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Course Overview

Transportation Technology, Grade 10, Open

Identifying Information

Course Title: Transportation Technology

Grade: 10

Course Type: Open

Ministry Course Code: TTJ2O

Credit Value: One

Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999.

Description/Rationale

In this course students study a cross section of Transportation Technology topics, including the vehicles and support systems needed to move people and goods. Students will gain insight into these areas through research projects, industry visits, and practical, hands-on experience. Students learn measurement systems and methods; the analysis, design, and construction of a system to convert and make practical use of energy; the function of major vehicle system components; the impact of transportation systems on the environment; communication skills; and transportation-related career expectations.

Four units are identified, reflecting the Overall and Specific Expectations for Grade Ten Transportation. These units are selected because they offer an opportunity to include a wide range of learning opportunities, such as auto-mechanics, auto-body repair, and small engine repair. While many activities are written for automotive servicing to reflect the direction of the majority of schools in Ontario, most can be adapted to vehicles ranging from bicycles, boats, snowmobiles, or airplanes as local resources and needs dictate.

How This Course Supports the Ontario Catholic School Graduate Expectations

The application of gospel values and the sense of community factor as strong elements in the expectations for the Transportation Technology student. The units offer broad awareness of social conscience and personal choice. Professionalism in technical pursuits are presented as opportunities to serve God within the student's own community. The fact that the environment requires caring stewards propels conservation and wisdom in choice throughout the curriculum. Individual decision-making and collaborative processes are explored as the students develop knowledge and skills that will be applicable in their lives now, and as preparation for further studies or careers. The opportunity to improve the lives of others will be integral to success. Moral and ethical business practices will be the foundation of the introduction of industry practices in the workplace.

Unit Titles (Time + Sequence)

Unit 1	Evolution of Transportation Technologies	10 hours
Unit 2	Applied Maintenance	30 hours
Unit 3	Power and Control Systems	25 hours
Unit 4	Future of Transportation Technology	45 hours

Unit Descriptions

Unit 1: Evolution Of Transportation Technologies

Time: 10 hours

Unit Description

In this unit, students will demonstrate an understanding of the historical evolution of transportation technologies used on land, in the air, at sea, and/or space. Students will explore vehicles for moving people and goods and the support systems required to maintain their operations. The student's own community will be considered as well as the global perspective in respect to environmental impacts of transportation. Students will consider issues surrounding the quality of life for all members of community as an application of Gospel values.

Unit 2: Applied Maintenance

Time: 30 hours

Unit Description

In this unit students perform a wide variety of commonly practised maintenance routines on vehicles. Students develop practical skills in vehicle maintenance and troubleshooting, and learn to observe safe work practices in a shop environment. Students also study the relationships between regular maintenance and inspection and vehicle performance and safety. These skills will provide an identifiable and marketable base for future co-op or employment opportunities and will serve as life skills to consumers of vehicles and services in the transportation industry. Through these activities, students will learn to work with a Christian perspective of honesty and integrity in the workplace.

Unit 3: Power And Control Systems

Time: 25 hours

Unit Description

In this unit, students study means of propelling vehicles and controlling vehicle speed and direction. Upon completion of this unit students will identify components and describe the operation of power sources including two and four stroke/cycle engines and electric motors as well as the methods of transmitting power. Students will demonstrate understanding of the means for controlling vehicle direction and speed including braking, steering, and suspension systems by performing basic inspection and repair tasks. Creative, critical thinking in the form of troubleshooting, assembling, and disassembling vehicle systems will allow students to solve transportation-related problems in a manner reflecting their faith.

Unit 4: Future Of Transportation Technology

Time: 45 hours

Unit Description

In this unit students identify and describe the responsibilities and duties of people currently offering services in the transportation industry and how those duties might be affected by changes in the industry over the next several years. Students will also identify and understand the role of technological developments in future career prospects. Students will have the opportunity to investigate future vehicle design through the design and fabrication of an alternative power vehicle. This unit will also further develop the student’s understanding of God’s call in their life and provide opportunities to serve and minister to the living and environmental needs of the community.

Course Notes

This program is open to students wishing to learn more about the Transportation industry. Expectations that relate to practical skills as well as theoretical knowledge of Transportation will be assessed throughout the course, which allows students to improve their skills on an ongoing basis. Awareness of careers in Transportation could be increased in a variety of ways, for example, job shadowing, computer research, field trips, and/or guest speakers.

While many of the activities involve automotive servicing, many activities may also be adapted to any vehicle from bicycles to airplanes. Teachers should ensure that all the expectations outlined in each activity are adaptable to the vehicle type at hand.

