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Teacher guide

Automotive Retail Service and Repair AUR05Series 9 Flexible Learning Toolbox

Supporting resources for the Certificates III in:Automotive Mechanical TechnologyAutomotive Vehicle Body

flexiblelearning.net.au/toolbox

© Commonwealth of Australia 2006

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Automotive Retail Service and Repair Toolbox

Table of Contents

Section 1 – About this Toolbox.........................................................................11.1 Introduction.....................................................................................................................1

1.2 Purpose..........................................................................................................................1

1.3 Target audience..............................................................................................................1

1.4 Competencies.................................................................................................................1

1.5 Underpinning ideas.........................................................................................................1

Online teaching strategies....................................................................................................1

Section 2 – Key features................................................................................12.1 Structure of Toolbox.......................................................................................................1

Section 3 – Using the Automotive Toolbox..................................................13.1 General points................................................................................................................1

3.2 Use of media................................................................................................................... 1

3.3 Technical approach........................................................................................................1

3.4 Access and equity...........................................................................................................1

3.5 How do I install the Toolbox on my server?....................................................................1

3.6 Use of the communication tools......................................................................................1

3.7 The directory structure....................................................................................................1

3.8 Customising the Toolbox................................................................................................1

3.9 Assessment strategies....................................................................................................1

Guide to units.......................................................................................................................1

Section 4 - Apply safe working practices (mechanical technology)..........14.1 Introduction to the unit....................................................................................................1

4.2 Unit Jobs......................................................................................................................... 1

Section 5 Carry out diagnostic procedures.................................................15.1 Introduction to the unit....................................................................................................1

5.2 Unit Jobs......................................................................................................................... 1

Section 6 - Implement and monitor environmental regulations on the automotive mechanical industry...................................................................1

6.1 Introduction to the unit....................................................................................................1

6.2 Unit Jobs......................................................................................................................... 1

Section 7 - Apply safe working practices (vehicle body)............................17.1 Introduction to the unit....................................................................................................1

7.2 Unit Jobs......................................................................................................................... 1

Part of the Australian Flexible Learning Framework i


Section 8 - Implement and monitor environmental regulations and best practice in the body repair industry.............................................................1

8.1 Introduction to the unit....................................................................................................1

8.2 Unit Jobs......................................................................................................................... 1

Section 9 - Apply solid colour matching techniques..................................19.1 Introduction to the unit....................................................................................................1

9.2 Unit Jobs......................................................................................................................... 1

Part of the Australian Flexible Learning Framework ii


Section 1 – About this Toolbox

1.1 IntroductionWelcome to the Teacher’s Guide for the Automotive Toolbox.

This Guide contains useful information for teacher’s using the Toolbox and should be read prior to delivering training.

1.2 PurposeIncreasingly new technologies are playing a bigger part in all of our working lives. This resource gives young people, learning their trade in the automotive industry, a chance to learn how to use new technologies. Learners can pick up essential technological and online communication skills as a result of their interaction with this Toolbox.

Also, the automotive industry always needs up to date and quality learning resources. This Toolbox provides current industry information and opportunities for learning through a variety of learning activities

Regulation of the environmental impact of the automotive industry is increasing. For any successful small business operator in the repair and service sector of the automotive industry, awareness of these regulations and the relevant legislation is essential. In this Toolbox the environmental effects of work in the automotive industry are examined and possible solutions to reduce these effects are explored.

The Toolbox has specific information on how to apply colour matching techniques.

Another major area of automotive repair work covered in the Toolbox is the diagnosis of mechanical faults in car engines.

Finally, the issue of safety at work is at the forefront of everyone’s mind. The Toolbox looks at how those in the automotive industry can apply safe practices in their daily work.

1.3 Target audienceThe Automotive Toolbox targets learners who have some experience and exposure to the automotive industry in a mechanical or paint and body workshop.

Learners will succeed with this Toolbox if they are:

computer literate

self-motivated

able to manage their time and studies

able to work independently and with colleagues

familiar with automotive workplace procedures

able to access current or simulated workplaces in the automotive industry

able to draw on prior knowledge and experience.

Part of the Australian Flexible Learning Framework 1


Prior knowledgeThe Automotive Toolbox targets learners who have some experience and exposure to the automotive industry in a mechanical or paint and body workshop or a simulated workshop.

It is desirable that learners have:

a basic grasp of mathematics

adequate literacy levels

some experience using online communication tools such as discussion lists and chat rooms

basic computer skills to navigate the Toolbox.

Practical requirementsThe only essential practical requirement for the use of the Toolbox is that learners have access to an automotive workplace or a simulated workplace in either of the two industry areas, mechanical or paint and body.

All learners need to have a basic induction into the use of online communication and the importance of following etiquette in the manner of their interactions with others.



1.4 CompetenciesThe learning materials cover some of the competencies from the following qualifications forming the Automotive Industry Retail, Service and Repair Training Package AUR05:

AUR30405 Certificate III in Automotive Mechanical Technology

AUR30804 Certificate III in Automotive Vehicle Body.

Please noteA copy of the Toolbox Implementation Guide can be found at http://toolboxes.flexiblelearning.net.au/documents/index.htm.

The Toolbox Implementation Guide has been designed to help you get started with your Toolbox project and is based on the experiences of training providers nationally who have been working with Toolbox products over the last few years. The guide focuses mainly on supporting teachers involved in Toolbox product implementation, but will also be a useful reference for technical, support and other staff. It contains four main sections:

1. Finding your way around Toolbox products – things you should know.

2. Different ways you can use your Toolbox product for training delivery and support.

3. Planning for the implementation of your Toolbox product.

4. Further reading and helpful websites.



1.5 Underpinning ideasEach unit of competency is addressed by a series of Jobs. Resources are suggested and/or provided to assist the learner to complete the Jobs required. These resources are:

the ‘Toolkit’ containing relevant information and content, weblinks and additional explanations to assist the learner to complete each Job

‘Ask the Expert’ containing advice and explanations from a workplace avatar

a glossary containing important industry words and terms.

You can organise additional exercises such as discussions and chat sessions, and this Teacher’s Guide provides many suggestions for enhancing the learning experience through collaborative work. The Jobs are designed to develop the following key skill areas required for competency in communication skills

analysis skills

organisational skills

time management skills

literacy and language skills

read and interpret a range of documentation

observation skills

technology skills

research and evaluation skills

collaboration skills

planning skills

problem solving skills.

Online teaching strategiesCollaboration and interactionInclude ways of promoting collaboration or interaction between learners/users. For example:

Teaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to them in the Toolbox, in the workplace, and on the World Wide Web. Helping learners navigate this information and pinpoint the relevant materials to meet performance criteria is the central role. It requires a clear statement of learning objectives and regular feedback on learner progress. Email and a bulletin board are powerful communication tools when applied in this context.

Toolboxes are designed to encourage learner collaboration through communication tools. It is the teacher’s decision as to how to get feedback about this collaboration. The activities are customisable depending on requirements. For example, a teacher might set up a bulletin board discussion around. A start and finish date might be set for the discussion, and a proportion of final assessment weighted to participation. Learners may be notified of these requirements by email, as well as through an initial posting on the bulletin board. The bulletin board (along with other tools) is a useful record of learner contributions for assessment purposes.”



Communication activitiesOnline communication activities form a large part of the learning of this Toolbox. In the Share section of each Job learners are encouraged to share their reflections and experiences using online learning communication tools set up by their teachers.

This communication will only flourish if there is a sense of team collaboration while undertaking the Toolbox together. It is important teachers consider how they will develop this team environment; here are a few tips.

Starting together as a group – online icebreakers You can use an online icebreaker in a computer training room or with learners

who are at different locations.

If you intend for your learners to collaborate online (using email, a learning management system, or a web discussion board) it’s important to give them a chance to get familiar with each other by using the medium, before they get down to the serious part.

Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to Training games.

Set group projects based on the workplace task sheets.

The downloadable worksheets that are accessed throughout the Toolbox, most commonly in the ‘Apply’ section of each Job can be used to undertake group activities. Learners are commonly asked to list observations of their workplace and then share these with their fellow learners.

A small group could:

work together to identify a similar workplace problem that they will base their task on, and later report back to the whole group as part of their review process, or

work together if they are in the same organisation to identify a common problem, and then work on it as a team within their organisation.

Some advantages of this approach are:

it can facilitate social learning, especially useful if learners are geographically dispersed or isolated

learners gain practice using online communication tools in a practical task-focused way

it can allow learners to practise skills of planning, collaboration, consultation and networking

it can be integrated with assessment of underpinning skills such as communication skills, and of the key competencies.



Here are some practical suggestions for implementing group projects:

Limit teams to no more than three or four learners.

Set a date for completion of the group project.

Consider asking learners to write a self assessment of their contribution to the group process. This will encourage learners to reflect on their collaborative skills, as well as providing you with more information if you are considering using the group work as an assessment item.

Provide guidelines as to how you expect your learners to collaborate, eg entirely online, or through a mix of face-to-face meetings and online communication.

Implementing the group work ideas – fun ways to do it Debate – turn the group work topic into a debate. Assign teams to the ‘yes’

and ‘no’ cases, choose an adjudicator, and hold the debate on your bulletin board or chat system. An example could be, ‘There is too much OHS legislation in the automotive industry that is unnecessary’.

Here are some other types of group activities that you may like to adapt. They are in a (very) rough order from easiest to hardest for learners to do online:

At the coalface – focusing on a particular topic, learners tell each other about their own experiences at work. It’s usually easy for most people to talk about their own experiences. The questions you set for the group should also encourage some critical reflection, eg ‘What would you do differently?’

WebQuest – learners find good websites on a particular topic, containing useful tools etc. Each group is responsible for preparing a report to the larger group of websites with a brief review of each. This is a good way to develop web research skills and collaboration skills at the same time. This would be really useful in the Jobs relating to applying paint.

Workplace research – use team research to direct learners to look at a particular issue/problem/process in their workplace(s). Put learners in 'mini-teams' then have them report back to the larger group.

Peer review – student’s team up with a study buddy and give structured feedback on each other’s work on a given task. This is useful for encouraging group collaboration and support, and to practise the important skill of giving and receiving feedback. Use the process of Praise-Improvement-Praise to facilitate this.

Role play – use this where practising an interpersonal skill is relevant, such as dealing with the customer. Use role plays carefully – they require some skill on the part of the facilitator.



Section 2 – Key features

2.1 Structure of ToolboxEach Job in the Toolbox is divided into the following sections:

Introduction

See

Find

Do

Apply

Share

Every Job follows this structure. It is intended that there is a connection between each section and that there is a scaffolding of knowledge across each section.

IntroductionEach Job has an Introduction page. This sets the context for the Job and relates the Job to the automotive workplaces of the learners or where learners are aspiring to work.

SeeThe See section shows the learner an important theme of the Job. This section has a Flash interaction using video and/or audio.

FindThe Find section directs learners to locate resources in their workplace, within the Toolbox (from an ‘Ask the Expert’ link or the ‘Toolkit’) or from the web, where relevant. These resources assist the learner in undertaking the Do and Apply sections of each Job.

DoThe Do section requires learners to undertake an activity related to the Job they are in. This section may include:

the completion of workplace documentation

searching for more information about a Job

interacting with a multimedia application to demonstrate understanding.

ApplyThe Apply section directs learners to use information gathered in the previous sections to broaden their understanding and to locate their new knowledge in a workplace context.



Share The Share section is an opportunity for learners to connect with fellow learners using online communication tools, their workplace colleagues and their boss to reflect on their learning, share their experiences and to extend their understandings. It is the key part of the Toolbox where collaboration or interaction between learners is promoted.

This section allows teachers opportunities to use online communication tools such as chat, discussion and emails.

ToolkitThe Toolbox has a Toolkit facility. The Toolkit is used by learners to source supporting information to assist them in completing activities in the Do and Find sections of each Job. Some of the topics covered in the Toolkit include:

tools and equipment used in the automotive industry OHS legislation environmental legislation how colours are created by mixing paint prominent vehicle paint manufacturers safe disposal of waste PPE commonly used workplace documentation such as job cards cause and symptoms of common engine faults how to undertake a diagnosis of a faulty vehicle.

GlossaryA glossary containing definitions of more than one hundred automotive words and terms is included in the Toolbox.

ExpertThe Expert link will appear when an important tip or essential advice needs to be given to the learner.

Please note: The Expert and Toolkit links do not appear on every page.



