chapter 4 power tools and equipment answers brands

Keep tools organizedA technician has hundreds of different tools. For the tools to be locatedquickly, they should be neatly arranged. Thereshould be a place for every tool, and every toolshould be in its place. If tools are just thrown intothe toolbox, time and effort are wasted "diggingand searching" instead of fixing the vehicle.

Keep tools cleanWipe tools clean and dry aftereach use. A greasy or oily tool can be dangerous!It is very easy to lose a grip on a dirty tool, cutting or breaking a finger or hand.

Use the right tool for the jobEven though several different tools may be used to loosen a bolt,usually one will do a better job. It may be faster,grip the bolt better, be less likely to break, orrequire less physical effort. A good technicianknows when, where, and why a particular toolwill work better than another. Keep this in mindas you study automotive tools.

Select the right tool for a given job.Maintain and store tools properly.Use hand tools safely.Correctly answer ASE certification test questionsreferring to hand tools.Professional auto technicians invest thousands ofdollars on tools, and for good reason. It is almost impossible to do even the simplest auto repair without usingsome type of tool. Tools serve as extensions to parts ofthe human body. They increase the physical abilities offingers, hands, arms, legs, eyes, ears, and back. A wellselected set of tools speeds up repairs, improves workquality, and increases profits.This chapter will cover the basic hand tools commonly used in the shop. Specialized hand tools are covered in later chapters. Use the index to locate these toolsas needed.

Tech Tip!The time spent maintaining your tools andtoolbox is time well spent. Well-organizedtools will save time on each job and help youget more work done. Unorganized or poorlymaintained tools will hurt your on-the-jobperformance.

Tech Tip!It is very frustrating trying to fix a vehicle withoutthe right tools. It can be like trying to "fight aforest fire with a squirt gun"impossible!Invest in a complete set of quality tools.

Purchase quality toolsWith tools, you usuallyget what you pay for. Quality tools are lighter,stronger, easier to use, and more dependable thanoff-brand, bargain tools. Many manufacturers ofquality tools provide guarantees. Some are forthe lifetime of the tool. If the tool fails, the

Tool StorageA toolbox stores and protects a technician"s toolswhen not in use. There are three basic parts to a typicaltoolbox, Figure 3-1. These include:

The lower roll-around cabinet holds the bulky,heavy tools. Large power tools are normally kept in thispart of the box. Extra storage compartments can bebolted to the sides of the roll-around cabinet.Commonly used tools are normally placed in theupper tool chest. Being near eye level, tools can be easilyseen and reached without bending. This saves time andenergy, and increases production.The small carrying (tote) tray is for holding frequently used tools that are carried to the job. For example,if a technician frequently does brake repairs, all the special brake tools can be kept in the tray and taken to thevehicle more easily.

Toolbox OrganizationRelated tools are normally kept in the same toolboxdrawer. For example, various types of hammers may bestored in one drawer and all screwdrivers in another. Smallor delicate tools should not be kept with large, heavy toolsto prevent damage. Tool holders help organize small tools.These include small clip or magnetic racks, cloth or plasticpouches, or socket trays. They are often used to protecttools and to keep them organized by size. Holders alsoallow a full set of tools to be taken to the job.

Line WrenchesA line wrench, also called a tubing wrench or flarenut wrench, is a box-end wrench with a small opening orsplit in the jaw, Figure 3-4D. The opening allows thewrench to be slipped over fuel lines, brake lines, or powersteering lines and onto the fitting nut. A line wrench prevents damage to soft fittings.

