Level: First Period Apprenticeship

Prerequisite: PTA3900: Apprenticeship Safety

Description: Students develop knowledge, skills and attitudes in the areas of material handling, receiving, stocking and staging techniques.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Supply Chain, Material Handling Terminology and Receiving Documentation 270102a; Receiving: Process and Track Incoming Material 270102b; Stocking and Staging 270102c

Outcomes: The student will:

• 1. be able to receive incoming material
• 1.1 outline the supply chain, including:
• 1.1.1 material management and supply or distribution chain
• 1.1.2 types of warehouses; e.g., raw material, processing plant, finished goods, distribution and local warehouses
• 1.1.3 types of warehouse operations; e.g., commodity (bulk), general merchandise, manufacturing, health services, grocery, refrigerated storage, bonded, distribution centres and third-party warehouse operations
• 1.1.4 describing end users of the parts supply chain; e.g., industrial accounts, fleet accounts, professional installers and customer end users
• 1.2 define material handling terminology
• 1.3 describe the documentation related to receiving, including:
• 1.3.1 bill of lading
• 1.3.2 waybills
• 1.3.3 receiving record
• 1.3.4 packing slip (list)
• 1.3.5 freight claim form
• 1.3.6 receiving receipt
• 1.3.7 return goods authorization (RGA)
• 1.3.8 customs papers; e.g., Canada Customs duties, brokerage papers, GST/HST/PST/QST forms
• 1.3.9 purchase orders
• 1.3.10 transportation of dangerous goods (TDG) manifest
• 1.3.11 material safety data sheets (MSDS)
• 1.3.12 discrepancy reports
• 1.3.13 material transfer orders
• 1.3.14 shipping notices


• 2. process and track incoming material
• 2.1 explain the procedure for processing shipments of materials received, including:
• 2.1.1 carrier arrival
• 2.1.2 unloading of materials
• 2.1.3 initial product inspection
• 2.1.4 detailed product inspection
• 2.1.5 product identification
• 2.1.6 damage assessment and reporting
• 2.1.7 documentation processing
• 2.1.8 product storages
• 2.1.9 security
• 2.2 describe the importance of paying attention to detail for receiving procedure, specifically:
• 2.2.1 scheduled deliveries and demurrage charges
• 2.2.2 inbound information
• 2.2.3 misdirected shipments
• 2.2.4 losses and damages
• 2.2.5 customer backorders and emergency orders
• 2.2.6 Transportation of Dangerous Goods (TDG) Act documentation and a material safety data sheet (MSDS) for WHMIS-controlled materials
• 2.2.7 special handling labels
• 2.3 describe quality assurance standards and requirements
• 2.4 describe global positioning system (GPS) and radio frequency identification (RFID) technology, including:
• 2.4.1 RFID components
• 2.4.2 trilateration
• 2.4.3 navigation systems, location tracking and traffic scheduling


• 3. stock and stage incoming material
• 3.1 describe the importance of proper stock identification and locating of materials, including:
• 3.1.1 the four steps of the material identification process
• 3.1.2 identification numbers, part numbers or stock keeping unit (SKU) numbers
• 3.1.3 regular stock or inventory items
• 3.1.4 non-stocking or special order items
• 3.1.5 supersessions (change-ups, updates or replacements) resulting from change in material, change in design or change in manufacturer
• 3.1.6 cataloguing items, using commodity grouping with classes or sub-groups
• 3.1.7 cross-reference listings
• 3.1.8 marking and labelling
• 3.1.9 automatic identification systems, including barcode types and universal product code (UPC) types
• 3.2 apply stocking procedures, including:
• 3.2.1 fixed bin locations
• 3.2.2 random location system
• 3.2.3 zoned location system
• 3.2.4 point of use location system
• 3.2.5 staging


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisites:

• PTA3900: Apprenticeship Safety
PTA3400: Material Handling

Description: Students develop knowledge, skills and attitudes in the areas of material storage; picking and issuing freight; and the proper process for packing goods.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Material Storage 270102d; Picking and Issuing 270102e; Packing 270102f

Outcomes: The student will:

• 1. store materials
• 1.1 describe considerations for the storage of materials, including:
• 1.1.1 product characteristics such as fragile products or those requiring refrigeration
• 1.1.2 security issues such as locked cabinets or controlled access to lock-up area
• 1.1.3 popularity of the item and how often it is shipped
• 1.1.4 other considerations; e.g., keeping similar-sized items or items that are normally shipped together stored in the same place
• 1.2 identify the benefits of appropriate storage methods, including:
• 1.2.1 block stacking
• 1.2.2 stacking frames
• 1.2.3 drive-in and drive-thru racks
• 1.2.4 gravity flow racks
• 1.2.5 bin shelving
• 1.2.6 modular storage cabinets
• 1.2.7 vertical and horizontal shelving
• 1.2.8 cantilever racking
• 1.3 describe legislative and legal requirements relating to the storage of particular materials, including:
• 1.3.1 OHS Code Part 10-165on flammable or combustible materials
• 1.3.2 OHS Code Part 19-279 on smoking and ignition source proximity
• 1.3.3 OHS Code Part 12 Section 187 regarding the use of pallets and storage racks
• 1.3.4 hazardous materials
• 1.3.5 compressed gas cylinders
• 1.3.6 liquefied propane gas (LPG)
• 1.3.7 refrigerants
• 1.3.8 brake fluid
• 1.3.9 battery acid
• 1.3.10 asbestos
• 1.4 describe common storage systems used on the work site, including:
• 1.4.1 fixed and fixed sequential
• 1.4.2 category or related grouping
• 1.4.3 random
• 1.4.4 speed of movement (popularity of an item)
• 1.4.5 point of use
• 1.4.6 special order goods storage


• 2. fill and issue orders
• 2.1 explain the order cycle, including authorization and documentation
• 2.2 describe picking procedures, including:
• 2.2.1 basic order picking
• 2.2.2 batch picking
• 2.2.3 zone picking
• 2.2.4 wave picking
• 2.2.5 pallet picking
• 2.2.6 case picking
• 2.2.7 piece or split-case picking
• 2.3 describe issuing procedures
• 2.4 identify reasons for product allocation


• 3. pack materials
• 3.1 describe packing materials, including:
• 3.1.1 plastic or paper bags
• 3.1.2 anti-static bags
• 3.1.3 polywoven bags
• 3.1.4 cardboard cartons/boxes
• 3.1.5 corrugated cardboard
• 3.1.6 fibreboard boxes
• 3.1.7 plastic containers
• 3.1.8 skeleton and full crates
• 3.1.9 sleeves
• 3.1.10 padded envelopes
• 3.1.11 specialty containers
• 3.1.12 air bubble sheets, bubble packs and bubble wraps
• 3.1.13 air bags
• 3.1.14 egg crate convoluted packing foam
• 3.1.15 foam in place
• 3.1.16 formed polystyrene
• 3.1.17 kraft paper
• 3.1.18 volatile corrosion inhibiting (VCI) paper
• 3.1.18 peanut filler and polystyrene chips/sheets/wrapping
• 3.1.20 polyethylene foams
• 3.1.21 tapes, strappings and stretch wraps
• 3.2 describe packing methods for primary containers, secondary containers and unitizing loads, including:
• 3.2.1 distribution packaging
• 3.2.2 shipping packaging
• 3.2.3 pallets, skids and nesting plastic pallets
• 3.2.4 shrink wrap and steel or plastic banding
• 3.2.5 labelling


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisites:

• PTA3900: Apprenticeship Safety
• PTA3400: Material Handling

Description: Students develop knowledge, skills and attitudes in the areas of shipping products, dealing with product returns and ensuring adequate stock maintenance.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Shipping 270102g; Product Returns 270102h; Stock Maintenance 270102i

Outcomes: The student will:

