Professional Documents
Culture Documents
Basic 1 Receive and Respond
Basic 1 Receive and Respond
Basic 1 Receive and Respond
Page
A. Preliminary Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 - 7
B. Information Sheets
1. Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 - 21
2. The Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 - 28
3. Organizational Policies and Guidelines . . . . . . . . . . . . . . . . . . . . . . . . 31 - 32
4. Work Practices in Handling Communication . . . . . . . . . . . . . . . . . . . . 34
5. Communication Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 - 41
6. Receiving and Clarifying Communication Messages
and Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 - 46
7. Recording Messages and Information . . . . . . . . . . . . . . . . . . . . . . . . . 48 - 49
8. Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 - 54
9. Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 - 58
10. Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 - 62
11. Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 - 69
12. Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
C. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 - 74
CODE : 500311101
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes required to
receive, respond and act an oral and written communication.
QUALIFICATION LEVEL : NC I
CONTENTS:
1. Parts of speech
2. Parts of a sentence
3. Kinds of sentence
CONDITION:
The students/trainees must be provided with the following:
1. Writing materials (pens and paper)
2. References (books)
3. Modules
4. Learning elements
METHODOLOGIES:
1. Discussion
2. Lecture
3. Reportorial
4. Modular
ASSESSMENT METHODS:
1. Written exam/test
2. Practical/performance test
ASSESSMENT CRITERIA:
CONTENTS:
CONDITION:
The students/trainees must be provided with the following:
1. Dictionary
2. References (books)
3. Writing materials
4. Manuals
5. Journals/articles
6. Printed materials
7. Electronic mail
8. Briefing notes
METHODOLOGIES:
1. Lecture/discussion
2. Demonstration
3. Modular
ASSESSMENT METHODS|
1. Written exam/test
2. Practical writing
ASSESSMENT CRITERIA:
CONTENTS:
CONDITION:
1. Written policy/procedures
2. Information and documentation procedures
3. Memos
4. Manuals
5. Journals/articles
6. Printed materials
7. Electronic mail
8. Briefing notes
9. General correspondence
METHODOLOGIES:
1. Lecture/discussion
2. Demonstration
3. Modular
ASSESSMENT METHODS:
1. Written exam/test
2. Practical writing
The unit of competency Receive and Respond to Workplace Communication contains the
knowledge, skills and attitudes required for Automotive Servicing. It is one of the Basic
Modules at National Certificate Level I.
You are required to go through a series of learning activities in order to complete each
learning outcome of the module. In each learning outcome there are Information Sheets,
Resource Sheets and Reference Materials for further reading to help you better understand
the required activities. Follow these activities on your own and answer the self-check at the
end of each learning outcome. Get the answer key from your instructor and check your
work honestly. If you have questions, please don’t hesitate to ask your facilitator for
assistance.
You may already have some or most of the knowledge and skills covered in this module
because you have:
If you can demonstrate to your trainer that you are competent in a particular skill or skills,
talk to him/her about having them formally recognized so you won’t have to do the same
training again. If you have qualifications or Certificates of Competency from previous
trainings, show them to your trainer. If the skills you acquired are still relevant to this
module, they may become part of the evidence you can present for RPL.
At the end of this learning material is a Learner’s Diary, use this diary to record important
dates, jobs undertaken and other workplace events that will assist you in providing further
details to your trainer or assessors. A Record of Achievement is also provided for your
trainer to complete once you completed the module.
This learning material was prepared to help you achieve the required competency, in
RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION. This will be source of
information for you to acquire the knowledge and skills in this particular trade
independently and your own pace with minimum supervision or help from your instructor.
Talk to your trainer and agree on how you will both organize the training under this
module. Read through the module carefully. It is divided into sections that cover all the
skills and knowledge you need to successfully complete.
Work through all information and complete the activities in each section. Read the
information sheets and complete the self-checks provided in this module.
Most probably your trainer will also be your supervisor or manager. He/She is there to
support you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when you are
completing the activities and it is important that you listen and take notes.
You will be given plenty of opportunities to ask questions and practice on the job. Make
sure you practice your new skills during regular work shifts. This way you will improve
both your speed and memory and also your confidence.
Talk to more experienced work mates and ask for their guidance.
Use self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities outlined in this
module.
As you work through the activities, ask for written feedback on your progress. Your
trainer keeps feedback/pre-assessment reports for this reason. When you have
completed this learning material and feel confident that you have had sufficient
knowledge and skills, your trainer will arrange an appointment with a registered
assessor to assess you. The results of the assessment will be recorded in your
Competency Achievement Record.
Learning Activity 1
CLASSES OF NOUNS
Nouns are conventionally classified as follows:
Proper nouns: name particular persons and places; they begin with capital letters
usually written without the, a, an, before them.
Collective nouns: name a group as a unit – army, crew, band, jury, committee,
horde, multitude, pack, swarm, etc.
Concrete nouns: name things that can be perceived by the senses-house, water,
tree, place, flower, table, etc.
Count nouns: name things that can be counted – pencil, book, bottle, bag, etc.
Number indicates whether a noun denotes one person, place, or thing or more than
one. If refers to only one, it is said to be in the singular number. If refers to more than one, it
is plural in number.
GENDER OF NOUNS
Gender is the quality of nouns that determines a choice between duke and duchess,
prince and princess king and queen. A noun denoting a male is masculine (or of the
masculine gender). A noun denoting a female is feminine (or of the feminine gender). A
noun denoting neither male or female is neuter (or of the neuter gender). Nouns, which do
not indicate by their form whether they are masculine or feminine are said to be of common
gender.
A Pronoun is that part of speech which designates a person, place, thing, quality or
idea without naming it. A pronoun includes several groups of quite different words, all of
which are used in the principal syntactical functions of a noun as subject, object or
complement. Most grammar books define a pronoun as a word that is used instead of a
noun. The word to which a pronoun refers is its antecedent. Structural descriptive grammar
calls the pronoun as a function word.