Socket HandlesSocket handles fit into the square opening in the topof the socket. Several types are shown in Figure 3-7. Aratchet is the most commonly used and versatile sockethandle. It has a small lever that can be moved for eitherloosening or tightening bolts. A flex bar, or breaker bar,is the most powerful and strongest socket handle. Itshould be used when breaking loose large or extremelytight bolts and nuts. A speed handle is the fastest handoperated socket handle. After a bolt is loosened, a speedhandle will rapidly spin out the bolt.Extensions are used between a socket and its handle.See Figure 3-8A. They allow the handle to be placedfarther from the workpiece, giving you room to swingthe handle and turn the fastener. A universal joint is aswivel that lets the socket wrench reach around obstructions, Figure 3-8B. It is used between the socket anddrive handle, with or without an extension. Avoid puttingtoo much bend into a universal joint, or it may bindand break.

impact driver can be used to loosen extremely tightscrews. When struck with a hammer, the driver exertspowerful turning and downward forces. This is shown inFigure 3-12.When selecting a screwdriver, pick one that is wideand thick enough to completely fill the screw slot. If thescrewdriver is too large or too small, damage to thescrewdriver or screw may occur. Most screwdrivers arenot designed to be hammered on or pried with. Onlyheavy-duty screwdrivers with a full shank can withstandlight hammering and prying.

Locking pliers, or vise grips, clamp onto and hold apart, Figure 3-13E. This frees both hands to do othertasks. Because of their clamping power, vise grips cansometimes be used to unscrew fasteners with stripped orrounded heads. However, never use them on undamagednuts or bolts. Snap ring pliers have sharp, pointed tips forinstalling and removing special clips called snap rings. Apair of snap ring pliers is shown in Figure 3-13F.

Use a brass, plastic, or dead blow hammer onparts and tools that can be damaged by a steelhammer. Use a steel hammer only when maximum driving force is required.

round end for shaping metal parts, such as sheet metal orrivet heads.A sledge hammer has a very large head. Figure 3-14B.It is usually the heaviest hammer and produces powerfulblows. A sledge hammer is sometimes used to freefrozen parts.The brass has a soft, heavy head and is usefulwhen scarring the surface of a part must be avoided,Figure 3-14C. The relatively soft head deforms to protectthe part surface from damage.A plastic or rawhide hammer is light and has a softhead. Figure 3-14D. It is used where light blows areneeded to prevent part breakage or damage to surfaces onsmall and delicate parts.A rubber mallet has a head made of solid rubber,Figure 3-14E. It will rebound, or bounce, upon strikingand is not effective on solid metal parts. It is recommended on many sheet metal or plastic parts, such asgarnish molding and wheel covers.A dead blow hammer has a plastic-coated, metalface and is filled with small metal balls called lead shot.The extra weight prevents a rebound of the hammer whenstriking. The plastic coating prevents surface damage.

Figure 3-15. Different chisels and punches. AFlat chisel.BCape chisel. CRound-nose cape chisel. DDiamondpoint chisel. EChisel or punch holder. FCenter punch.GPin punch. HLong, tapered punch. IStarting punch.(Snap-on Tool Corp. and Proto Tools)

There is an old saying, "if you do the job right, youwill spend most of your time cleaning parts." Dirt is amajor enemy of a vehicle. One grain of sand can causea major breakdown by clogging a passage or scarring apart. Cleaning tools, such as scrapers and brushes, helpthe technician remove carbon, rust, dirt, grease, old gaskets, and dried oil from parts.Scrapers remove grease, gaskets, sludge, dried oil, andcarbon on parts. They are used on flat surfaces. Never scrapetoward your body. Keep your other hand out of the way.Brushes are used to remove light rust and dirt on parts. Theyare slow and should be used only when necessary.

Pickup and probing tools are needed when bolts,nuts, or other small parts are dropped and cannot bereached by hand. A magnetic pickup tool is a magnethinged to the end of a rod. It can usually be shortened orlengthened and swiveled to reach into any area. If a ferrous (iron) metal part is dropped, it will be attracted andstick to the magnet. Figure 3-23A.A finger pickup tool grasps nonmagnetic parts(aluminum, plastic, or rubber), which will not stick to amagnet, Figure 3-23B. A mirror probe allows you to

Workplace SkillsA properly designed tool acts as an extension ofyour body or mind. Tools are essential to the repair ofany motor vehicle. For this reason, you should learnabout new tools as they are developed. A good tool isa wise investment that will help you be a more productive, successful technician. To learn more abouttools, you might want to log onto tool manufacturerwebsites, such as www.snapon.com.

