Course Profile Transportation Technology,
Grade 10, Open, Public
Unit 1: Evolution of Transportation Technologies
Time: 10 hours
Activity 1 | Activity 2 | Activity 3
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.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01T; TFV.02T; TFV.03T; TFV.05T; ICV.01T; ICV.02T; ICV.03T; SPV.04T.
Specific Expectations: TF1.01T; TF1.03T; TF1.07T; TF1.09T; SP1.05T; IC1.02T; IC1.03T; IC1.06T.
|
Activity 1 |
Research and Presentation Project |
240 minutes |
|
Activity 2 |
Visual Presentation |
240 minutes |
|
Activity 3 |
Industry Visit and Report |
120 minutes |
· Research skills
· Knowledge of how to work effectively in group settings
· Basic Internet/keyboarding skills (preferred)
· Understanding of the rules and safety requirements of the technical facility
· Understanding of the design process, including generating sketches, drawings, prototypes
· Interview skills
· Awareness of acceptable personal conduct standards
· Understanding of rules and safety requirements of the business to be visited
The activities described in this unit may be spread out over the duration of the course to allow students time to research various topics and to integrate theoretical activities with more 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 these 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, History may assist in contextualizing evolutionary time-lines discussed in this project, or Visual Arts for background design, Technological Design for designing activities, and Construction Technology for model building.
The technical facility should have sufficient bench space for the construction 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., band saw) may be desirable. If the necessary equipment is located in another room, another teacher must monitor the students during the use of the equipment.
The teacher should arrange to have the use of a quiet, well lit room during presentations.
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 (e.g., job shadowing, computer career and education research, field trips, guest speakers, etc.) will allow for career orientation;
The first activity 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 students to research and create a model or other acceptable visual display of transportation technology to present to the class. The final activity requires that students visit a local transportation facility, collect specific information, and report their findings to the class. This activity is an independent study project to be completed after school or on weekends.
This unit incorporates a variety of teaching and learning strategies, including teacher-directed activities, individual learning activities, group work and co-operative learning strategies. The teacher provides students with the information, resources, and guidance necessary to complete each task safely and with maximum opportunity for success. Students must be given opportunities to work independently and in groups to perform the following tasks:
· problem solving and brainstorming;
· following design processes;
· collecting information;
· assessing projects.
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. See the Safety Passport model of tracking safety instruction (See Appendix 1.).
Activities can be modified to meet the needs of all learners by applying various accommodations, such as allowing increased time for activities, enhancing or compacting course content, assisting during evaluation processes, and facilitating peer-tutor assistance where possible.
· Assessment is an ongoing daily process that may include: daily/weekly log/journal entries, project portfolio, regular practical and theory tests and/or quizzes, activity worksheets and exercises, project evaluation criteria, student/group presentations, conferences, self and/or peer critiques, and activity rubrics.
· 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.
Schwaller, Anthony E. Transportation
Energy and Power Technology. Glencoe McGraw-Hill.
ISBN 0-8273-3227-0
local telephone books with yellow pages
business directories
Microsoft Encarta Encyclopedia. CD-ROM. Microsoft #X03-52495
How Things Work
http://www.howthingswork.com/
Lets Find Out
http://directory.netscape.com/reference/encyclopedia/Letsfindout.com/Aviation/
Inner.Auto
www.innerauto.com
Other resources such as a teacher-developed worksheet of procedures and observations to be completed by students at predetermined points in the activity
Several video tapes are available from:
THE LEARNING TREE
www.autovideo2000.com
Time: 240 minutes
Working individually or in small groups, students select a mode of transportation (land, air, space, or sea). Students conduct research into the evolution of the selected mode of transportation. Research should reflect upon the history of the system, its mechanical origins, and its evolution into present day application. Other areas of research may include support systems or industries, employment opportunities and possible social, technological, economic and environmental implications that have occurred throughout the development of the selected transportation system. Students present research findings to the class.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01T - 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;
IC1.06T - describe related career opportunities and the education and training required to gain entry to these positions.
· Research skills
· Knowledge of how to work effectively in group settings
· Basic Internet/keyboarding skills (preferred)
The teacher arranges access to the school Library/Resource Centre and to the Internet.
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, Business Studies may assist with keyboarding and Internet skills and History may assist in contextualizing evolutionary time-lines discussed in this project.
Other resources 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).
1. The teacher introduces the activity by leading an in-class discussion of the evolution of all major areas of transportation evolution (including developments and advancements in vehicles, systems and infrastructure). From this discussion generate a list of possible research topics. Further in-class discussion produces a list of creative means of presentation, including video taping and editing presentations, using presentation software, using overhead slides, camera slides, mock interviews, actual interviews (video-taped or live), etc.