KINDS OF PRONOUNS
Personal pronouns
Pronouns used instead of nouns naming persons are personal pronouns. They enable us
to identify the person speaking, the person spoken to and the person spoken about. If the
personal pronoun refers to the person speaking, it is classified first person. If it refers to the
person spoken to, it is classified as second person; the person spoken about is the third
person. Personal nouns also refer to things.
Personal Pronouns
Singular
Plural
Demonstrative Pronouns
These are used to point out which person, place or thing is referred to. They are also
used to designate a particular person, place or thing. There are four demonstrative
pronouns: that, this, these, those. This and These refer to people or things close to the
Interrogative Pronouns
These are used in asking questions. They are usually found at the beginning of
questions. The interrogative pronouns are who, what, which, whose and whom. Like
personal pronouns the interrogative pronouns have case.
Indefinite Pronouns
They do not refer to a specific person, place, or thing. These pronouns express their
subjects or objects in a general or indeterminate way. They are either singular or plural.
The common indefinite pronouns are:
(Note: These are singular when they refer to quantity; plural when they refer to a number)
THE VERB
A verb is the part of speech that signals the execution of an action, the occurrence of
an event, or the presence of a condition or a state of being. The action verb asserts the
performance of an action. The state of being verb expresses a condition or the relationship
between a noun or pronoun and a verb. This state of being verb is also called copula. A
finite verb is any verb form that maybe used as a predicate in a sentence. Both the action
verb and the state of being verb are finite verbs.
KINDS OF VERBS
Transitive Verb
When a verb requires an object to complete its meaning it is said to be used transitively
and it is classified as a transitive verb.
Filipinos eat rice. (The object rice is required to give meaning to the action word eat.)
He tasted the roast
He sang a kundiman
They planted narra seedlings.
The policeman helped the victim.
(Note: The action expressed by the transitive verb and performed by the subject is
received by the object)
Intransitive Verb
An action verb is used intransitively when it does not require an object to make it
meaningful.
Time flies
The older children walked.
All men die.
The seed germinated.
A transitive verb and a intransitive verb are classified regular verbs if they form
their past tense by adding – d or – ed to their base form.
When the transitive verb or the intransitive verb, does not form its past form by adding
–d or –ed to its base form, it is an irregular verb.
Auxiliary Verb
Based on traditional grammar, auxiliary verbs are helping verbs. They assist in forming
the voices, modes, and tenses of other verbs. In structural descriptive grammar they are
known as auxiliaries and they are classified as structure words (or function words). They
are used to marked verbs the way determines mark nouns. Auxiliaries combine with
verbs to make verb phrases.
Verb forms with do, does, or did are used to make emphatic verb phrases.
I did care for her.
I do appreciate your efforts.
The auxiliary verb do is inflected in number and tense. (present and past)
Singular Plural
has (present) have (present)
had (past) had (past)
The principal parts of a verb are those forms which all tenses, moods, and voices are
derived. The three principals of a verb are base form (or indicative form or infinitive form or
present form), the past and past principle. Most verbs are weak or regular verbs which
forms their past and past participle by adding –d, ed or –t. Strong or irregular verbs do not
follow a pattern in forming their principal parts.
(Note: The principal parts of as irregular verbs must be learned diligently and painstakingly
they don’t have a consistent pattern).
KINDS OF TENSES
There are six basic tenses. The are the present tense, the past tense, the future
tense, the present perfect tense, past perfect tense and the future perfect tense. The first
three tenses are grouped under simple tenses. The three perfect tenses are sometimes
referred to as compound tenses in some books grammar.
The simple present tense or the ordinary form is the base form of the verb with
the addition of –s or –es. Verbs ending in –s or –es are singular.
Singular Plural
goes go
eats eat
THE ADJECTIVE
1. We use the positive degree when we make no particular comparison; we use the
comparative when we compare one object, person or place or group with another, we
use the superlative when we compare one object or group with two or more.
2. The comparative degree indicates that the quality or quantity is higher in degree in
comparison to some standard expressed by the positive degree.
3. The superlative degree of the adjective is formed by adding – est or by using most.
Adjective that form the comparative with – er form the superlative with – est. Those that
form the comparative with more or less form the superlative with most or least.
THE ADVERB
The adverb is the part of speech that, by tradition, serves as a modifier of a verb, an
objective or another adverb.
Examples:
He works efficiently. (efficiently is the adverb that modifies the verb, works)
Amelia is rather young for the job, (rather is the adverb that modifies the adjective, young)
He acted very suspiciously. (very is the adverb that modifies the adverb, suspiciously.)
1. Adverbs of manner, denoting how: fast, alike, worse, likewise, quickly, slowly, keenly,
openly, gracefully, skillfully, etc.
2. Adverbs of time and succession, denoting when and in what order: afterwards, again,
finally, daily, news, now, often, sometimes, soon, lately, soon.
3. Adverbs of place and direction, denoting where: below, far, north, there, upstairs, above,
anywhere, forward, here, in, out, up, yonder.
4. Adverbs of degree and measure, denoting how much or two what extent: all, almost, less,
little, much, quite, completely, equally, abundantly, also, besides, enough, hardly,
merely, scarcely, too, very.
5. Adverbs of cause and purpose, denoting why: consequently, hence, so, therefore.
6. Adverbs of assertion, denoting affirmation denial: yes, no, apparently, certainly, indeed,
really, absolutely, by no means, not at all.
THE PREPOSITION
The preposition is a word that links or shows the relation of noun or noun equivalent
to some other word in the sentence. Traditional grammar classifies this word as a part of
speech. Structural-Description grammar categorizes it as a function word.
Adverb Preposition
1. He has since recovered from his 6. He has been working since eight
Illness. o’clock.
2. The tress were blown down during the 7. The ball rolled down the lawn
storm. 8. He walked in the rain.