Professional auto technicians invest thousands ofdollars in tools. A well-selected set of tools willspeed up repairs, improve work quality, andincrease profits.

Sledge hammerRawhide hammerRubber malletDead blow hammerChiselsPunchesFilesHacksawViseVise capsC-clampStandsHolding fixturesCleaning toolsProbing toolsPry bars

8. When should you use vise caps?9. List and explain four vise rules.10. Which of the following tools should be used toremove old gasket material from a flat surface?(A) Hand scraper.(B) Chisel.(C) Probe.(D) Pry bar.

ActivitiesChapter 31. Collect automotive catalogs and create a list ofhand tools needed to equip an automotive shop.Provide an estimate of what it will cost to purchase the tools.2. Discuss tool safety with your instructor. Preparea list of safety regulations for your shop area.

After studying this chapter, you will be able to:List the most commonly used power tools andequipment.Describe the uses for power tools and equipment.Explain the advantages of one type of tool overanother.Explain safety rules that pertain to power toolsand equipment.Correctly answer ASE certification test questionsthat require a knowledge of power tools andequipment.

To be a productive technician in today"s automotiveservice facility, you must know when and how to usepower tools and equipment. Power tools are tools drivenby compressed air, electricity, or pressurized liquid. Theymake many repair operations easier and quicker. Largeshop tools, such as floor jacks, parts cleaning tanks, andsteam cleaners, are called shop equipment.This chapter discusses properly selecting and usingcommon power tools and shop equipment. They can bevery dangerous if misused. Always follow the operatinginstructions for the particular tool or piece of equipmentbefore use. If in doubt, ask your instructor for a demonstration. Specialized power tools and equipment are covered in later chapters. Refer to the index to find moreinformation on them as needed.

Air HosesFlexible, high-pressure air hoses are connected to themetal lines from the air compressor. These hoses allowthe technician to take a source of air pressure to thevehicle being repaired. Quick-disconnect couplings areused to connect air hoses and air tools to the compressedair system without using a wrench. To join or separate aquick-disconnect coupling, pull back on the coupling"souter sleeve with finger pressure. With the sleeve pulledback, you can push the coupling together or pull it apart.

Other ComponentsCompressed-Air SystemThe components of a compressed-air system includean air compressor, air lines, air hoses, and air tools. Inaddition, a pressure regulator, filter, and lubricator maybe attached to the system. Air tools are driven by thecompressed-air system. Air-powered tools can be foundin nearly every service facility.

A pressure regulator is used to set a specific pressure in the compressed-air system. This pressure is oftencalled shop pressure. In most cases, shop pressure isbetween 100 and 150 pounds per square inch (psi). Afilter may be connected to the system. The filter removeswater from the compressed air. This increases the life ofair tools. In addition, a lubricator may also be connected

Air ToolsAir tools use the energy of compressed air for operation. They are also called pneumatic tools. Air tools arelabor-saving devices and well worth their cost. Alwayslubricate an air tool before and after use. While pressingthe air tool"s trigger, squirt a few drops of air tool oil intothe tool"s air inlet fitting. Not only will the oil protect theinternal parts of the tool during use, but it will also prevent the internal parts from rusting during storage.

Air RatchetAn air ratchet is a special impact wrench designedfor working in limited space. Look at Figure 4-2B. Forinstance, an air ratchet is commonly used when removingwater pumps. It will fit between the radiator and engineeasily. It works in much the same way as a hand-toolratchet. An air ratchet normally has a 3/8" drive.However, it does not have very much turning power.Final tightening and initial loosening must be done withhand tools.

Impact Sockets and ExtensionsSpecial impact sockets and impact extensions mustbe used with air wrenches. These are case hardened,thicker, and much stronger than conventional sockets andextensions. A conventional socket can be ruined orbroken by the hammering blows of an impact wrench.Impact sockets and extensions are easily identifiedbecause they are flat black, not chrome.Caution!Know when and when not to use power tools.In most situations, power tools will speed upyour work. However, there are many timeswhen they should not be used. For example,never use an impact wrench in place of a torquewrench. An impact wrench will not torque critical fasteners to their correct specification.Problems and comebacks will result.

