COMPETENCY BASED LEARNING MATERIAL

Sector: AUTOMOTIVE/LAND TRANSPORT

Qualifications Title: AUTOMOTIVE SERVICING NC II

Unit of Competency: PERFORM SHOP MAINTENANCE

Module Title: PERFORMING SHOP MAINTENANCE

Technical Education & Skills Development Authority

Kabasalan Institute of Technology
Kabasalan Zamboanga Sibugay
 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the Competency Based Learning Material / module on

Performing Shop Maintenance. This learning material contains activities for you
to complete.

The unit of competency “Perform Shop Maintenance” covers the

knowledge, skills and attitudes required for an Automotive Servicing course. It is
one of the modules in the Core Competencies at National Certificate Level (NC II)

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

complete each of the learning outcomes of this module. In each learning outcome,
there are Information Sheets, Resources Sheets and Reference Materials for
further reading to help you better understand the required activities. Follow these
activities and answer the self-check. Get the answer sheet from your trainer to
reflect your answers for each self-check. If you have questions, please don’t
hesitate to ask your facilitator for assistance.

Recognition of Prior Learning (RPL)

You may have some or most of the knowledge and skills covered in this
learning material because you have:

 Actual experience on the job

 Already completed training in this area

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

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

At the end of this module is a learner’s diary. Use this diary to record
important dates, jobs undertaken and other workplace events that will assist you
in providing further details to your trainer or assessors. A Record of Achievement
is also provided for the trainer to complete upon completion of the module.

This module was prepared to help you achieve the required competency in
performing shop maintenance. This will be one of the sources of information that
will enable you to acquire the knowledge and skills of this particular trade at your
own pace, with minimum supervision or help from your trainer.

Date Developed: Document No.

April 2011 Revision #
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001
Performing Shop Developed by: Page 1 of 49
KNVS-KIT- Issued by:
Maintenance Primitivo C.
QMS KIT-
Mindoro Jr.
TESDA
  Talk to your trainer and agree on how you will both organize the training
of this module. Read through the Competency Based Learning Material
carefully. It is divided into sections which cover all the skills and
knowledge you need to successfully complete this module.
 Most probably your trainer will also be your supervisor or manager.
He/She is there to support you and show you the correct way to do
things. Ask for help.
 Your trainer will tell you about the important things you need to consider
when you are completing the activities and it is important that you listen
and take notes.
 You will be given plenty of opportunities to ask questions and practice on
the job. Make sure you practice your new skills during regular work
shifts. This way you will improve both your speed and memory and also
your confidence.
 Talk to more experienced workmates and ask for their guidance.
 Use the self-check questions at the end of each section to test your own
progress.
 When you are ready, ask your trainer to watch you perform the activities
outlined in this learning material.
 As you work through the activities, ask for written feedback on your
progress. Your trainer keeps feedback/pre-assessment reports for this
reason. When you have successfully completed each element, ask your
trainer to mark on the reports that you are ready for assessment.
 When you have completed this module and feel confident that you have
had sufficient practice, your trainer will arrange an appointment with
registered assessor to assess you. The results of your assessment will be
recorded in your competency Achievement Record.

Date Developed: Document No.

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QMS KIT-
Mindoro Jr.
TESDA
 COMPETENCY-BASED LEARNING MATERIALS
LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

1 Apply Appropriate Applying Appropriate ALT723201

Sealant/Adhesive Sealant/Adhesive

2 Move and Position Moving and Positioning Vehicle ALT723202

Vehicle

3 Perform Mensuration Performing Mensuration and ALT311202

and Calculation Calculation

4 Read, Interpret and Reading, Interpreting and ALT723203

Apply specifications and Applying specifications and
Manuals Manuals

5 Use and Apply Using and Applying ALT723204

Lubricant/Coolant Lubricant/Coolant

6 Perform Shop Performing Shop ALT723205

Maintenance Maintenance

7 Perform Job Estimates Performing Job Estimates ALT311204

8 Interpret/ Draw Interpreting/ Drawing ALT311205

Technical Drawing Technical Drawing

9 Practice Health, Safety Practicing Health, Safety and ALT 723206

and Environment Environment Procedures
Procedures

10 Inspect Technical Inspecting Technical Quality of ALT311207

Quality of Work Work

11 Maintain Quality Maintaining Quality Systems ALT311208

Systems

12 Provide Work Skills Providing Work Skills ALT311209

Instructions Instructions

13 Identify and Select Identifying and Selecting ALT723210

Original Automotive Original Automotive Parts and
Parts and Products Products

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 MODULE CONTENT

Qualification Title : Automotive Servicing NC II

Unit of Competency : Perform Shop Maintenance
Module Title : Performing Shop maintenance
INTRODUCTION:

This module contains information on practices in inspecting, cleaning,

arranging and storing tools and equipment, including waste materials/
lubricant and reporting of damaged tools and equipment in the shop.
It consists of four learning outcomes. Each outcome contains learning activities for
the competency, supported with information sheets, self-check and job/operation
sheets, gathered from different sources. Before performing the practical exercises,
read the information/ operation sheets and answer the self-check provided to
confirm to yourself and to your trainer that you are equipped with knowledge
necessary to perform the skills portion of each learning outcome.

