adjusting switch, move the selector switch to
the center (off) position. This turns off the adjustment switch so
you do not move a mirror out of the position by accidentally
touching the switch.
Note: When adjusting the side mirrors, the view should be 10% to
the body of the vehicle and 90% outside.
E. PROPER USE OF SEAT BELT

1. Pull the latch plate across your body and insert it into the buckle. Tug
on the belt to make sure the latch is securely locked.
2. Check that the belt is not twisted.
3. Position the lap portion of the belt as low as possible across your hips,
not across your stomach. This lets your strong pelvic bones take the
force of a crash.
4. Pull up on the shoulder part of the belt to remove any slack. Make
sure the belt goes over your collarbone and across your chest.
5. To unlatch the seat belt, push the red PRESS button on the buckle.
Guide the belt across your body to the door pillar.
Note: Some cars are equipped with warning devices, e.g. one that makes
sounds, light flashes on the panel board when you are not wearing seat belt.
Before you leave the vehicle, make sure the seat belt is out of the way and will
not get tangles when you close the doors
12
LO 1. Prepare vehicle for driving scoring rubric (operational no.1)
A. Checking BLOWAF based on vehicle manufacturer‟s 60

standard
 About 95-100% of the BLOWAF is properly checked 57

and performed
 Only 75% of the BLOWAF is properly checked are 45

performed
 Only 50% of the BLOWAF is checked are performed 30
B. Proper use of tools/equipment safely 30
 About 95-100% of the tools used for the job are 30

suitable with safety measures observed
 75% of the tools used are suitable for the job with 20
safety practice
 Tools are not suitable for the job and without safely 10
measures
C. Speed 10
 Finished after 5 minutes within the given time 8

 Finished after 10 minutes within the given time 5
13
LO1. Prepare vehicle for driving
Safety measures in driving vehicle
Topic: What is defensive driving?
It is the “act of driving” while preventing accidents despite the wrong

actions of other road users aggravated by the existence of adverse driving
conditions. Being a defensive driver makes us adjust to different kinds of
situations that we may encounter on the road, thus keeping us safe while
driving.
A. Demonstration of an attitude, awareness and driving skill.
1. Attitude
a. Patience
b. Personality change
c. Understanding the risk and responsibilities
2. Awareness
a. Knowing traffic rules, regulations and complying
b. Driving concentrations
c. Alert reflexes
3. Driving skill
a. Good knowledge of the operation of the vehicle and its
controls
B. Proper attitude must always be practiced.
1. Patience is the number one virtue in driving. Sometimes patience

is tested by other road users are the tendency to get irritated or
angry is inevitable. Don‟t! Let it go.
2. Personality change in driving. We notice that people tend to change
their personality once they are at the driver‟s seat.
3. Understanding the risk and responsibilities in driving is important.
First the risk, we must understand that every time you drive, you
put yourself in harm‟s way. Second the responsibilities, we must
never drive carelessly. Being safe is not only for us drivers but also
for other road users. We must remember that a vehicle is a deadly
weapon and every time it moves, it can hurt or much worst, kill
another human being.
The three moral obligations of being a defensive driver are:
 To protect your passengers and yourself

14
 To protect pedestrians
 To protect other motorists
C. Physical and Mental Requirements of a driver:
 Attitude
 Behavior
 Right mental attitude
 Keys to effective defensive driving
ATTITUDE
The initial step to fully eliminate bad driving habits is to first

recognize them.
Attitude: Bad driving traits

-lack of the sense of responsibility
-selfishness/lack of consideration to others
-lack of concern for their own or other people‟s property
-recklessness
-desire to excel
-an inferiority or superiority complex
-an attitude of invincibility
A defensive driver must develop and demonstrate an attitude that:
 Shows concern for other road users

 Recognizes that other users will make mistakes
 Knows that no journey is so urgent that a safe speed can not be
achieved
 Driving is a skill which requires the application of good techniques
 Believes that to be safe driver, it requires having an alert mind at
all times
Avoid provoking behaviors:
 Gestures – obscene offensive gestures irritate other drivers. Do not

