Course Profile   Transportation Technology, Grade 10, Open, Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

This profile is the result of a collaborative effort between the Simcoe County District School Board and The Institute for Catholic Education. (ICE)

 

Public School Board Writing Team – Grade 10 Transportation Technology

 

Lead Board

Simcoe County District School Board

Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team - Public

Richard Zeilstra, Lead Writer, Upper Canada District School Board

Tony Chellew, Upper Canada District School Board

Martin Sunderland, Upper Canada District School Board

Dr. Ann Marie Hill, Queen’s University

 

Catholic School Board Writing Team - Grade 10 Transportation Technologies

 

Lead Board

Ottawa Carleton Catholic District School Board

Michael Scott, Project Manager

 

Course Profile Writing Team - Catholic

Richard Walker, Lead Writer, Ottawa Carleton Catholic District School Board

Pius Gratwohl, Ottawa Carleton Catholic District School Board

Andrew Maloney, Eastern Ontario Catholic District School Board

Michael Moore, Wellington County Separate School Board

 

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

This course requires students to 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 practical, hands-on experience with vehicle service, as well as research projects and industry visits. Additionally, students learn about 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, measurement systems and methods, and transportation-related careers.

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, business management, auto-body repair, vehicle design, and small engine repair. Activities involving all forms of transportation may be included in these units.

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  Evolution of Transportation Technologies

Description

The purpose of this unit is to help students identify and demonstrate an understanding of the historical evolution of transportation technologies used on land, in the air, and at sea. Areas explored include vehicles that have been developed to move people and goods, and the support systems required for maintaining their operation. Students are required to determine and describe this evolution as well as compare and contrast the efficiencies of several support systems. To do so, students employ research and presentation skills as well as design and construct models or other demonstration aids.

Unit 2:  Vehicle Maintenance

Description

The activities in this unit provide students with an understanding of the benefits of regular maintenance on vehicles. A wide variety of vehicles may be used to complete these routines, including All-Terrain Vehicles (ATV’s) and watercraft. Students learn the maintenance and service routines required to keep a vehicle safe and prolong its useful life. An awareness of the relationship between upkeep, performance and safety is emphasized. These skills provide a foundation for future Co-op or employment opportunities and will also serve as life skills for consumers of transportation.

Unit 3:  Power and Control Systems

Description

In this unit, students study major means of propelling vehicles and controlling vehicle speed and direction. The activities include identifying and describing several power sources, including 2 and 4 stroke/cycle engines and electric motors as well as the energies required to operate them. Students identify and describe methods of transmitting power resulting in vehicle motion and compare and contrast the efficiencies of the systems. Some of the other activities include: identifying and describing the operation and components of systems controlling vehicle direction and speed including braking, steering and suspension systems; performing basic inspection and repair tasks associated with these systems; and constructing a simple vehicle.

Unit 4:  Future of Transportation

Description

In this unit students are required to identify and describe the responsibilities and duties of people currently offering services in the transportation industry. They also identify social and environmental impacts of the transportation industry in the past and discuss proposed changes for the future. Students also make suggestions of how future developments may integrate other technologies and redefine employment opportunities.

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. Supplementary activities such as job shadowing, computer research, field trips or guest speakers are included in order to increase awareness of careers in the Transportation field.

A general set of classroom policies must be developed during the course introduction to address safety and maintenance expectations for both teachers and students (e.g., cleanup routines, chemical storage, tool maintenance, etc.) Teachers must ensure students are properly briefed on the safe operation of equipment and the handling of materials by addressing safety topics using a variety of teaching strategies at appropriate times during the course. Safety issues must be included in theory lessons and subsequent tests or quizzes. Students must be evaluated to ensure they are able to performing specific tasks safely, such as jacking or hoisting vehicles (see Appendix 1 for the Safety Passport Model for identifying individual student’s readiness to operate equipment). Teachers must ensure students follow all safety procedures while they are working in the technical facility. Students who do not adhere to safety precautions must be immediately corrected.

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

Many activities described in this document can be performed on vehicles that will subsequently be returned to service. If this is the case, supervision or inspection by a licensed Automotive Service Technician is required prior to the vehicle being returned to service. If the classroom teacher does not possess these qualifications, the teacher must make arrangements for inspection prior to final assembly, or restrict the activity to shop models only.

Teaching and 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;

·         independent study.

The following chart describes additional strategies.

Assessment and Evaluation

Assessment and evaluation techniques include the following:

·         communication through journals and classroom presentations;

·         self-assessment rubrics;

·         student-teacher conferencing;

·         written tests, formal, and informal observation;

·         performance assessment rubrics;

·         reflective learning including self assessment;

·         learning logs;

·         peer assessment rubrics.

See the preceding table for additional assessment strategies.

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 through out the course including: school Library/Resource Centre, public library, research software, transportation textbooks, web sites, equipment and vehicle technical manuals, instructional videos, and community industry experts. Special tools may be required for several procedures (for example, piston installation, brake spring removal, coil spring replacement). A welder may be a required tool for the construction of the electric vehicle. An electronic service manual system is a valuable asset as students locate and print specifications and procedures for work performed. These copies may be inserted in the students’ notebooks. Other resources such as a teacher-developed worksheet of procedures and observations to be completed by students at predetermined points in the activity.

