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Description: Students develop knowledge, skills and attitudes in the practice of workshop safety, communication and the use of
specialty hand tools, measuring tools and fasteners.
Parameters: Access to a materials work centre, complete with basic measuring tools, specialty hand tools and fastening devices, and to
instruction from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty
equipment mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Materials and Fastening Devices 190101f; Hand, Shop and Power Tools 190101g; Measuring Tools 190101h
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
COURSE HEA3400: BASIC TOOLS & MATERIALS
Checklist
Rubric
1.2 identify characteristics I can consistently I can usually identify I sometimes need I often need assistance I have not yet
and properties common to identify characteristics characteristics and assistance to identify to identify provided evidence of
metal and properties common properties common to characteristics and characteristics and this performance task.
to metal. metal. properties common to properties common to
metal. metal.
1.3 identify common I can consistently I can usually identify I sometimes need I often need assistance I have not yet
non-metallic materials and identify common common non-metallic assistance to identify to identify common provided evidence of
their applications non-metallic materials materials and their common non-metallic non-metallic materials this performance task.
and their applications. applications. materials and their and their applications.
applications.
1.4 identify types of threaded I can consistently I can usually identify I sometimes need I often need assistance I have not yet
fasteners and their identify types of types of threaded assistance to identify to identify types of provided evidence of
applications threaded fasteners and fasteners and their types of threaded threaded fasteners and this performance task.
their applications. applications. fasteners and their their applications.
applications.
1.5 describe fastener I can consistently I can usually describe I sometimes need I often need assistance I have not yet
classification and sizing describe fastener fastener classification assistance to describe to describe fastener provided evidence of
classification and and sizing. fastener classification classification and this performance task.
sizing. and sizing. sizing.
1.7 explain torque procedures I can consistently I can usually explain I sometimes need I often need assistance I have not yet
and precautions when explain torque torque procedures and assistance to explain to explain torque provided evidence of
securing fastening devices procedures and precautions when torque procedures and procedures and this performance task.
precautions when securing fastening precautions when precautions when
securing fastening devices. securing fastening securing fastening
devices. devices. devices.
1.8 identify types of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
non-threaded fasteners identify types of types of non-threaded assistance to identify to identify types of provided evidence of
and their applications non-threaded fasteners fasteners and their types of non-threaded non-threaded fasteners this performance task.
and their applications. applications. fasteners and their and their applications.
applications.
1.9 identify various types of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
adhesives and sealants and identify various types of various types of assistance to identify to identify various types provided evidence of
their applications adhesives and sealants adhesives and sealants various types of of adhesives and this performance task.
and their applications. and their applications. adhesives and sealants sealants and their
and their applications. applications.
2. demonstrate the correct use of hand, shop and power tools common to the trade
2.1 describe types, uses and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
care of hammers describe types, uses and types, uses and care of assistance to describe to describe types, uses provided evidence of
care of hammers. hammers. types, uses and care of and care of hammers. this performance task.
hammers.
2.2 describe types, uses and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
care of screwdrivers describe types, uses and types, uses and care of assistance to describe to describe types, uses provided evidence of
care of screwdrivers. screwdrivers. types, uses and care of and care of this performance task.
screwdrivers. screwdrivers.
2.3 identify the various types I can consistently I can usually identify I sometimes need I often need assistance I have not yet
of punches and their uses identify the various the various types of assistance to identify to identify the various provided evidence of
types of punches and punches and their the various types of types of punches and this performance task.
their uses. uses. punches and their uses. their uses.
2.5 describe the various types I can consistently I can usually describe I sometimes need I often need assistance I have not yet
of wrenches and their uses describe the various the various types of assistance to describe to describe the various provided evidence of
types of wrenches and wrenches and their the various types of types of wrenches and this performance task.
their uses. uses. wrenches and their uses. their uses.
2.6 identify the various types I can consistently I can usually identify I sometimes need I often need assistance I have not yet
of pliers and their uses identify the various the various types of assistance to identify to identify the various provided evidence of
types of pliers and their pliers and their uses. the various types of types of pliers and their this performance task.
uses. pliers and their uses. uses.
2.7 identify various types of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
holding devices identify various types of various types of assistance to identify to identify various types provided evidence of
holding devices. holding devices. various types of holding of holding devices. this performance task.
devices.
2.8 identify various tools for I can consistently I can usually identify I sometimes need I often need assistance I have not yet
removing broken identify various tools various tools for assistance to identify to identify various tools provided evidence of
fasteners and explain for removing broken removing broken various tools for for removing broken this performance task.
how to use them fasteners and explain fasteners and explain removing broken fasteners and explain
how to use them. how to use them. fasteners and explain how to use them.
how to use them.
2.9 describe the procedures I can consistently I can usually describe I sometimes need I often need assistance I have not yet
required to safely operate describe the procedures the procedures assistance to describe to describe the provided evidence of
various types and required to safely required to safely the procedures required procedures required to this performance task.
capacities of shop puller operate various types operate various types to safely operate various safely operate various
and capacities of shop and capacities of shop types and capacities of types and capacities of
and pressing equipment
puller and pressing puller and pressing shop puller and pressing shop puller and pressing
equipment. equipment. equipment. equipment.
2.10 describe and use cutting I can consistently I can usually describe I sometimes need I often need assistance I have not yet
hand tools common to describe and use cutting and use cutting hand assistance to describe to describe and use provided evidence of
the trade hand tools common to tools common to the and use cutting hand cutting hand tools this performance task.
the trade. trade. tools common to the common to the trade.
trade.
2.11 demonstrate how to I can consistently I can usually I sometimes need I often need assistance I have not yet
sharpen a twist drill demonstrate how to demonstrate how to assistance to to demonstrate how to provided evidence of
sharpen a twist drill. sharpen a twist drill. demonstrate how to sharpen a twist drill. this performance task.
sharpen a twist drill.
2.13 demonstrate the use of I can consistently I can usually I sometimes need I often need assistance I have not yet
tubing flaring; sheet demonstrate the use of demonstrate the use of assistance to to demonstrate the use provided evidence of
abrasives and grinding tubing flaring; sheet tubing flaring; sheet demonstrate the use of of tubing flaring; sheet this performance task.
compounds; and lapping abrasives and grinding abrasives and grinding tubing flaring; sheet abrasives and grinding
compounds; and compounds; and abrasives and grinding compounds; and
blocks and honing stones
lapping blocks and lapping blocks and compounds; and lapping blocks and
honing stones. honing stones. lapping blocks and honing stones.
honing stones.
2.14 demonstrate the care and I can consistently I can usually I sometimes need I often need assistance I have not yet
safe use of common demonstrate the care demonstrate the care assistance to to demonstrate the care provided evidence of
power hand tools and safe use of common and safe use of demonstrate the care and safe use of common this performance task.
power hand tools. common power hand and safe use of common power hand tools.
tools. power hand tools.
2.15 demonstrate knowledge I can consistently I can usually I sometimes need I often need assistance I have not yet
of personal protective demonstrate knowledge demonstrate assistance to to demonstrate provided evidence of
equipment and tool of personal protective knowledge of personal demonstrate knowledge knowledge of personal this performance task.
safety equipment and tool protective equipment of personal protective protective equipment
safety. and tool safety. equipment and tool and tool safety.
safety.