3. Please come in. 9. She works as a stenographer.
4. Do as required 10. He fell off the ladder.
5. The birds flew off.
THE CONJUNCTION
1. Addition: and further, furthermore, besides, also, moreover, nor, too, and then.
2. Contrast: but, however, yet, and yet, still, nevertheless, not with standing, on the
contrary, on the other hand.
3. Result: therefore, hence, consequently, so accordingly, thus, wherefore, the,.
4. Alternation: or, nor, otherwise, else, either….or, neither….nor, so…as, both…and,
not only…but also, the one…the other, on the hand…on the other hand, as..as
5. Cause: for
6. Repetition, exemplication, intensification: in fact, in other words, that is, for
instance, for example, thus.
Subordinating-conjunctions
1. Time: when, whenever, while, before, after, since, as soon as, as long as, as often as,
now, now that, once
2. Place: where, wherever, whence, whencesoever, whereto
3. Cause: because, as, since, in as much as, seeing that, now that owing to the fact that
4. Purpose: that, so that, in order that, test
5. Degree or comparison: as, than, more than, rather than, as…as, not so..as, such…as, just
as…a
6. Condition: if, so, unless, on condition that, provided that, supposing, in case that, but
that, so that, so long as,
7. Concession: through, although even if, no matter how
8. Result: that, so that, so..that, such..that
9. Manner: as, as if, as though
THE INTERJECTION
Examples:
“oh! You ought not to do that.”
Bless you! How can I serve you?
Ouch! It hurts dreadfully
Examples:
Good heavens! What a mess!
What It’s the chance of lifetime!
Once there was a man who had grown weary of life. He was tired to death. One day
he decided to leave his hometown, his ancestral village, to search for the perfect Magical
City where all would be different, new, full, and rewarding. So he left.
On his journey, he found himself in a forest. He settled down for the night. He was
careful to take off his shoes and point them in the new direction toward which he was
going. However, unknown to him, while he slept a jokester came along during the night and
turned his shoes around.
When he awoke the next morning, he carefully stepped into his shoes and continued on
his journey to the Magical City.
After a few days, ha came to the Magical City. It was not quite as large as he had
imagined it would be, however. In fact, it looked somewhat familiar. He found a small house
in a familiar street. He knocked at a familiar door and found a familiar family – and lived
happily ever after.
-William Bausch
II. In the Following sentences pick out the personal pronouns and the noun it refers to or
its antecedent.
III. A. Pick out all the verbs in the sentences. Tell what kind of verb each one whether
transitive, intransitive, linking, regular or irregular.
B. Pick out the verbs in the sentences. Tell how each is used in the sentence.
Is it transitive, intransitive or linking verb?
IV. Correct all errors in the use of adjectives that you find in the following sentences; if the
sentence is correct write c only. Give reasons for your action.
A SENTENCE is a group of words that has a subject and a predicate, either expressed
or understood, and expresses a complete thought.
Subject and Predicate omitted: What did Henry bring? (HENRY BROUGHT) Books.
1. The man worked, the women watched, and the children slept.
2. Who are you, and what do you want?
3. He does not drive but he has a car.
A complex sentence has one independent clause (or principal clause) and one or
more subordinate (or dependent) clauses, joined to the main clause by a subordinating
conjunction, by a relative pronoun or by conjunctive adverb.
1. Usually your likes and dislikes indicate your aptitudes, and your best chance for
success lies n pursuing a course for which you are especially fitted and which you
find satisfaction.
2. Controlling pollution, if it is to be successful should be a unified and concerted
action of all countries and it should be pursued without regard to color and
creed, ideologies and natural boundaries.
3. Naturally, parents feel sympathetic with their children when they encounter
difficulties, and they are inclined to help them find easy solution.
2. When playing the trumpet, he closes his eyes. (The underlined group of words
is an elliptical clause. The missing words are he is which are understood.)
3. When interviewed, the actress denied rumors of her betrothal. (The elliptical
clause is underlined; the missing words are: she was.
Self Check Unit Receive and Respond to Workplace Communication
2 Module Receiving and Responding to Workplace Communication
Exercise 1. Draw one line under the simple subject and two lines under the simple
Predicate.
Exercise 2. On the blank before each number, identify the kind of sentence (declarative,
interrogative, imperative, exclamatory).(2) Place the appropriate punctuation at the
end of each sentence.
Exercise 3. Identify the following sentences. Write S for simple, Cd for compound, Cx for complex,
and Cd-Cx for compound-complex on the space provided.
_______________ 1. When he returned from the trip, his family was relieved.
_______________ 2. I like those shoes; they’re really durable and comfortable.
________________ 3. The new employee of the supermart is learning how to use the cash register.
_______________ 4. Last summer I visited my cousins on the farm, and, if I could, I would like to
go back.
_______________ 5. I agree with what you said to him yesterday.
_______________ 6. Anthony sang and played the piano in the show.
_______________ 7. The meeting which I attended was tiresome, and many members left.
________________ 8. Betty wanted to return the perfume to the store, but she forgot the receipt.
_______________ 9. We did not catch him although we were early.
_______________ 10. Since I began to study seriously, my school work doesn’t seem too
hard.
Modular Unit I Receive and respond to workplace communication
Module I Receiving and responding to workplace communication
Learning Activity 2
Communications may be working effectively at higher levels, but fail dismally at the
more local level. The inter-personal skills of supervisors, team leaders and local managers
are specifically critical at levels 3 and 4, as these are the people that frontline workers
develop working relationships with most personally and closely.
Just as important is the communication between and within levels, gone are the days
when departments could stand as silos, isolated from the rest of the organization. Intra-
national and international competition is now so fierce that everyone in the organization
needs to collaborate closely on solving organizational challenges and on achieving agreed
strategic objectives.
Communication in your workplace should satisfy the three key employee needs
before they can be engaged and highly productive. Each and every employee needs
to:
1. Know that…
2. Master that…
Included here are the practical skills required to do their job well (repairing a
machine, filling out an invoice, designing a building or writing a software
program), etc.