Upon completion of this module, subject yourself to your trainer for

assessment. You will be given a certificate of completion as a proof that you met
the standard requirements (knowledge and skills) for this module. The
assessment could be made in different methods, as prescribed in the competency
standards.

LEARNING OUTCOMES:

Upon completion of this module, you must be able to:

1. Inspect and clean tools and work area
2. Store and arrange tools and shop equipment
3. Dispose wastes/used lubricants
4. Report damaged/lost tools/equipment

LEARNING OUTCOME SUMMARY

Date Developed: Document No.

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Learning Outcome 1 : Inspect/ Clean Tools And Work Area

CONTENTS: 1. Workshop policies.

2. Types and usage of cleaning chemicals
3. Safe handling of equipment and tools.
4. Service procedures.
5. Equipment maintenance standards

ASSESSMENT CRITERIA:

1. Cleaning solvents are used per workshop cleaning

requirements.

2. Tools and work area are inspected and cleaned, and

free of dust, grease and other substances.

CONDITIONS

Students /trainee must be provided with the following

1. Work Area
1. Workshop areas for servicing/repairing light and /or heavy vehicle
and/ or plant transmissions and/ or outdoor power equipment
2. Open workshop/garage and enclosed, ventilated office area
3. Other variables may include workshop
 Mess hall
 Wash room
 Comfort room
2. Cleaning Requirements may include:
1. Cleaning Solvent
2. Rags
3. Broom

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 4. Map
5. Pail
6. Used oil container
7. Oiler
8. Dust/waste bin
3. Manuals
4. Company standard operating procedures

ASSESSMENT METHODS:
1. Written/Oral questioning
2. Demonstration

LEARNING EXPERIENCES

Learning Outcome 1 : Inspect /Clean Tools And Work Area

Learning Activities Special Instructions

Date Developed: Document No.

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Learning Activity #1:
 Learning sessions on the different kinds
of cleaning solvents, their properties and
uses.
 Learning sessions of Occupational
Health and Safety practices involved in
handling cleaning solvents.

1. Read: Resource on kinds, properties and 1. Information Sheet 6.1-1

uses of cleaning solvents. Kinds, Properties and Uses of
Cleaning Solvents

2. Read: Resource on Occupational Health 2. Occupational Health and

and Safety practices in handling various Safety practices in Handling
kinds of cleaning solvents. Cleaning Solvents

3. View: Resource on Occupational Health 3. VHS-Automotive Tools

and Safety practices in handling
cleaning solvents.

4. Do: Self Check 6.1-1 4. Refer to Answer Key 6.1-1

5. Refer to: Model Answer for correct

answer of self-check.

Note:
If you answer all items in the self-check
correctly, proceed to the next learning
activity for this learning outcome. If you
failed, go over steps 1-5.

Learning Activity #2:

 Measuring solvents;
cleaning/preparation of tools and work
areas; and inspection of tools and work
areas.

Date Developed: Document No.

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1. Read: Resource on the systems of 1. Information Sheet # 6.1-2
measurement and conversion of units. Systems of Measurement
and Conversion of Units

2. Do: Self Check 6.1-2 2. Self-Check

3. Check: Your answers with the Model 3. Answer Key 6.1-2

Answers.

4. Proceed to: Learning activity 6 if you

answered all items correctly. 4. Answer Key 6.1-2
5. Go over: Steps 1-3, if you have not
answered all items in the self-check 5. Answer Sheet 6.1-2
correctly.

6. Study: Resource to determine the 6. Performance Standard 6.1-2

performance criteria in Cleaning Tools
and Work Area.

7. Perform: Resource on Cleaning Tools and 7. Operation Sheet 6.1-2

Work Area with your trainer. Procedure in Cleaning Tools
and Work Area
Note:
Proceed to the next learning outcome if
you performed satisfactorily step 6 and
go over it if you performed
unsatisfactorily.

INFORMATION SHEET 6.1-1

Kinds, Uses and Properties of Cleaning Solvents

Learning Objective: After reading this Information Sheet, you must be able to

Date Developed: Document No.

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 be acquainted with the kinds, uses and properties of
cleaning solvents

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 nonpolar.
Polar solvents are solvents which dissolve/are soluble in water; while nonpolar
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 Nonpolar

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

 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.