3.2 perform linear I can consistently I can usually perform I sometimes need I often need assistance I have not yet
measurements using basic perform linear linear measurements assistance to perform to perform linear provided evidence of
non-precision measuring measurements using using basic linear measurements measurements using this performance task.
tools basic non-precision non-precision using basic basic non-precision
measuring tools. measuring tools. non-precision measuring tools.
measuring tools.
3.4 perform accurate torque I can consistently I can usually perform I sometimes need I often need assistance I have not yet
measurements perform accurate torque accurate torque assistance to perform to perform accurate provided evidence of
measurements. measurements. accurate torque torque measurements. this performance task.
measurements.
Description: Students develop the knowledge, skills and attitudes necessary to service and maintain vehicle bearings and seals and
to use oxyfuel heating and cutting systems.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools, fastening devices and oxy-fuel
heating and cutting equipment, and to instruction from an individual with journeyperson certification in the trade(s) of
heavy duty mechanic; heavy duty equipment mechanic (off-road); truck and transport mechanic; or transport-trailer
mechanic.
ILM Resources: Bearings and Seals 190102c; Oxyacetylene Equipment, Heating and Cutting 190101i
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
COURSE HEA3405: BEARINGS & SEALS
Checklist
Rubric
1.2 state seal functions, I can consistently state I can usually state seal I sometimes need I often need assistance I have not yet
classifications and seal functions, functions, assistance to state seal to state seal functions, provided evidence of
applications classifications and classifications and functions, classifications and this performance
applications. applications. classifications and applications. task.
applications.
1.3 diagnose common bearing I can consistently I can usually diagnose I sometimes need I often need assistance I have not yet
and seal faults diagnose common common bearing and assistance to diagnose to diagnose common provided evidence of
bearing and seal faults. seal faults. common bearing and bearing and seal faults. this performance
seal faults. task.
1.4 perform bearing and seal I can consistently I can usually perform I sometimes need I often need assistance I have not yet
service perform bearing and bearing and seal assistance to perform to perform bearing and provided evidence of
seal service. service. bearing and seal seal service. this performance
service. task.
2.2 demonstrate handling I can consistently I can usually I sometimes need I often need assistance I have not yet
procedures for regulators demonstrate handling demonstrate handling assistance to to demonstrate handling provided evidence of
and hoses procedures for procedures for demonstrate handling procedures for this performance
regulators and hoses. regulators and hoses. procedures for regulators and hoses. task.
regulators and hoses.
2.3 demonstrate the use, care I can consistently I can usually I sometimes need I often need assistance I have not yet
and maintenance of demonstrate the use, demonstrate the use, assistance to to demonstrate the use, provided evidence of
torches and tips care and maintenance of care and maintenance demonstrate the use, care and maintenance of this performance
torches and tips. of torches and tips. care and maintenance of torches and tips. task.
torches and tips.
2.4 demonstrate the use of I can consistently I can usually I sometimes need I often need assistance I have not yet
personal protective demonstrate the use of demonstrate the use of assistance to to demonstrate the use provided evidence of
equipment and safety personal protective personal protective demonstrate the use of of personal protective this performance
precautions equipment and safety equipment and safety personal protective equipment and safety task.
precautions. precautions. equipment and safety precautions.
precautions.
2.5 perform heating and I can consistently I can usually perform I sometimes need I often need assistance I have not yet
cutting operations, using perform heating and heating and cutting assistance to perform to perform heating and provided evidence of
oxygen and acetylene cutting operations, operations, using heating and cutting cutting operations, this performance
using oxygen and oxygen and acetylene. operations, using using oxygen and task.
acetylene. oxygen and acetylene. acetylene.
Description: Students develop the knowledge, skills and attitudes necessary to service and maintain vehicle frames and suspension
systems.
Parameters: Access to a materials work centre, complete with basic measuring tools, specialty hand tools and fastening devices, and to
instruction from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty
equipment mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Frame and Suspension Fundamentals 190102a; Frame and Suspension Service 190102b
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
COURSE HEA3410: FRAMES & SUSPENSION
Checklist
Rubric
1. explain the operating principles and design features of common frame and suspension systems
1.1 state the functions of a I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
vehicle frame the functions of a functions of a vehicle assistance to state the to state the functions of provided evidence of
vehicle frame. frame. functions of a vehicle a vehicle frame. this performance task.
frame.
1.2 identify types, designs, I can consistently I can usually identify I sometimes need I often need assistance I have not yet
structural considerations identify types, designs, types, designs, assistance to identify to identify types, provided evidence of
and components of frames structural structural types, designs, designs, structural this performance task.
commonly used in truck considerations and considerations and structural considerations and
components of frames components of frames considerations and components of frames
and trailer applications
commonly used in truck commonly used in components of frames commonly used in truck
and trailer applications. truck and trailer commonly used in truck and trailer applications.
applications. and trailer applications.
1.3 explain the functions of a I can consistently I can usually explain I sometimes need I often need assistance I have not yet
vehicle suspension system explain the functions of the functions of a assistance to explain the to explain the functions provided evidence of
a vehicle suspension vehicle suspension functions of a vehicle of a vehicle suspension this performance task.
system. system. suspension system. system.
1.4 explain the operating I can consistently I can usually explain I sometimes need I often need assistance I have not yet
principles and components explain the operating the operating assistance to explain the to explain the operating provided evidence of
of common suspension principles and principles and operating principles and principles and this performance task.
systems components of common components of components of common components of common
suspension systems. common suspension suspension systems. suspension systems.
systems.
2.2 explain the suspension I can consistently I can usually explain I sometimes need I often need assistance I have not yet
noise inspection process explain the suspension the suspension noise assistance to explain the to explain the provided evidence of
and the causes of noise inspection process inspection process and suspension noise suspension noise this performance task.
suspension system and the causes of the causes of inspection process and inspection process and
suspension system suspension system the causes of suspension the causes of
malfunctions
malfunctions. malfunctions. system malfunctions. suspension system
malfunctions.
2.3 demonstrate suspension I can consistently I can usually I sometimes need I often need assistance I have not yet
system repair procedures demonstrate suspension demonstrate assistance to to demonstrate provided evidence of
system repair suspension system demonstrate suspension suspension system this performance task.
procedures. repair procedures. system repair repair procedures.
procedures.
Description: Students develop the knowledge, skills and attitudes necessary to service and maintain vehicle wheels, tires and hubs
and to perform preventive maintenance procedures.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools, tire machines and balancing
equipment, and to instruction from an individual with journeyperson certification in the trade(s) of heavy duty
mechanic; heavy duty equipment mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Wheels, Tires and Hubs 190102d; Preventive Maintenance 190102i
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
COURSE HEA3415: WHEELS & PREVENTIVE MAINTENANCE
Checklist
Rubric
1.2 explain tire construction, I can consistently I can usually explain I sometimes need I often need assistance I have not yet
care and maintenance in explain tire tire construction, care assistance to explain to explain tire provided evidence of
relation to design and construction, care and and maintenance in tire construction, care construction, care and this performance task.
sizing maintenance in relation relation to design and and maintenance in maintenance in relation
to design and sizing. sizing. relation to design and to design and sizing.
sizing.
1.3 state the safety procedures I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
required when handling the safety procedures safety procedures assistance to state the to state the safety provided evidence of
tires and wheels required when handling required when safety procedures procedures required this performance task.
tires and wheels. handling tires and required when handling when handling tires and
wheels. tires and wheels. wheels.
