Course Overview

Transportation Technology, Grade 11, College Preparation, TTJ3C

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Technological Education, 2000.

Course Description

This course examines the infrastructure required for the operation of land, air, and/or marine vehicles. Students design, construct and modify vehicles, and apply safe work practices and procedures using current technology. Students also develop effective communication and teamwork skills when developing solutions to managing vehicle support systems, investigate the educational requirements for career opportunities in the transportation sector, and analyse the impact of transportation technology on society and the environment.

This course is designed to allow students to explore the wide range of transportation systems, energy sources, power systems, and related career opportunities for technicians, technologists, and engineers. While many activities are written for the automotive sector to reflect the direction of the majority of schools in Ontario, all can be adapted to any of the multi-faceted areas of transportation, as local resources and needs dictate. As a major focus of the course, students examine the social and environmental issues related to design choices in air, land, and marine mass transportation systems.

How This Course Supports the Ontario Catholic School Graduate Expectations

Professionalism in a technical field is presented as opportunities to serve God both within the students own community and globally. Through the examination of the choices that a student can make in a technological world, students develop their God-given potential and learn to make meaningful contributions to social justice issues such as protecting the environment, moral and ethical use of technology in the workplace, and striving to enhance the quality of life in our communities. Individual decision-making and collaborative efforts are explored as students develop knowledge and skills applicable in the critical analysis of transportation infrastructures, in light of the ethical stewardship of our environment and world communities. Students reflect on respect for the environment and wise use of resources, while acknowledging the diversity and interdependence of the world’s various groups, people, and cultures. Applying the opportunity to improve the lives of others will be integral to success.

Since transportation systems can be major sources of pollution, threatening human health and the ecological integrity of our planet, this course includes education related to environmental justice set within the context of the Christian faith. Furthermore, social justice enters the picture when transportation policy neglects affordable public transportation. This course provides opportunities for critical reflection of these issues and responsibilities.

Course Notes

The activities in this course are designed to address a set of themes related to the diversity of transit systems and transportation infrastructures. Transportation is addressed in a global perspective in direct relationship to environmental and human needs issues. The student-centred, activity-based delivery of course materials provides opportunities to develop individual and group skills. Time management skills are essential as students are given an opportunity to design and construct models to solve transportation problems following organized plans.

Teachers are encouraged to use the Grade 10 Transportation Course Profile as a resource in planning activities in Grade 11. The Grade 12 policy document outlines the directions students would normally pursue and can give teachers guidance for course planning. In addition to the Grade 12 Transportation course (TTJ4C), students may be directed to Cooperative Education or School to Work Programs for further exploration of interest in the subject.

Special considerations are made in the course to incorporate specific health and safety guidelines such as the Workplace Hazardous Materials Information System (WHMIS). Teachers must note safety considerations and regulations from such organizations as the Industrial Accident Prevention Association (IAPA) and the Workplace Safety Insurance Bureau (WSIB) that impact the transportation industry and in turn, the technical classroom. Safe practices in the workshop must be addressed and reinforced throughout the course to ensure students learn and practice safe operating procedures in the classroom.

Teachers must address security and safety issues on the Internet by implementing school board policies on appropriate student use and access to Internet services.

Awareness of careers in transportation can be accomplished in a variety of ways, e.g., job shadowing, computer/Internet research, field trips, guest speakers, and introduction to Co-op and OYAP programs. Investigations into local transportation infrastructures will help students connect classroom concepts with work environments.

Units: Titles and Time

* Unit 1	Transportation Systems	35 hours
Unit 2	Managing Transportation Facilities	15 hours
Unit 3	Conversion of Energy	20 hours
* Unit 4	Vehicle Systems Design	40 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Transportation Systems

Time: 35 hours

Unit Description

Students explore the vast array of land, marine, and aerospace transportation systems in use throughout the world. Students research systems and vehicles used in moving people and products, and identify design considerations, including energy use and methods of power generation. Students analyse and compare various modes of transportation, in terms of environmental and social impacts, both locally and globally.

Students examine design considerations, solving problems of moving people and goods, both in mass transit and in personal transportation. Students examine issues related to infrastructure, human needs, economics, and historical perspectives. Through their project work, students develop attitudes and values to promote social responsibility, human solidarity, and the common good.