• 1. ship materials
• 1.1 identify types of shipments, taking into consideration:
• 1.1.1 product characteristics; e.g., hazardous nature of good, weight, size, quantity
• 1.1.2 time considerations
• 1.1.3 freight rates
• 1.1.4 free on board or freight on board (FOB) costs
• 1.1.5 destination
• 1.2 determine mode of shipping and their advantages and disadvantages, including:
• 1.2.1 air transport
• 1.2.2 marine
• 1.2.3 pipeline
• 1.2.4 rail
• 1.2.5 road
• 1.2.6 intermodal
• 1.2.7 courier and express service
• 1.2.8 parcel post
• 1.2.9 bus
• 1.2.10 hotshot delivery
• 1.3 identify documentation related to shipping, including:
• 1.3.1 shipping manifest
• 1.3.2 bill of lading
• 1.3.3 terms of payment such as prepaid (PPD) or cash on delivery (COD)
• 1.3.4 carrier liability
• 1.3.5 shipping record (i.e., logbook)
• 1.3.6 Transportation of Dangerous Goods Act, requirements and documentation


• 2. process product returns
• 2.1 identify internal and external product return procedures and related documentation, including:
• 2.1.1 exchange items (cores)
• 2.1.2 warranty returns
• 2.1.3 wrong items issued
• 2.1.4 items not required
• 2.1.5 wrong parts ordered
• 2.1.6 unclaimed COD shipments
• 2.1.7 return time limit
• 2.1.8 item inspection and damaged products
• 2.1.9 restocking charges
• 2.1.10 non-returnable products
• 2.1.11 recalls
• 2.1.12 inventory management implications
• 2.2 outline policies and procedures for maintaining a core/exchange program, including:
• 2.2.1 refurbished components
• 2.2.2 rebuilt components
• 2.2.3 remanufactured components
• 2.2.4 core charges
• 2.2.5 core storage


• 3. maintain stock
• 3.1 explain stock maintenance procedures, including:
• 3.1.1 relocating stock
• 3.1.2 tracking stocking quantity changes
• 3.1.3 repacking damaged material or packaging
• 3.1.4 rotating stock
• 3.1.5 recording overages and shortages
• 3.1.6 completing audits such as physical inventory count or cycle counts
• 3.1.7 removing obsolete stock
• 3.1.8 organizing seasonal stock


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisites:

• PTA3900: Apprenticeship Safety
• PTA3400: Material Handling
• PTA3405: Storage & Packing
• PTA3410: Shipping & Returns

Description: Students develop knowledge, skills and attitudes in the areas of merchandising, material handling equipment and the use of catalogues.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Merchandising 270102j; Material Handling Equipment 270102k; Catalogues 270102l

Outcomes: The student will:

• 1. implement merchandising strategies
• 1.1 define merchandising and merchandising programs, including:
• 1.1.1 demand items: traffic-building items, competitive items and captive items
• 1.1.2 impulse items
• 1.1.3 related sales
• 1.1.4 staff training around merchandise, attitude and appearance
• 1.1.5 seasonal sales
• 1.1.6 new product promotions
• 1.1.7 end-of-production sales
• 1.2 describe merchandising related to daily operations, including:
• 1.2.1 one-shot promotions such as truckload sales or loss leaders
• 1.2.2 inventory reduction sales
• 1.2.3 condition and location of display areas
• 1.2.4 physiology of colour
• 1.2.5 value of timely and current merchandising themes
• 1.2.6 housekeeping
• 1.2.7 facing the shelf or bin
• 1.2.8 security issues
• 1.2.9 safety concerns
• 1.3 describe locations and methods for building displays, including:
• 1.3.1 showroom (new and used)
• 1.3.2 customer reception
• 1.3.3 service reception
• 1.3.4 display design factors such as balance, harmony, emphasis, proportion and rhythm
• 1.3.5 floor space layout
• 1.3.6 types of display fixtures


• 2. describe material handling equipment and safety markings
• 2.1 identify material handling equipment, including:
• 2.1.1 non-powered wheeled material handling equipment
• 2.1.2 powered material handling equipment
• 2.1.3 gripping tools
• 2.1.4 dispensing tools
• 2.1.5 measuring tools
• 2.2 identify packaging equipment, including:
• 2.2.1 cutting tools
• 2.2.2 sealing tools such as glue guns and stapling tools
• 2.2.3 binding tools such as stretch wrap and shrink wrap tools or machines
• 2.2.4 banding tools
• 2.2.5 labelling and marking tools
• 2.3 identify hazards related to material handling equipment, including:
• 2.3.1 slippery surfaces
• 2.3.2 obstructions
• 2.3.3 inadequate lighting
• 2.3.4 ramps and deck plates
• 2.3.5 low clearances
• 2.3.6 pedestrians
• 2.3.7 ventilation
• 2.3.8 fires and explosions
• 2.4 describe safety markings applied to material handling equipment, including:
• 2.4.1 data plates
• 2.4.2 safety markings and labels; e.g., fasten seat belt
• 2.4.3 inspection checklists


• 3. explain the purpose of material catalogues
• 3.1 describe the function of catalogues
• 3.2 describe the structure of catalogues, including:
• 3.2.1 front cover
• 3.2.2 general information
• 3.2.3 user guide
• 3.2.4 table of contents
• 3.2.5 index
• 3.2.6 trade abbreviations
• 3.2.7 data and illustration sections
• 3.2.8 footnotes
• 3.2.9 rear sections
• 3.2.10 revisions
• 3.3 identify types of catalogues, including:
• 3.3.1 original equipment manufacturer (OEM) master catalogue
• 3.3.2 jobber (aftermarket) master catalogue
• 3.3.3 supplementary catalogue
• 3.3.4 quick reference catalogue
• 3.3.5 accessory catalogue
• 3.3.6 price catalogue
• 3.3.7 cross-reference catalogue
• 3.3.8 special equipment catalogue
• 3.4 describe the purpose of vehicle identification numbers and serial numbers


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite: PTA3900: Apprenticeship Safety

Description: Students develop knowledge, skills and attitudes in doing measurement calculations and using measuring tools; identifying standard stock items; and identifying consumables.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Measuring Calculations 270103a; Measuring Tools 270103b; Standard Stock 270103o; Consumables 270103p

Outcomes: The student will:

• 1. perform calculations related to common measurements
• 1.1 perform calculations related to measurement using imperial and metric units, including:
• 1.1.1 length
• 1.1.2 distance
• 1.1.3 area
• 1.1.4 volume
• 1.1.5 weight
• 1.1.6 density
• 1.1.7 temperature
• 1.2 explain the term torque
• 1.3 convert numbers between decimals and fractions
• 1.4 calculate percentages


• 2. use measuring tools
• 2.1 perform linear measurements in imperial and SI units, using:
• 2.1.1 steel rules
• 2.1.2 measuring tapes
• 2.1.3 Vernier, slide, dial and electronic digital calipers
• 2.1.4 micrometers
• 2.1.5 dial indicators
• 2.1.6 inside and outside calipers
• 2.1.7 Plastigauge
• 2.1.8 feeler gauges
• 2.1.9 spark plug gauges
• 2.1.10 small hole gauges
• 2.1.11 telescoping gauges
• 2.2 demonstrate use of measuring tools, including:
• 2.2.1 checking for wear
• 2.2.2 checking for zero setting
• 2.2.3 adjusting and recalibrating