1.4 perform wheel removal, I can consistently I can usually perform I sometimes need I often need assistance I have not yet
inspection and installation perform wheel removal, wheel removal, assistance to perform to perform wheel provided evidence of
inspection and inspection and wheel removal, removal, inspection and this performance task.
installation. installation. inspection and installation.
installation.
1.6 diagnose wheel and tire I can consistently I can usually diagnose I sometimes need I often need assistance I have not yet
faults diagnose wheel and tire wheel and tire faults. assistance to diagnose to diagnose wheel and provided evidence of
faults. wheel and tire faults. tire faults. this performance task.
2. explain typical maintenance programs used with off-road and on-road equipment
2.1 explain the types of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
maintenance systems and explain the types of the types of assistance to explain the to explain the types of provided evidence of
concerns maintenance systems maintenance systems types of maintenance maintenance systems this performance task.
and concerns. and concerns. systems and concerns. and concerns.
2.2 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
preventive maintenance explain the principles of the principles of assistance to explain the to explain the principles provided evidence of
and their effects preventive maintenance preventive principles of preventive of preventive this performance task.
and their effects. maintenance and their maintenance and their maintenance and their
effects. effects. effects.
2.3 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
predictive maintenance explain the principles of the principles of assistance to explain the to explain the principles provided evidence of
and their effects predictive maintenance predictive principles of predictive of predictive this performance task.
and their effects. maintenance and their maintenance and their maintenance and their
effects. effects. effects.
2.4 demonstrate basic I can consistently I can usually I sometimes need I often need assistance I have not yet
preventive maintenance demonstrate basic demonstrate basic assistance to to demonstrate basic provided evidence of
and service procedures preventive maintenance preventive demonstrate basic preventive maintenance this performance task.
and service procedures. maintenance and preventive maintenance and service procedures.
service procedures. and service procedures.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain trailer systems and
components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Trailer Systems and Components 190102e; Coupling Units Fundamentals and Service 190102f; Landing Gear
Fundamentals and Service 190102g; Orientation to Trailer Inspection 190102h
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
Checklist
Rubric
1.2 identify trailer I can consistently I can usually identify I sometimes need I often need assistance I have not yet
configurations according identify trailer trailer configurations assistance to identify to identify trailer provided evidence of
to number of axles and configurations according to number trailer configurations configurations this performance task.
hitch points according to number of of axles and hitch according to number of according to number of
axles and hitch points. points. axles and hitch points. axles and hitch points.
1.3 identify trailer axle I can consistently I can usually identify I sometimes need I often need assistance I have not yet
configurations identify trailer axle trailer axle assistance to identify to identify trailer axle provided evidence of
configurations. configurations. trailer axle configurations. this performance task.
configurations.
2.2 explain fifth wheel ratings I can consistently I can usually explain I sometimes need I often need assistance I have not yet
and capacity concerns explain fifth wheel fifth wheel ratings and assistance to explain to explain fifth wheel provided evidence of
ratings and capacity capacity concerns. fifth wheel ratings and ratings and capacity this performance task.
concerns. capacity concerns. concerns.
2.3 service fifth wheel I can consistently I can usually service I sometimes need I often need assistance I have not yet
couplings service fifth wheel fifth wheel couplings. assistance to service to service fifth wheel provided evidence of
couplings. fifth wheel couplings. couplings. this performance task.
2.4 service a no-slack pintle I can consistently I can usually service a I sometimes need I often need assistance I have not yet
hitch service a no-slack pintle no-slack pintle hitch. assistance to service a to service a no-slack provided evidence of
hitch. no-slack pintle hitch. pintle hitch. this performance task.
2.5 explain procedures and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
safety precautions explain procedures and procedures and safety assistance to explain to explain procedures provided evidence of
required when coupling safety precautions precautions required procedures and safety and safety precautions this performance task.
and uncoupling trailer required when coupling when coupling and precautions required required when coupling
and uncoupling trailer uncoupling trailer when coupling and and uncoupling trailer
systems and when using
systems and when using systems and when uncoupling trailer systems and when using
landing gear landing gear. using landing gear. systems and when using landing gear.
landing gear.
3.2 service common types of I can consistently I can usually service I sometimes need I often need assistance I have not yet
trailer landing gear service common types common types of assistance to service to service common provided evidence of
of trailer landing gear. trailer landing gear. common types of trailer types of trailer landing this performance task.
landing gear. gear.
4.2 identify conditions caused I can consistently I can usually identify I sometimes need I often need assistance I have not yet
by damage, wear or identify conditions conditions caused by assistance to identify to identify conditions provided evidence of
corrosion that would make caused by damage, damage, wear or conditions caused by caused by damage, this performance task.
a trailer unsafe or wear or corrosion that corrosion that would damage, wear or wear or corrosion that
would make a trailer make a trailer unsafe corrosion that would would make a trailer
inoperable
unsafe or inoperable. or inoperable. make a trailer unsafe or unsafe or inoperable.
inoperable.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain hydraulic brake systems
and components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Hydraulic Brake System Fundamentals 190103a; Hydraulic Brake System (Drum and Disc) 190103b; Hydraulic Brake
System Diagnosis and Service 190103c
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
Checklist
Rubric
1.2 explain the properties, I can consistently I can usually explain I sometimes need I often need assistance I have not yet
specifications and explain the properties, the properties, assistance to explain the to explain the provided evidence of
handling procedures of specifications and specifications and properties, properties, this performance task.
brake fluid handling procedures of handling procedures specifications and specifications and
brake fluid. of brake fluid. handling procedures of handling procedures of
brake fluid. brake fluid.
2.2 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
operation of disc brake explain the principles of the principles of assistance to explain the to explain the provided evidence of
systems operation of disc brake operation of disc principles of operation principles of operation this performance task.
systems. brake systems. of disc brake systems. of disc brake systems.
2.4 explain the purpose and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
construction of brake lines explain the purpose and the purpose and assistance to explain the to explain the purpose provided evidence of
and hoses construction of brake construction of brake purpose and and construction of this performance task.
lines and hoses. lines and hoses. construction of brake brake lines and hoses.
lines and hoses.
2.5 explain the construction I can consistently I can usually explain I sometimes need I often need assistance I have not yet
and operation of wheel explain the construction the construction and assistance to explain the to explain the provided evidence of
cylinders and calipers and operation of wheel operation of wheel construction and construction and this performance task.
cylinders and calipers. cylinders and calipers. operation of wheel operation of wheel
cylinders and calipers. cylinders and calipers.
2.6 explain the purpose and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
operation of the metering, explain the purpose and the purpose and assistance to explain the to explain the purpose provided evidence of
proportioning and operation of the operation of the purpose and operation and operation of the this performance task.
pressure differential metering, proportioning metering, of the metering, metering, proportioning
and pressure differential proportioning and proportioning and and pressure differential
valves
valves. pressure differential pressure differential valves.
valves. valves.
3.2 diagnose brake system I can consistently I can usually diagnose I sometimes need I often need assistance I have not yet
faults diagnose brake system brake system faults. assistance to diagnose to diagnose brake provided evidence of
faults. brake system faults. system faults. this performance task.
3.3 service a typical drum I can consistently I can usually service a I sometimes need I often need assistance I have not yet
brake assembly service a typical drum typical drum brake assistance to service a to service a typical provided evidence of
brake assembly. assembly. typical drum brake drum brake assembly. this performance task.
assembly.