Section 3 – Using the Automotive Toolbox

3.1 General pointsThe Automotive Toolbox approaches learning in an innovative and challenging way and will enable providers to customise learning resources so they are relevant to their immediate audience. The Toolbox provides online learning resources for units from the AUR 05 Automotive Retail Service and Repair Training Package across the following qualifications:

AUR 30405 Certificate III in Automotive Mechanical Technology

AUR30804 Certificate III in Automotive Vehicle Body

The Toolbox has been designed and developed to conform to W3C Priority 1 Accessibility Guidelines.

The Toolbox comes complete with its own internal navigation ready for installation onto a web server. The Toolbox has been designed to incorporate online communication tools (email and discussion board) and you will need to add the necessary links to your choice of communication tools.

The Toolbox may also be incorporated into a learning management system such as WebCT to make use of the system’s tools (e.g. communication tools) and features.

It is recommended that you make a backup copy of the Toolbox CD-ROM in case the original becomes lost or is damaged.

3.2 Use of media Flash technology is utilised for all interactive elements and those requiring sound or animation. Upon entry to the site, users are prompted to download the appropriate Flash player to view these animations. For accessibility purposes, there is a link to a text version of scripts included on screen.

Resources are in either Word or PDF format as appropriate. Word documents are used for resources such as Incident Reports. This allows for the documents to be tailored and filled in electronically. Other resources used purely for reference are provided in PDF format enabling them to be easily printed or viewed online.



3.3 Technical approachEach unit of competency is contained within its own directory within the site structure enabling easy identification and modification. All resources are contained in a separate directory, within a subdirectory for each unit of competency.

All flash animations contain a pre-loader to inform the user of the file size and download time remaining.

For usability purposes, new browser windows that are launched within the learning screens appear without a visible browser toolbar. This relates to the resources section which is launched in a new window so it can be referred to while learning screens are still visible in the background.

All learning resources are developed with reusability in mind.

3.4 Access and equityThe Toolbox developers have strived to make the site engaging and useful for all users, ensuring a consistent and stimulating graphical interface augmented with text transcripts for all sound, flash movies and dynamic layers. Transparent layers provide navigation for screen readers outside of the opening Flash scenario settings.

W3C StandardsThe Automotive Toolbox has been developed to comply with W3C Conformance Priority One. The graphical version provides an intuitive environment that is built to enable people who are sighted and people with partial vision impairment or deafness to actively use the product.

The following design guidelines have been followed to ensure compliance:

High contrast colours are adopted as a default

High quality images are used

Frames are not used

Alt-tags are applied to graphics succinctly and consistently

For hyperlinks, care has been taken to use text that makes sense when read out of context. For instance, the online product has avoided the use of ‘click here’ wherever possible

The site has been validated using the checklist and guidelines at www.w3c.org/tr/wai-webcontent.



Important noteBefore using the Automotive Toolbox, it is important that you customise the product for your use. You will need to make changes/additions to the following:

1. Provide links to the email, chat and discussion board tools that your institute utilises for example via learning management systems, such as BlackBoard, WebCT. These links should be added to the web page comtool.htm provided in the root directory of the website.

2. It is up to the facilitator to use the team topics in a co-ordinated learning strategy.

3.5 How do I install the Toolbox on my server?To install the Automotive Toolbox on your server, follow these steps:

1. Insert the Toolbox CD-ROM into your CD-ROM drive.

2. Use a FTP program to transfer the entire root directory to your organisation’s web server.

3. Provide your learners with the URL.

If you only wish to copy specific units or activities, then refer to section 3.8 How to deliver activities and/or units individually?There are no server side technologies utilised in this Toolbox so it will not be necessary to configure anything extra to use the Toolbox. After all the files are copied to the nominated directory on your server, open a web browser and access the index.html page in the nominated directory.

If you rename any of the subdirectories, you will have to change the appropriate links in the content. It is suggested that you do not change the directory structure unless it is absolutely necessary.

If you have trouble accessing the Flash content in the Toolbox, it may be necessary to download the plug-in from www.macromedia.com or set the appropriate mime types for Flash (application/x-shockwave-flash). This should not be necessary for most installations.A comprehensive Technical Guide is also available to assist staff who are installing the Toolbox on a server and customising the content of the Toolbox.

3.6 Use of the communication toolsAs previously discussed, each Share section directs learners to use online communication tools to build on the learning they have achieved in each Job.

Teachers can direct learners to use chats, threaded discussions and emails to share their understandings and critical analyses, and to suggest alternatives as part of each Share section.



Teachers should use online communication tools to help coordinate the progress of learners through the resource. For example, nominate team topics for online discussion ensuring that each team uses the discussion board to pool ideas and opinions.



3.7 The directory structureOn opening the CD index.html will start the Toolbox.

The following are the folders within the Toolbox:

Toolbox 902

glossary Glossary of industry terms used in Toolbox

Shared Folder

index_links.htm Acknowledgements

Copyright

Requirements

action scripts Flash scripting files

css Styles and descriptions of layout

flash Flash application for index page of Toolbox

guides Teachers and Technical Guides

images Shared images across the Toolbox

script Java script

toolkit Images for Toolkit section of Toolbox

The section folders are based on the two qualifications addressed in the Toolbox, Mechanical Technology and Automotive Vehicle Body.

Section Folders

unit_auto_vehicle_body Jobs

Intro

See

Find

Do

Apply

Share

unit_mechanical_technology Jobs

Intro

See

Find

Do

Apply

Share



Each unit and activity has its own directory for its content (HTML pages) and its associated multimedia resources (JPG, GIF and Flash media files).

3.8 Customising the ToolboxSome design aspects of the Toolboxes can be easily customisable. However, there are other aspects of the Toolboxes that are more difficult. For this complex customisation we recommend that you proceed only if you have the relevant trained technical personnel.

There has been an attempt made at making the multimedia content of the Toolbox easily updateable. Some applications, such as the Media Player, are completely updateable by making changes to an XML document. Where you see the same application used repeatedly you will likely find this scenario. Although it is important to realise that a number of the multimedia applications, such as the Colour Blindness test, can only be edited by someone with access to Macromedia Flash MX 2004 and basic Flash Actionscript skills.

Where possible all Flash Actionscript has been placed in an easy to locate area in the Flash .fla file.

In most cases Toolboxes are able to be modified and redistributed with minimal licensing or copyright encumbrance. However, before commencing any modifications we recommend that you check the license details of the Toolbox, to ensure that any customisation undertaken does not contravene the conditions of that license.

For licensing conditions visit: http://www.flexiblelearning.net.au/toolbox/license.htm

Remember to retain the original files in their CD-ROM format so that you always have an original copy of the Toolbox as a backup.

Customising a Toolbox for single unit deliveryIf you only want to offer one or two units from the Toolbox, or limit access to certain units and/or streams, you can simply disable the links to the units that you do not wish learners to access.

Disaggregation of the Toolbox into learning objectsThe Toolbox has been developed so individual components can be used separately. An example of this is Job 1 in the unit Apply Solid Colour Matching Techniques. Job 1 has a number of activities that test if a learner has colour blindness. A teacher delivering content from other Training Packages could use these activities. These activities can be used to address many different learning environments other than those in the automotive industry.


http://www.flexiblelearning.net.au/toolbox/license.htm


3.9 Assessment strategiesAssessment of a unit(s) of competence requires the gathering of evidence of underpinning knowledge and practical skills.

As part of an evidence portfolio for underpinning knowledge, an assessor may choose to use completed job sheets presented by a student online or face- to- face, as well as meaningful contributions to online discussions.

Practical performance of skills may be carried out in a simulated work environment, but the industry strongly recommends, wherever possible, they be performed under a partnership arrangement in the workplace.



Guide to unitsThe following units of competency are covered by this Toolbox.

National code Title

AURC270103A Apply safe working procedures

(contextualised for Mechanical technology qualification)

AURT366108A Carry out diagnostic procedures

AURT271781A *Implement and monitor environmental regulations in the automotive mechanical industry

AURC270103A Apply safe work practices

(contextualised for Vehicle body qualification)

AURV371481A *Implement and monitor environmental regulations in the body repair industry

AURV329803CA Apply solid colour matching techniques

*Teachers will find that some Jobs and Tasks from these competencies will also be relevant to the unit: See the following for details on how these units could be applied to the competency AURC272003A Apply environmental regulations and best practice in a workplace or business.

JOB 1 - Environmental AwarenessINTRO - requires customisationSEE – can be used as providedFIND - can be used as providedDO - can be used as providedAPPLY - can be used as providedSHARE - can be used as provided

JOB 2 - LegislationINTRO - can be used as provided SEE - requires customisationFIND - can be used as providedDO - requires customisationAPPLY - can be used as provided SHARE - can be used as provided

JOB 3 - Waste ManagementINTRO - can be used as providedSEE - requires customisationFIND - can be used as provided DO - can be used as providedAPPLY - can be used as providedSHARE - can be used as provided

JOB 4 - Managing Liquid WasteINTRO - can be used as providedSEE - requires customisationFIND - can be used as providedDO - requires customisationAPPLY - can be used as providedSHARE - can be used as provided

JOB 5 - Managing Air QualityINTRO - can be used as providedSEE - requires customisationFIND - can be used as providedDO - requires customisationAPPLY - requires customisationSHARE - can be used as provided

JOB 6 - Managing Air PollutionINTRO - can be used as providedSEE - requires customisationFIND - can be used as providedDO - can be used as providedAPPLY - can be used as providedSHARE - can be used as provided



Section 4 - Apply safe working practices (mechanical technology)

4.1 Introduction to the unitThis competency unit incorporates the WorkSafe Australia Guidelines and encompasses competencies necessary to apply basic safety and emergency procedures to maintain a safe workplace for staff, customers and others in the mechanical technology trades in the automotive industry.

4.2 Unit JobsThere are eight Jobs in this unit:

Job 1 Occupational health and safety (OHS) issues

Job 2 Work environment

Job 3 PPE

Job 4 Workshop equipment

Job 5 Manual handling

Job 6 Dangerous goods

Job 7 Fire fighting

Job 8 Emergency procedures.



Job 1 Occupational Health and SafetyThis Job covers the requirements of OHS legislation and how to best follow such requirements.

When learners have worked through the requirements of the Job they will be able to locate relevant OHS legislation and apply such requirements to their workplace activities.

IntroductionJohn, who is starting an automotive apprenticeship, is introduced to the learner. John sets the context for the Job, the work to be undertaken and for the learner to gain understanding of O H S. In this Job the learner will:

See unsafe work practices.

Find safety information.

Do an activity to help understand who is responsible for safety issues.

Apply knowledge of safe work practices to the workplace.

Share safety tips/ information with others in the workplace and other learners.

SeeThree videos are presented to the learner. The learner identifies any work practices that may be breaking OHS laws. In each video the text of the audio is included to the right of the images.

1. Look for the safety issues .

This video demonstrates a mechanic requesting assistance from an apprentice as he warms up a car.

2. Safety issues identified.

This video identifies the following safety issues:

only run an engine in a ventilated area or outside

always have full control of a vehicle with a running engine

working near rotating components is dangerous.

3. Safe work practices

This video shows the correct procedure to follow when starting an engine in a workshop:

exhaust extraction connected

seated in vehicle with engine running

plan to commence work when the engine is stopped.

The video also demonstrates the need to use clear and effective communication with a work colleague.



FindThe learner is asked to identify what they know about general OHS. They are advised to use the Toolkit link to find information about OHS or the Clipboard links to access any information from the checklist they feel they still need to know more about.

Toolkit links include:

What is OHS?

Why is OHS important?

What is the OHS Act?

What are the important parts of the OHS Act?

External links include:

www.ascc.gov.au

www.ohs.com.au

DoThis is a drag and drop activity. The learner is given scenarios and must identify who is responsible for particular OHS issues in the workplace.

ApplyLearners download a word document. On this document are a number of statements regarding OHS issues in an automotive workplace.

Learners are asked to rank their level of agreement with each of these statements.

When learners have completed the research they can print the document or save it to their computer and then forward to the teacher.

ShareAn image of a car nearly falling off a lifting hoist is shown.

In this section, learners are asked to consider a dangerous situation in the workplace and to identify the reasons for the incident and how they would respond to such a situation. Questions to start the discussion include:

Why do you think this accident has happened?

Who do you think is responsible?

How do you think the accident could have been avoided?

Learners can use the online communication tools set up by their teachers to share experiences.


http://www.ohs.com.au/

http://www.ascc.gov.au/


Job 2 Work environmentThis Job covers the potential hazards and issues that exist in an automotive workplace environment.