• 3. identify standard stock items common to the trade
• 3.1 identify fastening devices, including alloys and grades, such as:
• 3.1.1 threaded fasteners; e.g., bolts, cap screws, nuts, studs, threaded inserts
• 3.1.2 fastener sizing requirements; e.g., thread pitch, thread diameter, threads per inch or millimetres, length in inches or millimetres
• 3.1.3 types of alloys; e.g., steel, aluminum, brass, copper, nickel, stainless steel, bronze
• 3.1.4 grade or class and tensile strength of fasteners
• 3.1.5 tread design (form) and series; e.g., Unified National Fine (UNF) or Unified National Course (UNC), Unified National Pipe Thread (UNPT)
• 3.1.6 type of bolt head design; e.g., square head, hexagon, carriage bolt, plow bolt, socket head, 12-point cap screws
• 3.1.7 thread repair inserts (i.e., Heli-Coil), thread lubrication, thread sealers and thread lockers
• 3.1.8 various nut and washer configurations, uses and types
• 3.1.9 self-threading screws
• 3.2 identify lines and fittings, including:
• 3.2.1 pipe fittings
• 3.2.2 nipples
• 3.2.3 unions
• 3.2.4 bushings
• 3.2.5 specialized application materials; e.g, stainless steel, monels, copper alloys, aluminum, brass
• 3.2.6 aluminum, copper, plastic, steel or stainless steel tubing
• 3.2.7 compression fittings
• 3.2.8 flare fittings
• 3.3 identify specialty items, including:
• 3.3.1 internal and external snap rings and clips
• 3.3.2 linkage clips
• 3.3.3 lock rings (retaining rings)
• 3.3.4 set screws
• 3.3.5 square, flat and shaft/hub assembly (woodruff) keys
• 3.3.6 pins; e.g., cotter pins, internal hair pins, clevis pins, radial locking pins, locking pins, dowel pins
• 3.3.7 rivets
• 3.3.8 trim fasteners, clips and speed nuts
• 3.3.9 shims and shim stock
• 3.3.10 hose clamps
• 3.3.11 locking wires
• 3.3.12 frost and expansion plugs


• 4. identify consumables
• 4.1 identify compounds and mixtures, including:
• 4.1.1 adhesives (e.g., epoxies, super glue adhesive and duct tape) and sealants (e.g., silicone products, gasket sealers and threadlockers)
• 4.1.2 lubricants; e.g., general purpose grease, bearing grease, dry or powder graphite, cutting fluids, anti-seize lubricants, engine assembly lubricants, penetrating fluids
• 4.1.3 starting fluid or ether and solvents (e.g., acetone, isopropyl alcohol, methyl hydrate and turpentine)
• 4.1.4 floor dry granular products
• 4.1.5 windshield washer fluids
• 4.1.6 shop towels, rags and wipes
• 4.1.7 brake and parts cleaners
• 4.2 identify shop supplies, including:
• 4.2.1 abrasives
• 4.2.2 adhesives
• 4.2.3 cleaners
• 4.2.4 documentation
• 4.2.5 electrical supplies
• 4.2.6 fasteners
• 4.2.7 fluids
• 4.2.8 lubricants
• 4.2.9 PPE
• 4.2.10 tire shop supplies
• 4.2.11 welding supplies
• 4.2.12 miscellaneous
• 4.3 identify hazards related to repackaging and storing consumables, including:
• 4.3.1 storing, transporting and mounting for use compressed-gas cylinders
• 4.3.2 storing and using volatile chemicals
• 4.3.3 protecting metal tools and paper products


• 5. demonstrate basic competencies
• 5.1 demonstrate fundamental skills to:
• 5.1.1 communicate
• 5.1.2 manage information
• 5.1.3 use numbers
• 5.1.4 think and solve problems
• 5.2 demonstrate personal management skills to:
• 5.2.1 demonstrate positive attitudes and behaviours
• 5.2.2 be responsible
• 5.2.3 be adaptable
• 5.2.4 learn continuously
• 5.2.5 work safely
• 5.3 demonstrate teamwork skills to:
• 5.3.1 work with others
• 5.3.2 participate in projects and tasks


• 6. create a transitional strategy to accommodate personal changes and build personal values
• 6.1 identify short-term and long-term goals
• 6.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite: PTA3900: Apprenticeship Safety

Description: Students develop knowledge, skills and attitudes around electrical fundamentals, electrical circuits and battery fundamentals.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Electrical Fundamentals 270103e; Electrical Circuits 270103f; Battery Fundamentals 270103g

Outcomes: The student will:

• 1. explain the fundamentals of electricity
• 1.1 recognize common electrical symbols used in the trade
• 1.2 explain the physical qualities of insulators, conductors and semiconductors, including:
• 1.2.1 conductor insulation
• 1.2.2 conductor sizing
• 1.2.3 dielectric grease usage
• 1.2.4 insulator failure
• 1.2.5 conductor failure
• 1.3 explain magnetism and electromagnetism and their properties, including:
• 1.3.1 magnetic fields and flux lines
• 1.3.2 attraction and repel characteristics
• 1.3.3 permeability
• 1.3.4 reluctance
• 1.3.5 magnetic strength
• 1.4 explain the measurement of electromotive force, current, resistance and power, including:
• 1.4.1 voltage (electromotive force) and its sources such as electrochemical, electromagnetic induction, thermoelectric, electrostatic, photoelectric and piezoelectric
• 1.4.2 resistance and factors determining resistance such as cross-sectional area, length, temperature and types of materials, intensity of current flow and the type of current
• 1.5 describe the purpose of current control devices, including:
• 1.5.1 manual, mechanical, magnetic (relay) and pressure switches
• 1.5.2 transistors
• 1.5.3 fuses
• 1.5.4 circuit breakers
• 1.5.5 fusible links


• 2. explain the fundamentals of electrical circuits
• 2.1 identify the three basic circuits and their basic properties:
• 2.1.1 series circuits
• 2.1.2 parallel circuits
• 2.1.3 series-parallel circuits
• 2.2 explain open, short and grounded circuits
• 2.3 describe how to use a digital multimeter
• 2.4 explain the operation of diodes, special-purpose diodes and transistors


• 3. describe the operation of the battery and handling procedures
• 3.1 describe common batteries and their advantages and disadvantages, including:
• 3.1.1 primary cells
• 3.1.2 secondary cells
• 3.1.3 dry cells
• 3.1.4 wet cells
• 3.1.5 lead-acid batteries
• 3.1.6 low-maintenance and maintenance-free batteries
• 3.1.7 deep cycle batteries
• 3.1.8 hybrid batteries
• 3.1.9 gel cells
• 3.1.10 wound cells
• 3.2 identify hazards encountered with lead-acid batteries
• 3.3 explain battery construction, sizing and capacity, including:
• 3.3.1 positive and negative plates
• 3.3.2 plate separators
• 3.3.3 elements
• 3.3.4 electrolyte
• 3.3.5 cell connectors
• 3.3.6 reserve capacity rating
• 3.3.7 ampere hour rating
• 3.3.8 cold cranking rating cranking amps
• 3.4 list precautions and procedures for boosting batteries
• 3.5 list precautions and procedures for charging batteries, including:
• 3.5.1 slow charging
• 3.5.2 fast charging
• 3.5.3 tickle charging
• 3.5.4 open-circuit voltage test
• 3.5.5 specific gravity measurement
• 3.5.6 high rate discharge test (load test)
• 3.6 describe handling, storage and disposal of batteries and electrolyte


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite: PTA3900: Apprenticeship Safety

Description: Students learn about the operation and components of bearings, seals and suspension systems and about wheels, tires and hubs.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual who holds certification as a parts technician journeyperson.

ILM Resources: Bearings 270103c; Seals 270103d; Light-Duty Suspension Systems 270103h; Wheels, Tires and Hubs 270103j

Outcomes: The student will:

• 1. describe common bearings
• 1.1 state the functions of bearings, showing an understanding of:
• 1.1.1 bearing loads
• 1.1.2 classes of bearings
• 1.2 describe friction bearings, including:
• 1.2.1 split bearings (thin-shell type)
• 1.2.2 wrapped, solid, floating, prelubricated and dry bushings
• 1.2.3 hydrodynamic bearings
• 1.2.4 thrust bearings
• 1.3 describe anti-friction bearings, including:
• 1.3.1 ball bearings
• 1.3.2 needle bearings
• 1.3.3 roller bearings
• 1.4 describe storage methods and methods of supplying bearings, including:
• 1.4.1 by application
• 1.4.2 use of cross-reference materials
• 1.4.3 measuring the dimensions


• 2. describe seals and their functions
• 2.1 state the function of seals, including:
• 2.1.1 static seals
• 2.1.2 dynamic seals
• 2.1.3 external and integral seals
• 2.2 identify seals and their applications, including:
• 2.2.1 gaskets
• 2.2.2 radial lip seals
• 2.2.3 wear sleeves
• 2.2.4 hydrodynamic seals
• 2.2.5 split seals
• 2.2.6 mechanical seals
• 2.2.7 diaphragm seals
• 2.2.8 various types of sealants, adhesives and threadlockers
• 2.2.9 packings
• 2.2.10 O-rings
• 2.2.11 felt seals
• 2.3 describe information required to supply replacement seals by:
• 2.3.1 application
• 2.3.2 measurement
• 2.3.3 cross-reference