2. Each student or group of students selects a topic and creates a written description of the activity requirements to be met, including the means of presentation, roles of each member in the group, progress schedule with due dates, and evaluation criteria/marking scheme.
3. Students conduct individual and group research using all types of reference media, including texts, manuals, magazines, visits to local businesses, specialized software and Internet search engines.
4. Each student prepares a written report of their findings and students make their presentations to the class and invited guests.
5. At the conclusion of the presentation, the students take questions from the audience, demonstrating their learning. A student-developed quiz may be given to the class to demonstrate the presenters’ ability to determine key information and the audience’s learning.
Assessment will take place a various stages throughout this activity, including:
· completion of work, problem-solving abilities and identification of next steps, to be assessed at pre-determined intervals;
· individual contributions to the activity, as assessed by log book entries:
· research – quality of research, bibliography and references, initiative in problem solving and staying on task;
· written report – content, accuracy of information, presentation, originality;
· verbal presentation – depth of understanding of subject, quality of presentation.
Sample Assessment Rubric for a Research Project
|
Expectations Students
will: |
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 |
|
Applies 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/analysis process |
- is able to retrieve 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.
Some program modifications and strategies may include:
· additional handouts to summarize written and discussion material;
· use of resource department for assistance with written assignments, tests;
· practical or oral testing in lieu of written tests;
· additional time allowance for completion of practical projects;
· flexibility in acceptable formats for project requirements (e.g.,, oral presentations, video tapes, demonstrations etc.);
· alternative homework assignments;
· consultation with parents;
· assistance with organization skills;
· modified work load;
· modified curriculum content where possible;
· additional one-on-one time by teacher or peer tutors;
· alternative activities to meet student’s needs.
In addition, consultations will be held with students, parents, resource, guidance and special education departments (when required) to assist in creating an IEP for students.
Andreae, C. Lines of Country.
Boston: Boston Mills Press. ISBN 1-55046-133-8
http://www.boston-mills.on.ca
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
Web Sites
How Things Work
http://www.howthingswork.com/
Hotbot search engine
http://www.hotbot.com/
Industry Canada
http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/tran_hpg.html
Popular Mechanics Magazine
http://www.popularmechanics.com/
Transport Canada
http://www.tc.gc.ca
CD-ROM
Microsoft Encarta Encyclopedia. CD-ROM. Microsoft #X03-52495
Time: 240 minutes
Students create a model or other three-dimensional visual display of a transportation system for presentation to the class. This display may include both a vehicle and/or a support system.
Students explore energy consumption, energy conservation and recycling within their selected transportation system and introduce these issues to their display in a way that demonstrates their understanding of methods for increasing the efficiency of energy use.
Some examples of models include public transportation vehicles, aircraft (commercial and personal), ships or boats, and heavy trucks. Some display examples include three-dimensional maps of trucking or shipping routes, a working model of a shipping lock, a model of an airport or shipping port.
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.
Specific Expectations
SP1.05T - describe and maintain support systems related to vehicle operation;
IC1.03T - explain the need to manufacture and dispose of vehicle system components in an environmentally friendly way.
The teacher arranges for Internet access for research purposes.
This activity may provide opportunities to integrate other curricular programs such as Visual Arts for background design, Design Technology and Construction Technology for model building, and Business Studies for teaching Internet skills.
The classroom should have sufficient bench space for the construction of projects. Depending on the medium selected, access to woodworking equipment (e.g., bandsaw) may be desirable. 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). If the necessary equipment is located in another room, another teacher must monitor the students during the use of the equipment.
Other resources necessary include:
· a teacher-developed handout detailing assignment requirements;
· an assortment of materials for construction of models (e.g., wood, plastics, cardboard, Styrofoam, other recycled materials);
· a selection of hand tools (e.g., scissors, utility knives, etc.);
· adhesives (e.g., glue, tape).
· Research skills
· Understanding of the rules and safety requirements of the technical facility
· Understanding of the design process, including generating sketches, drawings, prototypes
1. The teacher introduces the activity by leading a discussion in which several vehicles are listed and the support systems required to keep them moving are identified. The discussion should include the effects of vehicles and their support systems on our society and environment and how technology has reduced or aggravated any negative effects. Energy requirements today and in the future can be included. Students then select a form of transportation for study based on personal interest.