When learners have worked through the requirements of the Job they will be able to locate potential hazards in their workplace and understand ways of controlling such hazards.

IntroductionJohn, the auto apprentice, is introduced to the learner. John sets the context for the Job. This sets the scene for the work to be undertaken by talking about the possible dangers of his workplace.

The learner’s job is to learn how to recognise and control hazards in the workplace. In this Job the learner will:

See how to identify the hazards.

Find information about hazard identification.

Do an activity to decide on appropriate control methods for various hazards.

Apply knowledge of hazards to the workplace.

Share this knowledge with others.

SeeThere are two parts to this section.

In the first, a panoramic interaction is presented to learners showing the interior of an automotive mechanical workshop. Learners are asked to move around the image to identify potential OHS issues and indicate how many they believe are present in the image.

In the second, learners use the computer mouse to move around the same images to see potential workplace hazards, receiving explanations as they click on each hazard.

FindThe learner is asked if they know where to find information about certain OHS issues in the workplace. Learners can find specific information on each issue by following the links to the Toolkit.


How can you identify health and safety problems?

What are the different types of workplace hazards?

What are some examples of hazards in my workplace?

How can those hazards be controlled?

What role do drugs and alcohol play in accidents?

How can accidents be prevented?



DoThis section uses a video player application. There are seven different workshop hazards loaded in the video player. The learner views each of the hazards and determines what risk they present. Learners are also asked to decide on a method to control or eliminate the hazard. A downloadable hazard control list is available for learners to list the hazard determination and hazard control methods.

ApplyLearners download a document so they can list serious workplace hazards. On this document are a number of statements regarding OHS issues in an automotive workplace.

When learners have completed the list they can print the document or save it to their computer and then forward to the teacher by email.

ShareThis section builds on the list completed in the Apply activity. Learners are asked to share their learning with fellow learners. Questions to start the discussion include:

Do you agree or disagree with the choices of other learners?

How would/do you control this hazard?




Job 3 Personal protective equipmentThis Job covers the reasons for wearing PPE. Learners are given a situations or existing task that puts their body or health at risk; a risk that can be reduced by wearing PPE.

IntroductionThis sets the scene for the work to be undertaken. It covers the activities to be undertaken in the Job. The learner’s job is to recognise and correctly use appropriate PPE for the workshop. In this Job the learner will:

See how to recognise the correct PPE to use in a mechanical workshop.

Find information about PPE.

Do an activity to choose suitable protective equipment for mechanical repair work.

Apply knowledge of PPE to the workplace.

Share this knowledge with others using online communication tools.

SeeThis is a drag and drop activity. Learners look at four different work tasks and are asked to select the most appropriately dressed worker for the task.

FindThe learner is asked if they know where to find information about PPE. By following the links to the Toolkit learners can read the relevant information about PPE.


What is PPE?

What types of PPE are used in a mechanical workshop?

Why wear PPE?

DoThis section shows a mechanic preparing to re-gas an air conditioner system. The learner chooses from a range of PPE

To correctly dress the mechanic for the task, the learner clicks on an item of PPE and drags and drops it onto the mechanic.



ApplyLearners download a document in which they can list the PPE used in their workplace, where it is located and the condition of the PPE.

When learners have completed the list they can print the document or save it to their computer to then forward to the teacher.

ShareLearners are asked to share their learning and workplace experiences with fellow learners. Questions to pose to learners to start the discussion could include:

Have you been injured in a workplace accident?

Was PPE being worn at the time?

What is the most work items of PPE in your workplace?

Did it or would it have lessened or stopped the injury from occurring?




Job 4 Workshop equipmentThis Job covers possible safety concerns with the tools and equipment in an automotive workshop and how they can be managed.

IntroductionThis sets the scene for the work to be undertaken and the important issues of using workshop equipment and tools safely. It covers the activities to be undertaken in the Job. There is an emphasis on the safe operation of the hoist equipment used in all workshops.

The learner’s job is to recognise the possible safety concerns with the tools and equipment in the workshop and learn how they can be managed. In this Job the learner will:

See a range of tools and equipment that could present safety risks.

Find information about common equipment and tools.

Do an activity about the correct use of a hoist.

Apply knowledge of safety to the use of tools and equipment in the workplace.


SeeLearners move their mouse around a panoramic image of a workshop and locate information about common equipment and tools. By clicking on the highlighted equipment learners can read information about it.

FindThe learner is asked if they know important information about six commonly used pieces of workshop equipment. By following the links to the Toolkit, learners find relevant information about each piece of equipment and tool.


hoist

trolley jack and stands

hydraulic press

compressed air/air tools

bench grinder

drill press.

DoThis section has eight multiple choice questions about the safe operation of a hoist. Feedback is given for all of the possible answers.



ApplyLearners download a document so they can list the equipment and tools used in their workplace. Learners can also list how they operate such equipment safely.

When learners have completed the list, they can print the document or save it to their computers. They could send the list to the teacher by email or post the list to the discussion board and invite comments by other learners.

Questions include:

What pieces of equipment do you have in your workshop?

What are they used for?

What are some of the dangers they pose?

Do you use them safely?

ShareLearners are asked to share their learning and workplace experiences with fellow learners. Questions a teacher can ask their learners to start the discussion could include:

Has incorrect use of workshop equipment resulted in injuries to yourself or one of your fellow workers?

What is a common cause of injury in your workplace?

From reflecting on their own experiences learners can then use the online communication tools set up by their teachers to share experiences.



Job 5 Manual handlingManual handling activities occur every day in every automotive workplace and this job highlights the safety issues associated with manual handling.

IntroductionThe learner’s job is to understand how to perform manual handling techniques correctly in the workplace. In this Job the learner will:

See the right and wrong way to lift an object.

Find information about safe manual handling.

Do an activity choosing the correct steps to follow when lifting an object.

Apply their knowledge of manual handling techniques by completing an individual performance quiz.

Share and compare individual performance ratings with others.

SeeLearners view three videos identifying how manual handling tasks should be performed.

1. Incorrect lifting

This video shows an incorrect method of lifting a heavy car battery.

2. What can happen when you lift incorrectly

This video identifies manual handling issues when incorrectly lifting heavy weights in the workshop.

3. Correct lifting

This video demonstrates the correct method of lifting heavy objects in the workshop.

FindThe learner is asked if they know important information about manual handling. By following the links to the Toolkit learners can read the relevant information about each of the six questions posed to the learner as a prompt for discussion.


What is manual handling?

What injuries can be caused by incorrect manual handling?

How can the risks be reduced?

What are the rules for correct manual handling?

What are correct lifting techniques?

What are some tips for people when working?



DoThis section has eight images illustrating safe lifting technique. The learner is asked to drag each image into the order that demonstrates the safest and most efficient method of lifting in a workshop.

ApplyLearners download a document in which they score themselves on how they can best address safe manual handling. Learners can print the sheet or save it onto their own computer to share with their teacher and other learners later.

ShareLearners are asked to share their responses to the preceding Apply activity with their fellow learners. They are also asked to list five ways of improving manual handling in their workplaces and to share these findings. Questions a teacher could pose to start the online discussion may include:

What are the most common items that require lifting in an automotive workplace

What manual handling improvements could be implemented in the workplace?

What equipment is used to assist with lifting?

Learners can use the online communication tools set up by their teachers to share workplace experiences.



Job 6 Dangerous goodsThis Job covers the dangerous goods used in automotive workshops. Dangerous goods include substances that are a hazard to people, property or the environment. Dangerous goods may be flammable, explosive, poisonous or corrosive.

IntroductionLearners click on the storage cabinet door to look inside at some common substances used in a mechanical workshop. By clicking on each substance, learners can find out more about each one.

The learner’s job is to recognise the dangerous goods and hazardous substances that can be found in many automotive workshops. In this Job the learner will:

See how dangerous goods are classified.

Find information about dangerous goods.

Do an activity about interpreting a HAZCHEM placard.

Apply knowledge of dangerous goods found in the workplace.


SeeLearners see the nine classes of dangerous goods. Using the mouse, learners move the dangerous substance onto the class label they believe it belongs with. The dangerous goods are:

methylated spirits

battery acid

fire lighters

liquid petroleum gas (LPG)

air-bag inflators

propane

unleaded petrol.

FindThe learner is asked if they know important information about dangerous goods. By following the links to the Toolkit, learners can read the relevant information about each of the five questions. These questions can act as a prompt for discussion in the Share section of the Job.


What are dangerous goods?

What are the classes of dangerous goods?

What is a hazardous substance?

What is a HAZCHEM placard and how do I read it?

What are common hazardous chemicals in a workshop?



DoLearners are introduced to HAZCHEM signage that is common in automotive workshops.

Learners are then asked to download a document, interpret a HAZCHEM sign and to consider the useful information in the sign.

This section includes:

A table and legend for HAZCHEM number.

ApplyLearners download a document in which they can list the dangerous goods and substances in their workplace. They are also asked to consider safety precautions for dangerous goods.

Questions include:

Are they safely stored?

How could their storage be changed to improve safety?

ShareLearners are asked to post the dangerous goods and substances used in their workplaces. They are asked to share their responses with other learners and to consider answers to a series of questions. Questions that direct learners into reflecting on their experience could be:

What substances have other learners identified as dangerous?

Are there different dangerous goods identified?

Can you rank the most to least dangerous goods in your workplace?.

What storage methods have been used that you may be able to implement?

After thinking about their experiences learners can use the online communication tools set up by their teachers to share workplace experiences.



Job 7 Fire fightingThis Job covers fire fighting in an automotive workshop. It looks at the reasons why fires happen and examines the best methods of fighting a fire.

IntroductionAn image of the Fire Triangle that represents the fuel sources of a fire sets the context for the learning activities.

The learner’s job is to identify and use appropriate fire fighting equipment in the workplace. In this Job the learner will:

See the different classes of fires and the equipment used to extinguish them.

Find information about fires and fire fighting equipment.

Do an activity about responding to emergency situations involving fire.

Apply knowledge of fire safety to determine workplace readiness to fight a fire.

Share and compare this knowledge with others.

SeeThe learner can examine seven different fire extinguishers. By clicking on each image, further information is provided. Examples of fire extinguishers are:

water type

foam type

dry chemical powder

vaporising liquid

fire blanket.

FindLinks to external websites examining fire and fire fighting equipment are provided to the learner.

Questions include:

What elements need to be present for a fire?

What are the different types of fire extinguishers?

How do I use fire fighting equipment?


http://www.fireextinguisher.com/




DoLearners are presented with an image of a workshop with a number of fires occurring. They are asked to respond to a series of questions to demonstrate their knowledge of how to respond to an emergency situation. Each interaction with the image provides feedback.

ApplyLearners download a document and fill in a table to demonstrate how they are prepared in case of a fire in their workplace. They can save the job sheet on their computer and/or print it out when they have completed it.

ShareLearners are asked to post their experiences with fire using the following questions from a downloadable job sheet:

Describe the setting in which the fire occurred

How was the fire started?

What type of materials were burning?

How was the fire contained? (what extinguishers used if applicable)

How may the fire have been prevented?

Could the fire have been controlled better? If so, how?




Job 8 Emergency procedureThis Job covers the correct procedures to follow in case of an emergency situation that could require an evacuation of a workshop.

IntroductionA question is asked of learners, ‘Would you know what to do in an emergency?’ This sets the context for the activities in the other job sections.

While all workplaces must take measures to prevent emergency situations, the reality is that emergencies can and do occur.

What’s really important is that workplaces have a plan for dealing with emergencies. Everyone in the workplace needs to know about the plan, not just the person who developed it. In this Job the learner will:

See a report on how an evacuation of a building has occurred.

Find information about evacuation procedures.

Do an activity to determine the correct sequence of steps to follow in an emergency.

Apply knowledge to devise an evacuation plan for the workplace.

Share and compare the evacuation plan with others.

SeeThis section has two parts.

The first part presents an example of an evacuation report. Learners are asked to analyse the report and to think about what went right and what went wrong.

In the second part learners can find more in depth information by examining the highlighted areas of the evacuation report.

FindLearners are asked how much they know about evacuation procedures. Links to the Toolkit, with specific information about the correct procedures, are provided. Toolkit links include:

Do you know the steps in an evacuation plan?

Do you know how to contact emergency services?

What is the role of the wardens?

DoThis section has two parts.

In the first part, the learners are required to drag and drop images into their correct order to effect a safe evacuation of a workshop in the event of fire.

In the second part learners are given the steps to follow when involved in an emergency.