Sample Specific Resources

Andreae, C. Lines of Country. Boston: Boston Mills Press, ISBN 1-55046-133-8
http://www.boston-mills.on.ca

The Arrowheads. Avro Arrow. Boston: Boston Mills Press. ISBN 1-55046-047-1

Crouse. W., D. Anglin, and W. Crouse. 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

McDonnell, G. Passing Trains. Boston: Boston Mills Press. ISBN 1-55046-183-4
http://www.boston-mills.on.ca

McDonnell, G. U-Boats. Boston: Boston Mills Press. ISBN 1-55046-112-5
http://www.boston-mills.on.ca

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

Tatley. R. Northern Steamboats. Boston: Boston Mills Press. ISBN 1-55046-165-6

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

Web Sites

ABS Brakes Education
http://www.abs-education.org/index.html

Air Quality Program
http://www.pollutionprobe.org/air/index.htm

EVCO Electrathon
http://www.igs.net/~darrylmcmahon/otthon99.htm

Engine Rebuilders Association
http://www.aera.org/main.htm

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

Lets Find Out
http://directory.netscape.com/reference/encyclopedia/

Letsfindout.com/Aviation/Inner.Auto
www.innerauto.com

Industry Canada
http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/tran_hpg.html

Inner.Auto
www.innerauto.com

Pollution Probe
http://www.pollutionprobe.org/

Queen’s University Electric Car Race
http://educ.queensu.ca/~techstd/gecr1999.html

Ontario’s Drive Clean – Programme
http://www.ene.gov.on.ca/

Ontario’s Drive Clean
http://www.driveclean.com/

Popular Mechanics Magazine
http://www.popularmechanics.com/

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

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

Videos

Several video tapes are available from:

THE LEARNING TREE
www.autovideo2000.com

ICS Learning
www.icslearning.com

Other

Computerized service manuals.

Ministry of Transportation Safety Inspection Standards.

Ministry of Transportation Emission Laws

Ontario Health and Safety Act.

Oxy-acetylene welding textbooks and MIG welding textbooks

Telephone directories

Industrial directories

OSS Policy Application

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 (one 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 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. The course addresses anti-discrimination education, equity/social justice issues, career goals/cooperative education, conflict resolution/violence prevention and community partnerships. 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 Ontario Ministry of Education and Training document Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools. (1999).

Course Evaluation

Teachers and students can evaluate a Transportation Technology course through a variety of methods. Teachers can network with colleagues from local and other schools and with professional associations 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 local community (including businesses) and school 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 the 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?

Appendix 1

Sample Safety Passport

This is a sample of a generic safety passport that may be adopted for use in a number of technology classrooms. The purpose of the safety passport is to ensure that students are fully aware of all safety features on each piece of equipment in the technical facility prior to using them independently. This process may be adapted to suit the individual teacher and students’ needs.

The general process is as follows:

1.   When the teacher introduces a new piece of equipment (e.g., lathe). the student records the date of the safety demonstration on their safety passport and this is initialed by the teacher (see sample below). While the teacher demonstrates techniques for the safe operation of the machine and personal protective equipment (e.g., proper eye protection, secure loose hair, remove jewelry, protective clothing, etc.) the students, carefully note the techniques in their notebooks. The teacher also notes the attendance for that day and any students who are absent for the safety lesson are to be given a makeup lesson.

2.   Each student must complete a written (or oral) test on the safe operation of the machine tool, outlining all safety features to be observed. All written tests must also be kept by the students in their notebooks. These individual machine tests are designed to compliment any general facility safety rules. Upon satisfactory completion of the test the student dates the “tested” column and teacher initials this as complete.

3.   Students must demonstrate to the teacher that they have a thorough knowledge of the safety rules for the equipment and are able to demonstrate their competency on the equipment. Once the teacher has observed the required safe setup and operation of the equipment by a student they sign off that portion of the student’s safety passport.

4.   Once the student has completed the first three steps, the teacher signs the final column of student’s safety passport to indicate that they are able to use that equipment. Students must be able to provide the teacher with their signed passport each time they wish to use a given piece of equipment. A summary document of all the various permissions may be created by the student and signed by the teacher (as permissions are earned); these summary safety passports may be protected with page protectors or laminated for protection. See the sample summary passport below.

Sample Equipment Safety Passport

 

Appendix 2

Jacking and Hoisting Vehicles

Jacking

Jacking refers to lifting a vehicle by means of a floor jack. Axle stands must be used whenever a vehicle is raised with a jack, even if the vehicle will not be worked under. Before jacking any vehicle the axle stands must be ready. Place one stand at each corner of the car to be lifted. Place the jack under a rigid piece of the chassis, as described in the vehicle’s owners manual (under jacking procedures). The teacher must inspect the positioning of the jack to ensure the placement is correct prior to any lifting of the vehicle. On some vehicles the design of the body or rust damage can make the correct placement of the jack difficult. Extensive damage can occur through incorrect jack placement. Most rear wheel drive vehicles can be lifted at the rear by placing the jack under the Centre of the rear axle, at the differential housing. Some front wheel drive vehicles can be lifted by placing the jack under the frame crossing under the engine. Wherever you place the jack, check the owner’s manual or the maintenance reference materials available for the vehicle being lifted. If in doubt, do not attempt to jack the vehicle. Front wheel drive vehicles can often be lifted at the rear by placing the jack under the rear axle or at the pivot points for the rear control arms, in the Centre of the car. The front often has a solid steel frame around the engine. Be sure the point you have selected is strong enough. Some sections of steel may look strong but are actually light gauge steel.