3.5 describe reconditioning I can consistently I can usually describe I sometimes need I often need assistance I have not yet
procedures required for describe reconditioning reconditioning assistance to describe to describe provided evidence of
master cylinders, wheel procedures required for procedures required reconditioning reconditioning this performance task.
cylinders and brake master cylinders, wheel for master cylinders, procedures required for procedures for master
cylinders and brake wheel cylinders and master cylinders, wheel cylinders, wheel
calipers
calipers. brake calipers. cylinders and brake cylinders and brake
calipers. calipers.
3.6 demonstrate brake I can consistently I can usually I sometimes need I often need assistance I have not yet
flushing and bleeding demonstrate brake demonstrate brake assistance to to demonstrate brake provided evidence of
procedures on hydraulic flushing and bleeding flushing and bleeding demonstrate brake flushing and bleeding this performance task.
brake systems procedures on hydraulic procedures on flushing and bleeding procedures on hydraulic
brake systems. hydraulic brake procedures on hydraulic brake systems.
systems. brake systems.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain hydraulic, electric and
parking brake systems and components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Hydraulic Brake Booster System Fundamentals and Service 190103d; Parking Brake System Fundamentals and
Service 190103e; Electric Brake Fundamentals and Service 190103f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
Checklist
Rubric
1.2 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
operation for vacuum explain the principles of the principles of assistance to explain the to explain the principles provided evidence of
brake booster systems operation for vacuum operation for vacuum principles of operation of operation for vacuum this performance task.
brake booster systems. brake booster systems. for vacuum brake brake booster systems.
booster systems.
1.3 describe the diagnosis and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
repair procedures for describe the diagnosis the diagnosis and assistance to describe to describe the provided evidence of
vacuum brake booster and repair procedures repair procedures for the diagnosis and repair diagnosis and repair this performance task.
systems for vacuum brake vacuum brake booster procedures for vacuum procedures for vacuum
booster systems. systems. brake booster systems. brake booster systems.
1.4 explain the principles I can consistently I can usually I sometimes need I often need assistance I have not yet
of operation of explain the principles explain the principles assistance to explain the to explain the principles provided evidence of
air-over-hydraulic brake of operation of of operation of principles of operation of operation of this performance task.
booster systems air-over-hydraulic air-over-hydraulic of air-over-hydraulic air-over-hydraulic brake
brake booster systems. brake booster systems. brake booster systems. booster systems.
1.5 describe the diagnosis I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and repair procedures for describe the diagnosis the diagnosis and assistance to describe to describe the provided evidence of
air-over-hydraulic brake and repair procedures repair procedures for the diagnosis and diagnosis and repair this performance task.
booster systems for air-over-hydraulic air-over-hydraulic repair procedures for procedures for
brake booster systems. brake booster systems. air-over-hydraulic brake air-over-hydraulic brake
booster systems. booster systems.
1.7 describe the diagnosis and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
repair procedures for describe the diagnosis the diagnosis and assistance to describe to describe the provided evidence of
hydraulic-over-hydraulic and repair procedures repair procedures for the diagnosis and repair diagnosis and repair this performance task.
brake booster systems for hydraulic-over- hydraulic-over- procedures for procedures for
hydraulic brake booster hydraulic brake hydraulic-over- hydraulic-over-
systems. booster systems. hydraulic brake booster hydraulic brake booster
systems. systems.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain hydraulic systems and
components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Hydraulic Fundamentals 190103g; Hydraulic System Components: Reservoir, Filters, Hoses and Coolers 190103h;
Hydraulic System Components: Pumps, Valves and Cylinders 190103i
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
Checklist
Rubric
1.2 explain, using I can consistently I can usually explain, I sometimes need I often need assistance I have not yet
mathematical calculations, explain, using using mathematical assistance to explain, to explain, using provided evidence of
the hydraulic principles of mathematical calculations, the using mathematical mathematical this performance task.
pressure, force and area calculations, the hydraulic principles of calculations, the calculations, the
hydraulic principles of pressure, force and hydraulic principles of hydraulic principles of
pressure, force and area. pressure, force and area. pressure, force and area.
area.
1.3 draw and interpret basic I can consistently draw I can usually draw and I sometimes need I often need assistance I have not yet
hydraulic schematics and interpret basic interpret basic assistance to draw and to draw and interpret provided evidence of
hydraulic schematics. hydraulic schematics. interpret basic hydraulic basic hydraulic this performance task.
schematics. schematics.
1.4 identify hydraulic I can consistently I can usually identify I sometimes need I often need assistance I have not yet
conductors identify hydraulic hydraulic conductors. assistance to identify to identify hydraulic provided evidence of
conductors. hydraulic conductors. conductors. this performance task.
1.5 identify hydraulic valves I can consistently I can usually identify I sometimes need I often need assistance I have not yet
identify hydraulic hydraulic valves. assistance to identify to identify hydraulic provided evidence of
valves. hydraulic valves. valves. this performance task.
1.6 identify hydraulic I can consistently I can usually identify I sometimes need I often need assistance I have not yet
accessories identify hydraulic hydraulic accessories. assistance to identify to identify hydraulic provided evidence of
accessories. hydraulic accessories. accessories. this performance task.
2. explain the function of the following hydraulic components: hydraulic oils, reservoirs, filters, conductors and heat exchangers
2.1 explain the functions of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
hydraulic oil explain the functions of the functions of assistance to explain the to explain the functions provided evidence of
hydraulic oil. hydraulic oil. functions of hydraulic of hydraulic oil. this performance task.
oil.
2.2 state the primary quality I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
characteristics of the primary quality primary quality assistance to state the to state the primary provided evidence of
hydraulic oil characteristics of characteristics of primary quality quality characteristics this performance task.
hydraulic oil. hydraulic oil. characteristics of of hydraulic oil.
hydraulic oil.
2.3 explain the properties of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
hydraulic fluid and the explain the properties the properties of assistance to explain the to explain the properties provided evidence of
criteria for its selection of hydraulic fluid and hydraulic fluid and the properties of hydraulic of hydraulic fluid and this performance task.
the criteria for its criteria for its fluid and the criteria for the criteria for its
selection. selection. its selection. selection.
2.4 state the functions of the I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
hydraulic reservoir and its the functions of the functions of the assistance to state the to state the functions of provided evidence of
related components hydraulic reservoir and hydraulic reservoir functions of the the hydraulic reservoir this performance task.
its related components. and its related hydraulic reservoir and and its related
components. its related components. components.
2.5 describe the common I can consistently I can usually describe I sometimes need I often need assistance I have not yet
types of hydraulic describe the common the common types of assistance to describe to describe the common provided evidence of
reservoirs used on mobile types of hydraulic hydraulic reservoirs the common types of types of hydraulic this performance task.
equipment reservoirs used on used on mobile hydraulic reservoirs reservoirs used on
mobile equipment. equipment. used on mobile mobile equipment.
equipment.
2.7 explain the construction I can consistently I can usually explain I sometimes need I often need assistance I have not yet
and applications of explain the construction the construction and assistance to explain the to explain the provided evidence of
common types of and applications of applications of construction and construction and this performance task.
hydraulic conductors common types of common types of applications of common applications of common
hydraulic conductors. hydraulic conductors. types of hydraulic types of hydraulic
conductors. conductors.