ApplyIn this section learners are required to consider how they would respond to a possible bomb hoax made to them on the telephone at work. An Emergency Bomb Threat Job Sheet is provided for learners to address a series of questions relevant to a bomb threat. Learners are asked:

What would you do if the phone rang and the caller told you there was a bomb in your building set to go off in an hour’s time?

How would you deal with a situation like this?

Describe how you would handle the caller.

Detail the plan you would develop for such an incident.

ShareIn this section learners can share their responses to the Apply section with their fellow learners and to compare the steps they suggest should be taken in such a situation with others. Questions to start the discussion include:

What questions did you ask the caller?

Why did you ask these questions and did the answers affect your actions?




Section 5 Carry out diagnostic procedures

5.1 Introduction to the unitThis unit covers the competence required to diagnose component/equipment faults from different symptoms and to nominate repair action.

5.2 Unit JobsThere are five Jobs in this unit:

Job 1 Introduction to diagnostic procedures

Job 2 Information gathering

Job 3 Verify the problem

Job 4 Determine cause of problem

Job 5 Recommend solution.



Job 1 Introduction to diagnosisThis Job covers the skills required to correctly diagnose problems in a vehicle. Failing to properly diagnose a fault wastes time, money and can cause further damage to the vehicle.

IntroductionThis section of the job introduces the differences between symptoms and causes when diagnosing faults in a vehicle using definitions and a demonstration through images. In this Job the learner will:

See why working with the customer is important.

Find out more about the differences between a symptom and a cause.

Do a simulated diagnosis procedure.

Apply the procedure in the workplace.

Share the procedure followed with fellow learners.

SeeAn interactive diagnostic demonstration shows some possible causes of a rattling sound in a vehicle.

FindThe learner uses a checklist to identify what they know or still need to find out about diagnostic procedures. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What is diagnosis?

What is a diagnostic procedure?

What is an example of a diagnostic procedure?

DoA customer scenario is presented using images which must be placed in the correct sequence. Learners must work through the scenario to determine what they might need to do to get the job completed.

ApplyNow that learners have tried sequencing a diagnostic job in the Do section, they can go back to their own workplace to investigate the procedures used in their workplace to diagnose a problem. Learners are also asked to include the types of diagnostic equipment they have available in their workplace.

ShareLearners now have the opportunity to share and compare their findings from the Apply section with their colleagues, supervisors or teachers using the online communication tools. Learners are asked to:

list the procedures followed when diagnosing a problem in their workplace

describe the diagnostic equipment used in their workplace.



Job 2 Gather informationThis Job covers a variety of ways that a vehicle technician can identify the system which is at fault in a vehicle. It also covers how to locate the necessary information to successfully carry out the diagnosis.

IntroductionThe learners begin to identify how to find potential sources of information which could be used to help with diagnosing a vehicle fault. In this Job the learner will:

See how a skilled mechanic asks questions of a customer.

Find important information from a car that assists in a diagnosis.

Do an activity about asking the right questions to narrow down the cause of a problem.

Apply knowledge of a problem to find out more.

Share examples of good questioning with colleagues through playing a Q&A game.

SeeThis walks learners through the steps involved in obtaining valuable information while talking with the customer. It also covers the information that can be obtained from the Vehicle Identification Number: This information includes the:

country of origin

manufacturer

VR series

model

type

fuel system

year

build number.

FindThe learner uses a checklist to identify what they know or still need to know about methods of gathering information. They are advised to use the Toolkit link to access further information if they need to know more.

The Toolkit link is:

How do I collect information?



DoA customer scenario is used as an example for the type of questions a vehicle technician should ask to gather information to help in diagnosing a vehicle problem. Learners must work through the scenario to determine what the problem might be. The questions include:

When does the noise occur?

Does anything make the noise worse?

Does anything make the noise go away?

When did the noise first occur?

ApplyLearners can now apply what they have learned about diagnosis and information gathering so far. The learners are given a scenario where the car is ‘pinging’ and requires a diagnostic check. They will need to use a search engine on the Internet to find out information on ‘pinging’ and record the information. External links that could be useful include:

http://en.wikipedia.org/

The learners are also asked to locate other sources of information which might provide information necessary to diagnose a ‘pinging’ engine. Resources may include:

lube and tune guides

owners manuals

workshop manuals

scan devices

text books.

ShareLearners are asked to use the online communication tool and team up with another learner for a role playing activity. The learners are to choose who will play the customer and the technician. Provide each pair of learners with some symptoms indicative of a typical mechanical fault. The aim of the activity is for the technician to diagnose fault. Of course they may not be exactly correct but the main aim of this activity is the communication process and not the final diagnosis. The rules to follow to make it a meaningful activity are as follows.

The technician is to ask no more than six questions to try and diagnose the fault.

The customer must answer honestly, giving the sort of answers that might be given by a customer who doesn’t know a lot about cars.

After asking the questions come to a diagnosis and give it to the other learner as you would to a real customer.


http://en.wikipedia.org/


Job 3 Verify the problemThis Job continues with looking at diagnostic procedures and distinguishing between a cause and a symptom when identifying vehicle problems.

IntroductionThe learners begin to distinguish between a cause and a symptom when diagnosing a vehicle fault. In this Job the learner will:

See how to distinguish between a cause and a symptom.

Find out the differences between a cause and a symptom.

Do a cause and symptom analysis of Sarah's car.

Apply the symptoms and causes approach to problems in the workplace.

Share examples with others.

SeeLearners are given three different scenarios to apply to the diagnostic questions asked in the multiple choice questions bank. Learners are asked if the answer to the problem is a cause or symptom and are given feedback for correct and incorrect answers. Scenarios include:

A customer has complained that their vehicle is using an excessive amount of fuel.

A customer has reported a vehicle steering problem.

You have discovered that a vehicle’s engine is misfiring on one cylinder.

FindThe learner uses a checklist to identify what they know or still need to know about causes and symptoms of faults in a vehicle. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


How do I verify the problem?

What is a symptom?

What is a cause?

What is an example of a cause and symptom?

DoThe learner is given a familiar customer scenario and a Symptoms and Causes Job Sheet. The learner is to listen to the telephone conversation between the client and the vehicle technician and note down the causes and symptoms that are discussed.



ApplyLearners can now apply what they have learned about the diagnosis of vehicle problems. A Symptoms and Causes Job Sheet is provided to fill in with five examples of common problems with vehicles from their workshop experience. Learners are asked to identify the symptoms and causes for each example.

ShareLearners are asked to share the five common mechanical problems they have identified in the Apply section with fellow learners using the online communication tools Discussion could also take place using the following questions:

How many of the problems you listed are shared by your fellow learners?

Are the symptoms and causes you have listed the same as those listed by your fellow learners?

Are there problems that you have not seen before in your study or work?



Job 4 Determine problemThis Job covers automotive repairs using diagnostic equipment to identify causes of faults.

IntroductionLearners identify diagnostic equipment that can be used to test the function or operation of a component system. In this Job the learner will:

See common equipment used to perform a diagnosis.

Find out more about the information needed to diagnose a problem.

Do an activity about selecting the right equipment to diagnose a problem.

Apply knowledge of diagnostic equipment to the workplace.

Share knowledge of diagnostic equipment with learners.

SeeThis section provides details on the range of available diagnostic equipment and learners are given three scenarios which require a tick box diagnostic check. Diagnostic equipment includes:

fuel pressure gauge

scanner

multimeter

test light

compression tester

diagnostic link connector

vacuum pump

cathode ray oscilloscope.

FindThe learner uses a checklist to identify what they know or still need to know about what causes problems. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


How do I determine the cause?

How do I confirm the cause?

What if the cause is a component in the system?

What if the problem affects other components in the same system?

What if the problem affects other systems?

Which part of the system should I target?



DoLearners are to work through each possible cause of a problem, selecting the diagnostic tools they think are appropriate for each cause. There are a number of tools they could use for each cause. A variety of systems are covered in this section, for example:

ignition system

fuel system

engine management system

cooling system

combustion chamber

emissions control system

forced induction system.

ApplyLearners now apply what they have learned about diagnosis and mechanical problems. An Asking Questions Job Sheet is provided for the learner to fill in with examples of common problems found in vehicles from their workshop. Learners are asked to:

List three examples of problems.

List three questions for each problem that would assist their diagnosis.

Identify the systems they would test, along with the tools and procedures they would use.

Look through the lists of equipment and choose the most practical and efficient order to conduct their tests.

ShareLearners are asked to use the online communication tools and share the three common mechanical problems they have identified in the Apply section with fellow learners. Learner individual reflection on their work practice could also take place around the following questions:

Do other learners have different suggestions for approaching your problem?

How did other learners approach their problems?

Would you have done anything differently after considering the responses of other learners.



Job 5 Recommend solutionThis Job covers how the learner can provide the customer with a range of solutions that will ensure safety, reliability and value for money motoring for the customer.

IntroductionThe learners identify variables which can affect the solutions they recommend when diagnosing a vehicle fault. In this Job the learner will:

See how different variables can affect the recommended solutions.

Find out more about what's involved in making recommendations for a solution.

Do an activity where recommendations are made for solving Sarah's problem.

Apply the recommendations by locating and preparing the correct paperwork.

Share recommendations with others.

SeeLearners are given the scenario of a car which is blowing excessive amounts of blue smoke from the exhaust. The diagnosis is that the cause of the smoke is worn piston rings. This is a major task on any engine and several repair options are possible, depending on a number of variables.

Six images of different car types are given to show that a different solution could be required for different types of vehicle with the same problem. Vehicle models include:

popular

prestige

older

fleet/taxi/insurance job

older car in good condition

short motor.

FindThe learner uses a checklist to identify what they know or still need to know about recommending a solution before continuing. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What do I do now?

Why should I record and document?

How do I report the cause?

How do I recommend a solution?



DoLearners use the example of the pinging engine and look at some possible causes that they may have diagnosed. Learners then choose the most appropriate repair option for that cause by completing multiple choice questions.

ApplyLearners can now apply what they have learned to record and document procedures for diagnosing and recommending solutions. Learners are asked to choose a recommended solution from the Do activity and use as a basis for their recording procedures. Once this is done, they should check their work with their supervisor.

ShareLearners are asked to use the online communication tools to share the recording procedures they have documented in the Apply section with fellow learners.



Section 6 - Implement and monitor environmental regulations on the automotive mechanical industry

6.1 Introduction to the unitThis unit covers the competency to undertake the service or repair of light or heavy vehicles, motorcycles, outdoor power equipment or their components in a manner that ensures the protection of the environment.

6.2 Unit JobsThere are six Jobs in this unit:

Job 1 Environmental awareness

Job 2 Legislation

Job 3 Waste minimisation

Job 4 Managing liquid waste

Job 5 Managing air quality

Job 6 Managing noise pollution.



Job 1 Environmental awarenessThis Job deals with the connection between work in the automotive industry and the environmental consequences of this work.

IntroductionThis sets the context of the Job. This section has a video showing the consequences of disregarding the environment.

The objective of this job is to gain an understanding of environmental awareness. In this Job the learner will:

See some environmental issues facing the planet.

Find information on how to help protect the environment.

Do an activity showing how workplace actions can affect the environment.

Apply knowledge by playing a game called Save the Planet.

Share information about ways to help the environment.

SeeLearners gain an understanding of what the greenhouse effect is and its effect on the environment by viewing a flash interaction.

FindThe learner uses a checklist to identify what they know or still need to know about State Environmental Protection Authorities before continuing. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


How does a motor vehicle impact on the environment?

What can I do to help the environment?

External links include EPA sites for:

Victoria

NSW

Queensland

South Australia

Tasmania

Western Australia

Northern Territory.



DoThis section has multiple choice questions about environmental considerations. Feedback is given for all of the possible answers.

ApplyLearners can now apply what they have learned about looking after the environment. An Environmental Impact Job Sheet is provided to fill in. Learners are asked to:

List their interests, hobbies and activities.

State how these interests, hobbies and activities could affect the environment.

Consider how they could be modified to be more environmentally friendly.

ShareLearners are asked to use the online communication tools to share their ways of reducing workplace environmental impact with fellow learners.

This can act as a prompt for broad discussions of how individual actions can contribute to a better environment. To get the discussion started learners could be asked to:

List three ways the environment is affected by workplace or individual activities.

Read the thoughts of others on this topic and compare them with your own.

Are they the same or can you identify any differences?



Job 2 LegislationThis Job covers the environmental legislation relevant to people working in the automotive repair industry.