2. Each student or group of students negotiate a topic with the teacher as well as a written description of the activity requirements to be met, including specific areas to be developed during the activity, roles of each member in the group, progress schedule with due dates, and evaluation criteria/marking scheme
3. Students will utilize a design process and problem-solving model while developing a set of drawings that accurately describe the project they intend to build, e.g., a group researching shipping systems may choose to construct a working model of a lock. Each model or display must include details on how changing technology has affected the vehicle or system in terms of energy efficiency and environmental and social impacts. Students will rank their vehicle or display based on its contributions to our world and the consequences of its use.
4. Teacher should inspect and approve final drawings before students proceed with model construction.
5. Students conduct individual research using all available types of media to obtain information, specifications, design requirements etc. for their selected vehicle and its support system.
6. Students prepare rough drawings, isometric sketches, and drawings to illustrate and plan their models.
7. Students then construct models and background using a variety of materials. These materials will vary depending on the selected model and local availability but the use of recycled materials should be encouraged wherever possible. Science Fair-type backboards may be used for background display. Teacher will encourage artistic presentation and originality of display as well as quality of construction.
8. Students make their presentations to the class and invited guests. Presentations should include discussion of energy-related issues, such as propulsion systems and fuel efficiency. At the conclusion of the presentation, the students answer questions from the audience, demonstrating their knowledge of the topic. A student-developed quiz may be given to the class to demonstrate the presenters’ ability to determine key information and as well as the audience’s.
Students are assessed on several aspects of this project, including:
· completion of work, problem-solving abilities and identification of next steps, to be assessed at pre-determined intervals;
· individual contributions to the activity, as assessed by log book entries:
· research – quality of research, bibliography and references, initiative;
· written report – content, accuracy of information, presentation, originality;
· verbal presentation – depth of understanding of subject, quality of presentation.
Sample Assessment Rubric – Visual Presentation
|
Expectations
|
Level
1 |
Level
2 |
Level
3 |
Level
4 |
|
Research various transportation vehicles and related support systems. |
- displays limited initiative in performing and documenting effective research |
- demonstrates some research skills to locate adequate information required for further progress |
- effectively performs and documents research of transportation vehicles and related support systems |
- exhibits considerable initiative in performing in-depth research and accurately documenting sources of information |
|
Transfers concepts and skills to create an accurate and representative project. SPV.04T SP1.05T |
- applies few of the skills required and implements construction requirements with limited effectiveness |
- demonstrates some ability to transfer design concepts into project form and uses procedures and equipment to create a 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 |
|
Clearly communicates the ideas and issues and demonstrates insightful conclusions about transportation systems. TFV.03T ICV.03T |
- communication demonstrates limited clarity and 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 about transportation systems |
- communicates meaningful information with an exceptional degree of clarity and 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.
Some program modifications and strategies may include:
· additional handouts to summarize board and discussion material;
· use of resource department for assistance with written assignments, tests;
· practical or oral testing in lieu of written tests;
· additional time allowance for completion of practical projects;
· flexibility in acceptable formats for project requirements (e.g., oral presentations, video tapes, demonstrations etc.);
· alternative homework assignments;
· consultation with parents;
· assistance with organization skills;
· modified work load;
· modified curriculum content where possible;
· additional one-on-one time by teacher or peer tutors;
· alternative activities;
· enrichment opportunities.
The Arrowheads. Avro Arrow. Boston: Boston Mills Press. ISBN 1-55046-047-1
Andreae, C. Lines of Country.
Boston: Boston Mills Press. ISBN 1-55046-133-8
http://www.boston-mills.on.ca
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
Tatley. R. Northern Steamboats. Boston: Boston Mills Press ISBN 1-55046-165-6
Web Sites
Transport Canada
http://www.tc.gc.ca
Industry Canada
http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/tran_hpg.html
How Things Work
http://www.howthingswork.com/
Lets Find Out
http://directory.netscape.com/reference/encyclopedia/Letsfindout.com/Aviation/
Inner.Auto
http://207.139.204.68/tech/docs/tech/www.innerauto.com
CD-ROM
Microsoft ENCARTA Encyclopedia. CD-ROM. Microsoft #X03-52495
Time: 120 minutes
This activity provides students with the opportunity to explore career opportunities in the transportation field in their local community. Students will identify local transportation-related businesses and the employment opportunities associated with them. Students select or are assigned a local transportation facility to research, visit, collect specific information, and report back to the class. Areas 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. This activity will be completed after school or on weekends as an independent study project.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
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.
The teacher arranges to have use of a quiet room during presentations and access to the Internet.
Students may integrate certain aspects of these activities with curriculum from other courses. For example, English may assist with report writing and interviewing skills, Communications may assist with word processing and other multi-media presentation areas.