2.8 state the function and I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
applications of hydraulic the function and function and assistance to state the to state the function and provided evidence of
heat exchangers applications of applications of function and applications of this performance task.
hydraulic heat hydraulic heat applications of hydraulic heat
exchangers. exchangers. hydraulic heat exchangers.
exchangers.
3.2 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
operation of the basic explain the principles of the principles of assistance to explain the to explain the principles provided evidence of
types of hydraulic control operation of the basic operation of the basic principles of operation of operation of the basic this performance task.
valves types of hydraulic types of hydraulic of the basic types of types of hydraulic
control valves. control valves. hydraulic control control valves.
valves.
3.3 describe the most common I can consistently I can usually describe I sometimes need I often need assistance I have not yet
methods of valve describe the most the most common assistance to describe to describe the most provided evidence of
actuation for heavy common methods of methods of valve the most common common methods of this performance task.
equipment valves valve actuation for actuation for heavy methods of valve valve actuation for
heavy equipment equipment valves. actuation for heavy heavy equipment
valves. equipment valves. valves.
3.4 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
operation and construction explain the principles of the principles of assistance to explain the to explain the principles provided evidence of
operation and operation and principles of operation of operation and this performance task.
Description: Students develop the knowledge, skills and attitudes necessary to understand and analyze electrical and electronic
systems and components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Electrical Theory 190104a; Electrical Circuits 190104b; Magnetism 190104c
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
COURSE HEA3440: ELECTRICAL THEORY
Checklist
Rubric
1.2 explain electricity in terms I can consistently I can usually explain I sometimes need I often need assistance I have not yet
of voltage, current and explain electricity in electricity in terms of assistance to explain to explain electricity in provided evidence of
resistance terms of voltage, voltage, current and electricity in terms of terms of voltage, this performance task.
current and resistance. resistance. voltage, current and current and resistance.
resistance.
1.3 explain direct current, I can consistently I can usually explain I sometimes need I often need assistance I have not yet
alternating current and explain direct current, direct current, assistance to explain to explain direct provided evidence of
static electricity alternating current and alternating current and direct current, current, alternating this performance task.
static electricity. static electricity. alternating current and current and static
static electricity. electricity.
2.2 identify the three circuit I can consistently I can usually identify I sometimes need I often need assistance I have not yet
types and their properties identify the three circuit the three circuit types assistance to identify to identify the three provided evidence of
types and their and their properties. the three circuit types circuit types and their this performance task.
properties. and their properties. properties.
2.3 explain electrical laws and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
formulas that apply to the explain electrical laws electrical laws and assistance to explain to explain electrical provided evidence of
operation of electrical and formulas that apply formulas that apply to electrical laws and laws and formulas that this performance task.
units to the operation of the operation of formulas that apply to apply to the operation
electrical units. electrical units. the operation of of electrical units.
electrical units.
2.4 apply electrical laws and I can consistently apply I can usually apply I sometimes need I often need assistance I have not yet
formulas to electrical laws and electrical laws and assistance to apply to apply electrical laws provided evidence of
mathematically calculate formulas to formulas to electrical laws and and formulas to this performance task.
circuit values mathematically mathematically formulas to mathematically
calculate circuit values. calculate circuit mathematically calculate circuit values.
values. calculate circuit values.
2.5 explain the effects of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
circuit defects on voltage, explain the effects of the effects of circuit assistance to explain the to explain the effects of provided evidence of
current and resistance and circuit defects on defects on voltage, effects of circuit defects circuit defects on this performance task.
on circuit operation voltage, current and current and resistance on voltage, current and voltage, current and
resistance and on circuit and on circuit resistance and on circuit resistance and on circuit
operation. operation. operation. operation.
3.2 explain the properties and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
applications of permanent explain the properties the properties and assistance to explain the to explain the properties provided evidence of
magnets and applications of applications of properties and and applications of this performance task.
permanent magnets. permanent magnets. applications of permanent magnets.
permanent magnets.
3.3 explain the construction, I can consistently I can usually explain I sometimes need I often need assistance I have not yet
operation and applications explain the the construction, assistance to explain the to explain the provided evidence of
of electromagnets construction, operation operation and construction, operation construction, operation this performance task.
and applications of applications of and applications of and applications of
electromagnets. electromagnets. electromagnets. electromagnets.
3.4 explain the principles of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
electromagnetic induction explain the principles of the principles of assistance to explain the to explain the principles provided evidence of
electromagnetic electromagnetic principles of of electromagnetic this performance task.
induction. induction. electromagnetic induction.
induction.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain electrical and electronic
systems and components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Test Equipment 190104d; Battery Fundamentals and Service 190104e; Electrical Wiring, Lighting Circuits and Circuit
Protection 190104f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
Checklist
Rubric
1. use electrical test equipment to measure electrical values and check circuit operation
1.1 explain the construction I can consistently I can usually explain I sometimes need I often need assistance I have not yet
and operation of explain the construction the construction and assistance to explain the to explain the provided evidence of
voltmeters, ammeters and and operation of operation of construction and construction and this performance task.
ohmmeters voltmeters, ammeters voltmeters, ammeters operation of voltmeters, operation of voltmeters,
and ohmmeters. and ohmmeters. ammeters and ammeters and
ohmmeters. ohmmeters.
1.2 explain meter precautions I can consistently I can usually explain I sometimes need I often need assistance I have not yet
when measuring voltage, explain meter meter precautions assistance to explain to explain meter provided evidence of
current and resistance precautions when when measuring meter precautions when precautions when this performance task.
measuring voltage, voltage, current and measuring voltage, measuring voltage,
current and resistance. resistance. current and resistance. current and resistance.
1.3 measure voltage at various I can consistently I can usually measure I sometimes need I often need assistance I have not yet
points on a circuit and measure voltage at voltage at various assistance to measure to measure voltage at provided evidence of
interpret the results various points on a points on a circuit and voltage at various various points on a this performance task.
circuit and interpret the interpret the results. points on a circuit and circuit and interpret the
results. interpret the results. results.
1.4 measure current flow at I can consistently I can usually measure I sometimes need I often need assistance I have not yet
various points on a circuit measure current flow at current flow at various assistance to measure to measure current flow provided evidence of
and interpret the results various points on a points on a circuit and current flow at various at various points on a this performance task.
circuit and interpret the interpret the results. points on a circuit and circuit and interpret the
results. interpret the results. results.
1.6 identify and use additional I can consistently I can usually identify I sometimes need I often need assistance I have not yet
electrical test equipment identify and use and use additional assistance to identify to identify and use provided evidence of
additional electrical test electrical test and use additional additional electrical test this performance task.
equipment. equipment. electrical test equipment.
equipment.
2.2 explain battery I can consistently I can usually explain I sometimes need I often need assistance I have not yet
construction, sizing, explain battery battery construction, assistance to explain to explain battery provided evidence of
capacity and ratings construction, sizing, sizing, capacity and battery construction, construction, sizing, this performance task.
capacity and ratings. ratings. sizing, capacity and capacity and ratings.
ratings.
2.3 perform battery I can consistently I can usually I sometimes need I often need assistance I have not yet
maintenance and testing perform battery perform battery assistance to perform to perform battery provided evidence of
maintenance and maintenance and battery maintenance and maintenance and this performance task.
testing. testing. testing. testing.
2.4 list safety precautions and I can consistently list I can usually list I sometimes need I often need assistance I have not yet
procedures for boosting safety precautions and safety precautions and assistance to list safety to list safety precautions provided evidence of
batteries procedures for boosting procedures for precautions and and procedures for this performance task.
batteries. boosting batteries. procedures for boosting boosting batteries.
batteries.