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 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 nonpolar substance such as gasoline.

 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.

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.

Date Developed: Document No.

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 SELF-CHECK 6.1-1
Instructions: Answer the following as indicated. Use answer sheet to be provided by your
trainer.
A. Classify the following cleaning solvents whether Polar or Nonpolar. Write P for polar
and NP for nonpolar.
1. water
2. gasoline
3. kerosene
4. diesoline
5. thinner
6. detergent soap
B. Identify the cleaning solvents used for the following substances.
1. Polar substances
a. dust
b. mud
2. Nonpolar substances
c. oil
d. grease oil

Date Developed: Document No.

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 C. Match the cleaning solvents at the right with their uses at the left. Write only the
letter of your answer.
Uses Cleaning Solvents
1. It is used to clean upholstery and other furniture. A. alcohol
2. It is used to wash out spilled paint on the floors B. diesoline
and walls as well as on the tools/equipment. C. gasoline
3. It is used to wash oil, greasy tools and D. kerosene
equipment.
4. It is used to remove dust, grease and oil. E. soap and water
5. It is used to clean oil engine, transmission and F. thinner
other parts of the vehicle.

D. Select the best answer. Write the letter of your choice on the answer sheet
provided.
1. Which of the following injuries will be caused by compressed air if used to clean
clothes, hands or body soiled with a flammable cleaning solvent?
a. pimples b. burn c. blood poisoning
2. Which of the following solvents should not be used as a cleaning solution for it
poses hazards to health?
a. gasoline b. kerosene c. carbon tetrachloride
3. 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

4. Which of the following should we use to keep a flammable cleaning solvent?

a. closed tin container b. plastic pail c. aluminum basin
ANSWERS KEY 6.1-1

Check your answers with the model answers below.

A.
1. polar
2. nonpolar
3. nonpolar
4. nonpolar
5. nonpolar
6. polar

B.
a. water and detergent soap

Date Developed: Document No.

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 b. water and detergent soap
c. gasoline, kerosene, diesoline, thinner
d. gasoline, kerosene, diesoline, thinner

C.
1. D
2. E
3. B
4. C
5. A
D.
1. C
2. C
3. C
4. A
INFORMATION SHEET 6.1-2
System of Measurement and Conversion of Units

Learning Objective: After reading this Information Sheet ,you must be able to
follow system of measurement and conversion of units

A general searching for new ways can be done without precise measurements.
But the reasoning and planning stages of the scientific method are effective only if
observations are measured accurately and results are recorded in a way that can
be understood when they are needed again.
Any measurements of quantity require systems of units. Measurements of the
natural world require units to describe length, volume, mass, time, temperature
and a number of properties that can be described by combinations of these units.
We also need methods to tell how many we have of the units and how accurate we
have made the measurement.

 Metric System and The System International (SI)

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 Most of the world now uses a system of measurement units called the metric
system. It avoids many of the problems in changing units by using decimal
relationships between units. The metric system has been the generally accepted
system for scientific measurements with a basic unit of length, the meter, a unit of
volume, the liter, and a unit of mass, the gram.
In 1960, the recognized international authority on units adopted a variation of
the metric system intended to simplify conversions even more. This official system
is called Systeme International d’Unites (in French) or the International System of
Units (in English). By agreement, it is abbreviated SI in all languages. SI attempts
to assign a single uniform unit for each measurable quantity – such as distance,
mass or volume.

 Unit Conversion
One effective method of converting from one kind of unit to another is the unit
factor method. This method depends on two simple facts. First, any quantity can
be multiplied by the number 1 without changing the amount. Second, any number
divided by itself. Anytime we can write down an equality we can set up unit
factors. We can write down the equality.
2.54 cm = 1 in
From it we can write either
2.54 cm = 1 in
1 1

2.54 cm = 1 or 1 in = 1
1 in 2.54 cm

Both of them are quality being divided by itself.

Table 1 lists some of the equalities we find very useful in relating English
and Metric System units. As long as we know the conversion from English to
Metric for each type of unit (length, volume and mass) we can multiply our
original amount by a series of unit factors until we reach the desired answer.
Because each equality gives us two unit factors, we pick the ones and cancel out
the units we started with and lead us toward the answer.

Table 1
Length Volume Mass

12 in = 1 ft 2 pt = 1 qt 16 oz = 1 lb
3 ft = 1 yd 4 qt = 1 gal 2000 lb = 1 ton

Conversion between system

2.54 cm = 1 in 1.06 qt = 1 liter 454 g = 1 lb
1000 mm = 1 m 1000 ml = 1 liter 1000 mg = 1 g

Date Developed: Document No.