• 3. describe the operation of light-duty steering systems and identify replacement parts
• 3.1 identify steering linkage types and explain their operation, including:
• 3.1.1 drag link (fore and aft)
• 3.1.2 Haltenberger
• 3.1.3 parallelogram (solid centre link)
• 3.1.4 rack and pinion
• 3.2 explain the function and lubrication requirements of common light-duty manual steering gears, including:
• 3.2.1 recirculating ball and nut steering gear
• 3.2.2 rack and pinion steering gear
• 3.3 explain the function of power steering gears, including:
• 3.3.1 integral
• 3.3.2 non-integral
• 3.3.3 rack and pinion
• 3.4 describe the operation of power steering pumps, including:
• 3.4.1 roller type
• 3.4.2 vane type
• 3.4.3 slipper type
• 3.4.4 gear type
• 3.5 explain the function and design features of steering column safety features, including:
• 3.5.1 flexible couplings
• 3.5.2 breakaway mounting
• 3.5.3 collapsible shafts
• 3.6 identify common replacement parts and related sales opportunities, including:
• 3.6.1 steering dampener
• 3.6.2 pitman arm
• 3.6.3 idler arm
• 3.6.4 steering gearbox bearings/bushings
• 3.6.5 steering gearbox seal kits
• 3.6.6 power steering belt
• 3.6.7 power steering hose
• 3.6.8 power steering gearbox seal kit
• 3.6.9 rack and pinion
• 3.6.10 steering gearbox lubricant


• 4. describe the design features and purpose of wheels, tires and hubs
• 4.1 explain the construction, sizing and rating of automotive and light truck tires and wheels, including:
• 4.1.1 bias-ply, bias-belted and radial-belted tire construction
• 4.1.2 sizing made up of vehicle application, use, cross section width, aspect ratio, construction and wheel diameter
• 4.1.3 wear rating, traction rating, temperature resistance rating, speed rating and load rating
• 4.1.4 directional tires, run flat tires and space saver tires
• 4.1.5 steel rims, alloy wheels and directional wheels
• 4.2 explain the construction, sizing and rating of heavy-duty truck tires and wheels, including:
• 4.2.1 tube type and tubeless tires
• 4.2.2 tire tread design and tire retreading (capping)
• 4.2.3 split rims, spoke wheels, disc wheels and dual tires
• 4.2.4 sizing made up of section width in inches or in millimetres and wheel or rim diameter in inches
• 4.2.5 identifying the radial mark
• 4.3 explain the purpose of static and dynamic balancing
• 4.4 describe causes of tire wear and common repair methods, including:
• 4.4.1 under and over inflation
• 4.4.2 misalignment
• 4.4.3 imbalance
• 4.4.4 suspension or steering problems
• 4.4.5 tire plug, patch and plug-patch combination repairs
• 4.5 identify components of a wheel hub and spindle assembly, including:
• 4.5.1 tapered roller bearings
• 4.5.2 sealed ball bearings
• 4.5.3 steering knuckle
• 4.5.4 spindle assembly
• 4.5.5 brake rotors
• 4.5.6 inner and outer wheel bearing assemblies and adjusting nut
• 4.6 identify common replacement parts and related sales opportunities, including:
• 4.6.1 tires
• 4.6.2 wheels
• 4.6.3 wheel studs
• 4.6.4 wheel nuts
• 4.6.5 rim clamps
• 4.6.6 wheel weights
• 4.6.7 valve stems and extensions
• 4.6.8 wheel bearings
• 4.6.9 wheel seals


• 5. demonstrate basic competencies
• 5.1 demonstrate fundamental skills to:
• 5.1.1 communicate
• 5.1.2 manage information
• 5.1.3 use numbers
• 5.1.4 think and solve problems
• 5.2 demonstrate personal management skills to:
• 5.2.1 demonstrate positive attitudes and behaviours
• 5.2.2 be responsible
• 5.2.3 be adaptable
• 5.2.4 learn continuously
• 5.2.5 work safely
• 5.3 demonstrate teamwork skills to:
• 5.3.1 work with others
• 5.3.2 participate in projects and tasks


• 6. create a transitional strategy to accommodate personal changes and build personal values
• 6.1 identify short-term and long-term goals
• 6.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite: PTA3900: Apprenticeship Safety

Description: Students learn about steering systems and hydraulic drum and disc brake systems, electric brakes, and antilock brake systems.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual who holds certification as a parts technician journeyperson.

ILM Resources: Light Duty Steering Systems 270103i; Hydraulic Brake System Fundamentals 270103k; Hydraulic Drum Brake Systems 270103l; Hydraulic Disc Brake Systems 270103m; Hydraulic Brake Systems, Power Assist, Electric Brakes and Antilock Brake Systems 270103n

Outcomes: The student will:

• 1. describe the operation of light-duty suspension systems
• 1.1 explain the operation of light-duty suspension systems, including:
• 1.1.1 squat, dive, steering, roll, road and G-forces
• 1.1.2 sprung and unsprung weight
• 1.2 describe springs used in light-duty suspension systems, including:
• 1.2.1 fixed and variable rate leaf springs
• 1.2.2 fixed and variable rate coil springs
• 1.2.3 longitudinal and transverse mounted torsion bars
• 1.2.4 air springs
• 1.3 describe the operation of shock absorbers, including:
• 1.3.1 dual-action hydraulic
• 1.3.2 gas-charged
• 1.3.3 spring-assisted
• 1.3.4 air-assisted
• 1.3.5 electronic levelling
• 1.3.6 electronic ride control
• 1.4 describe the operation of suspension components, including:
• 1.4.1 stabilizer bars
• 1.4.2 control arms
• 1.4.3 suspension bushings
• 1.4.4 ball joints
• 1.5 describe suspension design, including:
• 1.5.1 solid axle; e.g., I-beam and twin I-beam suspensions
• 1.5.2 independent front suspension systems
• 1.5.3 double wishbone suspension, short and long arm (SLA) suspension, MacPherson strut and modified strut
• 1.5.4 rear-wheel drive, rear axle suspension systems; e.g., leaf spring models, coil spring models, independent rear-wheel drive, trailing arm suspension
• 1.5.5 solid rear axle suspension
• 1.5.6 single-pivot rear suspension
• 1.5.7 multiple control arm rear suspension
• 1.5.8 air suspension or electronic level control (ELC) systems
• 1.5.9 electronic dampening systems or automatic ride control systems
• 1.6 identify common replacement parts and related sales opportunities, including:
• 1.6.1 shock absorbers
• 1.6.2 stabilizer bar bushings
• 1.6.3 link kits
• 1.6.4 ball joints


• 2. describe the fundamentals of brake systems and identify types of brake fluids
• 2.1 explain the principles that apply to brake systems, including:
• 2.1.1 the law of conservation of energy
• 2.1.2 kinetic energy
• 2.1.3 vehicle weight and speed
• 2.1.4 thermal or heat energy
• 2.1.5 friction and the coefficient of friction
• 2.2 state Pascal’s law and its implications for brake systems
• 2.3 choose the correct brake fluid for a given application based on purpose, function and characteristics of brake fluids, including:
• 2.3.1 viscosity
• 2.3.2 boiling point
• 2.3.3 non-corrosive features
• 2.3.4 hygroscopic features
• 2.3.5 lubrication
• 2.3.6 stability
• 2.3.7 miscibility
• 2.4 explain the operation of common brake components, including:
• 2.4.1 pressure differential, metering and proportioning valves
• 2.4.2 master cylinders
• 2.4.3 wheel cylinders
• 2.4.4 brake calipers
• 2.4.5 lines and hoses
• 2.5 describe the operation of hydraulic components when used as a system, including:
• 2.5.1 resting position
• 2.5.2 applying position (light, medium and heavy application)
• 2.5.3 releasing
• 2.6 identify common replacement parts and related sales opportunities, including:
• 2.6.1 master cylinder
• 2.6.2 brake lines
• 2.6.3 wheel cylinders
• 2.6.4 calipers
• 2.6.5 brake fluid
• 2.6.6 brake pads
• 2.6.7 brake shoes