3. Feel that…
Included here are the interactions that give them a sense of belonging and self-
worth – being listened to, respected, trusted, valued, etc.
1. In a company, what are usually the content of pamphlets, memos or statements, and
brochures?
A. Individual communication
B. Organization wide communication
C. Departmental communication
D. Team communication
3. What are the reasons why there is a need to collaborate closely on solving
organizational challenges and on achieving agreed strategic objectives.
4. Included in this need of each and every employee are the practical skills required to
do their job.
A. Know that
B. Master that
C. Feel that
D. All of the above
A. Standards of Leadership
B. Direction
C. Ethical Behavior
D. All of the above
You should carefully follow all oral and written directions that pertain to your job. If
you do not fully understand them, ask for clarification. You also need to be a good listener.
Like other things in life, messages can appear to be good, bad, or have little worth to you.
Regardless of how you rate the message, you should show respect to the person giving the
message. Look at the person while they speak and listen to their message by asking
questions about it and gathering as many details as possible. Try to put yourself in other
person’s shoes and listen without bias.
Good customer relations begin at the technical level. Learn to listen and
communicate clearly. Be polite and organized, particularly when dealing with customers on
the telephone. Always be honest as possibly as you can.
Respect the vehicles on which you work. They are important to the lives of your
customers. Always return the vehicle to the owner in a clean, undamaged condition.
Remember, a car is the second largest expense a customer has. Treat it that way. It does not
matter if you like the car. It belongs to the customer; treat it with respect.
Explain the repair process to the customer in understandable terms. Whenever you
are explaining something to a customer, make sure you do this in a simple way without
making the customer feel stupid. Always show customers respect and courtesy. Not only is
this the right thing to do but it also leads to loyal customers. Make repair estimates as
precise as possible. No one likes surprises, particularly when substantial amounts of money
are involved.
2. What should you do when you think that the written message which was ordered
for you to be delivered was badly composed?
COMMUNICATION PROCESS
The first step the sender is faced with involves the encoding process. In order to
convey meaning, the sender must begin encoding, which means translating information into
a message in the form of symbols that present ideas or concepts. This process translates the
ideas or concepts into the coded message that will be communicated. The symbols can take
on numerous form such as, languages, words, or gestures. These symbols are used to
encode ideas into messages that others can understand.
When encoding a message, the sender has to begin by deciding what he/she wants
to transmit. This decision by the sender is based on what he/she believes about the
receivers knowledge and assumptions, along with that additional information he/she wants
the receiver to have. It is important for the sender to use symbols that are familiar to the
intended receiver. A good way for the sender to improve encoding their message, is to
mentally visualize the communication from the receiver’s point of view.
To begin transmitting the message, the sender uses some kind of channel (also called
a medium). The channel is the means used to convey the message. Most channels are either
oral or written, but currently visual channels are becoming more common as technology
expands. Common channels include the telephone and a variety of written forms such as
memos, letters, and reports. The effectiveness of the various channels fluctuates depending
on the characteristics of the communication. For example, when immediate feedback is
necessary, oral communication channels are more effective because any uncertainties can
After the appropriate channel or channels are selected, the message enters the
decoding stage of the communication process. Decoding is conducted by the receiver. Once
the message is received and examined, the stimulus is sent to the brain for interpreting, in
order to assign some type of meaning to it. It is this processing stage that constitutes
decoding. The receiver begins to interpret the symbols sent by the sender, translating the
message to their own set of experiences in order to make the symbols meaningful.
Successful communication takes place when the receiver correctly interprets the sender’s
message.
The receiver is the individual or individuals to whom the message is directed. The
extent to which this person comprehends the message will depend on a number of factors,
which include the following: how much the individual or individuals know about the topic,
their receptivity to the message, and the relationship and trust that exists between sender
and receiver. All interpretations by the receiver are influenced by their experiences,
attitudes, knowledge, skills, perceptions, and culture. It is similar to the sender’s relationship
with encoding.
Feedback is the final link in the chain of the communication process. After receiving a
message, the receiver responds in some way and signals that response to the sender. The
signal may take the form of a spoken comment, a long sigh, a written message, a smile, or
some other action. “Even a lack of response, is in a sense, a form of response” (Bovee &
Thill, 1992). Without feedback, the sender cannot confirm that the receiver has interpreted
the message correctly.
Workplace Communication
Communication is a vital part of creating and maintaining a safe and efficient workplace
environment.
What the most appropriate type of communication to use is (for example; verbal, email,
memo, handover). This may be determined by the type of information to be
communicated.
Telephone use
Phones should be answered within four (4) rings.
Give the name of the organization and then your own name and job role. For
example:
Good morning/afternoon, Sunset Bay Health Campus, general stores. This is Jane
Smith.
This helps people know they have dialed the correct organization, who they are
speaking to and what your role in the organization is.
When you take a message for someone make sure you understand the message correctly.
Repeat the information back to the sender to ensure that the information you
have is correct.
Ensure you have the time of the interaction, the message, the sender’s details,
name, phone number, email or address if necessary, so that the recipient can
contact them.
Give messages as soon as it is possible, as it may be something that requires
urgent attention. If possible check back to be sure that the person received the
message.
Forms
You must make sure that you know which forms to fill in, when you need to use forms and
where to find the necessary forms.
If you have difficulties filling in forms, ask a colleague or your supervisor for some help.
It can be useful to obtain copies of forms that have been filled in which you can keep and
use to help you.
Whiteboard
Whiteboards may be used to allocate daily duties, rooms, or jobs to staff members.
Handovers are the verbal passing of information from one or more persons to the following
shift of worker or workers.
Handovers made be also spoken into a tape which is then played to the next group of
workers outlining events of the previous shift or of any information that it is considered
important for them to know.