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 100 cm = 1 m 1 cm3 = 1 ml 1000g = 1 kg
1000 m = 1 km
1 cm = 10 mm
Example:

A four-cylinder spark-ignition engine is sliced into two so that the pistons and
cylinders can be seen. Each cylinder is about 4 inches in diameter. What is the
diameter of cylinder in millimeter (mm)?
Solution:
Step 1: What is the given information?
Diameter of each cylinder is 4 inches
Step 2: What units are needed?
Convert inches to millimeter (mm)
Step 3: Map the route from the given information to the answer
inches cm
cm mm
Step 4: Start from the beginning and put in the unit factors so units
cancel out.
4 in x 2.54 cm x 10 mm = 101.6 mm
1 in 1 cm

SELF-CHECK 6.1-2

Directions: Convert the following units as indicated. Show your complete process
in the answer sheet to be provided by your trainer.

1. An automobile race is limited to cars with an engine displacement of 7 liters

or less. Convert the engine displacement in cubic centimeters.

2. To wash or clean furniture such as chairs, tables and cabinets in the work
area, you need soap solution as cleaning solvent. To prepare, add 25 g of
produced detergent in 1000 ml water. Convert 1000 ml to liter.

Date Developed: Document No.

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 ANSWER KEY 6.1-2

Direction: Check your answers with the correct answers below.

1. a) Given: 7 liters
b) Convert liters to cm3
c) liter ml ml cm3

d) Solution:

7 liters x 1000 ml x 1 cm3 = 7000 cm3

1 liter 1 ml
2. a) Given: 1000 ml
b) Convert ml to liter
c) ml liter
d) Solution:
1000 ml x 1 liter = 1 liter
1000 ml

Date Developed: Document No.

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 Operation Sheet 6.1-2

Title: Procedure in Cleaning Tools and Work Area

Objective: Given cleaning solvents, rags, brooms, air compressor, washing pan
and safety apparel, you will clean tools and work area and observe
Occupational Health and safety practices to the satisfaction of your
trainer.

Instructions:
A. 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.

Date Developed: Document No.

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 7. Get the tools from the washing pan and wipe them with rags
until dry.
8. Clean and keep all materials used for cleaning.

B. 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. Use the air compressor to dry the floor and the broom in
cleaning the remaining dirt in the work area.

PERFORMANCE CRITERIA CHECKLIST 6.1-2

Direction: Ask your trainer to assess your competencies on the performance

criteria listed below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were protective clothing and goggles worn at all times?
2. Were tools and equipment free of dust, grease, oil and
other substances?
3. Was the work area dry, free of dust, grease and other
substances?
4. Were excess cleaning substances cleaned and kept in
proper places?
Satisfactory
Overall Performance
Unsatisfactory

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 LEARNING OUTCOME SUMMARY

Learning Outcome 2 : Store /Arrange Tools And Shop Equipment

CONTENTS: 1. Storage and disposal of hazardous/ flammable tools/materials.

2. Personal safety procedures.
3. Relevant technical information
4. Labeling procedures.
5. Principles of total quality management (TQM) and 5S

ASSESSMENT CRITERIA :

1. Tools and equipment are arranged and stored in their

respective shelves/location
2. Corresponding labels are posted and visible
3. Tools are secured and logged in the record book

CONDITIONS:

Student/Trainees must be provided with the following:

1. Tool cabinet
2. Appropriate tools and equipment
3. Tool room
4. Fire extinguishers
5. Tool kit
6. Log/record book
7. Labeling materials

ASSESSMENT METHODS:

1. Practical
2. Direct Observation
3. Interview
4. Written examination

LEARNING EXPERIENCES

Date Developed: Document No.

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Learning Outcome 2 : Store/Arrange Tools And Equipment
Learning Activities Special Instructions
Note: You can proceed to this activity if
you performed satisfactorily
learning outcome 1.
Learning Activity 1:
 Identifying, arranging and storing
tools and equipment.
 Applying Occupational Health and
Safety practices in arranging and
storing of tools and equipment.
1. Read: Resource on identifying types 1. Information Sheet 6.2-1
of tools and equipment. Types of Tools and Equipment
2. View: Resource on types of tools and 2. VHS Tape: Automotive Tools
equipment

3. Answer: Self-Check 6 .2-1 3. Self-check 6.2-1

4. Compare: Your answer with the 4. Model Answer 6.2-1

Model Answer

5. If: You answer all items correctly, 5. Answer Sheet 6.2-1

proceed to step 6; if not repeat 1-4

6. Study: Criteria in arranging and 6. Performance Standard 6.2-1

storing tools and equipment

7. Perform: Operation Sheet 6.2-1 7. a. Operation Sheet 6.2-1

1. Arranging and Storing Tools
Note: and Equipment
If you performed satisfactorily step 7,
proceed to the next activity, if not
repeat steps 6-7.