BlowgunAn air-powered blowgun is commonly used to dryand clean parts washed in solvent. It is also used to blowdust and loose dirt from parts before or during disassembly. See Figure 4-4A.When using a blowgun, wear eye protection. Directthe blast of air away from yourself and others. Do notblow brake and clutch parts clean. The dust from theseparts may contain asbestos. Asbestos is a cancer-causingsubstance. Another type of blowgun is a solvent gun,Figure 4-4B. It can be used to wash parts that will not fitinto a cleaning tank.

Air DrillAn air drill is excellent for many repairs because ofits power output and speed adjustment capabilities. Itspower and rotating speed can be set to match the job athand. Look at Figure 4-5. With the right attachments, airdrills can drill holes, grind, polish, and clean parts.A rotary brush is used in an air or electric drill forrapid cleaning of parts, Figure 4-6. It can quickly removeold gasket material, carbon deposits, and rust with a minimum amount of effort.An abrasive pad is another type of cleaning tool thatcan be used in an air or electric drill. It is used forremoving old gasket material. It has the advantage of notscratching aluminum like a rotary brush can.A rotary file, or stone, can be used in an air drill,electric drill, or air (die) grinder, Figure 4-7. It is handyfor removing metal burrs and nicks. Make sure the stoneis not turned too fast by the air tool. Normally, the maximum speed is printed on the file or stone container.Warning!Use a high-speed rotary brush in an air drill. Abrush designed for an electric drill may flyapart. To be safe, always adjust an air drill tothe slowest acceptable speed when using arotary brush. Also, always wear eye protection.

Electric ToolsThere are many electric tools that can be useful to atechnician. Some of these tools, such as a drill press orgrinder, may be fixed to the floor or a bench. Other tools,such as a drill, are portable and can be taken to the job site.

Figure 4-8. The grinding wheel on a bench grinder is used tosharpen tools. The wire wheel can be used to clean and polishsmall parts. Always keep shields, tool rests, and guards in place.

Transmission JackHydraulic ToolsHydraulic tools are powered by pressurized liquid.The hydraulic tools typically used in the automotive shopinclude jacks, cranes, and presses. These tools are discussed in the next sections.

Shop EquipmentIn addition to pneumatic, hydraulic, and electrictools, there are various pieces of shop equipment that atechnician may find useful. These include tire changers,stands, cleaners, welders, lights, and creepers. These areall discussed in the following sections.

Power cordFigure 4-21. Soldering irons and guns produce enough heat tomelt solder for joining wires and small metal terminals.ASoldering iron. BSoldering gun. (Florida Dept. of Voc. Ed.)

A creeper is useful when working under a car supported on jack stands, Figure 4-25A. It lets the technician easily roll under vehicles without getting dirty. Astool creeper allows the technician to sit while workingon parts that are near the ground. See Figure 4-25B. Forexample, a stool creeper is often used during brakesystem repairs. The brake parts and tools can be placedon the creeper. The service technician can sit and still beat eye level with the brake assembly.

Fender covers are placed over fenders, upper grille,or other body sections to prevent vehicle damage. Theyprotect the paint or finish from nicks, scratches, andgrease. See Figure 4-27. Never lay tools on a painted surface. Costly scratches may result.Seat covers are placed over seats to protect themfrom dirt, oil, and grease that might be on your workclothes. These covers should be used while driving thevehicle or while working in the passenger compartment.

Roll-Around CartA large roll-around cart or table is handy for taking anumber of tools to the job. One is pictured in Figure 4-26.A technician can quickly place all needed tools in the cartand take them to the vehicle. The cart places the toolswithin hand"s reach. This saves time and effort before,during, and after the job.

Figure 4-25. AA creeper is for working under a vehicle.BThe stool creeper is commonly used during brake and suspension repairs. You can sit on the stool and store tools on thebottom. (Snap-on Tool Corp.)

Power tools use electricity, compressed air, orhydraulic pressure (liquid confined under pressure). Large shop tools, such as floor jacks, partscleaning tanks, and steam cleaners, are classifiedas shop equipment.