· Interview skills
· Awareness of acceptable personal conduct standards
· Understanding of safety rules at the business to be visited
1. As this activity is meant to be an independent study, the teacher facilitates students in completing the activity by clarifying instructions, assisting in identifying potential industries to visit and making arrangements to visit them, monitoring progress of the pre-visit report and assisting the student when problems arise.
2. The initial, organizational points are teacher-directed, but the balance of the activity requires the student to decide where and when they will visit, what questions will be asked in the interview, etc. All decisions, recorded in the pre-visit report are reviewed and approved by the teacher.
· The teacher introduces the activity by assisting students in developing a list of local transportation-related industries/businesses and the jobs associated with them.
· Each student negotiates with the teacher a worksite to visit, a written description of the activity requirements they will meet, a progress schedule with due dates, and an evaluation criteria/marking scheme.
· Students research the types of industries to determine their role within transportation; the product or services they provide. The Internet or local yellow pages or business directories will assist in locating this information.
· Students create a list of employment opportunities and their responsibilities within the industry.
· Each student selects a business in an area of employment that interests him or her and prepares a letter to the business requesting a visit.
· Upon acceptance, the student prepares a pre-visit report to be presented to the class. The report must include some information about the company and the jobs associated with it as well as information about the employee that the student will interview. The student also includes in the pre-visit report a list of known safety hazards at the business and what precautions to observe. (The student may also wish to ask the person being interviewed about their role in the company. The final presentation should also include a more detailed explanation of the job the student observed and why it was of interest.)
· Students engage in mock interviews in front of the class and develop a list of interview rules.
· The student prepares a list of potential questions to be asked at the interview.
· After the visit students report back to the class with a description of the visit and their findings. At the conclusion of the presentation, the students take questions from the audience, demonstrating their learning. A student-developed quiz may be given to the class to demonstrate the presenter’s ability to determine key information and the audience’s learning.
Students conduct visits/interviews on weekends or after school, making it unfeasible for direct teacher monitoring of this phase of the activity. The teacher assesses the student’s preparations for the visit (planning) and the final report presented in class after the visit. The completed pre-visit and post visit reports are evaluated.
The following sample assessment rubric can be adapted to assess the student’s visits and reporting.
Sample Assessment Rubric for The Industry Visit
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Identify and explain relationships of local businesses to transportation TFV.03T TFV.05T ICV.02T TF1.09T |
- able to list several local businesses related to transportation industry |
- able to list and state the significant contributions of several businesses to the transportation field |
- able to list and state contributions of businesses and state several job opportunities within each business |
- able to list and state contributions of businesses and describe several jobs and their responsibilities within one industry |
|
Identify job related safety risks TF1.01T |
- able to list several hazards common to many industries |
- able to list preventative measures to observe |
- able to list job hazards specific to business being visited |
- able to list preventative measures for specific hazards of business visited |
|
Produce pre and post visit reports containing all required elements ICV.02T IC1.06T ICV.02T IC1.06T |
- report lists business to be visited, date and contact person - report lists a general description of student activities and observations person |
- report also includes background information on company and its services or products - report lists a detailed description of student activities and observations |
- report also includes several
employment opportunities and their descriptions - report also includes a description of job responsibilities -list of safety rules/issues |
- report also includes specific job to
be explored and a list of questions to be answered - report also includes student’s reflection on visit, job, and potential |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Some program modifications and strategies may include:
· pre-printed report forms for students unable to develop their own;
· a peer helper to accompany students on the visit to assist in gathering information;
· oral presentations in lieu of written reports;
· omission of certain procedures which require greater skill level;
· consultation with parents;
· assistance with organization skills;
· enrichment activities, including performing the role of peer helper to assist during a visit;
· assignment of individual study topics or a second visit for extra credit.
Schwaller, Anthony E.
Transportation Energy and Power Technology. Glencoe McGraw-Hill.
ISBN 0-8273-3227-0
Swartz, Mark. Get Wired, You’re Hired. Toronto: Canadian Association of Career Education and Employers, 1999. ISBN 0-921589-81-6
Web Sites
Canada WorkinfoNET; Source of
career, education and labour market information for Canadians
http://www.workinfonet.ca
Canlearn Interactive; Human
Resource Development Canada: Career information
http://www.canlearn.ca,
Human Resource Development
Canada; Career information
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml
Society of Automotive Engineers
http://www.sae.org/index.htm
Transport Canada
http://www.tc.gc.ca
Other
telephone directories (yellow pages)
business directories
word processors
school Library/Resource Centre