Unit 1 Overview Chart

Cluster	Expectations	Assessment	Focus
1.1	TFV.03, TFV.04; TF2.01, TF2.02, TF2.03, TF2.04; ICV.04; IC1.01, IC1.02; CGE2a, 3b	Knowledge/Understanding Thinking/Inquiry Communication Application	Identify and analyse transportation systems in terms of comfort, efficiency, cost and environmental and societal impacts
1.2	TFV.01, TFV.02; SPV.01, SPV.03, SPV.04; ICV.01; TF1.01, TF1.02; SP1.01, SP1.03, SP3.01; IC1.03; IC2.06; CGE3c, 4a	Knowledge/Understanding Thinking/Inquiry Communication Application	Develop solutions to problems within transportation systems and methods of implementing modifications
1.3	SPV.01, SPV.04; SP1.04, SP1.05; SP2.01; CGE3e	Knowledge/Understanding Thinking/Inquiry Communication Application	Construct a dynamic model to display modifications
1.4	TFV.02, TFV.03; SPV.03; TF1.01; SP1.06; SP3.01, SP3.05; CGE5a, 5e	Knowledge/Understanding Thinking/Inquiry Application Communication	Communicate problems, ideas, and solutions

Unit 2: Managing Transportation Facilities

Time: 15 hours

Unit Description

Students study issues of quality control, inventory control, human resources, and the ways owners and managers ensure compliance with current health and safety, vehicle safety, and other legislation for specific transportation facilities. Through the activities in this unit students learn the issues involved in owning and operating their own transportation facility, which could include service centres, testing facilities, transit hubs, shipping and receiving terminals, etc. A key focus of this unit is to investigate moral and ethical business practices and social responsibilities.

Unit 2 Overview Chart

Cluster

Expectations

Assessment

Focus

2.1

ICV.01, ICV.02, ICV.03; IC1.02, IC1.03; IC2.01, IC2.03, IC2.04, IC2.05, IC2.06; CGE2b; CGE3f; CGE7d, CGE7j

Knowledge/ Understanding

Thinking/ Inquiry

Communication

Application

Health and safety and vehicle safety

2.2

TFV.01; TF1.02; SPV.01, SPV.03; SP1.01, SP1.02, SP1.03, SP1.04, SP1.06; SP2.03, SP2.04, SP2.05; SP4.03; CGE2e; CGE3f; CGE7j

Knowledge/Understanding

Thinking/Inquiry

Communication

Application

Small business management

Unit 3: Conversion of Energy

Time: 20 hours

Unit Description

Students take an in-depth look at methods used to convert energy to power vehicles, and the effects of energy consumption on society and the environment. Students study engine design and classifications, and the scientific principles used in energy conversion in traditional and alternative fuel engines. Students acquire understanding of basic engine concepts, terminology and operations of piston engines, rotary, turbine, and reaction engines, hydrogen fuel cells, and devices used to reduce emissions. Students perform appropriate technical practices involved in engine operations and diagnostic flow charts. Activities range from engine repairs and testing, model-making and reporting, experimentation with electric motors, and a study of hydrogen fuel cell technology. Students are also made aware of their ethical duties and social responsibilities in ensuring care and stewardship of the environment.

Unit 3 Overview Chart

Cluster	Expectations	Assessment	Focus
3.1	IC2.03, IC2.04, IC2.05, IC2.06; ICV.02, ICV.03 CGE1I; CGE7I; CGE2b	Knowledge/Understanding Thinking/Inquiry Communication Application	Introduction to (OHSA) WHMIS Engine classifications
3.2	TF3.01, TF3.02, TF3.03; SPV.02; TF3.03; SPV.04 CGE3f	Knowledge/Understanding Thinking/Inquiry Communication Application	Scientific principles, engine concepts, terminology
3.3	SP3.02, SP3.04 CGE2b	Knowledge/Understanding Thinking/Inquiry Communication Application	Develop computer engineering drawing of one integral part of the internal combustion engine
3.4	SPV.02, SPV.03, SPV.04; SP2.01; SP4.01 CGE2b	Knowledge/Understanding Thinking/Inquiry Communication Application	Specific engine measurements and drawings
3.5	SPV.02, SPV.03; SP2.03; SPV.04; SP2.01, SP2.04, SP2.05 CGE2c; CGE3f; CGE7i	Knowledge/Understanding Thinking/Inquiry Communication Application	Service facility plan