FendercoverFigure 4-26. A roll-around cart allows you to take many tools tothe vehicle. This saves several trips to the toolbox. It also savestime during cleanup at the end of the day. (Snap-on Tool Corp.)

Important TermsPower toolsShop equipmentAir compressorAir hosesQuick-disconnectconnectorsPressure regulatorFilterLubricatorAir toolsAir wrenchesImpact wrenchesAir ratchetImpact socketsImpact extensionsAir hammerAir chiselBlowgunSolvent gunAir drillRotary brushAbrasive padRotary fileStoneElectric toolsBench grinderDrill bits

Portable electric drillsDrill pressHydraulic toolsFloor j ackTransmission jacksEngine craneHydraulic pressArbor pressTire changerJack standsEngine standCold solvent tankSteam cleanerHigh-pressure washerOxyacetylene torchWelderSoldering gunSoldering ironBattery chargerDroplightPullersJumper cablesCreeperStool creeperRoll-around cartFender coversSeat covers

ASE-Type Questions1. Power tools are tools that use:(A) electricity.(B) hydraulics.(C) compressed air.(D) All of the above.2. Technician A says that shop air pressure is usually around 100 to 150 psi. Technician B saysshop air pressure is much higher, around300 psi. Who is correct?(A) A only.(B)Bonly.(C) Both A and B.(D) Neither A nor B.3. Which of the following is not a commonimpact wrench drive size?(A) 1/4".(B) 3/8".(C) 1/2".(D) 3/4".4. Technician A says to use a 1/4" drive on socketsfrom 1/4" to 9/16". Technician B says to use a3/8" drive on these socket sizes. Who is correct?(A) A only.(B) Bonly.(C) Both A and B.(D) Neither A nor B.5. Special impact sockets and extensions areeasily identified because they are:(A) chrome.(B) aluminum.(C) flat black.(D) hard rubber.

Activities for Chapter 41. Using an automotive tool catalog, develop a listof power tools needed to equip your school"sautomotive repair shop. Find prices and add upthe cost.2. Research safety literature on power equipmentused in an automotive repair facility.(A) Develop a bibliography of resources forsafe use of power equipment.(B) Develop a list of safety rules for their use.

tools driven by compressed air, electricity, or pressurized liquid Shop equipment large shop tools such as floor jacks, parts cleaning tanks, and steam cleaners

Connected to the metal lines from the air compressor Allow the technician to take a source of air pressure to the vehicle being repaired Quick-disconnect connectors allow a technician to connect or disconnect hoses or tools without using a wrench

used to set a specific pressure in the system ( psi, or kPa) Filter traps water so that it can be drained daily Lubricator introduces oil into the airstream increases the life of air tools

Must be used with air wrenches Case hardened, thicker, and much stronger than conventional sockets and extensions Impact tools are flat black, instead of chrome Using a chrome tool on an impact wrench can be unsafe

(ii) Geography.Study of relationships among people, places and environments, of geographic tools and methods, characteristics of place, concept of region and physical processes.

Text StructureCC.1.2.PK.EIdentify the front cover, back cover, and title page of a book.CC.1.2.K.EIdentify parts of a book (title, author) and parts of a text (beginning, end, details).CC.1.2.1.EUse various text features and search tools to locate key facts or information in a text.CC.1.2.2.EUse various text features and search tools to locate key facts or information in a text efficiently.CC.1.2.3.EUse text features and search tools to locate and interpret information.

Vocabulary Acquisition and UseCC.1.2.PK.KWith prompting and support, clarify unknown words or phrases read aloud.CC.1.2.K.KDetermine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.CC.1.2.1.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.CC.1.2.2.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.CC.1.2.3.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E03.B-V.4.1.1CC.1.2.4.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E04.B-V.4.1.1CC.1.2.5.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

StrategiesCC.1.3.PK.IWith prompting and support, clarify unknown words or phrases read aloud.CC.1.3.K.IDetermine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content.CC.1.3.1.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.CC.1.3.2.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing from a range of strategies and tools.CC.1.3.3.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E03.A-V.4.1.1CC.1.3.4.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E04.A-V.4.1.1CC.1.3.5.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