• 3. describe the operation of hydraulic drum brake systems
• 3.1 explain the operation of drum brake system components, including:
• 3.1.1 energized and non-energized shoes
• 3.1.2 dual-servo and leading-trailing shoe arrangements
• 3.1.3 shorter (primary) and longer (secondary) shoe linings
• 3.1.4 backing plate
• 3.1.5 organic, synthetic, semi-metallic and carbon fibre-reinforced carbon (CFRC) brake shoe linings
• 3.1.6 riveted and bonded brake shoe linings
• 3.1.7 wheel cylinders
• 3.1.8 hold-down, return and adjusting springs
• 3.1.9 self-adjusters
• 3.1.10 composite, bimetallic, cast iron and centrifugally cast composite drum construction
• 3.1.11 fixed (hubbed) and floating (hubless) drum designs
• 3.1.12 cooling and balancing features of brake drums
• 3.1.13 inspection to determine condition and to determine machining requirements
• 3.2 explain the operation of drum-type parking brake systems, including:
• 3.2.1 application and release mechanisms
• 3.2.2 warning lights
• 3.2.3 park cables operation
• 3.2.4 park brake hardware
• 3.3 identify common replacement parts and related sales opportunities, including:
• 3.3.1 drums
• 3.3.2 brake shoes
• 3.3.3 wheel cylinder kits
• 3.3.4 springs and hardware
• 3.3.5 lines and hoses
• 3.3.6 park brake cables


• 4. describe the operation of hydraulic disc brake systems
• 4.1 explain the operation of disc brake systems, including:
• 4.1.1 integral and floating disc designs
• 4.1.2 solid and vented disc construction
• 4.1.3 measurement and surface condition inspection
• 4.1.4 floating (sliding) and fixed calipers and their mounting components
• 4.1.5 brake pad and wear indicator designs
• 4.1.6 silencers and anti-squeal compounds
• 4.2 explain the operation of disc-type parking brake systems, including:
• 4.2.1 foot pedal and hand lever application and release mechanisms
• 4.2.2 warning lights
• 4.2.3 park brake cables
• 4.2.4 drum-in-hat style parking brake
• 4.2.5 integral (caliper-activated park brake)
• 4.3 identify common replacement parts and related sales opportunities, including:
• 4.3.1 lines and hoses
• 4.3.2 caliper seals and boots
• 4.3.3 bushings, bolts and pins
• 4.3.4 rotors
• 4.3.5 brake pads
• 4.3.6 springs and retainer clips


• 5. describe the operation and identify supply replacement parts of assisted brake systems, electric brake systems and antilock brake systems
• 5.1 describe the operation of vacuum-operated power brake units
• 5.2 describe the operation of hydraulically operated power brake units
• 5.3 describe the operation of electro-hydraulic power brake units
• 5.4 explain the operation of air-over-hydraulic power brake units
• 5.5 explain the operation of electric braking systems, including:
• 5.5.1 intertia-operated electric brake controller
• 5.5.2 hydraulically operated electric brake controller
• 5.5.3 breakaway switch and auxiliary breakaway battery
• 5.6 explain the operation of an antilock brake system (ABS), including:
• 5.6.1 add-on or integral systems
• 5.6.2 one-channel systems
• 5.6.3 three-channel systems
• 5.6.4 four-channel ABS
• 5.6.5 traction control (TC) operation
• 5.7 identify common replacement parts and related sales opportunities, including:
• 5.7.1 hydrovac
• 5.7.2 hydro-boost
• 5.7.3 integral unit
• 5.7.4 sensors
• 5.7.5 accumulators
• 5.7.6 electronic control unit (ECU)


• 6. demonstrate basic competencies
• 6.1 demonstrate fundamental skills to:
• 6.1.1 communicate
• 6.1.2 manage information
• 6.1.3 use numbers
• 6.1.4 think and solve problems
• 6.2 demonstrate personal management skills to:
• 6.2.1 demonstrate positive attitudes and behaviours
• 6.2.2 be responsible
• 6.2.3 be adaptable
• 6.2.4 learn continuously
• 6.2.5 work safely
• 6.3 demonstrate teamwork skills to:
• 6.3.1 work with others
• 6.3.2 participate in projects and tasks


• 7. create a transitional strategy to accommodate personal changes and build personal values
• 7.1 identify short-term and long-term goals
• 7.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite: PTA3900: Apprenticeship Safety

Description: Students develop knowledge, skills and attitudes in verbal and written communication.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Science of Communication 270104a; Verbal Communication 270104b; Written Communication 270104c

Outcomes: The student will:

• 1. identify effective communication
• 1.1 describe communication (basic psychology and nature), including:
• 1.1.1 verbal; e.g., taking into account choice of words, pronunciation, rate of speech and tone of voice
• 1.1.2 non-verbal; e.g., body language such as facial expressions, gestures, posture and body movements
• 1.1.3 written; e.g., symbols and words that may vary dependent upon the formality
• 1.2 describe communication barriers, including:
• 1.2.1 psychological; e.g., emotions, culture, biases, conflict and stress and personal motive
• 1.2.2 experience; e.g., status or positional bias, vocabulary, knowledge and clichés, jargon or slang
• 1.2.3 situational factors; e.g., distractions or noise, timing, time, distance, medium and receiver
• 1.3 describe what makes communication work, including:
• 1.3.1 clarity
• 1.3.2 conciseness
• 1.3.3 accuracy
• 1.3.4 being personal
• 1.3.5 empathy
• 1.3.6 positive attitude
• 1.3.7 situational context
• 1.3.8 perception
• 1.3.9 appearance
• 1.3.10 feedback
• 1.3.11 listening
• 1.3.12 thinking before you speak
• 1.4 describe modes of communication, including:
• 1.4.1 one-way communications; e.g., speeches, lectures, TV or radio broadcasts, advertisements, books, magazines, body language and gestures
• 1.4.2 two-way communications; e.g., in-person communication, telephone conversations, chat rooms, instant messaging or emails, texting, letters


• 2. apply verbal communication skills
• 2.1 identify verbal communication skills, including:
• 2.1.1 goals of communication; e.g., inform, command, instruct, inquire, persuade, develop goodwill, enhance relationships
• 2.1.2 verbal elements; e.g., speaking clearly and concisely and using correct pronunciation
• 2.1.3 vocal elements; e.g., tone of voice and inflection
• 2.1.4 visual elements; e.g., body language, facial expressions, gestures
• 2.1.5 advantages of verbal communication; e.g., emphasis, more personal and immediate feedback
• 2.1.6 disadvantages of verbal communication; e.g., no record of communication and lack of advance planning
• 2.1.7 challenges for sender; e.g., nervousness, maintaining eye contact, distractions
• 2.1.8 challenges for listener; e.g., distractions, negative attitudes, lack of subject knowledge
• 2.2 identify effective listening skills, including:
• 2.2.1 attention to or striving to understand what is heard
• 2.2.2 three basic listening styles of active listening, passive listening and combative listening
• 2.2.3 barriers to effective listening; e.g., negative emotions, fatigue, external and internal distractions, disinterest and lack of personal preparation
• 2.3 describe the relationship between verbal communication and interpersonal/customer relations, including establishing:
• 2.3.1 rapport
• 2.3.2 confidence
• 2.3.3 organized thinking
• 2.4 use verbal communication skills to deliver a presentation


• 3. apply written communication skills
• 3.1 identify when and why a specific form of written communication is used, including:
• 3.1.1 requirement of a permanent record of communication is required
• 3.1.2 lengthy, detailed instructions that can be referred to again are needed
• 3.1.3 same information needs to be sent to different geographical locations
• 3.1.4 immediate feedback is not required
• 3.2 organize written information, including:
• 3.2.1 deciding which written form to use, such as a letter, memorandum, email, report
• 3.2.2 planning what to write so that there is clear purpose and the message achieves the initial objective
• 3.2.3 composing a rough draft that can be revised and edited to produce a final draft
• 3.3 describe the relationship between written communication and interpersonal/customer relations, including:
• 3.3.1 emails
• 3.3.2 letter to and/or from customers
• 3.3.3 faxes


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite:

• PTA3440: Communication
• PTA3900: Apprenticeship Safety

Description: Students develop knowledge, skills and attitudes in conflict resolution, customer service and sales techniques.