Pin up board
Pin up boards may be used as a means of posting any notices about courses, organizational
events or social events.
When using a pin up board, write the date that the notice is posted on the top of the notice
and remove after two weeks.
Remember that the person reading your email can’t see you so they can’t read your body
language to see if you are joking, angry or serious.
_________________5. The process of interpreting the message in order to assign some type
of meaning to it.
_________________9. These are factors that have a negative impact on the communication
process.
Learning Activity 2
2. Self Check 1
2. Complete: Self Check 1
Obviously, when you read something you are receiving a message without the
advantage of seeing the message sender. Therefore, you must take what you read at face
value. This is important because being able to read and understand the information and
specifications given in service information is a must for automotive technicians.
The purpose of speaking and writing is to send a message. Do your best to think
through the words you use to convey the message. Pay attention to how the intended
receiver of the information is listening and adjust your words and mannerisms accordingly.
This consideration is also important when you write out your message. Think about who the
message is going to and adjust your words to match the abilities and attitudes of the reader.
Also keep in mind that more than one person may read it, so think of other’s needs as well.
Proper telephone etiquette is also important. Most businesses will tell you how to
answer the phone, typically involving the name of the company followed by your name.
Make sure you listen carefully to the person calling. When you are the one making the call,
make sure you introduce yourself and state the overall purpose of the phone call. Again the
key to proper phone etiquette is respect.
You will also be required to write things, such as warranty reports and work orders.
You may also need to either speak with or write to customers, parts suppliers and
supervisors, to clarify an issue. Take your time and write clear, concise, complete and
grammatically correct sentences and paragraphs. Doing this will not only help get your
message across but will also make you a more prized employee.
Nonverbal Communication
Nonverbal communication includes such things as body language and tone. Body
language includes facial expression, eye movement, posture, and gestures. All of us read
people’s faces for ways to interpret what they say or feel, such as looking for a nod of a
head. We also look at posture to provide insights about how the other person feels about
the message. Posture can indicate self-confidence, aggressiveness, fear, guilt, or anxiety.
Similarly, we look at gestures such as how they place their hands or give handshake.
Posture and other aspects of body language have been identified as important keys
to communication. Many scholars have studied and classified them and defined what they
indicate. Some divide postures into two basic groups:
1. Open/Closed – the most obvious. People with their arms folded, legs crossed, and
bodies turned away are signaling that they are rejecting or are closed to messages.
People fully facing you with open hands and both feet planted on the ground are
saying they are open to and accepting the message.
2. Forward/Back – indicates whether people are actively or passively reacting to the
message. When they are learning forward and pointing toward you, they are actively
accepting or rejecting the message. When they are leaning back, looking at the
ceiling, doodling on a pad, or cleaning their glasses, they are either passively
absorbing or ignoring the message.
You can alter the meaning of words significantly by changing the tone of your voice.
Think of how many ways you can say “no”; you could express mild doubt, terror,
amazement, anger, and other emotions.
Repair Orders
A repair order or RO (Fig. 1) is written for every vehicle brought into the shop
for service. Repair orders may also be called service or work orders and contain
information about the customer, the vehicle, the customer’s concern or request, and an
estimate of the cost of the services and when the services should be completed. Repair
orders are legal documents that are used for many other purposes, such as payroll and
general record keeping.
For legal reasons and to establish good customer relations, projected repair costs
must be calculated with as much accuracy as possible. To do this, here is a suggested
procedure on estimating Repair Costs.
1. Make sure you have the correct information about the vehicle.
2. Always use the correct labor and parts guide or database.
3. Locate the exact service for that specific vehicle in the guide or database.
4. Using the guidelines provided in the guide or database, choose the proper time
allocation listed for the service.
5. Multiply the allocated time by the shop’s hourly flat rate.
6. Using the information given in the guide or database, identify the parts that will be
replaced for that service.
7. Locate the cost of the parts in the guide or database or in the catalogs used by the
shop.
8. Repeat the process for all other services required or requested by the customer.
9. Multiply the time allocations by the shop’s hourly rate.
10. Add all of the labor costs together; this sum is the estimate for the parts required for
the services.
11. Add the cost of all the parts together; this sum is the estimate for the parts required
for the services.
12. Add the total labor and parts costs together. If the shop charges a standard fee for
shop supplies, add it to the labor and parts total. This sum is the cost estimate to be
presented to the customer.
7. What is the written document which is written for every vehicle brought into the shop?
A. Request form C. Repair order
B. Personal Data Sheet D. Application form
Employees value someone who can think critically and logically to evaluate situation
even when they are just recording messages and information. They also value employees
with the ability to solve problems and make decisions. When diagnosing an automobile
problem, critical thinkers are able to locate the cause of the problem because they respond
to what is known, not what is supposed.
Good critical thinkers begin their process of problem solving by careful observation
of what is or what is not happening. Based on these observations, they declare something as
a fact. For example, it is a fact that the right headlamp does not light, and it is a fact that the
left headlamp does light. Based on these facts, a critical thinker is quite sure that the source
of the problem is related to the right headlamp. A critical thinker then studies the circuit and
determines the test points. Prior to conducting any test, he or she knows what to test for
and what the possible results are. Further, he/she knows what those results would indicate.
DIAGNOSIS
In some service manuals there are diagnostic aids given for many different systems.
These are either symptom based or flow charts. Flow charts or decision trees guide you
When these diagnostic aids are not available or prove to be ineffective, most good
technicians conduct a good visual inspection and then take a logical approach to solving the
problem. This approach relies on critical thinking skills, as well as system knowledge. Logical
diagnosis follows these steps:
1. Gather information about the problem. Find out when and where the problem
happens and what exactly happens.
2. Verify that the problem exists. Take the vehicle for a road test and try to duplicate
the problem, if possible.
3. Thoroughly define what the problem is and when it occurs. Pay strict attention to the
conditions present when the problem happens. Also pay attention to the entire
vehicle; another problem may be evident to you that was not evident to the
customer.