BlankCC.1.4.K.UWith guidance and support, explore a variety of digital tools to produce and publish writing or in collaboration with peers.CC.1.4.1.UWith guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.CC.1.4.2.UWith guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.CC.1.4.3.UWith guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.CC.1.4.4.UWith some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.CC.1.4.5.UWith some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Vocabulary Acquisition and UseCC.1.2.6.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E06.B-V.4.1.1CC.1.2.7.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E07.B-V.4.1.1CC.1.2.8.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E08.B-V.4.1.1CC.1.2.9-10.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

L.N.1.2.4CC.1.2.11-12.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Vocabulary Acquisition and UseCC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E06.A-V.4.1.1CC.1.3.7.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

E07.A-V.4.1.1CC.1.3.8.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

Describe and compare measurable attributes of length and weight of everyday objects.CC.2.4.K.A.1Describe and compare attributes of length, area, weight, and capacity of everyday objects.CC.2.4.1.A.1Order lengths and measure them both indirectly and by repeating length units.CC.2.4.2.A.1Measure and estimate lengths in standard units using appropriate tools.CC.2.4.3.A.1Solve problems involving measurement and estimation of temperature, liquid volume, mass, and length.

3.6. Technology EducationTechnology education is the use of accumulated knowledge to process resources to meet human needs and improve the quality of life. Students develop the ability to select and correctly use materials, tools, techniques and processes to answer questions, understand explanations and solve problems encountered in real life situations. These overriding themes require students to design, create, use, evaluate and modify systems of Biotechnologies, Information Technologies, and Physical Technologies.

3.7. Technological DevicesStudents use tools to observe, measure, move and make things. New technological tools and techniques make it possible to enact far-reaching changes in our world. Technology enhances the students’ abilities to identify problems and determine solutions. Computers play an integral role in every day life by extending our abilities to collect, analyze and communicate information and ideas.

Acquiring scientific knowledge involves constructing hypotheses using observation and knowledge in the content area in order to formulate useful questions that provoke scientific inquiry. As a result of repeated, rigorous testing over time and applying multiple perspectives to a problem, consistent information emerges. A theory describes this verifiable event or phenomena. Theories are powerful elements in science and are used to predict other events. As theories lose their ability to predict, they are modified, expanded or generalized or incorporated into a broader theory.

What Is Technology Education? It is the means by which we teach technology. Technology is a body of knowledge separate from but related to the sciences, with specific content, curriculum and specific certification requirements. Technology is the application of tools, materials, processes and systems by humans to solve problems and provide benefits to humankind. We use technology in an attempt to improve our environment. These improvements may relate to survival needs (e.g., food, shelter, defense) or they may relate to human aspirations (e.g., knowledge, art, control). They can include unexpected benefits, unexpected costs and unexpected risks.

• Select and safely apply appropriate tools and materials to solve simple problems.A.Describe the safe and appropriate use of tools, materials and techniques to answer questions and solve problems.

• Assess materials for appropriateness of use.A.Identify and safely use a variety of tools, basic machines, materials and techniques to solve problems and answer questions.

• Apply advanced tool and equipment manipulation techniques to solve problems.A.Apply advanced tools, materials and techniques to answer complex questions.

• Identify past and current tradeoffs between increased production, environmental harm and social values (e.g., increased energy needs, power plants, automobiles).

• Apply appropriate tools, materials and processes to physical, informational or biotechnological systems to identify and recommend solutions to international problems.

Environment and Ecology is a very engaging academic area that captivates students’ innate interests in their surroundings of the natural and built environment. The skills and knowledge that are addressed in this area of study will serve as tools for student participation in a democratic world of constantly evolving issues and concerns. As they achieve these standards, students will become aware of the role they play in the community in reaching decisions related to the environment.

• Identify tools and machinery used in the production of agricultural products.D.Explain the improvement of agricultural production through technology.

• JudicialB. Describe the responsibilities and powers of the three branches of government.B. Compare the responsibilities and powers of the three branches within the national government.B. Analyze the responsibilities and powers of the national government.

