Course Profile Transportation Technology,
Grade 10, Open, Catholic
Unit 1: Evolution Of Transportation Technologies
Time: 10 hours
Activity 1 | Activity 2 | Activity 3
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 in 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.
Ontario Catholic School Graduate
Expectations: CGE 1d, 2b, 2c, 2e,
3f, 4c, 4f, 5a, 5b, 5d, 5e, 5f, 5g.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01T, TVF.02T, TFV.03T, TFV.05T,
SPV.03T, SPV.04T, ICV.01T, ICV.02T, ICV.03T,
ICV.04T.
Specific Expectations: TF1.01T, TF1.03T, TF1.09T, SP1.01T,
SP1.07T, IC1.06T, IC1.07T.
|
Activity 1 |
Research and Presentation Project |
240 minutes |
|
Activity 2 |
Transportation Display |
240 minutes |
|
Activity 3 |
Career Exploration: The Industry Visit |
120 minutes |
· Before working in a shop environment, students must be aware of general shop rules and safety requirements, as well as safety rules for specific tools and machines. Teachers must verify student’s knowledge of safety through either a signed Safety Passport (Appendix A), and/or a test on safety knowledge (see Appendix B for General guidelines for safety).
· Students should also be aware of acceptable personal conduct standards as established by the teacher. Before contacting and working with businesses or community groups, students must be made aware of personal conduct and professional standards as established by the teacher. Before visiting a local business, students must also understand the safety rules specific to the business.
· Students should have a basic knowledge of Internet research and keyboarding techniques and procedures. Students should also be aware of acceptable use policies as established by the school board.
· The activities described in this unit may be spread out over the duration of the course to allow students to research various topics and to integrate theory concepts with hands-on practical activities from other units. Access to the school Library/Resource Centre and computer labs must be arranged at key times throughout the unit.
· Students may integrate certain aspects of the activities with curriculum from other courses. For example: English may assist with report writing and library skills. Computers may assist with keyboarding and Internet skills while History may assist in contextualizing evolutionary timelines discussed in this project. Visual Arts may assist in background design, Design Technology and Construction Technology may be helpful for model building and design.
· The technical facility should have sufficient bench space for fabrication of projects. Students must be briefed on any safety-related aspects of equipment being used, (e.g., safe operation, guard placement, and the use of safety glasses). Depending on the medium selected, access to woodworking equipment (e.g., bandsaw) may be desirable. If the necessary equipment is located in another room, another teacher must monitor the students during the use of the equipment.
· Each activity will provide the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions. A number of teaching/learning strategies employed in the classroom will allow for career orientation, i.e., job shadowing, computer career and education research, field trips, and guest speakers.
· Before initiating unit activities, teachers should remind students of their responsibilities to promote social responsibility, human solidarity, and the common good throughout their work. Students should be aware that they are in this learning opportunity to develop their God-given potential, and that their goal in life should be to make a meaningful contribution to society.
· The first activity in this unit requires students to investigate, develop, and present reports about the evolution of selected areas of transportation, using the Internet and other resources. Activity 2 challenges pairs or teams of students to design and create a visual display of transportation technology for classroom demonstration. The final activity within this unit requires that students visit a local transportation facility and report on career-related information.
· This unit incorporates a variety of teaching and learning strategies, including; teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. Provision should be made to provide the students with opportunities to work independently and in groups to perform the following tasks;
- problem solving and trouble-shooting
- brainstorming
- using hand and power tools safely
- following design processes
- collecting information
- writing technical research reports
- managing time and resources
· Safe use of hand and power tools is addressed primarily through teacher demonstrations but may be reinforced with safety posters displayed in the room or safety notices placed near equipment. Evaluation on the safe operation of specific equipment may take written form or may take place in the technical facility through teacher evaluation of safe equipment operation. (See Appendices A and B.)
· Teachers can accommodate the variable learning rates of students by allowing increased time for activities, enhancing or compacting course content, assisting during evaluation processes, and/or facilitating peer-tutor assistance where possible.