IntroductionThe video from the previous Job is continued with reference made to a fine of $1000 imposed by the Environmental Protection authority for breaches to the legislation.

The learner’s job is to work within the rules of the environmental legislation. In this Job the learner will:

See examples of breaches of environmental legislation.

Find information about environmental legislation.

Do an activity involving decisions on work practices and the legislation.

Apply knowledge of environmental legislation to the workplace.

Share information with others on legislation.

SeeA series of images demonstrate work practices, relevant to environmental legislation, in an automotive workshop. The images show:

stacking of old batteries for disposal

draining of coolant from a cooling system

disposing of tyres

disposing of an oil filter.

FindThe learner uses a checklist to identify what they know or still need to know about the legislation that affects their work and the work of registered contractors. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


Why should I care?

What is the legislation?

What are the consequences?

How does this relate to my everyday work?

How does this apply to me?

How does it apply to my employer?



DoLearners undertake a multiple choice question activity that examines the consequences of the following workplace tasks:

washing or steam cleaning a car on a workshop forecourt.

charging a battery beside the lunchroom door

a mechanic knocking the centre out of a catalytic converter.

ApplyLearners can use the Work Practices Job Sheet to develop their knowledge of environmental issues and legislation by completing the following tasks.

Identifying tasks currently performed in the workplace that they believe are covered by environmental legislation.

State how these practices could be improved to help protect the environment and meet legislative requirements.

They can save the job sheet on their computer and/or print it out when they have completed it.

ShareLearners now have the opportunity to share opinions about how they can address environmental legal issues if they are doing repair work in their own home.

Learners are asked to share their learning and workplace experiences with fellow learners using the online communication tools. Questions to start the discussion include:

What do you know about the legal requirements?

Where would you go to find out about these requirements?



Job 3 Waste minimisationThis Job covers the issues involved in minimising waste.

IntroductionThe introduction sets the context for the remaining sections of this Job.

The learner’s job is to minimise waste. In this Job the learner will:

See methods for waste minimisation.

Find information on waste minimisation.

Do an activity that about the steps involved in developing a waste minimisation plan.

Apply knowledge of waste minimisation to the workplace.

Share information on waste minimisation with others.

SeeLearners move around a panoramic image of a typical automotive workshop and identify different ways waste can by minimised.

FindThe learners use a checklist to identify what they know or still need to know about waste minimisation. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


Why minimise waste?

How should I store waste?

What can I recycle?

What can I do with oil?

How can I minimize waste?

DoThis section has two parts.

First the learners are required to place in order the seven steps for developing a waste minimisation plan into their correct order. Here are the seven steps in their correct order:

(step 1) gain support

(step 2) establish team

(step 3) identify wastes

(step 4) identify options

(step 5) develop plan

(step 6) carry out plan

(step 7) review outcomes.

In the second part learners are given the steps to follow to minimise waste.



ApplyLearners download a job sheet to list the areas of their workplace where waste is being minimised and how waste minimisation can be improved.

They can save the job sheet on their computer and/or print it out when they have completed it. Learners are asked to:

State the ways that waste minimisation is performed well

State the areas that could be improved and how the improvement could occur.

ShareLearners are asked to share ways of reducing waste in the workplace with fellow learners using the online communication tools. Discussion could also be encouraged around the following points:

What methods/processes do you use to reduce waste in the workplace?

How could waste minimisation processes be improved?



Job 4 Managing liquid wasteThis Job covers the issues of a workplace managing its liquid waste.

IntroductionA series of images sets the context for this job. They show how issues relating to waste management have changed dramatically over time. The key point is that liquid waste today may be highly dangerous and requires sophisticated approaches to its safe management.

The learner’s job is to correctly manage liquid waste. In this Job the learner will: See workshop areas where liquid waste is created. Find information on managing liquid waste. Do an activity about the procedure to contain a liquid waste spill. Apply knowledge to develop a plan for managing liquid waste.

Share information on managing liquid waste with others.

SeeLearners use the mouse to move around an image of an automotive workshop and learn how liquid waste is created.

FindThe learner uses a checklist to identify what they know or still need to know about dealing with a chemical spill. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What is liquid waste?

What are some methods for managing waste water?

How do I prevent spills?

What do I do if there is a spill?

DoThis section is divided in two.

The first sets up a scenario where a container of approximately 70 litres of fuel has been knocked over and is spilling over the workshop floor. Learners drag the images into the correct order to reflect the process to deal with the spill.

In the second, a full explanation of each of the seven steps in the process is provided to learners as they roll over the images.



ApplyThis section deals with planning work to minimise liquid waste.

A scenario is set up that requires the learner to plan for the removal and refitting of faulty radiators. A job sheet is provided so learners can record their planning and save the document on their computer as evidence of their work.

ShareLearners use the online communication tools to share their work from the Apply section. Questions to start the discussion are:

What similarities and differences were there between plans?

How do you think you could modify your plan to make improvements?



Job 5 Managing air qualityThis Job covers the issues relating to managing the air quality in an automotive workplace.

IntroductionAn image of a car is presented. Learners can move around the car with their mouse to various hot spots that indicate parts of the car that need to be considered in relation to air quality.

The learner’s job is to manage air quality in a workshop environment. In this Job the learner will:

See methods and equipment to manage air quality.

Find information on how to manage air quality.

Do an activity about the positioning of equipment to assist in managing air quality.

Apply knowledge to design a plan that manages air quality.

Share information on managing air quality with others.

SeeSeven images of a paint and body workshop are presented. Learners can investigate how different areas of a workshop can affect the air quality of the entire workplace. Images include:

brake dust vacuum unit

exhaust extraction unit

welding extraction system

battery charging station

a/c recycling station

oxy acetylene storage

fuel storage area.



FindThe learner uses a checklist to identify what they know or still need to know about important issues related to air quality in the workplace. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What causes air pollution?

How can I avoid air pollution?

How can I minimize the impact of vehicle exhaust?

How can a vehicle cause air pollution?

What dangerous gases are in the workshop?

How can these be managed?

What impact does welding have?

How can I minimize this?

DoManagement of air quality in the workshop can be improved by controlling where certain tasks are performed, and the types of equipment used when performing them.

In this section learners choose the best place to undertake particular tasks from four possible workshop locations.

ApplyLearners apply their knowledge and experience about managing air quality?? to a hypothetical workplace situation. A job sheet is provided so learners can complete the tasks and save the document on their computer as evidence of their work.

ShareLearners use the online communication tools to share their experience and knowledge of managing air quality from the Apply activity. Questions to start the discussion include:

What similarities and differences are there between the plans for managing air quality?

Why are there differences in approaches to managing air quality?

How do you think you could modify your plan to make improvements?



Job 6 Managing noise pollutionThis Job covers the issues relating to the management of noise pollution in an automotive mechanical workshop.

IntroductionWorkshop noise affects all people in the vicinity of the workshop, not just those inside it.. An animated presentation illustrates the effects of excessive workplace noise.

The learner’s job is to manage noise pollution in a workshop environment. In this Job the learner will:

See how noises are generated.

Find information on how to manage noise pollution.

Do an activity about sound levels.

Apply knowledge to answer questions related to the workplace.

Share information with others on managing noise in the workplace.

SeeBeing aware of the noises that are generated in the workplace is the first step to managing noise pollution. Here, learners can move their mouse around a panoramic image to access information about the sources and effects of noise.

FindIn the Find section learners use a checklist to identify what they know or still need to know about noise pollution and ways to manage the noise. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What is noise pollution?

How can you reduce its impact?

Learners are asked:

What sound levels are present in the noises around you?

At what levels do these noises become dangerous to our hearing?

DoThe Do section has six sources of noise. A learner is asked to identify the decibel level of each of the six sources. Feedback is given explaining the differing noise levels and their dangers.

ApplyLearners can download a worksheet. The worksheet directs learners to investigate sources of noise in their workplace and to suggest ways that noise levels can be managed.



ShareLearners can use the online communication tools set up by their teachers to share experiences about workplace noise and the different ways noise pollution is managed. Questions to start the discussion include:

What similarities and differences are there between workshop sounds?

What options are there to modify or control the tasks or sounds that are generated in workplaces?

Could any of these options be implemented in your workplace?



Section 7 - Apply safe working practices (vehicle body)

7.1 Introduction to the unitThis competency unit incorporates the WorkSafe Australia Guidelines and encompasses competencies necessary to apply basic safety and emergency procedures to maintain a safe workplace for staff, customers and others in the paint and body trades of the automotive industry.

7.2 Unit JobsThere are eight Jobs in this unit:

Job 1 Occupational health and safety (OHS) issues

Job 2 The work environment

Job 3 PPE

Job 4 Workshop equipment

Job 5 Manual handling

Job 6 Dangerous goods

Job 7 Fire fighting

Job 8 Emergency procedures



Job 1 Occupational Health & SafetyThis Job covers the requirements of OHS legislation and how to best follow such requirements.

When learners have worked through the requirements of the Job they will be able to locate relevant OHS legislation and apply the requirements to their activities in a paint and body workplace.

IntroductionOHS is all about the safety of people in the workplace. We all have a role to play in working towards a safer workplace while undertaking paint and panel work. Governments have introduced laws under the OHS Act to help protect all workers.

Jason, who is starting an auto apprenticeship, is introduced to the learner. This sets the scene for the work to be undertaken.

The learner’s job is to gain an understanding of OHS. In this Job the learner will:

See unsafe work practices that may occur in a paint and panel shop.

Find information to help perform work safely.

Do an activity to help understand who is responsible for various safety issues.

Apply knowledge of OHS in the workplace.

Share and exchange safety tips/information with colleagues in the workplace and other learners.

SeeThree videos are presented to the learner. In each video the text of the audio is included to the right of the images.

1. Look for the safety issues .

Using an air sander.

2. Safety issues identified.

Dangers of working near air powered tools.

The need to protect the body and face with correct PPE

3. Safe work practices

Air hoses are stored correctly.

PPE is essential when doing any work with powered tools.



FindIn the Find section learners use a checklist to identify what they know or still need to know about general OHS. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What is OHS?

Whose responsibility is OHS?

The OHS Act.

Features of the OHS Act.


www.ascc.gov.au

www.ohs.com.au

DoResponsibility for safety issues is shared in a paint and body shop. Some things are the manager's responsibility; some things need to be the worker's responsibility and some belong to both workers and managers. In the See activity we view John and his boss both working in an unsafe way.

This is a drag and drop activity. The learner must identify who is responsible for particular OHS issues in a paint and body workplace.

ApplyLearners download the OHS Issues job sheet document. In this document are a number of statements regarding OHS issues in an automotive workplace. Learners are asked to rank their level of agreement with each of these statements.

When learners have completed the task they can print the document or save it to their computer and forward to the teacher by email.

ShareAn image of rags left on a panel under infra red drying equipment is presented.

Learners are asked to consider this and other dangerous situations in the workplace and to identify the reasons for these situations and how they should respond to them. Learners can use the online communication tools set up by their teachers to share experiences. Questions to start the discussion include:

Why is this situation dangerous?

How do you think the situation could have been avoided?

Have you seen other examples of potentially dangerous situations in the workplace?

What can be done to avoid these?


http://www.ohs.com.au/

http://www.ascc.gov.au/


Job 2 The work environmentThis Job covers the potential hazards and issues that are relevant to OHS that exist in a paint and body workplace.

When learners have worked through the requirements of the Job they will be able to locate potential hazards in their workplace and understand ways of controlling such hazards.

IntroductionThis sets the scene for the work to be undertaken.

Jason, a paint and bodywork apprentice, is introduced to the learner. Jason sets the context for the Job by talking about the possible dangers in his workplace.

The learner’s job is to learn how to recognise and control hazards in the workplace. In this Job the learner will:

See how to identify the hazards.

Find information about hazard identification.

Do an activity to decide on appropriate control methods for various hazards.

Apply knowledge of hazards to the workplace.


SeeThere are two parts to this section.

In the first part, a panoramic image is presented to learners showing the interior of a paint and body workshop. Learners are asked to move their mouse around the image to identify potential OHS issues and indicate how many are present in the image.

In the second part, learners roll the mouse over the same images to see potential workplace hazards and click to receive further explanations.

FindIn the Find section learners use a checklist to identify what they know or still need to know about certain OHS issues. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


How can you identify health and safety problems?

What are the different types of workplace hazards?

What are some examples of hazards in the workplace?

How can those hazards be controlled?

What role do drugs and alcohol play in accidents?

How can accidents be prevented?

This section also provides opportunities for teachers to discuss issues with learners.