Bill of Rights:First Ten Amendments to the Constitution. Ratified in 1791, these amendments limit government power and protect basic rights and liberties of individuals.

Checks and balances:Constitutional mechanisms that authorize each branch of government to share powers with the other branches and thereby check their activities. For example, the president may veto legislation passed by Congress, the Senate must confirm major executive appointments and the courts may declare acts of Congress unconstitutional.

Constitutional government:A form of authority in which a legal structure details the powers available to each branch of government and the rights of the individual in relation to the government. Any action by government that is not in accord with the Constitution is considered illegitimate.

Federal system (or Federalism):Form of political organization in which governmental power is divided between a central government and territorial subdivisions (e.g., in the United States—the national, state and local governments).

Federalism:The distribution of power in a government between a central authority and states and the distribution of power among states with most powers retained by central government.

Limited government:A legal structure where officials in authority do not have enormous power. The Constitution of the United States limits government through methods of checks and balances.

Non-governmental organization:A group in a free society that is not a part of any government institution and does not derive its power from government.

Representative Democracy:Form of government in which power is held by the voters and is exercised indirectly through elected representatives who make decisions.

Republican form of government:System of government in which power is held by the voters and is exercised by elected representatives responsible for promoting the common welfare.

Separation of powers:Distribution among the branches of government to ensure that the same person or group will not make the law, enforce the law and interpret the law.

Unitary government:An authoritative system in which all regulatory power is vested in a central government from which regional and local governments derive their powers (e.g., Great Britain and France as well as the American states within their spheres of authority).

Unlimited government:A legal structure where officials in authority have unrestricted power. Examples of unlimited governments would be authoritarian or totalitarian systems without restraints on their power.

Geography is the science of space and place on Earth’s surface. Its subject matter is the physical and human phenomena that make up the world’s environments and places. These standards build on using geographic tools as a means for asking and answering geographic questions; setting information into a range of spatial contexts; recognizing places and regions as human concepts; understanding the physical processes that have shaped Earth’s surface and the patterns resulting from those processes; identifying the relationships between people and environments; recognizing the characteristics and distribution of people and cultures on Earth’s surface; focusing on the spatial patterns of settlements and their resulting political structures; and exploring the networks of economic interdependence and the importance of resources.

• Environmental change (e.g., tropical forest reduction, sea-level changes)A. Analyze data and issues from a spatial perspective using the appropriate geographic tools.

• Spatial effects of activities in one region on another region (e.g., scrubbers on power plants to clean air, transportation systems such as Trans-Siberian Railroad, potential effects of fallout from nuclear power plant accidents)B. Analyze the impacts of people on physical systems.

• How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production)

Culture:Learned behavior of people, which includes their belief systems and languages, their social relationships, their institutions and organizations and their material goods—food, clothing, buildings, tools and machines.

• Describe methods for storing materials in the arts.H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.

• Demonstrate methods for storing materials in the arts.H. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.

• Know and use traditional technologies (e.g., charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment).

• Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film cameras, preservation tools, web graphics, computer generated marching band designs).

Skill-related fitness:Consists of components of physical fitness that have a relationship with enhanced performance in sports and motor skills. The components are agility, balance, coordination, power, reaction time and speed.

The Academic Standards for Family and Consumer Sciences are written to empower individuals and families to manage the challenges of living and working in a diverse, global society. These Academic Standards address the functioning of families and their interrelationships with work, community and society. The focus is on the recurring, practical problems of individuals and families. An integrative approach is used to help individuals and families identify, create and evaluate goals and alternative solutions to significant problems of everyday life. Students are taught to take responsibility for the consequences of their actions. Comprehensive classroom experiences allow students to develop the knowledge and skills needed in making choices to meet their personal, family and work responsibilities.

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It is important to note that individual companies also evolve through the stages listed above. As a first step, companies develop budget plans on an annual basis. As they gain experience in the marketplace, they begin to forecast beyond an annual basis and move toward long range planning. As the expertise of company personnel grows, the tools for true strategic planning and strategic management are developed.