2.6 explain multiple battery I can consistently I can usually explain I sometimes need I often need assistance I have not yet
circuits in relation to explain multiple battery multiple battery assistance to explain to explain multiple provided evidence of
connections and battery circuits in relation to circuits in relation to multiple battery circuits battery circuits in this performance task.
compatibility connections and battery connections and in relation to relation to connections
compatibility. battery compatibility. connections and battery and battery
compatibility. compatibility.
3.2 perform wiring harness I can consistently I can usually perform I sometimes need I often need assistance I have not yet
inspection and repair perform wiring harness wiring harness assistance to perform to perform wiring provided evidence of
inspection and repair. inspection and repair. wiring harness harness inspection and this performance task.
inspection and repair. repair.
3.3 identify and repair wiring I can consistently I can usually identify I sometimes need I often need assistance I have not yet
harness connectors that identify and repair and repair wiring assistance to identify to identify and repair provided evidence of
are common to the wiring harness harness connectors and repair wiring wiring harness this performance task.
industry connectors that are that are common to harness connectors that connectors that are
common to the industry. the industry. are common to the common to the industry.
industry.
3.4 test circuit protection I can consistently test I can usually test I sometimes need I often need assistance I have not yet
devices, switches, relays circuit protection circuit protection assistance to test circuit to test circuit protection provided evidence of
and solenoids devices, switches, devices, switches, protection devices, devices, switches, this performance task.
relays and solenoids. relays and solenoids. switches, relays and relays and solenoids.
solenoids.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain electronic systems and
components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
Checklist
Rubric
1.2 explain the properties, I can consistently I can usually explain I sometimes need I often need assistance I have not yet
applications and test explain the properties, the properties, assistance to explain the to explain the provided evidence of
procedures for resistors applications and test applications and test properties, applications properties, applications this performance task.
procedures for resistors. procedures for and test procedures for and test procedures for
resistors. resistors. resistors.
1.3 explain the properties, I can consistently I can usually explain I sometimes need I often need assistance I have not yet
applications and test explain the properties, the properties, assistance to explain the to explain the provided evidence of
procedures for diodes applications and test applications and test properties, applications properties, applications this performance task.
procedures for diodes. procedures for diodes. and test procedures for and test procedures for
diodes. diodes.
1.4 identify the conditions that I can consistently I can usually identify I sometimes need I often need assistance I have not yet
affect the life of electronic identify the conditions the conditions that assistance to identify to identify the provided evidence of
devices that affect the life of affect the life of the conditions that conditions that affect this performance task.
electronic devices. electronic devices. affect the life of the life of electronic
electronic devices. devices.
2.2 explain the function of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
electronic control system explain the function of the function of assistance to explain the to explain the function provided evidence of
components electronic control electronic control function of electronic of electronic control this performance task.
system components. system components. control system system components.
components.
2.3 explain the interaction I can consistently I can usually I sometimes need I often need assistance I have not yet
between inputs, explain the interaction explain the interaction assistance to explain the to explain the provided evidence of
processors and outputs between inputs, between inputs, interaction between interaction between this performance task.
and multiplexing to processors and outputs processors and outputs inputs, processors and inputs, processors and
and multiplexing to and multiplexing to outputs and outputs and
control a circuit or a
control a circuit or a control a circuit or a multiplexing to control multiplexing to control
system system. system. a circuit or a system. a circuit or a system.
2.4 identify electronic test I can consistently I can usually identify I sometimes need I often need assistance I have not yet
equipment used for identify electronic test electronic test assistance to identify to identify electronic provided evidence of
diagnosis of electronic equipment used for equipment used for electronic test test equipment used for this performance task.
systems diagnosis of electronic diagnosis of electronic equipment used for diagnosis of electronic
systems. systems. diagnosis of electronic systems.
systems.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain air brake systems and
components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Air Brake System Fundamentals 190105a; Truck/Tractor Air Brake System Components Part A 190105cA;
Truck/Tractor Air Brake System Components Part B 190105cB
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
Checklist
Rubric
1.2 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of basic air demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
brake system components understanding of basic understanding of basic demonstrate an understanding of basic this performance task.
air brake system air brake system understanding of basic air brake system
components. components. air brake system components.
components.
2.2 explain the functions and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
principles of operation of explain the functions the functions and assistance to explain the to explain the functions provided evidence of
common primary service and principles of principles of operation functions and principles and principles of this performance task.
brake circuit components operation of common of common primary of operation of common operation of common
primary service brake service brake circuit primary service brake primary service brake
circuit components. components. circuit components. circuit components.
2.4 explain the functions and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
principles of operation of explain the functions the functions and assistance to explain the to explain the functions provided evidence of
common parking/ and principles of principles of operation functions and principles and principles of this performance task.
emergency brake circuit operation of common of common parking/ of operation of common operation of common
parking/ emergency brake parking/ emergency parking/ emergency
components
emergency brake circuit circuit components. brake circuit brake circuit
components. components. components.
2.5 explain the functions and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
principles of operation of explain the functions the functions and assistance to explain the to explain the functions provided evidence of
common trailer control and principles of principles of operation functions and principles and principles of this performance task
circuit components operation of common of common trailer of operation of common operation of common
trailer control circuit control circuit trailer control circuit trailer control circuit
components. components. components. components.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, service and maintain trailer air brake systems
and components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Air Brake System Mechanical Components 190105b; Trailer Air Brake System Components 190105d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
Checklist
Rubric
1.2 explain the operating I can consistently I can usually explain I sometimes need I often need assistance I have not yet
principles of a typical air explain the operating the operating assistance to explain the to explain the operating provided evidence of
disc foundation brake principles of a typical principles of a typical operating principles of a principles of a typical this performance task.
air disc foundation air disc foundation typical air disc air disc foundation
brake. brake. foundation brake. brake.
2.2 explain the functions and I can consistently I can usually explain I sometimes need I often need assistance I have not yet
principles of operation of explain the functions the functions and assistance to explain the to explain the functions provided evidence of
a CMVSS 121 single and principles of principles of operation functions and principles and principles of this performance task.
trailer brake circuit operation of a CMVSS of a CMVSS 121 of operation of a operation of a CMVSS
121 single trailer brake single trailer brake CMVSS 121 single 121 single trailer brake
circuit. circuit. trailer brake circuit. circuit.
2.3 explain the functions and I can consistently I can usually I sometimes need I often need assistance I have not yet
principles of operation of explain the functions explain the functions assistance to explain the to explain the functions provided evidence of
common components used and principles of and principles of functions and principles and principles of this performance task.
on multiple trailer operation of common operation of common of operation of common operation of common
components used on components used on components used on components used on
combinations
multiple trailer multiple trailer multiple trailer multiple trailer
combinations. combinations. combinations. combinations.
Description: Students develop the knowledge, skills and attitudes necessary to inspect, test, service and maintain air brake and
antilock systems and components.
Parameters: Access to a materials work centre, complete with basic hand tools, specialty hand tools and equipment, and to instruction
from an individual with journeyperson certification in the trade(s) of heavy duty mechanic; heavy duty equipment
mechanic (off-road); truck and transport mechanic; or transport-trailer mechanic.