DoThe learner views a video showing the safe disposal of unused paint.

Learners can also download a hazard identification worksheet and are asked to:

identify at least five potential hazards in their paint and body shop, and

note ways that each hazard could be controlled.

ApplyLearners download a document so they can list serious workplace hazards. In this document are a number of statements regarding OHS issues in an automotive workplace. Learners are asked to:

state the most dangerous hazard in their paint and body shop giving reasons,

explain how each hazard is currently being controlled and what measures could further improve safety.

When learners have completed the list they could print the document or save it to their computer and forward to the teacher using email.

ShareThis section builds on the list completed in the Apply section.

Learners are asked to share their learning with fellow learners and to consider the different ways they can control hazards in a workplace. Learners can use the online communication tools set up by their teachers to share experiences. Questions to start the discussion include:

Are there common hazards in the paint and body shops your fellow learners work in?

Do you agree or disagree with the choices of other learners?

How would/do you control this hazard?



Job 3 Personal Protective EquipmentThis Job covers the reasons for wearing PPE

IntroductionPPE is essential in any paint and body shop. The chemicals a spray painter comes in contact with are extremely dangerous. This sets the scene for the work to be undertaken.

The learner’s job is to recognise and correctly use PPE. In this Job the learner will:

See the correct PPE for work tasks.

Find information about PPE.

Do an activity about choosing suitable PPE for paint and body work.

Apply knowledge of PPE to the workplace.

Share knowledge with others using online communication tools.

SeeThere is a wide range of PPE used in a paint and body shop. PPE is essential for any work in a spray booth or a drying oven.

This is a drag and drop activity. Learners look at four different work tasks and are asked to select the most appropriately dressed worker for the task.

FindIn the Find section learners use a checklist to identify what they know or still need to know about PPE. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What is PPE?

What types of PPE are used in a mechanical workshop?

Why wear PPE?

DoThis section shows a worker preparing to undertake a paint spraying job. The learner chooses from a range of PPE.

To correctly dress the worker for the task, the learner clicks on an item of PPE and drags and drops it onto the worker.

ApplyLearners download a document so they can list the PPE in their workplace.

When learners have completed the list they can print the document or save it to their computer and then forward it to the teacher. Learners are asked to investigate:

what PPE is available in their workplace

the location of the PPE

the condition of the PPE.



ShareLearners are asked to share their information with fellow learners and to consider the different PPE worn in a workplace. Learners can use the online communication tools set up by their teachers to share experiences. Questions to start the discussion include:

Have you witnessed an injury or been injured yourself in the shop?

Was PPE being worn at the time?

Did PPE reduce the severity of the injury?

Could PPE have stopped the injury from occurring at all?



Job 4 Workshop equipmentThis Job covers possible safety concerns with the tools and equipment in a paint and body workshop and how these concerns can be managed.

IntroductionThis sets the scene for the work to be undertaken and the important issues of using workshop equipment and tools safely. It covers the activities to be undertaken in the Job. There is an emphasis on the safe operation of the very important hoist equipment used in all types of automotive workshops, including paint and body workshops.

The learner’s job is to recognise the possible safety concerns with the tools and equipment in a paint and body shop and learn how they can be used safely. In this Job the learner will:

See a range of tools and equipment that can be a risk to safety.

Find information about using workshop equipment safely.

Do an activity on the correct use of a hoist.

Apply knowledge of safety to the use of equipment in a paint and body shop.


SeeEvery paint and panel shop has a variety of tools and equipment to perform spray painting and body repairs. If used incorrectly a tool or a piece of equipment has the potential to cause personal injury, sometimes very seriously.

In this activity learners move around a panoramic view of a workshop and locate information about common equipment and tools. By clicking on the highlighted equipment learners can read relevant information about the equipment or tool.

FindThe learner is asked if they know about six commonly used pieces of workshop equipment. By clicking on the links to the Toolkit, learners can read relevant information about each piece of equipment.


disc grinder with wire brush attachment

body hammer and dolly

MIG welder

HV-LP paint sprayer

dual action sander

plastic and fiberglass body filler.



DoThis section has eight multiple choice questions about the safe operation of a hoist. Feedback is given for all of the possible answers.

ApplyLearners download a document so they can list the equipment and tools used in their paint and body workplace. Learners can also list how they operate such equipment safely.

Learners are asked:

What pieces of equipment do you have in your paint and body shop?

What are they used for?

What are some of the dangers of this equipment?

Do you use them safely?

When learners have completed the list they can print the document or save it to their computer and then forward it to the teacher.

ShareLearners are asked to share their learning and workplace experiences of consequences of incorrect use of workshop equipment with fellow learners. Questions to start the discussion include:

What equipment requires the greatest care when used?

Has incorrect use resulted in injuries to you or your fellow workers?

Are your thoughts and experiences similar to other learners?




Job 5 Manual handlingThis Job covers the important workplace task of manual handling. Manual handling happens everyday in paint and body workplaces and this job highlights the safety issues associated with manual handling.

IntroductionThis sets the scene for the work to be undertaken raising the potential issues associated with manual handling. There are a series of questions which prompts the learner to consider the importance of safe manual handling.

The learner’s job is to understand how to perform manual handling techniques correctly in the workplace. In this Job the learner will:

See the right and wrong way to lift an object.

Find information about safe manual handling.

Do an activity choosing the correct steps to follow when lifting an object.

Apply their knowledge of manual handling techniques by completing an individual performance quiz.

Share and compare individual performance ratings with others.

SeeThere are three videos that show correct and incorrect methods of lifting in an automotive workshop. In each video the text of the audio is included to the right of the images..

1. The first shows the incorrect method of lifting a heavy car battery so panel work can be done.

2. The second identifies unsafe handling issues.

3. The third demonstrates the correct method of lifting heavy objects.

FindThe learner is asked if they know important information about manual handling. By following the links to the Toolkit learners can read the relevant information about each of the six questions posed to the learner as a prompt for discussion.


What is manual handling?

What injuries can be caused by incorrect manual handling?

How can the risks be reduced?

What are the rules for correct manual handling?

What are correct lifting techniques?

What are some tips for people working?



DoThis section has two activities.

This first activity has eight images of lifting technique. The learner is asked to drag each image into the order that demonstrates the safest and most efficient method of lifting in a workshop.

The second activity illustrates the steps involved in lifting heavy objects in the workplace.

ApplyLearners download a document in which they score themselves on how they can best address safe manual handling. Learners can print the sheet or save it onto their own computer to share with their teacher and other learners later.

ShareLearners are asked to share their responses in the preceding Apply section with their fellow learners. They are also asked to list five ways of improving manual handling in their workplaces and share these findings. Learners can use the online communication tools set up by their teachers to share experiences. Questions to start the discussion include:

What tasks have others performed in a similar manner to you?

What manual handling improvements in paint and body shops have they suggested that may assist you?



Job 6 Dangerous goodsThis Job covers the dangerous goods that are in paint and body workshops. Dangerous goods include substances that are a hazard to people, property or the environment. Dangerous goods may be flammable, explosive, poisonous or corrosive.

IntroductionLearners click on the storage cabinet door to look inside at some common substances used in a mechanical workshop. By clicking on each substance, learners can find out more about each one.

The learner’s job is to recognise the dangerous goods and hazardous substances that can be found in many automotive workshops. In this Job the learner will:

See how dangerous goods are classified.

Find information about dangerous goods.

Do an activity about interpreting a HAZCHEM placard.

Apply knowledge of dangerous goods found in the workplace.


SeeLearners see six classes of dangerous goods. Using the mouse, learners move the dangerous substance onto the class label they believe it belongs with. The dangerous goods shown are:

mould prep

spray sealant

sealing tape primer

universal gun cleaner

bumper and trim paint

brush on seam sealer.

FindThe learner is asked if they know important information about dangerous goods. By following the links to the Toolkit, learners can read the relevant information about each of the five questions. These questions can act as a prompt for discussion in the Share section of the Job.


What are dangerous goods?

What are the classes of dangerous goods?

What is a hazardous substance?

What is a HAZCHEM placard and how do I read it?

What are common hazardous chemicals in a workshop?



DoHAZCHEM placards are often located at the entrance to a building, or on the rear of a truck body. These placards help authorities identify what hazardous goods or dangerous substances are present.

Learners are introduced to HAZCHEM signage that is common in automotive workshops.

Learners are then asked to interpret a HAZCHEM sign and to consider the useful information in the sign.

ApplyLearners download a document and list the dangerous goods and substances in their workplace. They are also asked if these goods and substances are stored safely and whether their storage could be improved.

Learners are asked to use the Job Sheet to:

make a list of the dangerous goods and substances in their paint and body shop

describe how dangerous goods and substances are being storedsuggest storage methods could be changed to improve safety.

ShareLearners are asked to share their responses from the Apply section with other learners. Questions to start discussions include:

What substances have you identified as dangerous?

Are there different dangerous goods identified?

Ask your learners to rank the dangerous good identified from the most dangerous to the least dangerous.

What storage methods have been used in other paint and body shops that you may be able to implement in your own?




Job 7 Fire fightingThis Job covers fire fighting in a paint and body workshop. It looks at the reasons why fires happen and examines the best methods for fighting a fire.

IntroductionFire is a potential hazard because of the many dangerous substances that are used in paint and body shops.

An image of the Fire Triangle that represents the fuel sources of a fire sets the context for the learning activities to follow.

The learner’s job is to identify and use appropriate fire fighting equipment in the workplace. In this Job the learner will:

See the different classes of fires and the equipment used to extinguish them.

Find information about fires and fire fighting equipment.

Do an activity about responding to emergency situations involving fire.

Apply knowledge of fire safety to determine workplace readiness to fight a fire.

Share and compare this knowledge with others.

SeeThe learner can examine seven different fire extinguishers. By clicking on each image, further information is provided. Examples of fire extinguishers are:

water type

foam type

dry chemical powder

vaporising liquid

fire blanket.

FindThe learner is asked if they know important information about fire and fire fighting equipment. By following the links to the Toolkit, learners can read the relevant information about some questions. These questions can act as a prompt for discussion in the Share section of the Job. Links to external websites examining fire and fire fighting equipment are provided to the learner.

Questions include:

What elements need to be present for a fire?

What are the different types of fire extinguishers?

How is fire fighting equipment used?

fire extinguisher

fire blanket






DoLearners are presented with an image of a workshop with a number of fires occurring. They are asked to respond to a series of questions to demonstrate their knowledge of how to respond to an emergency situation. Each interaction with the image provides feedback.

ApplyLearners download a document and fill in a table to demonstrate how prepared they are in case of a fire in their workplace. They can save the job sheet on their computer and/or print it out when they have completed it.

ShareLearners are asked to post their/or their work colleague’s experiences with fire, using the following questions from a downloadable job sheet:

Describe the setting in which the fire occurred.

How was the fire started?

What type of materials where burning?

How was the fire contained? (what extinguishers used if applicable)

How could the fire have been prevented?

Could the fire have been controlled better? If so, how?




Job 8 Emergency procedureThis Job covers the correct procedures to follow in case of an emergency situation that could require an evacuation of a workshop.

IntroductionA question is asked of learners, ‘Would you know what to do in an emergency?’ This sets the context for the activities in the other job sections.

In this Job the learner will:

See a report on how an evacuation of a building has occurred.

Find information about evacuation procedures.

Do an activity to determine the correct sequence of steps to follow in an emergency.

Apply knowledge to devise an evacuation plan for the workplace.

Share and compare the evacuation plan with others.

SeeThis section has two parts.

The first part presents an example of an evacuation report. Learners are asked to analyse the report and to think about what went right and what went wrong.

In the second part learners can find more in depth information by examining the highlighted areas of the evacuation report.

FindLearners are asked how much they know about evacuation procedures. Links to the Toolkit, with specific information about the correct procedures, are provided. Toolkit links include:

Do you know the steps in an evacuation plan?

Do you know how to contact emergency services?

What is the role of the wardens?

DoA fire in a paint and body shop means that an evacuation may be necessary. This is when it is important that an evacuation plan is in place.

This activity has two parts.

In the first part, the learners are required to drag and drop images into their correct order to effect a safe evacuation of a workshop in the event of fire.

In the second part learners are given the steps to follow when involved in an emergency.



ApplyIn this section learners are required to consider how they would respond to a possible bomb hoax made to them on the telephone at work. An Emergency Bomb Threat Job Sheet is provided for learners to address a series of questions relevant to a bomb threat. Learners are asked:

What would you do if the phone rang and the caller told you there was a bomb in your building set to go off in an hour’s time?