Assessment is an ongoing daily process that may include review of a daily/weekly log, (see Appendix C, Job Log sheet), observations of efforts in problem solving and critical thinking, participation in discussions and self and/or peer critiques. Students are evaluated on project deliverables such as reports, products, and presentations based on assessment charts presented in each activity.
Crouse, W. Automotive Mechanics. Toronto: McGraw Hill, 1993. ISBN 0-028-009436
McCallagh, J. Pedal Power. USA: Rosedale Press, 1977. ISBN 0-87857-178-7
Schwaller, A. Transportation
Energy and Power Technology. Toronto: Glencoe McGraw-Hill, 1992
ISBN 0-8273-3227-0
Stephenson, G. Power
Technology. Albany NY: Delmar Publishers, 1996.
ISBN 0-8273-2446-4
Lets Find Out
http://directory.netscape.com/reference/encyclopedia/
How Things Work
http://www.howthingswork.com/
Industry Canada
http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/tran_hpg.html
Society of Automotive Engineers
http://www.sae.org/index.htm
Transport
Canada
http://www.tc.gc.ca
Telephone Directories
Industrial Directories
Time: 240 minutes
Students will conduct research into the evolution of a system of transportation, (land, air, space, or marine). Research will reflect upon the history of the system, its mechanical origins, and its evolution into present day applications. Research will also include support systems or industries, employment opportunities and the effects of their changes upon our society and communities. Students identify social, technological, economic, and environmental implications of transportation issues. Consideration will be given to the reflection of Catholic values as they relate to the transportation industry.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
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;
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;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE5b - thinks critically about the meaning and purpose of work.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 - explain 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.05T - describe the correlation between modes of transportation and the need for related support businesses;
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.
Specific Expectations
TF1.03T - describe various maintenance and support technologies related to the transportation of people and products;
TF1.09T - describe the importance of secondary industries for the transportation industry;
SP1.01T - produce projects that demonstrate knowledge of a variety of transportation technologies;
IC1.06T - describe related career opportunities and the education and training required to gain entry to these positions.
· Access to school Library/Resource Centre and to the Internet should be arranged before conducting activity. Students may be able to integrate certain aspects of this activity with curriculum from other courses. For example, English may assist with report writing and library skills, Computers may assist with keyboarding and Internet skills, History may assist in contextualizing evolutionary timelines discussed in this project.
· Other resources necessary for this activity include:
· a teacher-developed handout detailing assignment requirements;
· an assortment of materials for construction of models – wood, plastics, cardboard, Styrofoam, other recycled materials;
· a selection of hand tools (e.g., scissors, utility knives, etc.);
· adhesives (e.g., glue, tape).
· General library or Internet research skills
· Knowledge of how to work co-operatively in group settings
· Basic Internet/keyboarding skills
1. Teachers discuss the idea that in order to learn why transportation systems are the way they are, one must understand how they were developed historically. The automobile or the airplane are discussed as examples, reflecting on the issues of human safety and/or care for the environment. Students are asked to consider these values in their research, reporting, and presentation activity.
2. Students are given a list of possible research topics (including developments and advancements in vehicles, systems, and infrastructure), as well as presentation tools (e.g., posters, videos, performances, computer presentations, overheads, etc.). Students select and propose a particular transportation system (land, sea, air, space) for approval by the teacher.
3. Teachers describe the format of the required report (title page, acceptable length, illustrations, bibliography). Teachers also approve the method of presentation for each student.
4. Students are given the opportunity to visit the Library/Resource Centre and/or access the Internet in order to conduct their research. Students are asked to consider using a variety of types of reference media including texts, manuals, magazines, visits to local businesses, specialized software, and Internet search engines.
5. Students prepare a written report of their findings according to the predetermined criteria. Students hand in the report for assessment and evaluation.
6. Teachers may invite guests from the school or local community for the presentations. Students make their presentations to the class and invited guests. At the conclusion of the presentation, the audience is encouraged to ask questions to give the presenters an opportunity to demonstrate their learning.