Note: You can proceed to this activity if

you have performed satisfactorily
learning activity #1

Date Developed: Document No.

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Learning Activity 2:
 Label tools and equipment, log-in
tools in the logbook, and secure
workshop
1. Study: Performance criteria in 1. Performance Standard 6.1-2
making and posting visible labels Making and posting Labels
2. Perform: Operation Sheet 6.2-2 2. Operation Sheet 6.2-2
Making and Posting Visible Labels

3. Proceed to: The next step if you

performed satisfactorily step 3 and go 3. Performance Standard 6.2-2
over it if you performed Making and Posting Visible Labels
unsatisfactorily

4. Study: Performance criteria in logging 4. Performance Standard 6.2-2

in tools and equipment in the logbook Logging in Tools and Equipment in
Log Book

5. Perform: Operation Sheet 6.2-3 5. Operation Sheet 6.2-3

Logging in Tools and Equipment in
Log Book
6. Submit: Log book to trainer to assess
your performance 6. Performance Standard 6.2-2
Logging in Tools and Equipment in
Note: Log Book
Proceed to the next learning outcome
if you performed satisfactorily step 6
and go over it if you performed
unsatisfactorily.

7. Performance Standard 6.2-2

Logging in Tools and Equipment in
Log Book

INFORMATION SHEET 6.2-1

Types of Tools and Equipment

Learning Objective: After reading this Information Sheet, you must be able to

Date Developed: Document No.

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 There are three main types of tools/equipment in the shop. One type is
known as hand tools because your hand supplies the energy to operate them. The
other type is called machine or power tools/equipment. Electricity, compressed
air, or hydraulic pressure operates these tools. The last type is referred to as
measuring tools.

 Hand tools
They include screwdrivers, hammers, pliers, wrenches and pullers.

1. Screwdrivers are used to drive, or turn screws. The most common type has
a single flat blade for driving screws with slotted heads.
2. Hammers are the ones you use most in the shop. They should be gripped
on the end of the handle.
3. Pliers are special types of adjustable wrenches. The two legs move on a
pivot so that items of various sizes can be gripped.
4. Wrenches are used to turn screws and nuts and bolts with hexagonal
heads. “Hexagonal” means six-sided. A variety of wrenches is used in the
shop.
5. Pullers are used to remove gears and hubs from shafts, bushings from
blind holes, and cylinders’ liners from the engine blocks.

 Power tools/Equipment

A. Electric tools

1. Electric drill has an electric motor that drives a chuck. The chuck has
jaws that can be opened and then closed to grip a drill kit.
2. Grinding wheels can be either bench-mounted or installed on a
pedestal. It may have a grinding wheel and a view wheel, or two
grinding wheels.
3. Vacuum cleaner is used for cleaning the floor and also for cleaning car
interiors after service.

B. Pneumatic tools

1. Air chisel uses reciprocating motion to drive a cutting hammering tool.

An air hammer drives a chisel to cut off a nut that has frozen to a stud.
It can be used with a variety of tools-cutters, punches-to do many jobs.

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 2. Air impact wrenches used a pounding or impact force to loosen or
tighten nuts or bolts.
3. Air drill is lighter than a comparable electric drill. Repeatedly stalling or
overloading does not damage or overheat the air drill.
4. Air racket uses the sockets and attachments from a standard socket
set.
5. Pneumatic floor jack uses compressed air to flow into the jack cylinder
and causes the ram to extend and raise the vehicle.
C. Hydraulic tools

1. Car lifts-single or double post- both have pads that must be positioned
under the designated lift points of the car frame.
2. Hydraulic floor jack is used to raise the lifting saddle. A lever on the
handle releases the pressure so that the saddle and load will settle back
down.
3. Portable crane is used for such jobs as lifting the engine out of the car.
It is operated hydraulically by a hand pump.
4. Hydraulic press is used to apply force on bent parts to straighten them.
It can also do such jobs as press brushing in and out and press out
rivets.

 Measuring tools

1. Thickness gauges are strips or blades of metal of various thicknesses.

2. Wire gauges are made of round wire. They are used to measure spark-plug
gaps and other openings.
3. Micrometer is a precision measuring tool that can measure thickness in
thousandths or ten-thousandths of an inch (USC system), or in
hundredths of a millimeter (metric system)

SELF-CHECK 6.2-1

Directions: Select the best answer from among the given choices. Write the letter
of your answer on the answer sheet to be provided by your trainer.