stare back at any aggressive driver.
 Cell phones/car phones – cell phone or car phone users are
perceived to be poor drivers and considered as traffic hazards.
 Bumper stickers – refrain from displaying bumper stickers, slogans
or variety license plates that may be considered offensive.
 Eye contact – if another motorist tries to initiate a fight, do not
make eye contact with him. Get out of the way without
acknowledging the aggressor.
15
 Aggressive tailgating – riding the bumper of the vehicle in front of
you is both annoying and unsafe.
 Incessant or Continuous horn and headlight use – leaning on the
horn and flashing the headlights to express anger is aggravating
and rude.
 Use of car or cd players – avoid excessive loudness when playing
your radio or cd player.
 Avoid swearing or cursing at any driver
 Do not retaliate
 Do not revolution your engine to show anger.
 Do not stop in the middle of the road to talk to anybody.
 Do not chase any reckless driver
 Do not underestimate anyone‟s capacity for road rage or violence.
 Avoid all conflicts. If challenged, take a deep breath and get out of
the way, even if you are right.
Right Mental Attitude
Follow the SIPDE rule
S-search the road ahead, around and the rear of vehicle

I-identify hazards on the road
P-predict to anticipate and prepare
D-decide on what to do to avoid an unsafe situation
E-execute with the correct and proper maneuver
Keys to effective defensive driving

 Concentration only to the task of driving. Avoid doing other things
not related to driving. As humans, we tend to easily get distracted.
Kinds of distractions:
MADE- made distractions using cell phones, under the influence of
drugs and/or alcohol, smoking, chatting, changing radio
stations/tapes/discs, etc.
Physiological distractions standard of vision, hearing, health and

emotions have bearing on the amount of concentration.
16
SELF-CHECK No. 1
Direction: Write the word true if the standard is correct and false if it is
wrong.
_________1. Cell phone or car phone users are perceived to be poor

drivers and considered as risks.
_________2. If another motorist tries to initiate a fight, just don‟t mind

them.
_________3. Chase any reckless driver.
_________4. Revolution your engine to show that you‟re not angry.
_________5. Display bumper stickers slogan or vanity license plates.
_________6. Being patient is necessary in driving.
_________7. Obscene and offensive gestures irritates other drivers.
_________8. Driving is a talent which requires the application of good

techniques.
_________9. One moral obligation of a defensive driver is to protect

himself only.
_________10. Some drivers tend to display another or negative

personality once they are at the driver‟s seat.
17
ANSWER KEY No. 1
1. True
2. True
3. False
4. False
5. False
6. True
7. True
8. False
9. False
10. True
18
Operation Sheet no. 2
LO1 : Prepare vehicle for driving
Check-up procedures (BLOWAF)
Conditions:
 Engine Oil
 Gasoline
 Brake fluid
 Water
 Battery solution
Tools
 Tire pressure gauge

 Ignition key
 Wheel shock
 Manual
Equipment
 Vehicle
 Battery
Procedures:
1. Place vehicle in plain surface and put hand brake on.
19
2. Put wheel chock to ensure safely, and then open the bonnet or engine
hood.
3. Check oil level.
Note: If the level is low add amount of oil up to the maximum level only.
20
4. Check brake fluid level
Note: If the level is low add amount of fluid up to the maximum level only.
5. Check coolant level
Note: If the level is low add amount of water up to the maximum level only.
6. Check battery (electrolyte)

21
Note: If the level below above the plate add amount of solution up to 5mm
above the plate only.
7. Check tire pressure.
Note: If the tire is inflated add amount of air in accordance of tire size
specification (PSI).
Caution: Over inflation tire may cause damage.
8. Check fuel level.
22
Caution: Empty gas may cause of engine failure.
9. Check position of driving gear.
10. Check lightning and devices.
23
11. Check position of side mirror.
24
LO 1. Prepare vehicle for driving scoring rubric (operation no.2)
A. Checking work area from obstructions before 30

moving the vehicle
 Work area is checked from obstruction 30
 Work area is not properly checked from the

obstruction 25
 Work area is not checked from obstruction. 10
B. Proper use of tools/ equipment safely 60
 95-100% of the tools used for the job are 57

suitable with safety measures observed
 75% of the tools used are suitable for practice 45

safely
 Tools are not suitable for the job and without 30

safety measures
C. Speed 10
25
Program/Course: Automotive Servicing NC1
Unit of Competency: Move and Positioning Vehicle
Learning Outcome 2: Move and Position Vehicle.
Assessment Criteria
 Work area is checked from obstructions before moving the vehicle.
 Vehicle is moved to the designated work area.
Resources
 Automotive Mechanic, 10th edition

By: Crouse/Anglin

By: James Duffy
Learning Outcome 2: Move and position vehicle
7. Discuss the different principles of  Information sheet no.1.

driving and techniques.
8. Perform correct procedures in  Operation sheet no. 2.