Students will be assessed on several aspects of this project:
· Research: quality of research, bibliography and references, initiative
· Written report: content, accuracy of information, presentation, originality
· Verbal Presentation: depth of understanding of subject, quality and effort of presentation
Sample Assessment Rubric for a Research Project
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Identify problems and use appropriate research strategies such as Internet or library to research possible solutions. TFV.02T |
- displays limited initiative in problem solving and researching |
- uses some researching techniques to attempt problem solving |
- effectively identifies problems, uses appropriate research strategies such as Internet or library |
- shows advanced knowledge of relevant information retrieval procedures |
|
Apply research skills to accurately analyse and interpret information related to transportation technology. TFV.02T ICV.02T |
- applies few of the research skills
required in an inquiry/ |
- retrieves some relevant information through research |
- applies research skills to accurately analyse and interpret information related to transportation technology |
- applies all of the skills required and applies with a high degree of effectiveness |
|
Submit design report demonstrating thorough understanding of concepts and their relationships. TFV.03T TFV.05T IC1.06T TF1.03T TF1.09T |
- offers limited documentation which displays some understanding of concepts |
- provides documents with moderate clarity, and with some understanding of concepts |
- submits report demonstrating thorough understanding of concepts and their relationships |
- exhibits original design reports with an extensive command of concepts and transfers to new contexts with high effectiveness |
|
Student presentation clearly communicates the ideas and issues and demonstrates insightful conclusions. TFV.01T ICV.01T ICV.02T |
- communication demonstrates limited clarity, knowledge of facts or accurate conclusions |
- presentation demonstrates some accurate facts and communicates with some sense of audience and purpose |
- presentation clearly communicates the ideas and issues and demonstrates insightful conclusions |
- communicates meaningful information with an exceptional degree of clarity and with a strong sense of audience and purpose |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Strategies to accommodate the variety of learning styles in the classroom may include:
· additional handouts to summarize written and discussion material;
· use of other school resources for assistance with written assignments;
· additional time allowance for completion of practical projects;
· flexibility in acceptable formats for presentations;
· additional homework assignments;
· consultation with parents;
· assistance with organization skills;
· modified work load;
· additional one-on-one time by teacher or peer tutors;
· alternative activities to meet student needs;
· providing enrichment opportunities such as requirements for more in-depth research.
If required, consultations should be held with students, parents, resource, guidance and special ed. departments when required to assist in creating an educational plan (IEP) for individual student.
Crouse, W. Automotive Mechanics. Toronto: McGraw-Hill, 1993. ISBN 0-028-009436
McCallagh, J. Pedal Power. USA: Rosedale Press, 1977. ISBN 0-87857-178-7
Schwaller, A. Transportation
Energy and Power Technology. Toronto: Glencoe McGraw-Hill, 1992.
ISBN 0-8273-3227-0
Stephenson, G. Power Technology. Albany, NY: Delmar Publishers, 1996. ISBN 0-8273-2446-4
Lets Find Out
http://directory.netscape.com/reference/encyclopedia/
How Things Work
http://www.howthingswork.com/
Transport
Canada
http://www.tc.gc.ca
Time: 240 minutes
Students create a display of a transportation system for use as a teaching aid in the classroom. The display should incorporate recycled parts and associated labels or display boards identifying components and features. Students will learn to identify parts and their function, co-operative work habits, as well as finishing techniques and safe use of hand tools. This activity provides a basis for co-operation and consideration of others.
Ontario Catholic School Graduate Expectations
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE5a - works effectively as an interdependent team member;
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.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
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;
ICV.04T - apply health and safety standards related to materials, processes, and equipment.
Specific Expectations
SP1.01T - produce projects that demonstrate knowledge of a variety of transportation technologies;
SP1.07T - use a variety of technologies for joining materials;
IC1.07T - describe health and safety regulations for the handling of tools, fuels, materials, and equipment.
· Work area should have sufficient bench space for preparation of displays. Depending on medium selected, access to woodworking equipment (e.g., bandsaw) may be desirable.
· This activity may provide opportunities to integrate other curricular programs such as visual arts for display design, design technology and construction for fabrication techniques and safe use of tools, and computer technology for production of signage or graphics.