1. The three types of power tools are:

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 a. pneumatic, air, electric
b. pneumatic, hydraulic, electric
c. hydraulic, brake, electric
d. electric, mechanical, hydraulic
2. Pneumatic tools include:
a. air hammer, impact wrenches, air jacks
b. air hose, air rackets, air jacks
c. air hammer, air racket and air hoses
d. all of the above
3. Hydraulic tools include:
a. car lifts, floor jacks, impact wrenches, air hammers
b. car lifts, portable cranes, air rackets and air jacks
c. car lifts, floor jacks, portable cranes and hydraulic presses
d. floor jacks, hydraulic presses, air hammers, rackets
4. When using a grinding wheel:
a. always wear safety goggles
b. never adjust the tool rest when the grinder is running
c. never touch the wheel when it is rotating
d. all of the above
5. Mechanic A says it is all right to go under a car supported by a floor jack
provided the saddle is properly located. Mechanic B says you should never go
under a car unless it is supported by safety stands. Who is right?
a. Mechanic A
b. Mechanic B
c. neither A or B
d. both A and B
6. The two basic types of tools used in the shop are:
a. power tools and machine tools
b. hand tools and power tools
c. screwdrivers and wrenches
d. hand tools and cutting tools
7. To tighten nuts or bolts accurately, use:
a. tension wrench
b. torque wrench
c. two box wrenches
d. open-end wrenches
8. The simplest wrench used is the:
a. open-end wrench
b. box wrench
c. socket
d. adjustable wrench

9. The hammer used most often in the shop is the:

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 a. ballpeen hammer
b. plastic-tipped hammer
c. brass hammer
d. rawhide hammer

10. A dual-dimensioned thickness gauge:

a. is marked in inches and millimeters,
b. has a pair of blades.
c. is marked in inches and fractions of an inch
d. has a blade of two thickness

11. A thickness-gauge blade which has two thicknesses is often called a:

a. wire gauge
b. micrometer gauge
c. go-no-go gauge
d. double-thickness gauge

12. The two basic types of micrometers are:

a. direct and indirect
b. parallel and perpendicular
c. inside and outside
d. upside and downside

13. The USCS micrometer reads in:

a. thousandths of an inch
b. centimeters
c. thousandths of millimeter
d. meters

14. The metric micrometer reads in:

a. thousandths of an inch
b. centimeters
c. hundredths of a millimeter
d. meters

ANSWER KEY 6.2-1

Check your answers with the model answer below.

1. b
2. d

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 3. c
4. a
5. b
6. b
7. b
8. a
9. a
10. a
11. d
12. c
13. a
14. c

OPERATION SHEET 6.2-1

Title: Procedure in Arranging and Storing Tools and Equipment

Objective: Given a tool cabinet and a tool rack, you will arrange and store
tools and equipment accordingly.

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 Instructions:

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.

PERFORMANCE CRITERIAL CHECKLIST 6.2-1

Procedure in Arranging and Storing Tools and Equipment

Direction: Ask your trainer to assess your competencies on the performance

criteria listed below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL

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 YES NO NA
1. Were the tools and equipment ready before
performing the task?

2. Were the tools arranged according to type?

3. Were the equipment placed in their proper locations
and arranged according to types?

4. Were the tools/equipment placed in their respective

locations and accessible for use when needed?

Overall Performance Satisfactory

Unsatisfactory

OPERATION SHEET 6.2-2

Title: Procedure in Making and Posting Visible Labels

Objective: Using a computer and given a cartolina, pair of scissors and

glue, please make and post visible corresponding labels on tools
and equipment.

Instructions:

1. Prepare necessary tools, supplies and materials.

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 2. Determine the number of tools and equipment to be labeled
according to type.
3. In the computer, type the name of the tools using arial font
style and a font size of 60.
4. Print in the cartolina the name of the tools and equipment.
5. Cut the cartolina with a dimension of 1” x 8”.
6. Post appropriate labels on the tools and equipment.
7. Review your work to check the accuracy of the labels posted.

PERFORMANCE CRITERIA CHECKLIST 6.2-2

Logging-in Tools and Equipment in the Log Book

Direction: Ask your trainer to assess your competencies on the performance

criteria listed below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Was the spelling of the names of tools correct?

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2. Were the labels properly posted on the respective
tools/equipment?
3. Were the labels visible at a distance of at least 10
meters?
4. Was the specified font style and size used?
Satisfactory
Overall Performance
Unsatisfactory

OPERATION SHEET 6.2-3

Logging-in Tools and Equipment in the Log Book

Title: Logging-in Tools and Equipment in the Log Book

Objective: Given a record book, ball pen and correction fluid, please log-in
tools and equipment in the record book satisfactorily.

Instructions:

1. Enter the item number of tools and equipment.

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 2. Specify the quantity-number of tools/equipment
available.
3. Specify unit (e.g. pcs, dozen, unit, etc.)
4. Write the description including the:
a. name of tools/equipment
b. brand
c. dimension/capacity/power rating
5. Indicate the date of acquisition- data to be taken from
the Memorandum Receipt.
6. Indicate the date of issuance- data to be taken from the
Memorandum Receipt.
7. Submit your record book to your trainer for assessment.
8. Lock the workshop.