Parameters: Access to a materials work centre, complete with basic hand and power tools, and to instruction from an individual with journeyperson certification as a parts technician.

ILM Resources: Conflict Resolution 270104d; Customer Service 270104e; Sales Techniques 270104f

Outcomes: The student will:

• 1. discuss conflict resolution strategies
• 1.1 define conflict, including:
• 1.1.1 disagreement between parties
• 1.1.2 opposition
• 1.1.3 differing needs, values, motives or interests
• 1.1.4 personality clashes
• 1.1.5 poor performance
• 1.1.6 limited resources
• 1.1.7 breach of trust
• 1.2 describe conflict resolution strategies, including:
• 1.2.1 take time to think
• 1.2.2 gather information
• 1.2.3 address the feelings
• 1.2.4 present possible solutions
• 1.2.5 agree on a solution
• 1.2.6 follow up
• 1.3 describe the advantages of conflict, including:
• 1.3.1 improved communications
• 1.3.2 use of creative thinking strategies
• 1.3.3 improved productivity
• 1.3.4 enhanced sense of teamwork
• 1.4 describe the disadvantages of conflict, including:
• 1.4.1 litigation
• 1.4.2 strikes
• 1.4.3 reduced productivity
• 1.4.4 poor morale
• 1.4.5 wasted time and resources
• 1.4.6 loss of team spirit
• 1.4.7 divided organizations


• 2. identify the goals of customer service
• 2.1 describe approaches used to provide customer service, including:
• 2.1.1 the three core elements of customer services: availability, reliability and convenience
• 2.1.2 customer rights, such as right product, right quantity and right price
• 2.1.3 quality customer service
• 2.1.4 appearance
• 2.1.5 greeting or acknowledging the customer, and interacting with the customer
• 2.1.6 serving customers with special needs
• 2.2 discuss customer expectations, including:
• 2.2.1 personal service
• 2.2.2 honesty
• 2.2.3 options
• 2.2.4 cleanliness
• 2.2.5 to be heard
• 2.2.6 to be informed
• 2.3 describe the impact of customer service, including:
• 2.3.1 customer satisfaction level
• 2.3.2 customer increase or decrease
• 2.3.3 customer retention


• 3. describe sales techniques
• 3.1 describe the attributes of a salesperson, including:
• 3.1.1 professionalism
• 3.1.2 patience
• 3.1.3 honesty
• 3.1.4 knowledge
• 3.1.5 listening skills
• 3.1.6 empathy
• 3.1.7 optimism
• 3.1.8 punctuality
• 3.1.9 flexibility
• 3.1.10 ethical
• 3.1.11 good communication skills
• 3.1.12 self-awareness
• 3.1.13 organizational skills
• 3.2 identify sales methods, including:
• 3.2.1 preparation, research or preapproach
• 3.2.2 approach or introduction
• 3.2.3 exploration, interest or qualifying
• 3.2.4 presentation
• 3.2.5 dealing with objections or negotiation
• 3.2.6 closing
• 3.2.7 follow-up and/or related sales
• 3.3 describe basic sales psychology, including:
• 3.3.1 knowing the five main factors that influence people’s buying decision: need, product, source, price and timing
• 3.3.2 understanding Maslow’s hierarchy of needs that consist of psychological, safety/security, social/love, esteem and self-actualization
• 3.3.3 understanding the customer’s three fears of buying: expectations, cost and approval
• 3.4 identify sales leads, including:
• 3.4.1 networking
• 3.4.2 referrals
• 3.4.3 friends and acquaintances
• 3.4.4 telemarketing and advertising
• 3.4.5 computer databases
• 3.4.6 cold calls
• 3.4.7 directories or trade publications
• 3.4.8 trade shows
• 3.5 describe techniques for closing sales, including:
• 3.5.1 direct close
• 3.5.2 choice close
• 3.5.3 assumptive close
• 3.5.4 example close
• 3.5.5 objection close
• 3.5.6 special concession or added benefits close
• 3.5.7 summary close


• 4. demonstrate basic competencies
• 4.1 demonstrate fundamental skills to:
• 4.1.1 communicate
• 4.1.2 manage information
• 4.1.3 use numbers
• 4.1.4 think and solve problems
• 4.2 demonstrate personal management skills to:
• 4.2.1 demonstrate positive attitudes and behaviours
• 4.2.2 be responsible
• 4.2.3 be adaptable
• 4.2.4 learn continuously
• 4.2.5 work safely
• 4.3 demonstrate teamwork skills to:
• 4.3.1 work with others
• 4.3.2 participate in projects and tasks


• 5. create a transitional strategy to accommodate personal changes and build personal values
• 5.1 identify short-term and long-term goals
• 5.2 identify steps to achieve goals

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification or an experienced professional with journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

• 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
• 1.1 identify regulations and regulatory bodies related to the credential
• 1.2 describe personal roles and responsibilities, including
• 1.2.1 key responsibilities
• 1.2.2 support functions/responsibilities
• 1.2.3 code of ethics
• 1.3 describe personal work responsibilities and categorize them as:
• 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
• 1.3.2 non-routine tasks; e.g., emergencies
• 1.3.3 tasks requiring personal judgement
• 1.3.4 tasks requiring approval of a supervisor


• 2. analyze personal performance in relation to established standards
• 2.1 evaluate application of competencies developed in related CTS courses
• 2.2 evaluate standards of performance in terms of:
• 2.2.1 quality of work
• 2.2.2 quantity of work
• 2.3 evaluate adherence to workplace policies and procedures related to health and safety
• 2.4 evaluate the work environment in terms of:
• 2.4.1 location
• 2.4.2 floor plan of work area
• 2.4.3 analysis of workflow patterns
• 2.5 evaluate a professional in a related occupation in terms of:
• 2.5.1 training and certification
• 2.5.2 interpersonal skills
• 2.5.3 technical skills
• 2.5.4 professional ethics


• 3. demonstrate basic competencies
• 3.1 demonstrate fundamental skills to:
• 3.1.1 communicate
• 3.1.2 manage information
• 3.1.3 use numbers
• 3.1.4 think and solve problems
• 3.2 demonstrate personal management skills to:
• 3.2.1 demonstrate positive attitudes and behaviours
• 3.2.2 be responsible
• 3.2.3 be adaptable
• 3.2.4 learn continuously
• 3.2.5 work safely
• 3.3 demonstrate teamwork skills to:
• 3.3.1 work with others
• 3.3.2 participate in projects and tasks

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification or an experienced professional with journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

• 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
• 1.1 identify regulations and regulatory bodies related to the credential
• 1.2 describe personal roles and responsibilities, including
• 1.2.1 key responsibilities
• 1.2.2 support functions/responsibilities
• 1.2.3 code of ethics
• 1.3 describe personal work responsibilities and categorize them as:
• 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
• 1.3.2 non-routine tasks; e.g., emergencies
• 1.3.3 tasks requiring personal judgement
• 1.3.4 tasks requiring approval of a supervisor


• 2. analyze personal performance in relation to established standards
• 2.1 evaluate application of competencies developed in related CTS courses
• 2.2 evaluate standards of performance in terms of:
• 2.2.1 quality of work
• 2.2.2 quantity of work
• 2.3 evaluate adherence to workplace policies and procedures related to health and safety
• 2.4 evaluate the work environment in terms of:
• 2.4.1 location
• 2.4.2 floor plan of work area
• 2.4.3 analysis of workflow patterns
• 2.5 evaluate a professional in a related occupation in terms of:
• 2.5.1 training and certification
• 2.5.2 interpersonal skills
• 2.5.3 technical skills
• 2.5.4 professional ethics