4. Research all available information and knowledge to determine the possible causes
of the problem. Try to match the exact problem with a symptoms-cart or think about
what is happening and match a system or some components to the problem.
5. Isolate the problem by testing. Narrow down the probable causes of the problem by
checking the obvious or easy-to-check items.
6. Continue testing to pinpoint the cause of the problem. Once you know where the
problem should be, test until you find it.
7. Locate and repair the problem, then verify the repair. Never assume that your work
solved the original problem. Make sure the problem is history before returning it to
the customer.
A. Visual inspection
B. Logical approach
C. System knowledge
D. Symptoms-based Flow charts
LEARNING EXPERIENCES
Learning Activities Special Instructions
LO 3: Describe how all matter exists. The trainer uses the PowerPoint
Reading Activity Presentation on Basic Theories
Information Sheet and Math at the beginning of the
Do Self Check training.
LO 4: Explain what energy is and how energy is Watch the following videos to
converted. reinforce learning:
Reading Activity Temperature and Energy
Information Sheet (Engine Cycles and
Do Self Check Components – Gasoline)
Combustion
(Basic Theories)
LO 6: Explain the forces that influence the design and Watch the following videos to
operation of an automobile. reinforce learning:
Reading Activity Centrifugal Force
Information Sheet (Intake and Exhaust
Do Self Check System)
Pressure and Volume
(Engine Lubrication
M atter is anything that occupies space. All matter exists as a gas, liquid, or solid. Gases
and liquids are considered fluids because they move or flow easily and easily
respond to pressure. A gas has neither shape nor volume of its own and tends to expand
without limit. A liquid takes a shape and has volume. A solid is matter that does not flow.
The simplest atom is hydrogen (H) atom, which has one proton in the nucleus and
one electron orbiting around the nucleus (Figure 1). The nucleus of a copper (CU) atom
contains 29 protons and 34 neutrons, while 29 electrons orbit in 4 different rings around the
nucleus. Since 2, 8, and 18 electrons are the maximum number of electrons on the first 3
electron ring next to the nucleus, the fourth ring must have 1 electron (Figure 2). The outer
of an atom is called the valence ring, and the number of electrons on this ring determines
the electrical characteristics of the element. Elements are listed on the atomic scale, or
periodic table, according to their number of protons and electrons. For example, hydrogen
is number 1 on this scale and copper is number 29.
For some elements, a single atom does not exist. An example of this is oxygen, which
has a chemical symbol of O. Pure oxygen exist as pair of oxygen atoms and has a symbol of
O2 , which is the molecule is the smallest particle of an element or compound that can exist
and still retain the characteristics of the element or compound. Some materials contain only
one type of atom, where as the compound may be described as a liquid, solid, or gas that
contains two or more types of atoms. An oxygen atom readily combines with another
oxygen atom or atoms of many other elements to form a compound. Many atoms also have
this characteristic.
States of Matter
The principle of a solid are held together in a rigid structure. When a solid dissolves into a
liquid, its particles break away from this structure and mix evenly in the liquid, forming a
solution. When heated, most liquid evaporate, which means that the atoms or molecules of
which they are made break free from the body of the liquid to become gas particles. If all
the liquid in a solution has evaporated, the solid is left behind. The particles of the solid
normally arrange in the structure called a crystal.
Absorption and Adsorption Not all solids dissolve in a liquid; rather, the liquid will be either
absorbed or adsorbed. The action of the sponge serves as the best example of adsorption.
When a dry sponge is put into water, the water is absorbed by the sponge. The sponge does
not dissolve; the water merely penetrates into the sponge and the sponge becomes filled
with water. There is no change to the atomic structure of the sponge, nor does the structure
of the water change. If we put a glass into water the glass does not absorb the water.
However, the glass still gets wet, as a thin layer of water adheres to the glass. This is
absorption. Materials that absorb fluids are permeable substances. Impermeable
substances adsorb fluids. Some materials are impermeable to most fluids while others are
impermeable to just a few.
QUESTIONS
The trainee should answer the following questions.
Direction: Fill in the blanks with the correct word or group of words.
Feedback to trainee:
E nergy may be defined as the ability to do work. Because all matter consists of atoms and
molecules that are in constant motion, all matter has energy. Energy is not matter, but it
affects the behavior of matter. Everything that happens requires energy, and energy comes
in many forms.
Each form of energy can change into other forms. However, the total amount of
energy never changes; it can only be transferred from one form to another, not created or
destroyed. This is known as the principle of the conversion of energy.
Engine efficiency is a measure of the relationship between the amount of energy put
into the engine and the amount of a available energy from the engine. Engine efficiency is
expressed in a percentage. The formula for determining efficiency is: (output energy ÷ input
energy) x 100.
Other aspects of the engine are expressed in efficiencies, including mechanical
efficiency, volumetric efficiency, and thermal efficiency. They are expressed as a ratio of
input (actual) to output (maximum or theoretical). Efficiencies are always less than 100%.
The difference between the efficiency and 100% is the percentage lost during the process.
For example, if there were 100 units of energy put into the engine and 28 units were used to
power the vehicle, the efficiency would be equal to 28%. This would mean that 72% of the
energy received was wasted or lost.
Energy Conversion
Energy conversion occurs when one form of energy is changed to another form. Since
energy is not always in the desired form, it must be converted to a form we can use. Some
of the most common automotive energy conversions are listed here.
Chemical to Thermal Energy. Chemical energy is gasoline or diesel fuel is converted
to thermal energy when the fuel burns in the engine cylinders.
Chemical to Electrical Energy. The chemical energy in a battery (Figure 4) is
converted to electrical energy to power many of the accessories on an automobile.
Electrical to Mechanical Energy. In the automobile, the battery supplies electrical
energy to the starting motor and this motor converts the electrical energy to
mechanical energy to crank the engine.