Once the jack has been correctly placed under the vehicle, operate the jack to a height that will allow easy access to the parts to be work on. If working under the vehicle, allow enough room to move around under the vehicle. Raise one end of the vehicle at a time but avoid lifting one corner at a time. Once raised, place the axle stands under the vehicle. Place the stands by reaching under the vehicle, as the vehicle is not yet secure. Do not go under the vehicle to place the stands. This is dangerous! Raise the stands and locate them in areas that are strong enough to support the weight of the vehicle when the jack is removed. Refer to the owner’s manual for the appropriate “lifting points”, when placing the stands. Axle stands should be placed in a location where they will not be in the way for performing the required service. Once the axle stands are in place, slowly lower the jack until the weight of the vehicle is on the axle stands. Remove the jack from under the vehicle. Repeat this process to raise the other end of the vehicle, if required. Never attempt to lift both ends of a vehicle at the same time, as this will cause the vehicle to be unstable. To lower the vehicle, place the jack under the vehicle in an appropriate spot and operate the jack until the vehicle weight is off the axle stands. Remove the stands and slowly lower the vehicle. Repeat for the other end if needed.

Appendix 2  (Continued)

Jacking and Hoisting Vehicles

Hoisting

Hoisting refers to lifting a vehicle by means of the shop hoist. The vehicle should be located on the hoist, precisely as per the hoist’s operating instructions. If possible allow for the opening of the driver's door when the vehicle is on the hoist. The vehicle is shut off and left in neutral to allow slight movement forward or backward when lining up the lifting arms. The lifting arms are equipped with safety locks to prevent them from moving unless released by the release lever. Swing the arms under the vehicle and locate them at a point strong enough to support the weight of the vehicle, as outlined in the vehicle’s owners manual. There are often lifting points along the side of the car intended for use with the jack or hoist. These points are strong enough for hoisting, providing the body is not badly rusted. If uncertain as the condition of the body for hoisting, do not attempt to lift! If possible, place the arms under the frame. Check that the raised pads on the end of the hoist arms are fully on the arms. Never lift a vehicle if the raised pads are not completely on the hoist arms. Operate the hoist until the vehicle begins to rise. Stop and re-check the positioning of the hoist arms. Make sure that the points selected for lifting not collapsing. If unsure, stop and ask! When ready, continue raising the vehicle to the required height. The hoist is equipped with safety features that make it safe to working underneath the vehicle without extra support. If work to be performed might upset the balance of the vehicle (e.g., removing rear axles or transmissions), or if the vehicle appears at all unstable, use the special axle stands provided for use on the hoist. Place the stands under areas able to support the weight of the vehicle and lower the hoist until only some of the vehicle weight rests on them. Do not lower the hoist excessively. Leaving some weight on the hoist arms prevents the hoist lifting arms from moving out of position before the hoist is raised again. If the weight of the vehicle has been removed from the hoist arms, the positioning of the arms must be rechecked before re-lifting.

Appendix 3

General Guidelines for Safety in the Transportation Facility.

 

Follow these simple rules to help prevent accidents.

 

1.   Work quietly and give your job your full attention. Avoid unnecessary noise or shouting which may distract another student from the work. ABSOLUTELY NO IMPROPER CONDUCT PERMITTED!

 

2.   Keep your work area clear. Keep jack handles out of the way. Stand creepers against the wall or under the vehicle being worked on when not in use. Keep tools under control. Do not allow tools to be scattered around your work area.

 

3.   Do not carry screwdrivers or other sharp tools in your pockets. You may injure yourself or another student, or damage a vehicle.

 

4.   Dress correctly. Work clothes are required. Wear coveralls and shoes. Shorts and sandals are not permitted in the shop.

 

5.   Keep your hands and tools clean. Grease or oil may cause your grip to slip and possibly cause injury.

 

6.   Clean up all oil or grease spills immediately to avoid slipping and falls.

 

7.   Do not use compressed air to clean clothes. Do not direct the air in the direction of another student. Blown particles can injure others.

 

8.   Always wear safety glasses when there is risk of flying or falling debris (e.g., under a vehicle or when using the grinder or drill).

 

9.   Always wear safety glasses when handling batteries and avoid contact with the acid inside the battery.

 

10.  Cars can fall off jacks! Always be sure the jack is correctly centred. Always place safety stands under the vehicle. Never touch a jack when someone is under a vehicle.

 

11.  Use the right tool for the job. Incorrect use of tools can result in tool breakage, damage to the job, or personal injury.

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.

 

 

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