Unit 4: Vehicle Systems Design

Time: 40 hours

Unit Description

In this culminating unit, students apply their knowledge and skills in developing a model or prototype vehicle system to solve specific problems in transporting goods or people. Vehicle designs may be related to aerospace, land, or marine systems studied in Unit 1, testing devices used in Unit 2 and/or incorporate power systems studied in Unit 3. Project selection may be drawn from vehicle components or systems as found in concept cars or motor-sport, replacement or after-market accessories, testing devices, or special use modifications such as those developed for the handicapped. In developing vehicle systems (or improving existing ones), students consider such parameters as economic, environmental, and production methods, as well as design parameters such as ergonomics, efficiency, aerodynamics, and mechanical engineering concepts. Students reflect and create meaningful solutions using a holistic approach to problem solving and decision making with an informed conscience and a goal to work towards the common good.

Unit 4 Overview Chart

Cluster

Expectations

Assessment

Focus

4.1

TVF.01, TVF.02; TF1.01, TFI.02; SPV.03, SPV.04; SP1.02, SP1.03, SP1.04, SP1.05; ICV.01, ICV.02; IC1.02; IC2.01

CGE2c; CGE3e, CGE3f; CGE4a, CGE4b, CGE4c

Knowledge

Inquiry

Communications

Application

Design solutions to problems in vehicle engineering, (analyse, model, draw, test)

4.2

TFV.01, TFV.02, TFV.04; TF1.01, TF1.02; SPV.03, SPV.04; SP1.04SP1.05, SP2.01, SP2.02; SP3.01, SP3.05; SP4.02; ICV.02; IC2.01

CGE3f; CGE5f, CGE5g

Knowledge

Inquiry

Communications

Application

Fabricate and test solutions to vehicle design engineering problems

Teaching/Learning Strategies

· The study of transportation involves generating solutions to problems in transporting goods and people via air, space, land, and marine environments. This course requires a hands-on, project-based approach that incorporates individual and team efforts, a flexible process for generating ideas, and a variety of materials and tools to model, test, and communicate solutions. Historical analysis and examination of local solutions and problems is critical to the development of students’ appreciation of engineering and scientific concepts, as well as social and environmental issues.

· In a transportation design project, the teacher provides students with a design brief that describes: the problem to be solved; the constraints or criteria to be met in the solution; and in many cases, possible paths to take to develop a viable solution. Activity initiation may take place with the whole classroom, or with select groups.

· It is important to provide students with the assessment criteria before initiating the project and to discuss the strategies for attaining their maximum potential. Teachers should also discuss the production and maintenance of a portfolio as each activity is begun.

· Teachers may elect to provide students with a list of the course projects at the beginning of the course, or to introduce them in sequence. This lends itself to a variety of strategies for learning that is dependent on the project, the level of student understanding and experience, and the availability of local facilities and resources.

Possible teaching and learning strategies in a design project include:

· Group collaboration: students work in teams or with partners to accomplish specific tasks. Individuals with differing strengths, skills, and knowledge work together to solve problems. Group learning provides high levels of student engagement and interdependence. Conflict resolution is utilized in the observation of the student’s ability to resolve differences in a mature manner. Teachers establish a learning environment modelled after a service shop, engineering office, or race team prototype shop dependent on the project.

· Individual effort: students work independently to accomplish specific tasks or research topics of interest. This may include reporting or completing individual tasks related to a group project. Time management skills are addressed as both individual and group deadlines are clearly posted and adhered to.

· Class discussion: students actively participate by taking turns discussing relevant topics in the units of study. Teachers may direct discussions by posing initial questions, by demonstrating specific procedures or by presenting a media topic related to the current activity. Student-to-student conferencing in groups should be done with outlined direction.

· Theoretical study: students learn concepts and theory in application through the study of appropriate texts and manuals. Theoretical concepts are taught through Socratic lessons provided by the teacher or invited guests, or through assignments that involve research and study into technical procedures that apply to the current activities.

· It should be noted that important issues such as safety (WHMIS, OHSA) must be reinforced throughout the course. Following initial discussions and acceptable testing results, a safety passport is assigned to each student. Teachers reintroduce specific related safety topics as required.

· It is important that teachers distribute assessment/evaluation rubrics at the beginning of each activity to guide students’ development and to direct student efforts.