Thermal to Mechanical Energy. The thermal energy that results from the burning of
the fuel in the engine is converted to mechanical energy, which is used to move the
vehicle.
Mechanical to Electrical Energy. The generator is driven by mechanical energy from
the engine. The generator converts this energy to electrical energy, which powers
the electrical accessories on the vehicle and recharges the battery.
Electrical to Radiant. Radiant energy is light energy. In the automobile, electrical
energy is converted to thermal energy, which heats up the inside of light bulbs so
they illuminate and release radiant energy.
QUESTIONS
The trainee should answer the following questions.
Direction: Give what is asked from each item. Write your answers on the spaces
provided.
1. Define energy.
______________________________________________________________
______________________________________________________________
Feedback to trainee:
olume is also measurement of size and is related to mass and weight. Volume is the
amount of space occupied by an object in three dimensions: length, width and
V height. For example, a pound of gold and pound of feathers both have the same
weight, but the pound of feathers occupies a much larger volume. In the English system,
volume is measured in cubic inches, cubic feet, cubic yards, or gallons. The measurement
for volume in the metric system is cubic centimetres or litres (Figure 6).
The volume of container is basically calculated by multiplying the measured length,
and height of an object. For example, if a box has a length of 2 inches, a width of 3 inches,
and a height of 4 inches, it has a volume of 24 cubic inches (2x3x4 = 24). Different shapes
have different formulas for calculating volume but all consider the three basic dimensions of
objectives.
The volume of an engine’s cylinder determines its size, expressed as displacement.
This size does not reflect the external (length, width, and height) of the engine. Cylinder
displacement is the volume of a cylinder between when the cylinder’s piston is at its lowest
point of travel, or bottom dead center (BDC), and its highest point of travel (TDC). This is
called the stroke of the piston (Figure 7). Displacement is usually measured in cubic inches,
cubic centimetres, or liters. The total displacement of engine (including all cylinders) is a
rough indicator of its power output. Total displacement is the sum of displacements of all
cylinders in an engine. Engine cubic inches displacement (CID) may be calculated as follows:
CID = π x R² x L x N
where π = 3.1416
R = radius of the cylinder opening or the diameter (bore) ÷ 2
L = length of the stroke
N = number of cylinders in the engine
Example: Calculate the CID of a six-cylinder engine with a 3.7-in. bore and 3.4-in. stroke.
CID = 3.1416 x 1.85² x 3.4 x 6
CID = 219.66
Ratios
Often automotive features are expressed as ratios. A ratio expresses the relationship
between two things. If something is twice as large as some other thing, there is a ratio of
2:1. Sometimes ratios are used to compare the movement of an object. For example, if a
gear within a 2-inch diameter, the ratio of the gears is 1:2.
The compression ratio of an engine expresses how much the air/fuel mixture will be
compressed as the piston in a cylinder moves from BDC to TDC of the cylinder. The
compression ratio is defined as the ratio of the volume in the cylinder above the piston
when the piston is at the bottom of its travel to the volume in the cylinder above the piston
when the piston is at its uppermost position (figure 8). The formula for calculating the
compression ratio is as follows:
Volume above the piston at BDC ÷ Volume above the piston at TDC
In many engines, the top of the piston is even or level with the top of the cylinder
block at TDC. The combustion chamber is in the cavity in the cylinder head above the
piston. This is modified slightly by the shape of the top of the piston. The volume of the
combustion chamber must be added to each volume in the formula to get an accurate
calculation of compression ratio.
Example: Calculate the compression ratio if the total piston displacement is 45 cubic inches
and the combustion chamber volume is 5.5 cubic inches.
Proportions
Ratios can also be used to express the correct mixture for something. An example of this
would be the amount of engine coolant that could be mixed with water before the engine’s
cooling system if refilled (Figure 9). Typically specifications call for 50% coolant and 50%
water, or ratio of 1:1. This mixture allows for maximum for hot and cold protection. To
apply this ratio, suppose a cooling system has a capacity of 9.5 litres. Because most engine
coolant is sold in gallon containers, to determine the amount of coolant that should be put
in the system we must first convert the liter capacity to gallon capacity. One gallon equals
3.7854, so we need to divide 9.5 liters by 3.7854 (9.5 ÷ 3.7854 = 2.5097). Now we know the
total capacity of the cooling system is a little more than 2.5 gallons. To determine how
much coolant or antifreeze to put in the system, we divide the total capacity by 2, which
gives the quantity equal to 50% of the capacity (2.5 ÷2 = 1.25). Therefore, to obtain the
correct mixture, 1¼ gallons of coolant should be mixed with 1 ¼ gallons of water.
QUESTIONS
The trainee should answer the following questions.
Direction: Calculate the following. Write your solutions and answers on a sheet of
paper.
4. A cylinder with the piston at the bottom of its stroke contains 1000 cc of air.
When the piston has moved up to the top of its stroke inside the cylinder, the
remaining volume inside the combustion chamber has been reduced to 100 cc.
What is the compression ratio of the engine?
Feedback to trainee:
Objective
Upon completion of this job sheet, you will have demonstrated the ability to calculate the
displacement of an engine in both imperial and metric terms. Before beginning, review the
material on LEARNING OUTCOME 5 of this competency.
PROCEDURE
1. Using your designated source of information, find the specifications for this engine.
Task Completed
7. If the bores in this engine were increased by 0.030 inches to correct problems on the
walls of the cylinders, what would the new displacement of the engine be?
_______________ CID and ______________ cc
Problems Encountered
___________________________________________________________________________
___________________________________________________________________________
Instructor’s Comments
___________________________________________________________________________
___________________________________________________________________________
orce is a push or pull and can be larger or small. Force can be applied to objects by
direct contact or from a distance. Gravity and electromagnetism are example of
F forces that are applied from a distance. Forces can be applied from any direction and
with any intensity. For example, if a pulling force on an object is twice that of the pushing
force, the object will be pulled at one-half the pulling force. When two or more forces are
applied to an object, the combined force is called the resultant. The resultant is the sum of
the size and direction of the forces. For example, when a mass is suspended by two lengths
of wire, each wire should carry half of the weight of the mass. If we move the attachment of
the wires so they are at an angle to the mass, the sires now carry more force. The sires
carry the force of the mass plus a force that pulls against the other wire.