• 3. demonstrate basic competencies
• 3.1 demonstrate fundamental skills to:
• 3.1.1 communicate
• 3.1.2 manage information
• 3.1.3 use numbers
• 3.1.4 think and solve problems
• 3.2 demonstrate personal management skills to:
• 3.2.1 demonstrate positive attitudes and behaviours
• 3.2.2 be responsible
• 3.2.3 be adaptable
• 3.2.4 learn continuously
• 3.2.5 work safely
• 3.3 demonstrate teamwork skills to:
• 3.3.1 work with others
• 3.3.2 participate in projects and tasks

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification or an experienced professional with journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

• 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
• 1.1 identify regulations and regulatory bodies related to the credential
• 1.2 describe personal roles and responsibilities, including:
• 1.2.1 key responsibilities
• 1.2.2 support functions/responsibilities
• 1.2.3 code of ethics
• 1.3 describe personal work responsibilities and categorize them as:
• 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
• 1.3.2 non-routine tasks; e.g., emergencies
• 1.3.3 tasks requiring personal judgement
• 1.3.4 tasks requiring approval of a supervisor


• 2. analyze personal performance in relation to established standards
• 2.1 evaluate application of competencies developed in related CTS courses
• 2.2 evaluate standards of performance in terms of:
• 2.2.1 quality of work
• 2.2.2 quantity of work
• 2.3 evaluate adherence to workplace policies and procedures related to health and safety
• 2.4 evaluate the work environment in terms of:
• 2.4.1 location
• 2.4.2 floor plan of work area
• 2.4.3 analysis of workflow patterns
• 2.5 evaluate a professional in a related occupation in terms of:
• 2.5.1 training and certification
• 2.5.2 interpersonal skills
• 2.5.3 technical skills
• 2.5.4 professional ethics


• 3. demonstrate basic competencies
• 3.1 demonstrate fundamental skills to:
• 3.1.1 communicate
• 3.1.2 manage information
• 3.1.3 use numbers
• 3.1.4 think and solve problems
• 3.2 demonstrate personal management skills to:
• 3.2.1 demonstrate positive attitudes and behaviours
• 3.2.2 be responsible
• 3.2.3 be adaptable
• 3.2.4 learn continuously
• 3.2.5 work safely
• 3.3 demonstrate teamwork skills to:
• 3.3.1 work with others
• 3.3.2 participate in projects and tasks

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification or an experienced professional with journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

• 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
• 1.1 identify regulations and regulatory bodies related to the credential
• 1.2 describe personal roles and responsibilities, including:
• 1.2.1 key responsibilities
• 1.2.2 support functions/responsibilities
• 1.2.3 code of ethics
• 1.3 describe personal work responsibilities and categorize them as:
• 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
• 1.3.2 non-routine tasks; e.g., emergencies
• 1.3.3 tasks requiring personal judgement
• 1.3.4 tasks requiring approval of a supervisor


• 2. analyze personal performance in relation to established standards
• 2.1 evaluate application of competencies developed in related CTS courses
• 2.2 evaluate standards of performance in terms of:
• 2.2.1 quality of work
• 2.2.2 quantity of work
• 2.3 evaluate adherence to workplace policies and procedures related to health and safety
• 2.4 evaluate the work environment in terms of:
• 2.4.1 location
• 2.4.2 floor plan of work area
• 2.4.3 analysis of workflow patterns
• 2.5 evaluate a professional in a related occupation in terms of:
• 2.5.1 training and certification
• 2.5.2 interpersonal skills
• 2.5.3 technical skills
• 2.5.4 professional ethics


• 3. demonstrate basic competencies
• 3.1 demonstrate fundamental skills to:
• 3.1.1 communicate
• 3.1.2 manage information
• 3.1.3 use numbers
• 3.1.4 think and solve problems
• 3.2 demonstrate personal management skills to:
• 3.2.1 demonstrate positive attitudes and behaviours
• 3.2.2 be responsible
• 3.2.3 be adaptable
• 3.2.4 learn continuously
• 3.2.5 work safely
• 3.3 demonstrate teamwork skills to:
• 3.3.1 work with others
• 3.3.2 participate in projects and tasks

Level: First Period Apprenticeship

Prerequisite: None

Description: Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and career planning.

Parameters: Access to a materials work centre and to instruction from an individual with specialized training in occupational health and safety (and understanding of the parts industry) and/or a parts technician with journeyperson certification.

ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a (270101a); Climbing, Lifting, Rigging and Hoisting 650101b (270101b); Hazardous Materials and Fire Protection 650101c (270101c); Environmental Protection 270101d; Communication 090101d

Note: This course may promote discussions around sensitive topics (e.g., injury and death) in the context of student safety with respect to workplace hazards.

Outcomes: The student will:

• 1. describe legislation, regulations and practices intended to ensure a safe workplace in the parts technician apprenticeship trade
• 1.1 demonstrate the ability to apply the Occupational Health and Safety (OHS) Act, Regulation and Code, as well as the changes from Bill C-45
• 1.2 explain the core requirements applicable to all industries, including:
• 1.2.1 engineering controls
• 1.2.2 administrative controls
• 1.2.3 personal protective equipment (PPE)
• 1.3 demonstrate an understanding of the 26 parts of the OHS Code requirements applicable to all industries
• 1.4 demonstrate an understanding of the 12 parts of the OHS Code requirements applicable to specific industries and activities
• 1.5 demonstrate an understanding of the 11 OHS Code Schedules that the Explanation Guide does not address
• 1.6 explain the role of the employer and employee in regard to occupational health and safety legislation, considering:
• 1.6.1 employer responsibilities (OHS Regulation)
• 1.6.2 employee responsibilities (OHS Regulation)
• 1.6.3 Workplace Hazardous Materials Information System (WHMIS)
• 1.6.4 fire regulations
• 1.6.5 Workers’ Compensation Board (WCB)
• 1.6.6 related advisory bodies and agencies; e.g., Alberta Construction Safety Association (ACSA), Construction Owners Association of Alberta (COAA), Occupational Health and Safety Council (OHSC), Work Safe Alberta, Safety Codes Council
• 1.7 explain industry practices for hazard assessment and control procedures in four main hazard categories, including:
• 1.7.1 biological
• 1.7.2 chemical
• 1.7.3 ergonomic
• 1.7.4 physical hazards
• 1.8 identify and describe hazard assessment tools that both employees and employers must use in assessing and controlling work-site hazards, including:
• 1.8.1 work-site hazard identification and assessment
• 1.8.2 health and safety plan
• 1.8.3 joint work-site health and safety committee
• 1.8.4 emergency response plans
• 1.8.5 first-aid and incident reports
• 1.9 identify and describe engineering controls that provide the highest level of worker protection, including:
• 1.9.1 elimination
• 1.9.2 substitution
• 1.9.3 redesign
• 1.9.4 isolation
• 1.9.5 automation
• 1.10 identify and describe employer administrative controls that limit hazards to the lowest level possible, including:
• 1.10.1 safe work practices
• 1.10.2 job procedures, policies, rules
• 1.10.3 work/rest schedules to reduce exposure
• 1.10.4 limiting hours of work
• 1.10.5 scheduling hazardous work during non-peak times
• 1.10.6 using optional methods
• 1.11 describe the responsibilities of employees and employers to apply emergency procedures, including:
• 1.11.1 emergency response plans
• 1.11.2 first aid
• 1.12 describe positive tradesperson attitudes with respect to the legal responsibilities for all workers, including:
• 1.12.1 housekeeping
• 1.12.2 lighting
• 1.12.3 personal protective equipment (PPE)
• 1.12.4 emergency procedures
• 1.13 describe the roles and responsibilities of employers and employees with respect to the selection and use of personal protective equipment (PPE), including:
• 1.13.1 eye protection; e.g., class 1 (spectacles), class 2 (goggles), class 3 (welding helmets), class 4 (welding hand shields), class 5 (hoods), class 6 (face shields), class 7 (respirator face pieces)
• 1.13.2 flame resistant clothing
• 1.13.3 foot protection; e.g., category 1, 2 or 3 footwear requirements
• 1.13.4 head protection; e.g., class G (general), class E (electrical), class C (conducting)
• 1.13.5 hearing protection; e.g., earplugs or earmuffs
• 1.13.6 life jackets and personal flotation devices (PFDs)
• 1.13.7 limb and body protection
• 1.13.8 respiratory protective equipment; e.g., particulate filters; chemical cartridges or canisters; airline respirators, hoods, helmets and suits; self-contained breathing apparatus (SCBA)
• 1.13.9 a combination of any of the above