· Teachers should prepare the following materials before initiating activity:
· parts for use in displays
· assortment of materials for construction of display elements, e.g., wood, plastics, cardboard, Styrofoam, other recycled materials
· selection of hand tools; scissors, saws, utility knives etc.
· adhesives and finishing materials; glue, tape, cleaners, paints, sandpaper, etc.
· Before allowing students to access tools in the shop environment, safety rules must be established. Each student must demonstrate knowledge of safe practices. See Appendix A, Sample Safety Passport, and Appendix B, General guidelines for Safety in the Transportation Facility. Protective eyewear must be provided before students work in the shop environment.
Students must have awareness of general shop rules and safety requirements (see Appendices A and B) before working in the shop environment.
1. Teachers initiate the activity by describing the need for visual aids to help students in their understanding of vehicle components, and point out that by working co-operatively with a Christian view of helping others, everyone benefits. Students are then arranged in pairs to conduct the activity.
2. Teachers allocate components of vehicles (such as engine components, small engines, bicycles, etc., depending on local needs) to student pairs. Pairs prepare a display that will identify their component and its functions.
3. Students research their given components and the associated functions and design a method of display, (poster board, table top platform, etc.), preparing labels or identifying tags.
4. Students clean and prepare a sample of their component, including cutting for interior views, painting areas for highlighting, etc. Students also create their display boards, frames, or platforms using available materials, (use of recycled materials should be encouraged). Teachers should encourage artistic presentation and originality of display as well as quality of construction.
5. Students describe their displays to the class and what they have learned of that part’s function within a vehicle system.
Students will be assessed on several aspects of this project:
· depth of research
· effort in preparation of display elements
· accuracy of information and knowledge demonstrated
· quality of construction, originality, aesthetics, informative value
Assessment Chart for Transportation Display
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Student effectively demonstrates knowledge of components and functions SPV.03T SP1.01T |
- displays limited initiative in researching component |
- demonstrates some adequate initiative in researching component |
- demonstrates considerable initiative in researching component |
- exhibits exceptional initiative and depth in researching component |
|
Student demonstrates co-operative work habits and Christian leadership CGE4c CGE5a CGE5f CGE5g |
- requires some assistance in working co-operatively with partner and others; limited individual initiative in completing work |
- demonstrates effective cooperation with partner and others; some individual initiative in completing work |
- demonstrates effective cooperation with partner and others as well as individual initiative in completing work |
- demonstrates leadership skills and superior individual initiative in completing work |
|
Student transfers concepts and skills to create an accurate and representative project; demonstrating originality and artistic endeavor SP1.07T |
- applies few of the skills required, implements construction requirements with limited effectiveness |
- demonstrates some ability to transfer design concepts into project form; uses procedures and equipment to create moderately effective display |
- transfers concepts and skills to create an accurate and representative project; demonstrating originality and artistic endeavor |
- demonstrates and promotes the safe and correct use of procedures, equipment and technology to produce an aesthetically pleasing, informative, and technically precise project |
|
Student demonstrates safe work habits SPV.04T ICV.04T IC1.07T |
- requires constant supervision and reminders to work safely and cleanly |
- works safely and cleanly with some required supervision |
- works safely and cleanly with minimal supervision |
- assists and supervises others to work safely and cleanly |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Strategies to accommodate the variety of learning styles in the classroom may include:
· adapting the degree of difficulty of research and part identification needed;
· use of other school resources for assistance with graphic or fabrication activities;
· additional time allowance for completion of projects;
· flexibility in acceptable formats for final product;
· assistance with organizational work habits;
· additional one-on-one time by teacher or peer tutors;
· alternative activities to meet student needs;
· providing enrichment opportunities such as requirements for more in-depth research.
If required, consultations should be held with students, parents, resource, guidance and special ed. departments when required to assist in creating an educational plan (IEP) for individual student.
Books, CDs, parts catalogs, instruction manuals or other materials provided by manufacturers of components will help the student identify materials.