Automotive Forces
When a vehicle is at rest, gravity exerts a downward force on the vehicle. The ground exerts
an equal and opposite upward force and supports the vehicle. When the engine is running
and its power output is transferred to the vehicle’s drive wheels, the wheels exert a force
against the ground in a horizontal direction. This force causes the vehicle to move but is
opposed by the mass of the vehicle (Figure 10). To move the vehicle faster, the force
supplied by the wheels must increase beyond the opposing force. As the vehicle moves
faster, it pushes against the air as it travels. This push becomes a growing opposing force,
and the force at the drive wheels must overcome the force in order for the vehicle to
increase speed. After the vehicle has achieved the desired speed, no additional force is
required at the drive wheels.
Figure 10: The amount of energy required to move a vehicle depends on its mass.
Turning Forces. Forces can cause rotation as well as straight line in motion. a force acting
on an object that is free to rotate has a turning effect, or turning force. This force is equal to
the size of the force multiplied by the distance of the force from the turning point around
which it acts.
Dynamic balance exists when the weight thrown to the sides of the tire and wheel
assembly is equal when the assembly is rotating (Figure 13). To illustrate this balance,
assume we have a bar with a ball attached by string to both ends of the bar. If we cause the
bar to rotate, the balls will turn with the bar and centripetal and centrifugal force will keep
the balls in an orbit around the rotating bar. If the two balls weight the same and are at an
equal distance from the bar, the bar will rotate smoothly. However, if one of the balls is
heavier than the other the bar will wobble as it rotates. The greater the difference in the
Now, if we add some weight to the end of the bar that has the lighter ball, the
weights and forces can be equalized and the wobble removed. This principle illustrates how
we dynamically balance a wheel and tire assembly (Figure 14).
When we think of all the parts of an automobile that rotate, it is easy to see why
proper balance is important. Improper balance can cause premature wear or destruction of
parts.
Figure 14: Adding a weight to counteract with the heavy spot of a tire and wheel assembly.
Pressure
Pressure is the force applied against an object and is measured in units for force per unit of
surface area (pounds per square inch or kilograms per square centimetre). Mathematically,
pressure is equal to the applied force divided by the area over which the force acts.
Consider two 10 pound weights sitting on a table; one occupies an area of 1 square inch and
the other an area of 4 square inches. The pressure exerted by the first weight would be 10
pounds per 1 square inch or 10 psi. The other weight, although it weights the same, will
exert only 2.5 psi (10 pounds per 4 square inches= 10÷4 = 2.5). This illustrates the important
concepts: A force acting over a large area exerts less pressure than the same force acting
over a small area.
Because the pressure is a force, all principles of force apply to pressure. If more than
one pressure is applied to an object, the object will respond to the resultant force. Also, all
matter (liquids, gases, and solids) tends to move from an area of high pressure to a low-
pressure area.
QUESTIONS
The trainee should answer the following questions.
1. Explain why rotating tilted wheel moves in the direction of the tilt.
Feedback to trainee:
Motion
When the forces in an object do not cancel each other out, they will change the motion of
the object. The object’s speed, direction of motion, or both will change. The greater the
mass of an object, the greater the force needed to change its motion. This resistance to
change in motion is called inertia. Inertia is the tendency of an object in motion to stay in
motion. The inertia of an object at rest is called static inertia, whereas dynamic inertia
refers to the inertia of an object in motion. Inertia exists in liquids, solids, and gases. When
you push and move a parked vehicle, you overcome the static inertia of the vehicle. If you
catch a ball in motion, you overcome the dynamic inertia of the ball.
When a force overcomes static inertia and moves an object, the object gains
momentum is the product of an object’s weight times its speed. Momentum is the product
of an object’s weight times its speed. Momentum is a type of mechanical energy. An object
loses momentum if another force overcomes the dynamic inertia of the moving object.
Rates
Speed is the distance an object travels in a set amount of time. It is calculated by dividing
distance covered by time taken. We refer to the seed of a vehicle in terms of miles per hour
(mph) or kilometres per hour (km/h). Velocity is the speed of an object in a particular
direction. Acceleration, which only occurs when a force is applied, is the rate of increase in
speed. Acceleration is calculated by dividing the change in speed by the time it took for that
change. Deceleration is the reverse of acceleration, as it is the rate of a decrease in speed.
QUESTIONS
The trainee should answer the following questions.
1. Describe Newton’s first law of motion and give an application of this law in
automotive theory.
2. Explain Newton’s second law of motion and give an example of how this law is
used in automotive theory.
3. Explain Newton’s third law of motion and give an example of how this law is
used in automotive theory.
Feedback to trainee:
Routinary – repetitious
GLOSSARY
(Physics Key Terms)
Atoms – are the smallest unit of an element, having all the characteristics of that element
and consisting of a dense, central, positively charged nucleus surrounded by a system of
electrons.
Centrifugal Force – is a force that tends to move objects away from the center in a system
undergoing circular motion.
Centripetal Force – is the inward force required to keep a particle or an object moving in a
circular path.
Compression Ratio – is the ratio of the volume between the piston and cylinder head before
and after a compression stroke.
Force – is a push or a pull. It is something that causes a change in the motion of an object.
Matter – is anything that occupies that occupies space and it exists as a gas, liquid, or solid.
Molecules – The smallest particle of a substance that retains the chemical and physical
properties of the substance and is composed of two or more atoms; a group of like or
different atoms held together by chemical forces.
Potential Energy – is the energy an object has because of its position, rather than its
motion.