LEARNING OUTCOME SUMMARY

Learning Outcome 3 : Dispose wastes/used lubricants

CONTENTS: 1. Effects of automotive wastes to men and its environment.

1. Waste management and disposal
2. Cleaning chemicals for grease and lubricants
3. Labeling procedures and technique

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ASSESSMENT CRITERIA :

1. Wastes/used lubricants disposed in accordance with shop

and environmental regulation.
2. Containers for wastes/used lubricants labeled according to
types of wastes.

CONDITIONS:

Student/Trainees must be provided with the following:

1. Waste disposal
2. Oiler
3. Handouts for waste management and disposal
4. Cleaning chemicals for grease and lubricants
5. Containers for waste and used lubricants

ASSESSMENT METHODS:

1. Direct Observation
2. Simulation
3. Interview
4. Written examination

LEARNING EXPERIENCES

Learning Outcome 3: Dispose wastes/used lubricants

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS
Note: You can proceed to this activity if you
have performed satisfactorily learning
outcome 2.

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Learning activity 1:
 Identify types of wastes; prepare
containers with proper labels as to types
of wastes; segregate wastes according to
types; place them in proper containers;
and dispose them in designated places.

1. Read: Resource on different types of 1. For more information on

wastes. types of wastes read reference
listed below:
 Environmental Science
2. Answer: Self Check 6.3-1 2. Self-check 6.3-1

3. Compare: Your answers with the model 3. Model Answer 6.3-1

answer.

4. Proceed: To step 5, if you have answered 4. Answer Sheet6.3-1

all items in the self-check correctly

5. Study: Resource on the criteria in 5. Performance Standard #5

labeling containers, segregating and
disposing wastes

6. Perform: Operation Sheet 6.3-1 6. Operation Sheet 6.3-1

Labeling Waste Container,
Segregating and Disposing
Wastes

Note: Proceed to step 8, if you performed 7. Performance Standard 6.3-1

satisfactorily steps 5-6; repeat steps 5-6,
if you did not perform satisfactorily

8. Read: Resource on harmful effects in 8. Information Sheet 6.3-2

disposing wastes materials/used 8.1 Harmful Effects
lubricants

9. Do: Self- Check 6.3-2 9. Self-Check 6.3-2

9.1 Harmful Effects

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10. Check: Your answers with the model 10. Model Answer 6.3-2
answers

Note:
Proceed to the next learning activity if
you have answered all items in the
self-check correctly, if not go over steps
8-9.

SELF-CHECK 6.3-1

Directions: Classify the following wastes/used lubricants. Write A for

biodegradable, B for non-biodegradable but recyclable and C for non-
biodegradable and non-recyclable on the answer sheet to be provided by
your trainer.

_____a. scrap iron

_____b. metal chips

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 _____c. rags

_____d. plastic container

_____e. cans

_____f. wires

_____g. damaged spare parts

_____h. paper

_____i. wood

_____j. used oil

_____k. used grease

ANSWERS KEY 6.3-1

Check your answers with the model answer below.

a. B

b. B

c. C

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 d. B

e. B

f. B

g. C

h. A

i. A

j. B

k. B

OPERATION SHEET 6.3-1

Labeling, Segregating, Placing and Disposing Wastes

Title: Labeling, Segregating, Placing and Disposing Wastes

Objective: Given the supplies and materials needed, you will label,
segregate and dispose wastes properly.

Instructions:
1. Gather the following materials:

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 a. cartolina
b. glue
c. pair of scissors
d. 3 waste receptacles of different colors – Green, Red and
Blue

2. Using a computer, make labels for the three types of wastes-

Biodegradable, Nonbiodegradable and Recyclable- with the
following specifications: Font style- Arial and font size- 48.
Print the name in a cartolina and cut with a dimension of 1”
x 12”

3. Label the waste receptacles as follows:

a. Green – Biodegradable
b. Red – Nonbiodegradable
c. Blue – Recyclable

4. Segregate the waste materials according to types and place

them in their proper containers.

5. Dispose the waste materials in the designated area:

a. Compost pit – Biodegradable
b. Land fill – Nonbiodegradable
c. Junk shop – Recyclable

PERFORMANCE CRITERIA CHECKLIST 6.3-1

Labeling, Segregating, Placing and Disposing Wastes

Direction: Ask your trainer to assess your competencies on the performance

criteria listed below.

PERFORMANCE
PERFORMANCE CRITERIA LEVEL
YES NO NA
1. Were color-coded waste receptacles/containers
prepared?

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2. Were waste materials placed properly in the color-coded
containers?
3. Were biodegradable wastes placed in the compost pit?