· A key component of this course is that students be made aware of career opportunities in the field of transportation. Strategies such as inviting guest speakers, conducting field trips or industry visits, participating in community-based projects, encouraging and marketing job shadowing, and participation in co-op or apprenticeship placements are highly recommended. Postgraduate studies and the procedures in applying to college programs and apprenticeships should be highlighted, to reflect the wide range of opportunities for students to easily explore areas of interest. Teachers could also incorporate investigations into career opportunities in transportation throughout the course.

Assessment & Evaluation of Student Achievement

· Assessment and evaluation criteria must be clearly explained to students at the beginning of the course and at the onset of each activity. Performance assessment includes analysis of the completed task and of students’ use of correct procedures and safe conduct. Knowledge acquisition can be evaluated through testing, written reports and assignments, and formal student presentations. Teachers assess individual students’ progress through daily observation and self and peer assessment. Evaluation of thinking/inquiry skills may take the form of testing for rationalization of design choices and evaluating the development of ideas into concrete products.

· Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

· It is important for the teacher to provide multiple opportunities for all students to participate in the activities. Teachers must evaluate students individually, even while working within a collaborative group. Possible strategies include:

· individual deliverables, such as a research report, or detailed work order;

· a daily job or task sheet, to be signed by students and the teacher (Note: these sheets can be attached to an end report, clearly indicating each group members respective accomplishments.);

· individual conferencing (i.e., teacher-to-student discussions to assess development and to encourage or motivate);

· development of individual portfolios, skills profiles, log books, or time cards.

Assessment Category	Methods of Assessment
Knowledge/Understanding	Written, oral and/or practical tests Student/teacher conferencing Class presentations Formal projects Teacher observation Written assignments Written reports on diagnostic tasks
Thinking/Inquiry	Sequenced procedural lists Written reports on diagnostic tasks
Communication	Report writing Class presentations Customer relations Notebook
Application	Teacher observation of safe work habits Student/teacher conferencing
Final Assessment	Teacher observation of hands-on skills Written testing Problem-solving and/or design tasks

Accommodations

Various accommodations may be made throughout the program as required. They include one-to-one teaching/conferencing, adaptation of handouts, small group learning, and/or peer tutoring. Activities are monitored and adapted to meet the needs of all learners by applying various accommodations such as allowing increased time for activities, and facilitating peer tutor assistance when possible. Teachers using the course profiles are expected to be acquainted with students Individual Education Plans (IEPs) and the unique learning characteristics of their individual students in order to make the necessary accommodations.

Specific accommodations in the transportation activities include:

· additional assistance for physical tasks;

· additional language resources (especially for technical terms);

· templates or additional templates to assist in completing drawings or reports;

· peer tutoring or additional help in record-keeping, diagnosing, measuring, computing or fabricating tasks;

· examples of completed assignments;

· simulated faults for service challenges;

· one-on-one assistance in sequencing tasks.

Resources

Various resources are used throughout the course including the school Library/Resource Centre, public library, research software, transportation textbooks, websites, equipment and vehicle technical manuals, instructional videos, and community industry experts. Special tools may be required for several procedures, such as compression testing. 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 into students’ notebooks. Other resources, such as a teacher-developed worksheet of procedures and observations, are to be completed by students at predetermined points in the activity.

Print

Carlson, D. Lisa Wormser, and Cyrus Ulberg. At Roads End: Transportation and Land Use Choices for Communities. Island Press, 1995. ISBN 1559633387

Daiber, Robert and Thomas L. Erekson. Manufacturing Technology Today and Tomorrow. United States: Glencoe/McGraw-Hill Educational Division, 1991. ISBN 0-02-675751-6

Erjavec, Jack Automotive Technology, A Systems Approach, 3rd ed. Columbus State Community College: Delmar Thompson Learning, 2000. ISBN 0-7668-0673-1

Forester, John. Bicycle Transportation: A Handbook for Cycling Engineers. MIT Press, 1994.
ISBN 0262560798

Giachino, J.W., William Weeks, and Elmer Brune. Welding Skills and Practices, 4th ed. United States: American Technology Society, 1974. ISBN 0-8269-3042-5

Komacek, Stanley, Anne Lawson, and Andrew C. Horton. Manufacturing Technology. United States: Delmar Publishers Inc., 1990. ISBN 0-8273-3462-1

Krar, S.F. and J.W. Oswald. Technology of Machine Tools, 3rd Ed. United States: McGraw-Hill Ryerson, 1987. ISBN 0-07-549025

Sperling, Daniel. Future Drive: Electric Vehicles and Sustainable Transportation. Island Press. 1995.
ISBN 155963328X