How would you deal with a situation like this?

Describe how you would handle the caller.

Detail the plan you would develop for such an incident.

ShareIn this section learners can share their responses to the Apply section with their fellow learners and to compare the steps they suggest should be taken in such a situation with others. Questions to start the discussion include:

What questions did you ask the caller?

Why did you ask these questions and did the answers affect your actions?




Section 8 - Implement and monitor environmental regulations and best practice in the body repair industry

8.1 Introduction to the unitThis unit covers the competence to undertake repair of vehicle bodies in a manner that ensures protection of the environment.

8.2 Unit JobsThere are six Jobs in this unit:

Job 1 Environmental awareness

Job 2 Legislation

Job 3 Waste minimisation

Job 4 Managing liquid waste

Job 5 Managing air quality

Job 6 Managing noise pollution



Job 1 Environmental awarenessIn this Job learners are shown the connection between work in a paint and body workshop and the environmental consequences of this work.

IntroductionThis sets the context of the Job. This section has a video showing the consequences of disregarding the environment in your work.

The learner’s job is to gain an understanding of environmental awareness. In this Job the learner will:

See some environmental issues facing the planet.

Find information on how to help protect the environment.

Do an activity showing how workplace actions can affect the environment.

Apply knowledge by playing a game called Save the Planet.

Share information about ways to help the environment.

SeeA lot of focus in recent times has been on the greenhouse effect and the changes it brings to our environment. But what exactly is the greenhouse effect? Here a flash interaction demonstrates the greenhouse effect on our environment.

FindLearners are asked how much they know about a motor vehicle’s impact on the environment. Links to the Toolkit provide specific information about the impact of vehicles on the environment.

The Toolkit links include:

How does a motor vehicle impact on the environment?

What can I do to help the environment?

External links to the EPA include:

Victoria

NSW

Queensland

South Australia

Tasmania

Western Australia

Northern Territory



DoLearners play a game called Save the Planet. In this activity learners are asked to read the questions and then choose answers wisely to see if they can help save the planet. At the completion of the questions learners receive feedback on how well they have contributed to saving the planet.

ApplyA downloadable job sheet is provided so learners can consider how their interests and hobbies outside work may affect the environment. They can save the job sheet on their computer and/or print it out when they have completed it. Learners are asked to:

list interests, hobbies and activities.

state how they may effect the environment.

consider how their activities may be modified to be more environmentally friendly.

ShareLearners can share ways of reducing their effect on the environment and are directed to list ways they can modify their actions in the workplace. This can act as a prompt for broad discussions of how individual actions can contribute to a better environment. Learners are asked to:

List three ways the environment is affected by workplace activities in paint and panel shops.

Read the thoughts of other learners and compare these with yours.

Identify different ideas and how they might be adopted.




Job 2 LegislationThis Job covers the environmental legislation relevant to people working in the automotive repair industry. Not only can certain work practices have damaging effects on the environment, they can also have damaging effects on finances.

IntroductionThe video from the previous Job is continued with reference made to a fine of $1000 imposed by the Environmental Protection Authority.

The learner’s job is to work within the rules of the environmental legislation. In this Job learners will:

See breaches of environmental legislation.

Find information on the law and the environment.

Do an activity about work practices and the legislation

Apply knowledge of environmental legislation in the workplace.

Share information about legislation with others.

SeeIn the 1970's legislation was developed in order to help protect our environment. These laws are policed by each State and can result in harsh penalties for those willing to risk breaching the legislation.

A series of images are shown demonstrating work practices in an automotive workshop that are covered by legislation. The images are of:

stacking old batteries for disposal

draining coolant from a cooling system

disposing of tyres

disposing of an oil filter.

FindLearners are directed to find information about relevant legislation that affects their work and the work of registered contractors. Links to the Toolkit provide specific information about the law and impact of vehicles on the environment.


Why should I care?

What is the legislation?

What are the consequences?

How does this relate to my everyday work?

How does this apply to me?

How does this apply to my employer?



DoThere are many benefits in performing environmentally friendly work practices in paint and body shops. Using scenarios, learners undertake a multiple choice activity that examines the environmental consequences of the following workplace tasks:

washing or steam cleaning a car on a workshop forecourt

charging a battery beside the lunchroom door

a mechanic knocking the centre out of a catalytic converter.

ApplyLearners can download the work practices job sheet and develop their knowledge of environmental issues and legislation by completing the following:

identifying tasks they currently perform in the workplace that they believe are covered by environmental legislation

stating how these practices may be improved to help protect the environment and meet legislative requirements.


ShareThis section gives learners an opportunity to share opinions about how they might go about addressing environmental legal issues if they were doing repair work in their own home. The following questions can be used to get the discussion started:

What do you know about the legal requirements?

Where would you go to find out about these requirements?




Job 3 Waste minimisationThis Job covers the issues involved in minimizing waste. As consumers of products and services, we purchase things daily, whether they are for our personal lives or part of our work. Our choices on the types of products we buy, how we buy them and how we discard them, all have different effects on the environment.

IntroductionThe introduction sets the context for the remaining sections of this Job.

The learner’s job is to learn techniques for minimising waste. In this Job the learner will:

See methods for waste minimisation.

Find information on waste minimisation.

Do an activity about developing a waste minimisation plan.

Apply knowledge of waste minimisation in a workplace.

Share information on waste minimisation with others.

SeeA paint and panel business is often made up of a number of areas including the workshop, a lunch room, customer waiting area, and an office. Each area generates its own waste.

There are three parts to this activity. Learners move their mouse around a panoramic image of a typical automotive workshop and locate different ways in which waste can by minimised.

FindLearners are asked how much they know about waste minimisation and recycling. Links to the Toolkit provide specific information about the impact of vehicles on the environment.


Why minimise waste?

How should I store waste?

What can I recycle?

What should I do with paint in tins?

How can I minimise waste?



DoTo achieve a successful outcome in waste minimisation it is best to develop and follow a strategy or a plan.

In the first part of this activity learners place in order the seven steps for developing a waste minimisation plan. Here are the seven steps in their correct order:

(step 1) gain support

(step 2) establish team

(step 3) identify wastes

(step 4) identify options

(step 5) develop plan

(step 6) carry out plan

(step 7) review outcomes.

In the second part of this activity, learners are given more information about each step in the waste minimization plan.

ApplyLearners download a job sheet to list the areas of their workplace where waste is being minimised and how waste minimisation can be improved. Learners are asked to:

state ways of minimising waste.

state areas that could be improved, and

how improvement could occur.


ShareLearners share ways of reducing waste in the workplace. Learners are asked to:

Consider the methods/processes used by others

Discuss the good and bad points about each process.




Job 4 Managing liquid wasteThis Job covers the issues of a workplace managing its liquid waste.

IntroductionA series of images sets the context for this job. They show how issues relating to waste management have changed dramatically over time. The key point is that liquid waste today may be highly dangerous and requires sophisticated approaches to its safe management.

The learner’s job is to correctly manage liquid waste. In this Job the learner will:

See workshop areas where liquid waste is created.

Find information on managing liquid waste.

Do an activity about the procedure to contain a liquid waste spill.

Apply knowledge to develop a plan for managing liquid waste.

Share information on managing liquid waste with others.

SeeProtecting the environment requires that we conserve, control and recycle fluids wherever possible. This activity has three parts. Learners use the mouse to move around panoramic images of an automotive workshop and learn how liquid waste is created in the following areas:

workshop

mixing paint

wet rub.

FindLearners are directed to the Toolkit to locate important information. Links to the Toolkit provide specific information about the impact of chemical spills on the environment.


What is liquid waste?

What are some methods for managing water waste?

How do I prevent spills?

What do I do if there’s a spill?

DoThis section is divided in two parts.

The first sets up a scenario where a container of approximately 70 litres of fuel has been knocked over and is spilling over the workshop floor. Learners drag the images into the correct order to reflect the process to deal with the spill.

In the second, a full explanation of each of the seven steps in the process is provided to learners as they roll their mouse over the images.



ApplyThis section deals with planning work to minimise liquid waste.

A scenario is set up that requires the learner to plan for the removal and refitting of faulty radiators. A job sheet is provided so learners can record their planning and save the document on their computer as evidence of their work.

ShareLearners share their work of the Apply section. Learners can share and discuss the similarities and differences of two of the plans posted by other learners. Teachers may consider the following questions to learners may include:

What similarities and differences are there between plans?

What are the best ways to reduce liquid waste? plans?

Reflect on how you you could modify your plan to make improvements after you have read other plans.?

Learners can use the online communication tools set up by their teachers to share experiences and to reflect on their learning.



Job 5 Managing air qualityThis Job covers the issues relating to managing the air quality in an automotive workplace.

IntroductionAn image of a car is presented. Learners can move around the car with their mouse to various hot spots that indicate parts of the car that need to be considered in relation to air quality.

The learner’s job is to manage air quality in a workshop environment. In this Job the learner will:

See methods and equipment to manage air quality.

Find information on how to manage air quality.

Do an activity about the positioning of equipment to assist in managing air quality.

Apply knowledge to design a plan that manages air quality.

Share information on managing air quality with others.

SeeSeven images of a paint and body workshop are presented. Learners can investigate how different areas of a workshop can affect the air quality of the entire workplace. Images include:

brake dust vacuum unit

exhaust extraction unit

welding extraction system

battery charging station

a/c recycling station

oxy acetylene storage

fuel storage area.

FindThe learner uses a checklist to identify what they know or still need to know about important issues related to air quality in the workplace. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What causes air pollution?

How can I avoid air pollution?

How can I avoid fumes when mixing paint?

How can I conduct abrasive sanding safely?

What dangerous gases are in the workshop?

How can these be managed?

What impact does welding have?



How can I minimize this?

DoManagement of air quality in the workshop can be improved by controlling where certain tasks are performed, and the types of equipment used when performing them.

In this section learners choose from four possible workshop locations, the best place to undertake particular tasks.

ApplyLearners apply their knowledge and experience to a hypothetical workplace situation. A job sheet is provided so learners can complete the tasks and save the document on their computer as evidence of their work.

ShareLearners use the online communication tools to share their experience and knowledge of managing air quality from the Apply activity. Questions to start the discussion and self reflection by the learners may include:

What similarities and differences are there between two plans viewed for managing air quality?

Why are there different approaches?

How could you modify your plan to make improvements?



Job 6 Managing noise pollutionThis Job covers the issues relating to the management of noise pollution in a paint and body workshop. Learners understand how workshop noise affects all people in the vicinity of the workshop, not just those inside it..

IntroductionThe effects of excessive workplace noise are illustrated in an animation.

The learner’s job is to learn about how to manage noise pollution in a workshop environment. In this Job the learner will:

See how noises are generated.

Find information on how to manage noise pollution.

Do an activity about sound levels.

Apply knowledge to answer questions related to the workplace.

Share information with others on managing noise in the workplace.

SeeBeing aware of the noises that are generated in the workplace is the first step to managing noise pollution. Here, a panoramic image is displayed that learners can move their mouse around to access information about the sources and effects of noise.

FindIn the Find section learners use a checklist to identify what they know or still need to know about noise pollution and ways to manage the noise. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items.


What is noise pollution?

How can you reduce its impact?

Learners are asked:

What sound levels are present in the noises around you?

At what levels do these noises become dangerous to our hearing?

DoThe Do section has six sources of noise. A learner is asked to identify the decibel level of each of the six sources. Feedback is given explaining the differing noise levels and their dangers.

ApplyLearners can download a worksheet. The worksheet directs learners to investigate sources of noise in their workplace and to suggest ways that noise levels can be managed.



ShareLearners can use the online communication tools set up by their teachers to share experiences about workplace noise and the different ways noise pollution is managed. Questions to start the discussion and self reflection by learners include:

What similarities and differences are there between workshop sounds?

What options are proposed to modify or control the tasks or sounds that are generated in workplaces?

How could any of these options be implemented in your workplace?



Section 9 - Apply solid colour matching techniques

9.1 Introduction to the unitThe unit includes identification and confirmation of work requirements, preparation for work, mixing of colours, preparation of colour spray out cards, performance of visual testing and completion of work finalisation processes, including clean up and documentation.

9.2 Unit JobsThere are seven Jobs in this unit:

Job 1 Colour blindness

Job 2 Colour basics

Job 3 Plan for the job

Job 4 Colour mixing

Job 5 Spray out card

Job 6 Colour matching and adjusting

Job 7 Clean up and waste disposal



Job 1 Colour blindnessThis Job explains the condition of colour blindness and the impact that it can have on a person’s ability to see and interpret colours.