Diversification – Related diversifications means staying within the broad confines of the industry. This could be, for example, forward integration of a paper company into converting operations for products such as boxes or paper bags. Unrelated diversification is moving beyond the confines of an industry. Diversification was a popular trend in all industries in the 1960s, and forest industry companies invested in a wide array of unrelated businesses. Boise Cascade Corporation invested in a power plant in Cuba and retail lumber yards in the US south; Enso Gutzeit purchased a ferry and started a shipping line. Real estate and housing construction were popular diversification targets. Most of these businesses have since been divested as companies moved to concentrate on core businesses and core competencies.[24],[25]

This approach stems from the same ideas that Ansoff puts forth, but adds aspects which make the strategic decisions more detailed and operational. When a company defines its strategy, it defines the products, customers, geographical limits of the markets, and competitive advantages on which the use of marketing tools will be planned. It also defines the goals which the company tries to achieve through its actions within these four parameters. All these decisions together put the company in a particular strategic position and define the company’s relationship with its environment. It must be emphasized that although this relationship is defined by strategies and goals, the method for obtaining this relationship is not yet established. All five decisions are closely interrelated. Depending on the marketing ideology, each decision is given a certain weight. For example, when the marketing ideology is  customer-oriented, the most important of these five decisions is the choice of customers.

Strategic accounts are important at the corporate level of planning because of the size and power of the biggest customers. They might be global or multi-national companies using centralized and harmonized supply processes and preferring one-stop-shopping. Ongoing globalization and consolidation have increased the size of both forest industry companies and their major customers. Big paper users (printers and packagers) or big DIY chains can be larger than even the biggest paper or wood products producers. Very large customers are strategically valuable for the entire corporation and their needs should be taken into consideration in corporate planning.

Portfolio planning is the process of evaluating the current portfolio of business units. The results of the portfolio analysis give corporate managers the necessary information to appropriately allocate resources among the business units in the portfolio (Example 4-6). Two major portfolio tools discussed below are the Boston Consulting Group (BCG) Matrix and the General Electric (GE) Business Screen.

It is important to note that because the basic issues are very similar regardless of the hierarchical level of strategies, portfolio analysis is also applicable at the business and marketing strategy levels. Rather than evaluating an SBU, the tools are used to evaluate the situation with a specific product or product line.

The product life cycle complicates product differentiation. Any truly new product introduced to the  market will, by its very nature, be a specialty product. It will meet the needs of a specific group of customers and the lack of competition will mean price plays a lesser role in influencing customer preferences. As the product matures, competitors will introduce similar products and price will begin to play an increasingly important role in guiding customer purchase decisions. Thus, the product life cycle forces products to become less differentiated. Without action, the product may eventually become a commodity. To ward off this effect, companies must use marketing tools to further differentiate their products and move them back toward the specialty end of the product differentiation spectrum. As a general rule, the more successful the product, the more quickly competitors will invade and force a product toward commodity status. Thus, product differentiation must be a continuous process.

“A name, term, design, symbol, or any other feature that identifies one seller’s good or service as distinct from those of other sellers. The legal term for brand is trademark. A brand may identify one item, a family of items, or all items of that seller. If used for the firm as a whole, the preferred term is trade name…”. http://www.marketingpower.com/.

In some industry sectors conducting business-to-business marketing, known end-users has been a natural choice for a long time. However, the structural changes among industrial customers have made this customer strategy even more important. Through consolidation, the size and power of customers has increased and it has become more logical to choose individual companies as customers. If these known end-users are especially important to the company, they may be designated as key or strategic accounts.

Generally speaking, countries with a high level of technological development and strong purchasing power are attractive targets for advanced industry. The more developed the markets, the better a  company can apply advanced product and customer strategies, and the more likely it is that competitive advantages are based on knowledge, skills, and technology.

The Integrated Model of Marketing Planning introduced in Chapter 2 emphasizes that strategy is the basis of all business functions, particularly marketing. Structures and functions are tools to implement strategies. The logic of the model emphasizes that strategies drive the structures and functions of an organization, and that if there are changes in strategies, there must be corresponding changes in structures and functions.