Wells, Alexander T. Air Transportation: A Management Perspective. Broward Community College: Brooks/Cole, 1997. ISBN 0534534783

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Scotty’s Centre for Technology Education (Scotty's Design Shack, on design teaching) -
http://www.millenniumwave.com

Air Quality Program – Pollution Probe - http://www.pollutionprobe.org/air/index.htm

American Public Transportation Association - http://www.apta.com/

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

Inductrac - http://www.llnl.gov/str/Post.html

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

Microsoft Office Update Page - http://officeupdate.microsoft.com/articlelist/o2kPowerPointArticles.htm

Provides “How to” and “Tricks and Tips” articles for using Microsoft Power Point software

Presentations.Com - http://www.presentations.com/ Provides several links on strategies for a good presentation and information on software applications.

Project California - http://merkury.saic.com/calif/maglev.html

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

The Subway Page - http://www.reed.edu/~reyn/transport.html

Transportation Research: The University of Leeds - http://www1.leeds.ac.uk/~yimling

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

Catholic Conservation Centre - http://conservation.catholic.org

Online Ethics Centre for Engineering and Science - http://onlineethics.org

CD-ROM

Microsoft Encarta Encyclopaedia. CD-ROM. Microsoft #X03-52495

Presentation software such as Corel Presentation or Microsoft Power Point

Video editing equipment or software such as Avid Cinema.

Videos

Several video tapes are available from:

The Learning Tree www.autovideo2000.com

ICS Learning www.icslearning.com

OSS Considerations

The Grade 11 College Preparation Transportation Technology Course is designated as a Technological Education program. (See The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses.) Students can use this course as an additional 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 their studies in Grade 12, Cooperative Education or the Ontario Youth Apprenticeship Program, and to instil in them the need for life-long learning in the workforce.

Students are involved in 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 accommodations to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/cooperative education, conflict resolution/violence prevention, and community partnerships may be addressed in the day-to-day progression of the course. All of these support many of the Ontario Secondary School Policies.

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

Coded Expectations, Transportation Technology, Grade 11,
College Preparation, TTJ3C

Theory and Foundation

Overall Expectations

TFV.01 · apply the design process to develop solutions, products, processes, or services in response to challenges or problems in transportation technology;

TFV.02 · describe how materials and processes are used to produce solutions to meet human needs and wants related to transportation;

TFV.03 · identify the impact of the movement of people and goods on vehicle systems and modes of transportation (highway, rail, air, water, pipeline);

TFV.04 · describe the forms of energy used to power vehicles and transportation systems and explain the different types of energy conversion used for each.

Specific Expectations

The Design Process

TF1.01 – explain how human needs or wants related to transportation can be met through a new or improved vehicle or system;

TF1.02 – apply the following steps of the design process to solve a variety of transportation technology challenges or problems:

q identify what has to be accomplished (the problem);

q gather and record information, and establish a plan of procedures;

q brainstorm a list of as many solutions as possible;

q identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

q evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

q produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

q evaluate the prototype and determine the resources, including computer applications, required to produce it;

q communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;

q obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.

Transportation Systems

TF2.01 – describe the importance of transportation systems to maintaining our quality of life;

TF2.02 – explain how people and goods are moved by highway, air, rail, water, and pipeline transportation systems;

TF2.03 – describe the importance of distance, weight, and volume when selecting the most cost-efficient means of transporting goods;

TF2.04 – explain how comfort and speed relate to the selection of the most cost-efficient means of transporting people.

Energy and Energy Conversion

TF3.01 – explain the difference between internal and external combustion engines;

TF3.02 – describe the conversion of energy in reciprocating, rotary, rotor, and turbine engines, and the use of linear motion in vehicle engines and motors;

TF3.03 – describe and evaluate the conversion of an energy source into power in piston, rotary, and jet engines.

Skills and Processes

Overall Expectations

SPV.01 · design and produce models of different mass-transit systems that indicate the advantages and disadvantages of each system;

SPV.02 · use current technology and procedures to service and repair vehicles and transportation systems;

SPV.03 · use a variety of communication techniques to model and communicate product ideas, materials, and specifications;

SPV.04 · use mathematical and language skills and apply technological and scientific principles in the design, construction, and modification of vehicles and infrastructure for various modes of transportation.