IntroductionThis section of the job introduces the concept of colour blindness via definitions, a demonstration and images.

See how people perceive colour.

Find information about colour blindness

Do an Ishihara test to check for colour blindness.

Apply knowledge of colour blindness to the workplace.

Share ideas and opinions with others.

SeeAn interactive demonstration shows the different types of colour blindness and demonstrates the ways sufferers of each see colour:

normal vision

protan vision

deutan vision

tritan vision.

FindThe learner can look at the checklist to identify what they know or still need to know about colour blindness and how colour is perceived. They are advised to use the Toolkit links to access further information if they need to know more about any checklist items before doing the multiple choice drag and drop activity. Toolkit links include:

Name five physical causes that produce colour variation.

What is visual perception?

How is colour determined?

DoHere an interactive test can be taken by the learner to check for colour blindness. This is a sample Ishihara test used to identify colour vision deficiencies. It is not to be used as a conclusive assessment of a learner’s capacity to perceive colour. If the learner believes they suffer from a colour vision deficiency, it is recommended that they see a GP or other medical practitioner for further testing.

The test provides seven Ishihara images with numbers to be identified in each image.

The final image in the test does not have a number and the correct response is ’0’.

Dependant on a person’s colour vision, the numbers perceived in some images may vary.



ApplyThis activity illustrates how people with perfect colour vision can still perceive colour differently to another person. The learner is asked to team up with another person and describe the colours of the same ten objects, then compare results.

ShareHere the learner is asked share their results from the ‘Describing colour’ activity from the Apply section, with workmates, the teacher or others using the online communication tools set up by the teacher.

This section also gives advice on seeking professional medical advice if a problem with colour vision is identified.




Job 2 Colour basics This Job covers all of the basic principles of colour necessary for learners to understand before they move on to the more practical task of colour matching.

IntroductionThis job begins with an introduction into basic colour and how it relates to colours used in the automotive industry.

See information on colour attributes.

Find information on paint manufacturers.

Do a short self assessment.

Apply workplace experience.

Share learning with others.

SeeThis section introduces the idea of colour in light which includes a flash animation demonstration of how light is separated using a prism and a light source.

The colour attributes of hue, value and chroma are illustrated and the colour wheel is used to explain primary, secondary, tertiary and intermediate colour. Images are included to help demonstrate how these concepts work.

This section also contains information about metamerism through different light sources and includes images to demonstrate the following:

sunlight

incandescent

fluorescent.

FindThe learner can look at the checklist to identify what they know or still need to know about colour basics before continuing. They are advised to use the Toolkit link or the Clipboard links to access any information from the checklist they feel they still need to know more about. Links include:

PPG

Dupont

Spieshecker

Sikkens

Glasurit.



DoThe learner is presented with a series of multiple choice questions to test their comprehension of what they have learned so far about ‘Colour principles’. Learners may need to revise content in the See and/or Find sections of the job in order to complete this task.

ApplyLearners are asked to reflect on their own work in relation to what they now know about colour basics, using the following questions to prompt their thoughts:

What are the most common colours used on vehicles that you work on?

What are some of the most unusual colours of vehicles that have come through your workshop?

What is the colour of your vehicle? If you like the colour, why do you like it?

ShareLearners are presented with a colour association exercise, asking them to nominate a colour they associate with a range of items and to justify their selections. The way people use colours and perceive colours is, of course, very culturally specific. It is useful to have learners consider the different uses of colour across cultures. For instance a simple question about the colour associated with a wedding will be answered differently by a Chinese person (red) and a European (white).

These issues can be discussed by the learners using a range of online communication tools.

Learners are asked to recommend colours for the following situations:

The colour of a new driver’s car

The colour of a baby’s rattle

The colours of a safety sign in a workplace

The colour of writing on a billboard

The colour of a sports car.




Job 3 Plan for the jobThis Job covers the planning of steps to be taken before the colour matching process can begin.

IntroductionLearners are provided with an introduction to the importance of planning prior to commencing the job. They are also introduced to the concept of the job card.

See some examples of job cards.

Find how requirements are set out in the workplace.

Do an activity on making a job card.

Apply workplace experience in checking out some different job cards.

Share learning about job cards.

SeeA range of sample job cards can be viewed and compared in this section. Learners are able to identify the different areas of information included in a job card and how this information is communicated to employees in the workplace.

FindLearners are sent to find information and interpret a sample job card of their own. The learner can look at the checklist to identify what they know or still need to know about job cards before continuing. They are advised to use the Toolkit link or the Clipboard links to access any information from the checklist they feel they still need to know more about. Links include:

Where do I find job cards?

What’s in a job card?

What bits are more important to me?

Sample job card.

DoA customer scenario is presented using visuals and a written script, and a completed job card. Learners must work through it to determine what they might need to do and prepare to get the job started. Learners are asked to identify the following:

What tools might you need for the job?

What parts require removal and refit?

What paint work must be done?

What new parts are needed?



ApplyNow that learners have had a go at interpreting a job in the Do section, they can go back to their original job card collected in the Find section and examine it in more detail. Prompting questions are provided to help with this closer look at the job card. For example:

What useful information is in the job cards you use for your company and clients?

What are positive things about the job cards in your workplace?

Are there ways you could improve the job cards used in your workplace?

ShareLearners now have the opportunity to share and compare their responses to the questions in the Apply section with their colleagues, supervisors or teachers using the online communication tools. The questions are:

What useful information is in the job cards you use for your company and clients?

What are positive things about the job cards in your workplace?

Are there ways you could improve the job cards used in your workplace?

How is waste minimised when you are doing a job?



Job 4 Colour matchingThis Job covers the sometimes complex task of identifying the vehicle’s original colour details and using them to mix new colour to apply to the required area of a damaged vehicle. Learners are also introduced to manufacturer’s product information.

IntroductionHere, the learners begin to learn about colour mixing and paint formulas. Images of compliance plates, colour tools, swatches and tinting wheels help to introduce this process.

See the rules for mixing colour.

Find out the formulas for making certain colours.

Do an activity on locating the details of the paint colours used on a vehicle.

Apply workplace experience by locating and understanding a compliance plate.

Share learning with others.

SeeA demonstration walks learners through the steps involved in identifying a car’s colour code and the process of mixing colour. The areas covered in this section are:

locating compliance plates on a variety of vehicles

tinter uniformity

colour mixing procedures.

FindThe learner can look at the checklist to check what they know or still need to know about colour mixing before continuing. They are advised to use the Toolkit link to access any information from the checklist they feel they still need to know more about.


What are the rules for mixing paint colours?

Why do colour variations occur?

How do I find formulas?

What should I know about paint products?


Product Technical Information for Azko Nobel products

Technical and material Safety information for PPG materials

Material Safety Data sheets for Azko Nobel products.



DoInteractive rollovers help learners to locate the necessary details on a range of different vehicle makes. It also includes a range of related multiple choice questions for learners to answer.

ApplyLearners can now apply what they have learned so far to their own vehicle. They will need to locate the compliance plate and other details on their car, then research the colour code formula and record the information.

If the learner has chosen a car that has been re-sprayed, they can use the appropriate colour swatch from a tinting fan for the paint colour details.

ShareA discussion can be started about Material Safety Data Sheets and their use in colour mixing. Some sample questions are provided to help guide the discussion.

What are the three most important pieces of information you have read in the Product Information?

Which thinner and hardener would you use in your workplace in winter?

Why are the gun setup and the spray pressure important?




Job 5 Spray out cardThis Job continues with the process of looking at colour matching using a spray out card.

IntroductionLearners are introduced to the procedures of using spray out cards as a guide for successfully colour matching a damaged vehicle.

See the preparation of a spray out card.

Find out more about the process.

Do some matching.

Apply knowledge to the workplace.

Share ideas with others.

SeeThe application of paint to prepare a spray out card is demonstrated. Information is provided on opacity and includes an interactive activity to let learners experience paint application for themselves as they learn about opacity.

FindThe learner can look at the checklist to identify what they know or still need to know about the use of spray out cards before continuing. They are advised to use the Toolkit link to access any information from the checklist they feel they still need to know more about. Links include:

What are paint technologies?

What is Product Information?

What OHS procedures should I follow?

Do I need PPE?

DoLearners are asked to complete a series of multiple choice questions relating to OHS and colour matching/painting.

ApplyLearners can work through the process to make their own spray out card and then use it as their first entry in their own painter’s library.

Access all information required to identify the formula for the vehicle.

Mix the correct paint colour.

Apply paint to the spray out card.

Show the spray out card to the supervisor

Keep the spray out card and start your own painter’s library of paint samples and formulas.



ShareA discussion topic is presented here about Material Safety Data Sheets provided by the paint manufacturer: How to read them? Why read them? Questions to start the discussion include:

How do different spray guns and they way they are set up affect the results?

What are the three most important procedures to remember when spray painting?

What is the correct PPE when spray painting?




Job 6 Colour matching and adjustingThis Job covers the process of matching colour and making the necessary adjustments in a formula to get a blendable colour match.

IntroductionAn introduction into why colour sometimes doesn’t match with some suggested reasons and an explanation of how the job will help the learner to discover more.

See how to use a variety of colour tools to achieve a blendable match.

Find out more about the process of colour matching.

Do some matching.

Apply knowledge to the workplace.


SeeThis section provides details about adjusting colour and the process for doing this. This includes images, audio and rollovers about:

tinting fans and guides

how to read a colour fan

how to use the automotive colour wheel

colour adjustment.

FindThe learner can look at the checklist to check what they know or still need to know about colour matching before continuing. They are advised to use the Toolkit link to access any information from the checklist they feel they still need to know more about. Links include:

Autobody supply

PPG – a major supplier of automotive paints and coatings.

DoLearners are asked to complete a series of multiple choice questions relating to colour matching and adjusting.

ApplyLearners are to use the spray out card from the Job 5 Activity to check against the vehicle they are colour matching. If it is not a blendable match, learners are to use their knowledge of the colour adjustment process to more accurately macth the vehicle.



ShareThe completed job sheet from the Apply section can be used as a basis for discussion about the difficulties of colour matching between learners using the communication tools available. Points to start the discussion include:

using wrong formula

poor colour checking

not catalysing

not clear coating

using a different gun setup

not using the colour box as a guide to closest variant

wet or stick matching

not using opacity markers to check colour

using wax and grease remover as a substitute for clear coat.



Job 7 Clean up and waste disposalThis Job covers the process of cleaning and waste disposal at the end of spray painting.. It is important that learners realise that cleaning up the workplace and equipment after spray painting is part of the overall colour matching process.

IntroductionLearners are introduced to cleaning and maintenance in the workplace. This includes maintenance plans, cleaning routines, risk assessment and the different types of waste management.

See the steps in cleaning a spray gun and related workshop equipment.

Find information on waste disposal using EPA web sites.

Do a short self-assessment of knowledge of waste disposal and cleaning.

Apply knowledge of common hazards in the workplace.


This section provides details about the cleaning and waste disposal procedures which need to be followed for spray guns.

FindThe learner can look at the checklist to check what they know or still need to know about cleaning requirements and waste disposal before continuing. They are advised to use the Toolkit link to access any information from the checklist they feel they still need to know more about. Links include:

What cleaning tasks are there?

What are waste products?

What regulations should I follow?

What is risk assessment?

DoLearners are asked to complete a series of multiple choice questions relating to cleaning requirements and waste disposal.

ApplyLearners are to use their knowledge to clean the workplace and dispose of waste materials in a legal and appropriate manner. Learners are to:

Follow the workplace processes for cleaning up after a job.

Dispose of any waste with care for environmental hazards.

Have a supervisor check the work.



ShareAll Jobs involve some form of risk. As a paint technician there are specific hazards and risks which need to be identified. These hazards can be used as a basis for discussion between learners about the difficulties of cleaning and waste management between learners using the communication tools available. Questions to start the discussion include:

What are the two most dangerous hazards of spray painting in your workplace?

What are the risks of each hazard?

How are these potential hazards handled to ensure safety in the workplace?



Toolbox contact details:Flexible Learning Toolbox Help Desk

Phone: 1300 736 710Email: [email protected]

Website: flexiblelearning.net.au/toolbox

For more information contact:2006 Australian Flexible Learning Framework

National CommunicationPhone: (07) 3307 4700Fax: (07) 3259 4371

Email: [email protected] Website: flexiblelearning.net.au

GPO Box 1326Brisbane QLD 4001


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