starting and stopping the engine.
9. Take the written test.  Answer key topic no.1 and 2.
10.Refer to the answer key.  Answer key #.
26
LO 2: Move and position vehicle
Principles of driving and techniques
NAME AND USES OF PEDALS
Topic 1. Manual Transmission
Proper stepping on pedals (see illustration)
Clutch Brake Gas
Note: Only the left foot controls the clutch pedal.
2. Vocabulary:
 Clutch – is used to engage and disengage the gear/s of the

transmission.
Uses:
1. Starting – to move the car by releasing the left foot slowly up
to its “working level”.
2. Stopping – used together with the brake so as to avoid
engine shut off.
3. Shifting – changing of gears either lower to higher (gear 1-
gear 5 or reverse) or higher to lower.
 Brake – is used to slow down or completely stop the car by using

your right foot to apply pressure to the brake pedal.
Kinds:
Hand break - is used for emergency stopping or parking.
Note: Use only your right hand. Press the button and lift to release.
Foot Brake - commonly used for stopping or slowing down.
Uses:
1. Half brake – used for slowing, no clutch is used.
2. Full brake – used for stopping completely with use of clutch.
27
Note: Half braking is making the brake bite.
2. Automatic Transmission
Proper stepping on pedals (see illustration)
 Gas pedal – is used mainly for increasing and decreasing the speed
of the car.
 Brake – is used to slow down or completely stop the car by using
your right foot to apply pressure to the brake pedal.
Note: Use right foot only, left foot stays on the footrest.
A. Use of Mirrors, Signal Lights and Horn
Different mirrors seen inside and outside the car.
a) Left side mirror – used for left turning, overtaking and changing
lanes to left, garage parking and backing.
b) Right side mirror – used for right turning, changing lanes to right,
garage parking and backing.
c) Rearview mirror – used to glance at the back for the car to check if
you are free to overtake and when driving backward, garage parking
and backing.
Note: If there are corners unseen or “blind spots”, you have to turn your
head as far as you can, to see if there are incoming vehicles and execute
a hand signal before moving.
 Glance at your mirrors every new and then.

 Keep your eyes moving always. Stay alert and awake.
 Some cars are equipped with power mirror adjusters.
 Rearview mirror has a tab used for day and night driving
adjustment.
B. Signal light lever - This could be seen at the left side of the steering
wheel.
 Down signal – If you want to make a left turn or change lanes to
the left just push the lever down.
 Up signal – If you want to make a right turn or change lanes to the

right just push the level up.
Note: Signal at least 10 cars length/30 m for the city driving and 30
cars length/90m for highway driving.
28
If the light signals are not functioning, another alternative is to use
hand signals with caution.
 Extending the left hand straight (sideways) outside the vehicle

means the driver is going to make a left turn.
 The left hand points downward means the driver is either slowing
down or stopping.
 The left hand points upward means the driver is going to make a
right turn.
C. Horn – is a part of the vehicle that produces audible sound by

pressing the horn control at the steering wheel to attract and
forearm other road users.
Note: Places that prohibit the use of horns are: Hospitals, Churches,
and Schools. Areas where “No blowing of Horns” signs are displayed.
D. Clutch Pedal – When pressing the releasing, the heel should hang
away from the floor. Controlling the pedal should be done by the
whole leg. (left foot only)
E. Brake and Gas Pedal – These are sensitive pedals, the heels
should rest onto the floor and control these two pedals by heel action.
(right foor only)
29
30
Self Check No. 1
Directions: Choose the correct answer of the following questions from the
choices given. Write the letter that corresponds to your answer on the blank
provided.
______ 1. What is used to engage & disengage the gear/s of the transmission?
a. brake b. clutch c. mirror
_______ 2. What are the three uses of clutch?
a. stepping, stopping, shifting

b. braking, stepping, shifting
c. starting, stopping, shifting
_______ 3. What kind of break is used for emergency stopping or parking
a. foot brake b. hand brake c. gas brake
_______ 4. What does half braking means?
a. making the brake bite

b. stopping completely
c. slowing
_______ 5. What foot should be properly stopped on the pedal for the clutch?
a. left b. right c. left and right
_______ 6. What is the alternative means to use if the light signals are not functioning?
a. horn b. pedal c. hand
_______ 7. What mirror is used to glance at the back for the car to check if
you are free to overtake & when driving backward, garage parking
and backing?
a. left side mirror b. right side mirror c. rearview mirror
_______ 8. How will you execute the hand signal if you will be going to make a
left turn?
a. the left hand points upward outside the vehicle