4. Were no biodegradable wastes disposed in the land fill?

4. Were the recyclable wastes brought or sold to the junk

shop?
Satisfactory
Overall Performance
Unsatisfactory

INFORMATION SHEET 6.3-2

Harmful Effects of Wastes

Learning Objective: After reading this Information Sheet, you must be able to to
be familiar with the harmful effects of waste

 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

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 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

 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 its way to the river and the seas and makes 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 6.3-2

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.

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 6.
7.

B. In your own words, explain the harmful effects of used lubricants to the
environment. (10 points)

ANSWERS KEY 6.3-2

Check your answers with the model answer below.

A.
1. clogging public sewerage
2. breeding grounds 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
5. negative impression to our country
6. negative impact to our tourism industry

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 7. poor economy

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 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 4 : Report Damaged/Lost Tools/Equipment

CONTENTS: 1. Conducting inventory and preparing records

2. Maintenance and safe handling of tools and equipment
3. Maintenance and updating of records and reports

ASSESSMENT CRITERIA:

1. Complete inventory of tools and equipment

maintained.
2. Damaged and lost tools and equipment/facilities
identified and recorded.
3. Damaged and lost tools and equipment accurately
reported.
CONDITIONS:

Student/Trainees must be provided with the following:

1. Records and inventory of tools and equipment
2. Record books
3. Checklist
4. Waste disposal reports
5. Racks for tools

ASSESSMENT METHODS:

1. Interview
2. Written examination
3. Demonstration
4. Direct Observation

LEARNING EXPERIENCES

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Learning Outcome 4: Report damaged and lost tools and equipment
Learning Activities Special Instructions
Note: You can perform this activity if you
have done satisfactorily learning
outcome 3.

Learning Activity 1:
 Conduct inventory of tools and
equipment.
 Identify, record damaged tools and
equipment, and give
recommendations.

1. Read: Resource on maintaining 1. Information Sheet 6.4-1

inventory of tools and equipment 1.1 Maintaining Inventory of Tools
and Equipment

2. Perform: Operation Sheet 6.4-1 2. Operation Sheet 6.4-1

1.1 Conducting Inventory of Tools
and Equipment
3. Submit: Submit Inventory Form to
your trainer for assessment 3. Performance Standard 6.4-1

Note:
If your performance in step 2 is
unsatisfactorily, repeat steps 2-3. If
your performance is satisfactorily,
you can apply for Performance
Assessment (Please see your trainer
for details). If you pass the
assessment, proceed to the next
module. If you fail, repeat the
learning steps of the learning
outcome where you failed.

INFORMATION SHEET 6.4-1

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 Maintaining Inventory of Tools and Equipment

Learning Objective: After reading this Information Sheet, you must be able to
maintain inventory tools and equipment

The most importance 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 so that 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 is 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 hard to identify and memorize the huge number of tools and
equipment in the workshop, hence maintaining the inventory record is of great
value.

OPERATION SHEET 6.4-1

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Title: Inventory of Tools and Equipment

Objective: Given the Record Book/Memorandum Receipts, Inventory form, ball

pen and correction fluid, you will conduct inventory of tools and
equipment, identify, record and report damaged tools and equipment
and give repair recommendations if reparable.

Instructions:

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 specifications and condition.
4. List down any losses and damages found during the inventory.
5. Fill out the remarks column of the inventory forms for any losses/
damages.
6. Recommend for replacement of lost tools and equipment and repair
of damaged tools and equipment if reparable.

PERFORMANCE STANDARD CRITERIA CHECKLIST 6.4-1

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 Direction: Ask your trainer to assess your competencies on the
performance criteria listed below.

PERFORMANCE LEVEL
PERFORMANCE CRITERIA YES NO NA
1. Were the Record Book and the Inventory Form
used during the performance of the task?
2. Were all tools of different sizes, conditions and
quantities inventoried?
3. Were all equipment of different ratings/capacities,
conditions and quantities inventoried?
4. Were damaged/lost tools/equipment identified
and recorded?
5. Were repair recommendations made for the
damaged but reparable tools/equipment?
6. Were reports on damaged tools/equipment
submitted and accurate?
Satisfactory
Overall Performance
Unsatisfactory

Republic of the Philippines

Technical Education and Skills Development Authority
Region VI – Western Visayas

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 PASSI TRADE SCHOOL
City of Passi, Iloilo

INVENTORY OF TOOLS AND EQUIPMENT

Item Quantity Unit Description Condition Remarks

No.

REFERENCES

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 I – Books

1. Crouse, W.H. and Anglin, D.L. Automotive Mechanics 10th Ed

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

II – Electronic Sources

1. Audio-Video Materials (TV, VHS, Tapes)

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