• 2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the parts technician apprenticeship trade
• 2.1 select, use and maintain specialized PPE and materials for climbing, lifting and loading, including:
• 2.1.1 full body harness
• 2.1.2 body belt
• 2.1.3 ladders
• 2.1.4 scaffold systems
• 2.1.5 lifting and moving equipment
• 2.1.6 PPE for lifting
• 2.1.7 materials handling equipment; e.g., forklift, four-wheel dolly, chain hoist, overhead crane
• 2.2 describe manual lifting procedures, including correct body mechanics, considering:
• 2.2.1 back safety
• 2.2.2 general procedure for lifting
• 2.2.3 employer and employee preventive actions to avoid back injuries
• 2.3 describe rigging hardware and the safe work load associated with:
• 2.3.1 wire rope slings
• 2.3.2 synthetic fibre web slings
• 2.3.3 chain slings
• 2.3.4 rigging hardware inspection
• 2.4 select the correct equipment for rigging typical loads, including:
• 2.4.1 eye bolts
• 2.4.2 shackles
• 2.4.3 rings and links
• 2.4.4 hooks
• 2.4.5 swivels
• 2.4.6 spreader bars and equalization beams
• 2.4.7 blocks
• 2.4.8 sheaves
• 2.4.9 turnbuckles
• 2.5 describe hoisting and load-moving procedures
• 2.6 explain the most commonly used sling configurations to connect a load to a hook, including:
• 2.6.1 vertical hitch
• 2.6.2 bridle hitch
• 2.6.3 single and double basket hitch
• 2.6.4 wrap hitch
• 2.6.5 single and double choker hitch
• 2.7 demonstrate the standard movement signals a signaler is required to know to signal a crane operator, including:
• 2.7.1 hoist and lower load
• 2.7.2 raise and lower boom
• 2.7.3 swing boom
• 2.7.4 stop
• 2.7.5 emergency stop
• 2.7.6 dog everything


• 3. describe the safety practices for hazardous materials and fire protection in the parts technician apprenticeship trade
• 3.1 describe the roles, responsibilities, features and practices related to the Workplace Hazardous Materials Information System (WHMIS) program, including:
• 3.1.1 suppliers’, employers’ and employees’ responsibilities
• 3.1.2 WHMIS classifications
• 3.1.3 health effects from exposure to chemicals
• 3.2 describe the three key elements of WHMIS, including:
• 3.2.1 worker education
• 3.2.2 supplier and workplace product labelling
• 3.2.3 material safety data sheets
• 3.3 describe handling, storage and transportation procedures when dealing with hazardous material, including:
• 3.3.1 handling, storing and transporting flammable liquids
• 3.3.2 handling, storing and transporting compressed gas
• 3.3.3 storing incompatible materials
• 3.4 describe safe venting procedures when working with hazardous materials, including:
• 3.4.1 mechanical general ventilation
• 3.4.2 local ventilation
• 3.4.3 portable smoke extractor
• 3.4.4 working in a confined space
• 3.5 describe fire hazards, classes, procedures and equipment related to fire protection, including:
• 3.5.1 elements of a fire
• 3.5.2 classes of fires
• 3.5.3 fire extinguisher labels
• 3.5.4 extinguishing small fires
• 3.5.5 the PASS method


• 4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards
• 4.1 use various types of communication to provide trade-related information, employing standard terms for components and operations, including:
• 4.1.1 personal appearance
• 4.1.2 business appearance
• 4.1.3 suppliers and sales representatives
• 4.1.4 customers
• 4.1.5 tradespeople
• 4.2 identify key areas of responsibility that an employee has in regards to shop and trade safety, including:
• 4.2.1 housekeeping
• 4.2.2 waste containers
• 4.2.3 power tools and rotating machinery
• 4.2.4 compressed air
• 4.2.5 exhaust gases
• 4.2.6 control of carbon monoxide (CO)
• 4.2.7 hazardous materials, dangerous goods and controlled products
• 4.3 explain the correct use of fire extinguishers and explain fire prevention techniques


• 5. demonstrate an understanding of the parts technician apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio
• 5.1 demonstrate an understanding of the parts technician apprenticeship trade and related job opportunities
• 5.2 describe what it means to be an apprentice and describe requirements for the employee and employer
• 5.3 describe Alberta’s apprenticeship and industry training system
• 5.4 describe the roles and responsibilities of the Alberta Apprenticeship and Industry Training Board, government and post-secondary institutions
• 5.5 describe the roles and responsibilities of the provincial apprenticeship committees (PAC), local apprenticeship committees (LAC) and occupational committees
• 5.6 refine and present a personal career portfolio, showing evidence of strengths and competencies, including:
• 5.6.1 application completion
• 5.6.2 cover letter
• 5.6.3 résumé with references
• 5.7 demonstrate knowledge of workplace requirements, rights and responsibilities and relate this knowledge to personal career/employment expectations
• 5.8 outline the educational requirements to move into the parts technician apprenticeship trade and:
• 5.8.1 conduct successful employment searches
• 5.8.2 communicate in the language in which business is conducted
• 5.8.3 prepare a personal employment search portfolio
• 5.8.4 use technologies, tools and information systems appropriately for job preparation


• 6. adhere to environmental protection legislation
• 6.1 describe environmentally sound practices and procedures at the work site, including:
• 6.1.1 hazardous and non-hazardous waste disposal and the Alberta Environmental Protection Agency (AEPA)
• 6.1.2 recycling programs
• 6.1.3 energy conservation and efficiency
• 6.1.4 water conservation and efficiency
• 6.1.5 land conservation
• 6.1.6 air conservation
• 6.2 outline the compliance requirements of current legislation and hazardous waste regulations, including:
• 6.2.1 the Alberta Environmental Protection and Enhancement Act (AEPEA)
• 6.2.2 the Transportation of Dangerous Goods Act (TDG)
• 6.2.3 the Hazardous Products Act
• 6.2.4 the Chemical Hazards Regulation as part of the Occupational Health and Safety Code
• 6.2.5 the Alberta Used Oil Management Association (AUOMA)
• 6.3 describe strategies to reduce waste generated at the work site, including:
• 6.3.1 waste reduction
• 6.3.2 waste reuse
• 6.3.3 waste recycle
• 6.3.4 waste disposal
• 6.4 explain spill prevention and spill containment strategies, including:
• 6.4.1 spill kits
• 6.4.2 absorbents
• 6.4.3 skimmers and filtration equipment
• 6.4.4 spill decks, pallets and trays
• 6.4.5 storage, dispensing and transportation products
• 6.5 explain release prevention and containment strategies, including:
• 6.5.1 indoor air quality monitoring
• 6.5.2 use of firewalls
• 6.5.3 proper signage
• 6.5.4 emergency alarms


• 7. demonstrate basic competencies
• 7.1 demonstrate fundamental skills to:
• 7.1.1 communicate
• 7.1.2 manage information
• 7.1.3 use numbers
• 7.1.4 think and solve problems
• 7.2 demonstrate personal management skills to:
• 7.2.1 demonstrate positive attitudes and behaviours
• 7.2.2 be responsible
• 7.2.3 be adaptable
• 7.2.4 learn continuously
• 7.2.5 work safely
• 7.3 demonstrate teamwork skills to:
• 7.3.1 work with others
• 7.3.2 participate in projects and tasks


• 8. create a transitional strategy to accommodate personal changes and build personal values
• 8.1 identify short-term and long-term goals
• 8.2 identify steps to achieve goals