b. the left hand points downward outside the vehicle
c. extending the left hand straight (sideways) outside the vehicle
_______ 9. Where can you usually see the “no blowing of horns signs?
a. hospital & churches only

b. schools only
c. all of the above.
_______ 10. What is used mainly for increasing & decreasing the speed of the
car?
a. clutch pedal b. brake pedal c. gas pedal
31
ANSWER KEY on Written Test
1. b
2. c
3. b
4. a
5. a
6. c
7. c
8. c
9. c
10. c
32
Operation Sheet no. 1
LO 2: Move and position vehicle
Principles of driving and techniques
Conditions:
 Gasoline
 Engine oil
 Gear oil
 Brake fluid
 Water
Tools
 Ignition key
 Manual Book
Procedures:
The teacher explains and models the step-by-step procedure in moving

and stopping vehicle.
I. STARTING AND STOPPING PROCEDURE
A. Starting
1. Put the transmission lever control to „neutral „position.

33
2. Insert key to the ignition key hole‟.
3. Disengage key hole form the lock position b moving the steering
wheel and turning the key clockwise.
4. From the lock position, turn the key clockwise-going from on then
to star.
5. Once the engine is running, release the key.
Note: if you do not release the key once the engine starts you
will damage your “starter”.
6. Apply brake before releasing the handbrake. Make this a habit.
7. Press the clutch down to the floor then shift to Gear 1.
8. Apply enough gas and maintain constant pressure.
9. Very slowly release clutch up to its working level. (WL).
Note: WORKING LEVEL: is the point of clutch release wherein the vehicle
begins to move.
34
B. Stopping Procedure
a) Low-speed stopping (gear 1 or reverse)

1. Clutch down
2. Half brake
3. Full brake
4. When car has stopped, shift gear to neutral.
b) High-speed stopping (gear 2 and above)
1. Half brake
35
2. Clutch down
3. Full brake
4. When car has stopped, shift transmission lever to neutral.
36
LO2. Prepare vehicle for driving scoring rubric (operation no.2)
F. Checking work area from obstructions before 40

moving the vehicle
 Work area is checked from obstruction 40
 Work area is not properly checked from the

obstruction 25
 Work area is not checked from obstruction. 10
B. Moving the vehicle to the designated work are 60
 Vehicle is moved properly to designated work 60

area
 Vehicle is not moved properly to designated to 30

work area
 Vehicle is not moved to designated work area 10
37
ACKNOWLEDGMENT

Development Workshop conducted at the Development Academy of the Phils,
Tagaytay City on May 5-10, 2008.
Technology Teacher:
George C. Callanta
Quezon City
John Diego
Isabela
Robert Domingo
Malolos, Bulacan
Lino Olit
Calapan Mindoro
Romeo Ibloguin
Sta. Mesa, Manila
Nelson Señedo
English:
Belen Tado
Facilitators:
Encoder:
Rowena S. Fonacier

Education.
38

By: James E. Duffy

By: Jay Webster

4. Manufacturer‟s Manual
39

Automotive Y2

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Republic of the Philippines

Unit of Competency: Perform Shop Maintenance

Module No.: 1 Module Title: Performing Shop Maintenance

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

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

Welcome to the Module of Automotive Servicing. This module contains

The unit of competency “Perform Shop Maintenance” contains the

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

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

Recognition of Prior Learning (RPL)

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

After completing this module ask your teacher to assess your

This module is prepared to help you achieve the required

Unit of Competency Perform Shop Maintenance

Module Title Performing Shop Maintenance

This module contains information and suggested learning activities on

This module consists of 4 learning outcomes. Each learning outcome

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

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;

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

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

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.

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

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

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

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

 Auto. Mechanics 10th Edition by Crouse/Anglin

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

1. Read the attached

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

3. Read the attached

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

5. Read the attached

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

7. Read the attached

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

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

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

Cleaning Solvents Solubility in Water Polar Non-polar

Topic 2: Properties of Cleaning Solvents

A useful generalization much quoted is that “Like dissolves like”. More

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

Cleaning Solvents Uses

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

SELF – CHECK No. 1

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

A. Identify the following:

______________ 1. Used to wash/clean upholstered furniture

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

______________ 3. Used to wash oil/greasy tools/equipment

______________ 4. Used to remove spilled paint on the floor,

______________ 5. Used to wash oil engine, transmission

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