ILM Resources: Air Brake System Testing and Service 190105e; Air Antilock Brake System Fundamentals 190105f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
Checklist
Rubric
1.2 perform a visual I can consistently I can usually perform I sometimes need I often need assistance I have not yet
inspection of the air brake perform a visual a visual inspection of assistance to perform a to perform a visual provided evidence of
system inspection of the air the air brake system. visual inspection of the inspection of the air this performance task.
brake system. air brake system. brake system.
1.3 perform air brake system I can consistently I can usually perform I sometimes need I often need assistance I have not yet
testing perform air brake air brake system assistance to perform to perform air brake provided evidence of
system testing. testing. air brake system testing. system testing. this performance task.
1.4 analyze test results and I can consistently I can usually analyze I sometimes need I often need assistance I have not yet
state possible causes for analyze test results and test results and state assistance to analyze to analyze test results provided evidence of
system malfunction state possible causes for possible causes for test results and state and state possible this performance task.
system malfunction. system malfunction. possible causes for causes for system
system malfunction. malfunction.
1.5 service cam-operated I can consistently I can usually service I sometimes need I often need assistance I have not yet
foundation brakes service cam-operated cam-operated assistance to service to service cam-operated provided evidence of
foundation brakes. foundation brakes. cam-operated foundation brakes. this performance task.
foundation brakes.
2.2 explain the operation of an I can consistently I can usually explain I sometimes need I often need assistance I have not yet
air antilock brake system explain the operation of the operation of an air assistance to explain the to explain the operation provided evidence of
an air antilock brake antilock brake system. operation of an air of an air antilock brake this performance task.
system. antilock brake system. system.
2.3 identify typical system I can consistently I can usually I sometimes need I often need assistance I have not yet
layout and component identify typical system identify typical system assistance to to identify typical provided evidence of
locations on a vehicle layout and component layout and component identify typical system system layout and this performance task.
equipped with an air locations on a vehicle locations on a vehicle layout and component component locations on
equipped with an air equipped with an air locations on a vehicle a vehicle equipped with
antilock brake system
antilock brake system. antilock brake system. equipped with an air an air antilock brake
antilock brake system. system.
2.4 describe air antilock brake I can consistently I can usually describe I sometimes need I often need assistance I have not yet
system service precautions describe air antilock air antilock brake assistance to describe to describe air antilock provided evidence of
brake system service system service air antilock brake brake system service this performance task.
precautions. precautions. system service precautions.
precautions.
Prerequisite: None
Description: Students develop the knowledge, skills and attitudes in the practice of workshop health and safety, communication and
career planning.
Parameters: Access to a materials work centre and to instruction from an individual with journeyperson certification in the trade(s) of
heavy duty mechanic; heavy duty equipment mechanic (off-road); truck and transport mechanic; or
transport-trailer mechanic.
ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a; Climbing, Lifting, Rigging and Hoisting
650101b; Hazardous Materials and Fire Protection 650101c; Communication 090101d; Lifting Procedures and Wire
Rope 190101e
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teachers responsibility to ensure that all outcomes are taught and assessed.
Checklist Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.
The student may use this checklist as a guide when completing this course.
The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Rubric Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.
This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students competency in this course.
Checklist
5. demonstrate communication
skills and workshop safety
6. demonstrate an
understanding of the heavy
equipment technician
apprenticeship trade and of
apprenticeship
opportunities that exist by
creating a personal career
portfolio
Rubric
1. describe legislation, regulations and practices intended to ensure a safe workplace in the heavy equipment technician apprenticeship
trade
1.1 demonstrate the ability to I can consistently I can usually I sometimes need I often need assistance I have not yet
apply the Occupational demonstrate the ability demonstrate the ability assistance to to demonstrate the provided evidence of
Health and Safety Act, to apply the to apply the demonstrate the ability ability to apply the this performance task.
Regulation and Code, as Occupational Health Occupational Health to apply the Occupational Health
and Safety Act, and Safety Act, Occupational Health and Safety Act,
well as the changes from
Regulation and Code, Regulation and Code, and Safety Act, Regulation and Code,
Bill C-45 as well as the changes as well as the changes Regulation and Code, as as well as the changes
from Bill C-45. from Bill C-45. well as the changes from Bill C-45.
from Bill C-45.
1.2 explain the core I can consistently I can usually explain I sometimes need I often need assistance I have not yet
requirements applicable to explain the core the core requirements assistance to explain the to explain the core provided evidence of
all industries requirements applicable applicable to all core requirements requirements applicable this performance task.
to all industries. industries. applicable to all to all industries.
industries.
1.3 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of the 26 demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
parts of the OHS Code understanding of the 26 understanding of the demonstrate an understanding of the this performance task.
requirements applicable to parts of the OHS Code 26 parts of the OHS understanding of the 26 parts of the OHS
requirements applicable Code requirements 26 parts of the OHS Code requirements
all industries
to all industries. applicable to all Code requirements applicable to all
industries. applicable to all industries.
industries.
1.5 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of the 11 demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
OHS Code Schedules that understanding of the 11 understanding of the demonstrate an understanding of the this performance task.
the Explanation Guide OHS Code Schedules 11 OHS Code understanding of the 11 OHS Code
that the Explanation Schedules that the 11 OHS Code Schedules that the
does not address
Guide does not address. Explanation Guide Schedules that the Explanation Guide does
does not address. Explanation Guide does not address.
not address.
1.6 explain the role of the I can consistently I can usually explain I sometimes need I often need assistance I have not yet
employer and employee in explain the role of the the role of the assistance to explain the to explain the role of provided evidence of
regard to occupational employer and employee employer and role of the employer the employer and this performance task.
health and safety in regard to employee in regard to and employee in regard employee in regard to
occupational health and occupational health to occupational health occupational health and
legislation
safety legislation. and safety legislation. and safety legislation. safety legislation.
1.7 explain industry practices I can consistently I can usually explain I sometimes need I often need assistance I have not yet
for hazard assessment and explain industry industry practices for assistance to explain to explain industry provided evidence of
control procedures in four practices for hazard hazard assessment and industry practices for practices for hazard this performance task.
main hazard categories assessment and control control procedures in hazard assessment and assessment and control
procedures in four main four main hazard control procedures in procedures in four main
hazard categories. categories. four main hazard hazard categories.
categories.
1.8 identify and describe I can consistently I can usually identify I sometimes need I often need assistance I have not yet
hazard assessment tools identify and describe and describe hazard assistance to identify to identify and describe provided evidence of
that both employees and hazard assessment tools assessment tools that and describe hazard hazard assessment tools this performance task.
employers must use in that both employees both employees and assessment tools that that both employees and
and employers must use employers must use in both employees and employers must use in
assessing and controlling
in assessing and assessing and employers must use in assessing and
work-site hazards controlling work-site controlling work-site assessing and controlling work-site
hazards. hazards. controlling work-site hazards.
hazards.
1.10 identify and describe I can consistently I can usually identify I sometimes need I often need assistance I have not yet
employer administrative identify and describe and describe employer assistance to identify to identify and describe provided evidence of
controls that limit employer administrative and describe employer employer administrative this performance task.
hazards to the lowest administrative controls controls that limit administrative controls controls that limit
that limit hazards to the hazards to the lowest that limit hazards to the hazards to the lowest
level possible
lowest level possible. level possible. lowest level possible. level possible.