Teachers will address safety issues surrounding equipment and materials at appropriate times during the course. A general set of classroom policies should be developed during the course introduction to address expectations for both teacher and student. Included in this policy must be a statement requiring students to be checked out on all equipment before using it for the first time.

Teachers must ensure students are properly briefed on safe operation of equipment or handling of materials by addressing safety topics using a variety of teaching strategies. Safety issues must be included in theory lessons and subsequent tests or quizzes. Students must be assessed to ensure they are able to perform specific tasks safely, such as jacking or hoisting vehicles. Teachers must remain in the area to observe procedures are followed correctly. Teachers must be ever vigilant to ensure students are exercising due caution and following safety procedures while working in the shop. Students who do not adhere to safety precautions must be immediately corrected

Teachers must address safety/censorship on the Internet by implementing School Board policies on appropriate student use and access to Internet services.

Some activities described in this document involve work of a nature that requires supervision or inspection by a licensed Automotive Service Technician. Only qualified licensed teachers can supervise work on a vehicle if the vehicle will subsequently be returned to service. If the classroom teacher does not possess the qualifications, arrangements must be made for inspection prior to final assembly or this activity should be restricted to shop models only.

Teaching/Learning Strategies

A variety of teaching and learning strategies are used throughout this course including; classroom lessons; brainstorming; collaborative and co-operative learning; student teacher conferencing; design process; and independent study. Types of teaching/learning strategies include:

Brainstorming	group generation of initial ideas expressed without criticism or analysis
Buddy system	links students for peer/cross-age support
Class discussion	students actively participate by taking turns while discussing current issues
Collaborative/co-operative learning	small group learning providing high levels of student engagement and interdependence
Computer-assisted learning	learning of new material or review/reinforce material previously learned
Conferencing/discussion	student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to success in all learners
The problem-solving process	a problem solving approach using a prescribed process involving a number of steps, (e.g., design process or the process of troubleshooting)
Independent study	exploration and research of a topic interesting to students
Journal writing	the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on regular basis
Report/presentation	oral, visual, and written presentation of researched topic to class or in community
Research	independent investigation
Socratic lesson	oral presentation of information by the teacher
Just-on-time teaching	theoretical material is presented to the student at the appropriate stage of his/her project
Examples	provide students with a model or a sample of student work to provide the standard toward which they are aiming

Assessment and Evaluation

Assessment and evaluation techniques include the following:

· evaluation or assessment through journals and classroom presentations;

· student teacher conferencing;

· written tests, formal and informal observation;

· performance assessment rubrics;

· reflective learning including self assessment;

· peer assessment rubrics.

Accommodation

Various accommodations may be made throughout the program to assist students with physical and developmental needs. Possible program modification may include using wheelchair accessible equipment and tools, enlarged print, adapted handouts and pre-designed articles. Other accommodations may include teacher/student conferencing, teacher/student/parent conferencing, small group learning, peer tutoring and the use of a buddy system. Opportunities for enrichment may include increased complexity of the task (IEPs).

Resources

Various resources will be used throughout the course, including textbooks, web sites, outside experts, technical manuals and instructional videos. Teacher-librarians may be asked to assist in searching for material related to the activity. Special tools may be required for several procedures, (for example, piston installation, brake spring removal, or coil spring replacement). Welding equipment may be required for the construction of the alternative energy vehicle. An electronic service manual system is a valuable asset for students to locate and print specifications and work procedures. These copies may be inserted in the students’ notebooks. Other resources such as a teacher-developed worksheet of procedures and observations are to be completed by students at predetermined points in specific activities.

General resources may include:

Crouse. W. and D. Anglin. Automotive Mechanics. Glencoe McGraw Hill, 1993.
ISBN 0028009436

Jellison, R. Welding Fundamentals, 1/e. Prentice Hall. 1996. ISBN 0-13-107178-5
OEM Reference and Repair Manuals (various sources)

Religious Education, Ontario Catholic Secondary Curriculum Policy Document, 1999. Institute for Catholic Education, ISBN 0-9699178-7-2

Schwaller, Anthony E. Transportation Energy and Power Technology. Glencoe McGraw-Hill,
ISBN 0-8273-3227-0

Thiessen, F. and D., Dales. Automotive Principles and Service, 4/e, Prentice Hall, 1994.
ISBN 0-13-336561-1

Almost all manufacturers have established web sites containing technical specifications and product lines. Local dealerships may also have web sites valuable for researching prices. General sites that are useful for transportation related developments include:

Popular Science, latest innovations in transportation and consumer products
www.popoularscience.com

Popular Mechanics, latest information of innovations and inventions
www.popularmechanics.com

History of Technology, list of resources on the development of technology
www.englib.cornell.edu/ice/lists/historytechnology/historytechnology.html

How Things Work
http://www.howthingswork.com/

Society of Automotive Engineers
http://www.sae.org/index.com

Transport Canada
http://www.tc.gc.ca

OSS Policy Applications

The Grade 10 Transportation Technology Course is designated as a Technological Education program. All courses offered in technological education are open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grade 9 –12], or as an optional credit. This course is designed to provide students with a broad educational base that will prepare them for their studies in Grades 11 and 12, and for productive participation in society.