Automotive textbooks may also be of
use in identifying parts, such as:
Crouse, W. Automotive Mechanics. Toronto: McGraw Hill, 1993. ISBN
0-028-009436
How Things Work
http://www.howthingswork.com/
Time: 120 minutes
Students investigate career opportunities in the transportation field through a visit with local community transportation related businesses. Businesses may include municipal airports, flight schools, local train station, trucking hub, vehicle sales or rental centres, vehicle service facilities, courier services, taxi companies, or parts suppliers. Students prepare questionnaires to collect career information and complete a site visit report outlining knowledge gained. Students will be directed to examine careers in light of Christian values of work ethics and care of society and the environment.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
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;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE5b - thinks critically about the meaning and purpose of work;
CGE5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
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.05T - describe the correlation between modes of transportation and the need for related support businesses;
ICV.02T - identify career opportunities in transportation-related fields and the education and training required for entry into those positions.
Specific Expectations
TF1.01T - identify current safety standards in transportation and secondary industries;
TF1.09T - describe the importance of secondary industries for the transportation industry;
SP1.01T - produce projects that demonstrate knowledge of a variety of transportation technologies;
IC1.06T - describe related career opportunities and the education and training required to gain entry to these positions.
· Local businesses must be contacted beforehand to arrange class or group visits. Transportation to and from the site should be arranged, including costs, parent permission forms, and substitute teachers as outlined in school policies. Students should be made aware of school policies toward expected behaviour before conducting the site visit.
· An alternative to a site visit can take the form of phone interviews, where students conduct an interview of a pre-selected employer or employee of a transportation related business. In this case, teachers should contact selected businesses and pre-arrange for time for interviews.
· This activity provides opportunities for cross-curricular work in English for report writing and interviewing skills, Communications Technology and Business Studies for word processing.
Students must have awareness of acceptable personal conduct standards outlined in the school policy. Students must also be made aware of safety rules at the business to be visited.
1. Teachers describe the purpose of the activity as an exploration of careers and business practices in a transportation industry. Teachers describe the agenda of developing questions to be asked, visiting the site, and preparing a report for evaluation.
2. Teachers direct students to examine careers in light of Christian values of work ethics and care of society and the environment. Questions to employers could reflect the business’s ties with the community, benefits provided to employees, lifestyles of typical employees or corporate philosophies that guide their business practices.
3. Student prepare their individual questionnaires to ask company representatives. The questionnaire should include details such as educational requirements, daily tasks, salary ranges, types of employees required to operate the business, opportunities for advancement in the field, and/or employee job satisfaction.
4. Teachers arrange for the site visit after insuring that students have completed the necessary permission forms, and have prepared their questionnaires. While on site, students should be prepared to observe safety policies and rules and to have their questions answered.
5. Upon return, students prepare a short report detailing their knowledge gained through the site visit. The report should also include a short synopsis on the student’s opinion of the possibilities of careers for themselves in this business. The report is handed in for assessment and evaluation.
Assessment Chart for Site Visit Report
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Identify and explain relationships of local businesses to transportation TFV.02T TFV.03T TFV.05T ICV.02T TF1.09T |
- demonstrates limited effort in understanding careers and business operations |
- demonstrates moderate effort in understanding careers and business operations |
- demonstrates considerable effort in understanding careers and business operations |
- demonstrates exceptional effort in understanding careers and business operations |
|
Identify job related safety risks TF1.01T |
- limited descriptions of safety policies of business |
- describes moderately safety policies of business |
- describes effectively safety policies of business |
- describes effectively safety policies of business and relates concepts to other businesses |
|
Production of questionnaires and reports containing all required elements ICV.02T ICI.06T ICV.02T ICI.06T |
- report and questionnaire have limited elements |
- report and questionnaire have a moderate number of required elements |
- report and questionnaire are complete and accurate |
- report and questionnaire are complete, accurate, and comprehensive |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
The teacher may provide pre-printed questionnaires for students requiring extra assistance. Students may be assigned a partner as a peer helper to accompany them on the visit and assist in gathering information. Oral presentations can be substituted for written reports. Additional individual study topics or a multiple visits may be assigned for advanced students.
Local phone directories or local chapters of the Chamber of Commerce can provide information on local businesses in transportation-related industries.