1.11 describe the I can consistently I can usually describe I sometimes need I often need assistance I have not yet
responsibilities of describe the the responsibilities of assistance to describe to describe the provided evidence of
employees and responsibilities of employees and the responsibilities of responsibilities of this performance task.
employers to apply employees and employers to apply employees and employees and
employers to apply emergency employers to apply employers to apply
emergency procedures
emergency procedures. procedures. emergency procedures. emergency procedures.
1.12 describe positive I can consistently I can usually describe I sometimes need I often need assistance I have not yet
tradesperson attitudes describe positive positive tradesperson assistance to describe to describe positive provided evidence of
with respect to the legal tradesperson attitudes attitudes with respect positive tradesperson tradesperson attitudes this performance task.
responsibilities for all with respect to the legal to the legal attitudes with respect to with respect to the legal
responsibilities for all responsibilities for all the legal responsibilities responsibilities for all
workers
workers. workers. for all workers. workers.
1.13 describe the roles and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
responsibilities of describe the roles and the roles and assistance to describe to describe the roles and provided evidence of
employers and responsibilities of responsibilities of the roles and responsibilities of this performance task.
employees with respect employers and employers and responsibilities of employers and
employees with respect employees with employers and employees with respect
to the selection and use
to the selection and use respect to the selection employees with respect to the selection and use
of personal protective of personal protective and use of personal to the selection and use of personal protective
equipment equipment. protective equipment. of personal protective equipment.
equipment.
2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the heavy
equipment technician apprenticeship trade
2.1 select, use and maintain I can consistently I can usually select, I sometimes need I often need assistance I have not yet
2.2 describe manual lifting I can consistently I can usually describe I sometimes need I often need assistance I have not yet
procedures, including describe manual lifting manual lifting assistance to describe to describe manual provided evidence of
correct body mechanics procedures, including procedures, including manual lifting lifting procedures, this performance task.
correct body correct body procedures, including including correct body
mechanics. mechanics. correct body mechanics. mechanics.
2.3 describe rigging hardware I can consistently I can usually I sometimes need I often need assistance I have not yet
and safe work load describe rigging describe rigging assistance to describe to describe rigging provided evidence of
hardware and safe work hardware and safe rigging hardware and hardware and safe work this performance task.
load. work load. safe work load. load.
2.4 select the correct I can consistently select I can usually select the I sometimes need I often need assistance I have not yet
equipment for rigging the correct equipment correct equipment for assistance to select the to select the correct provided evidence of
typical loads for rigging typical rigging typical loads. correct equipment for equipment for rigging this performance task.
loads. rigging typical loads. typical loads.
2.6 explain the most I can consistently I can usually explain I sometimes need I often need assistance I have not yet
commonly used sling explain the most the most commonly assistance to explain the to explain the most provided evidence of
configurations to connect commonly used sling used sling most commonly used commonly used sling this performance task.
a load to a hook configurations to configurations to sling configurations to configurations to
connect a load to a connect a load to a connect a load to a connect a load to a
hook. hook. hook. hook.
2.7 demonstrate the standard I can consistently I can usually I sometimes need I often need assistance I have not yet
movement signals a demonstrate the demonstrate the assistance to to demonstrate the provided evidence of
signaler is required to standard movement standard movement demonstrate the standard movement this performance task.
know to signal a crane signals a signaler is signals a signaler is standard movement signals a signaler is
required to know to required to know to signals a signaler is required to know to
operator
signal a crane operator. signal a crane required to know to signal a crane operator.
operator. signal a crane operator.
3. perform lifting operations using proper techniques and equipment and following occupational health and safety standards
3.1 demonstrate knowledge I can consistently I can usually I sometimes need I often need assistance I have not yet
and use of hoisting and demonstrate knowledge demonstrate assistance to to demonstrate provided evidence of
lifting equipment and use of hoisting and knowledge and use of demonstrate knowledge knowledge and use of this performance task.
lifting equipment. hoisting and lifting and use of hoisting and hoisting and lifting
equipment. lifting equipment. equipment.
3.2 describe applications of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
wire rope on machinery describe applications of applications of wire assistance to describe to describe applications provided evidence of
following regulations set wire rope on machinery rope on machinery applications of wire of wire rope on this performance task.
out by the Occupational following regulations following regulations rope on machinery machinery following
set out by the set out by the following regulations regulations set out by
Health and Safety Act
Occupational Health Occupational Health set out by the the Occupational
and Safety Act. and Safety Act. Occupational Health Health and Safety Act.
and Safety Act.
4. describe the safety practices for hazardous materials and fire protection in the heavy equipment technician apprenticeship trade
4.1 describe the roles, I can consistently I can usually describe I sometimes need I often need assistance I have not yet
responsibilities, features describe the roles, the roles, assistance to describe to describe the roles, provided evidence of
and practices related to the responsibilities, features responsibilities, the roles, responsibilities, features this performance task.
Workplace Hazardous and practices related to features and practices responsibilities, features and practices related to
the Workplace related to the and practices related to the Workplace
Materials Information
Hazardous Materials Workplace Hazardous the Workplace Hazardous Materials
System (WHMIS) Information System Materials Information Hazardous Materials Information System
program (WHMIS) program. System (WHMIS) Information System (WHMIS) program.
program. (WHMIS) program.
4.2 describe the three key I can consistently I can usually describe I sometimes need I often need assistance I have not yet
elements of WHMIS describe the three key the three key elements assistance to describe to describe the three provided evidence of
elements of WHMIS. of WHMIS. the three key elements key elements of this performance task.
of WHMIS. WHMIS.
4.3 describe handling, storage I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and transportation describe handling, handling, storage and assistance to describe to describe handling, provided evidence of
procedures when dealing storage and transportation handling, storage and storage and this performance task.
with hazardous materials transportation procedures when transportation transportation
procedures when dealing with procedures when procedures when
dealing with hazardous hazardous materials. dealing with hazardous dealing with hazardous
materials. materials. materials.
4.4 describe safe venting I can consistently I can usually describe I sometimes need I often need assistance I have not yet
procedures when working describe safe venting safe venting assistance to describe to describe safe venting provided evidence of
with hazardous materials procedures when procedures when safe venting procedures procedures when this performance task.
working with hazardous working with when working with working with hazardous
materials. hazardous materials. hazardous materials. materials.
5. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards
5.1 use various types of I can consistently use I can usually use I sometimes need I often need assistance I have not yet
communication to provide various types of various types of assistance to use to use various types of provided evidence of
communication to communication to various types of communication to this performance task.
trade-related information, provide trade-related provide trade-related communication to provide trade-related
information, employing information, provide trade-related information, employing
employing standard terms
standard terms for employing standard information, employing standard terms for
for components and components and terms for components standard terms for components and
operations operations. and operations. components and operations.
operations.
5.2 identify key areas of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
responsibility that an identify key areas of key areas of assistance to identify to identify key areas of provided evidence of
employee has in regards to responsibility that an responsibility that an key areas of responsibility that an this performance task.
shop and trade safety employee has in regards employee has in responsibility that an employee has in regards
to shop and trade safety. regards to shop and employee has in regards to shop and trade safety.
trade safety. to shop and trade safety.
5.3 explain the correct use of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
fire extinguishers and explain the correct use the correct use of fire assistance to explain the to explain the correct provided evidence of
explain fire prevention of fire extinguishers extinguishers and correct use of fire use of fire extinguishers this performance task.
techniques and explain fire explain fire prevention extinguishers and and explain fire
prevention techniques. techniques. explain fire prevention prevention techniques.
techniques.