Students are introduced to practical and theoretical aspects of Transportation Technology. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodation to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, conflict resolution/violence prevention and community partnerships are addressed in the course. All of these support many of the Ontario Secondary School Policies.

Career exploration throughout all units will be made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers and students may evaluate a Transportation Technology course through a variety of methods. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into the units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications, and applications. The community, local school and business community, may have input on various aspects of the Transportation Technology course.

The following areas should be assessed:

· Are expectations being met?

· Are the learning styles of all students being met through teaching strategies?

· Does assessment/evaluation measure student expectations in a reliable and accurate manner?

· Are parents/guardians informed of student performance on a regular basis?

· Are a variety of assessment/evaluation tools used?

· Are a variety of teaching/learning strategies used?

· Are the needs of students being met?

Coded Expectations, Transportation Technology, TTJ2O

Theory and Foundation

Overall Expectations

TFV.01T

– describe the evolution of transportation technologies;

TFV.02T

– identify and describe different modes of transportation;

TFV.03T

– explain the importance of service and support systems to the transportation of people and products;

TFV.04T

– identify and describe different methods for converting, using, distributing, and storing energy;

TFV.05T

– describe the correlation between modes of transportation and the need for related support businesses.

Specific Expectations

TF1.01T

– identify current safety standards in transportation and secondary industries;

TF1.02T

– demonstrate knowledge of service procedures for different types of transportation vehicles;

TF1.03T

– describe various maintenance and support technologies related to the transportation of people and products;

TF1.04T

– describe the operation and application of major vehicle propulsion devices and the procedures used for servicing them;

TF1.05T

– identify and explain technologies for joining materials and describe their application;

TF1.06T

– describe the distribution network for fuel or energy required by transportation systems;

TF1.07T

– describe principles of design that apply in conserving energy in project work;

TF1.08T

– suggest improvements to a current transportation system to suit local conditions;

TF1.09T

– describe the importance of secondary industries for the transportation industry;

TF1.10T

– demonstrate knowledge of different propulsion systems.

Skills and Processes

Overall Expectations

SPV.01T

– demonstrate accuracy in the use of measuring systems and methods;

SPV.02T

– design and construct systems to convert and make practical use of energy;

SPV.03T

– describe the function of major vehicle system components;

SPV.04T

– use a variety of fastening, fabrication, maintenance, and repair techniques correctly in projects.

Specific Expectations

SP1.01T

– produce projects that demonstrate knowledge of a variety of transportation technologies;

SP1.02T

– use measurement tools correctly to inspect and service vehicle systems;

SP1.03T

– identify wear on vehicle system components on the basis of industry standards;

SP1.04T

– design and construct propulsion systems capable of propelling vehicles for a variety of transportation modes under varying conditions;

SP1.05T

– describe and maintain support systems related to vehicle operation;

SP1.06T

– adapt a secondary system to control a propulsion system;

SP1.07T

– use a variety of technologies for joining materials;

SP1.08T

– repair or replace components to meet or exceed original equipment manufacturer (OEM) standards.

Impact and Consequences

Overall Expectations

ICV.01T

– describe the impact of transportation technology on society and the environment;

ICV.02T

– identify career opportunities in transportation-related fields and the education and training required for entry into those positions;

ICV.03T

– demonstrate understanding of methods for increasing the efficiency of energy use;

ICV.04T

– apply health and safety standards related to materials, processes, and equipment.

Specific Expectations

IC1.01T

– identify methods for improving the efficiency of energy consumption in the transportation industry;

IC1.02T

– describe changes made to vehicle systems to enable them to use energy more efficiently;

IC1.03T

– explain the need to manufacture and dispose of vehicle system components in an environmentally friendly way;

IC1.04T

– describe the refinement and utilization of energy sources from their raw materials to their disposal;

IC1.05T

– identify local systems that deal with recycling in the transportation industry;

IC1.06T

– describe related career opportunities and the education and training required to gain entry to these positions;

IC1.07T

– describe health and safety regulations for the handling of tools, fuels, materials, and equipment.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Evolution Of Transportation Technologies

Unit 2: Applied Maintenance

Unit 3: Power And Control Systems

Unit 4: Future Of Transportation Technology

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodation

Resources

OSS Policy Applications

Course Evaluation

Theory and Foundation

Skills and Processes

Impact and Consequences