Specific Expectations

Organizational Skills

SP1.01 – develop systems for production, marketing, personnel, and financial control related to transportation systems;

SP1.02 – use computers to help develop, operate, and control transportation systems;

SP1.03 – sketch appropriate solutions to defined problems to scale showing orthographic and isometric views;

SP1.04 – use fabrication techniques to mock up or model potential solutions to a transportation technology challenge;

SP1.05 – test materials and products to develop the best solution to a transportation technology challenge;

SP1.06 – select and use appropriate software to develop marketing strategies for a solution to a transportation technology challenge.

Applied Work Practices and Procedures

SP2.01 – select and use a wide variety of hand and machine tool procedures to repair, service, fabricate, and modify a vehicle or a transportation system;

SP2.02 – measure electrical flow, weight, capacity, length, area, volume, and pressure when diagnosing problems in vehicles and transportation systems;

SP2.03 – design and implement an inventory control system for a vehicle service facility;

SP2.04 – plan, organize, direct, and operate a vehicle service facility and evaluate the facility’s efficiency;

SP2.05 – recommend appropriate modifications to specific operations of a vehicle service facility.

Communication Skills

SP3.01 – interpret assembly drawings to identify and describe the components of a vehicle or a transportation system;

SP3.02 – develop an accurate bill of material that indicates the specifications and quantity requirements of specific parts of a vehicle or a transportation system;

SP3.03 – develop effective engineering drawings using a computer-aided drafting program to solve challenges in vehicles and transportation systems;

SP3.04 – produce engineering reports that clearly communicate the specifics of a service or a repair;

SP3.05 – prepare and present effective oral reports about a product or process.

Interdisciplinary Applications

SP4.01 – apply mathematical skills in spreadsheet analysis to measure to close tolerances and to control inventory, sampling, costs, and quality;

SP4.02 – apply appropriate scientific principles or practices when selecting and specifying materials, determining forms of energy conversion and power transfer, and designing ergonomically effective vehicles;

SP4.03 – use appropriate language in flow charts, operation and inspection charts, job descriptions, lists of tooling requirements, or quality-control programs.

Impact and Consequences

Overall Expectations

ICV.01 · make informed decisions that take into consideration the social and environmental consequences related to the transportation sector;

ICV.02 · describe, and apply where appropriate, the exemplary practices that are essential to safe work environments and practices;

ICV.03 · describe the role of health and safety legislation related to the transportation sector and to transportation technology programs in schools;

ICV.04 · describe the postsecondary and career opportunities available in the transportation sector following graduation from a college program.

Specific Expectations

Impacts

IC1.01 – describe the consequences of transportation technology for individuals and for society (e.g., by conducting a survey to document how an efficient mass-transit system affects the travel time for a commuter, or by investigating the demographics of commuting and identifying whether the current mass-transit system in their region could handle the anticipated population growth over the next five years);

IC1.02 – describe the possible impact of transportation technology on the environment;

IC1.03 – identify a variety of materials, processes, and waste-management methods that would minimize the negative impact of a transportation-related activity.

Safety and Legislation

IC2.01 – apply safe work practices when performing transportation-related processes;

IC2.02 – identify potential hazards in a workplace related to the transportation sector by conducting safety audits and inspections;

IC2.03 – describe specific components of the Occupational Health and Safety Act (OHSA) related to transportation technology and the actions required to adhere to the act;

IC2.04 – explain the use of the Workplace Hazardous Materials Information System (WHMIS) and the importance of consulting material safety data sheets (MSDS) whenever appropriate;

IC2.05 – recognize the meaning of the hazard labels associated with WHMIS;

IC2.06 – describe and evaluate the legislation pertinent to land, air, and marine vehicles, as well as to working conditions and practices (e.g., legislation regulating such things as emission testing, minimum fuel economy standards, safety specifications, and minimum crash test standards).

Education, Training, and Career Opportunities

IC3.01 – describe the scope of career opportunities in the transportation sector;

IC3.02 – identify specific educational and training requirements for careers in the transportation sector;

IC3.03 – describe career programs related to the transportation sector such as cooperative education and Ontario Youth Apprenticeship Programs (OYAP);

IC3.04 – explain the differences in the roles of technicians, technologists, and engineers, and the educational requirements for each.

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.

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Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Transportation Systems

Unit 2: Managing Transportation Facilities

Unit 3: Conversion of Energy

Unit 4: Vehicle Systems Design

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

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CD-ROM

Videos

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations