Course Profile Transportation Technology, Grade 11, College Preparation, Catholic and Public
Unit 4: Vehicle Systems Design
Time: 40 hours
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.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
4.1
Designing Vehicle Systems |
1200 min |
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 Communication Application |
Examine
design criteria and develop ideas to solve prescribed design problem. Examine
pictorial drawings and several drawing methods to create plans, calculate
dimensions and draw various sections of the vehicle to scale. Examine
fabrication concepts, aerodynamics, aesthetics, and engineering testing. |
|
4.2
Implementing Vehicle Design Ideas |
1200 min |
TFV.01,
TFV.02, TFV.03; TF1.01, TF1.02; SPV.03, SPV.04; SP1.04, SP1.05; SP2.01,
P2.02; SP3.01, SP3.05; SP4.02; ICV.02 CGE3f;
CGE5f, CGE5g |
Knowledge Inquiry Communication Application |
Completion
of design solution, testing, and presenting |
Time: 1200 minutes
Students
design and build engineered solutions to challenges in transportation vehicles.
Students generate ideas through sketching, modelling, testing, and technical
drawing techniques. Students examine vehicle design evolution, concepts in
aerodynamics, aesthetics, and ergonomics. To develop their ideas, students
build models and prototypes, produce pictorial and orthographic drawings, and
test components and systems. Students demonstrate consideration of others and
take initiative to demonstrate Christian stewardship of the environment and of
the workplace.
Strand(s): Theory and Foundation, Skills and Processes, and
Impact and Consequences
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;
Specific
Expectations
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:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
- evaluate the solutions (e.g., by testing, modeling, and documenting results) and choose the best one;
- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
- 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;
- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.
Skills and Processes
Overall
Expectations
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
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.
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.
Specific
Expectations
IC1.02 -
describe the possible impact of transportation technology on the environment;
IC2.01 -
apply safe work practices when performing transportation-related processes.
Ontario
Catholic School Graduation Expectations
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
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;
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.
·
A
basic understanding of research techniques, basic steps in the design process,
and a general understanding of the rules and safety requirements of the technical
facility acquired from the previous chapters.
·
Teachers
should review basic concepts, particularly safety standards, before initiating,
and throughout the activity.
The
important aspects of this activity are:
·
Design
and develop solutions by examining systems, such as control, propulsion,
powertrains, aerodynamics, and ergonomics, or transportation systems such as
rail, marine shipping, trucking, etc.
·
Develop
solutions to prescribed transportation problems by applying a step-by-step prototyping
procedure.
·
Develop
solutions by applying fabrication, modeling and drawings techniques.
·
Develop
an understanding of material properties and modeling processes.
·
Identify
environmental issues related to the activity (issues such as improvement of fuel
consumption, improvement of efficiency of transportation systems, etc.)
·
Teachers
pre-select a design situation, ideally based on previous work in the course.
The situation and final products can take many forms, including:
· full-scale alternative power vehicle (human powered, electric vehicles)
· radio controlled scale model vehicles (airplanes, blimps, boats, land vehicles)
· full-scale systems re-design (auto, marine, aerodynamic styling alterations, power transmission systems [gears, sprockets, belts, etc.])
· testing devices or service equipment (ATV ramp hoist/trailer)
·
Typical
projects may include an electric powered vehicle for a competition (e.g.,
Queens Electric Car Race, EVCO race), radio control boats or airplanes to test
concepts in aerodynamics, or go-carts altered to test concepts in power
transmission, braking, suspensions, or fuel types. An important aspect of any
project is to give students the opportunity to engineer solutions to
transportation vehicle problems or situations.
·
In
this activity, students develop models, test models, plans and drawings to
create a vehicle based on provided criteria. The focus of the activities in
this unit should be to encourage working models or prototypes, and to engage
students in developing mechanisms for control, power, and suspension.
·
Teachers
may elect to either present the project as a competition among design groups,
or separate students into different design teams to cover aspects of one or
more vehicles such as steering, motive power systems, controls, aerodynamics,
etc. Teachers are to ensure each student produces their own sketches, and
drawings, and participates fully in model production. Each student will sketch
orthographic drawings, supplying top, side, and/or front view as required.
Students should log their daily hours on the project for later
assessment/evaluation or review.
·
Teachers
could prepare materials for drawing and modelling such as:
· sketching paper, pens, pencils, scales, rulers
· welding rods, brazing and welding equipment (to model frames, if required)
· cardboard, stiff paper, plastic sheets, sheet metal, tape, and modelling clay for body styling
· wheels, steering mechanisms, motors, radio control equipment, etc., as required.
·
Teachers
should also bring in articles about current issues related to transportation,
(from magazines or websites such as Popular Science or Popular Mechanics,
newspapers, etc.) for class discussion.
Stage
1: Introduction to Current Design Trends
The
teacher introduces the activity by leading a class discussion on recent changes
in vehicle design, based on systems examined in previous units. Teachers should
direct discussions to recent developments in body materials (e.g., plastics,
magnesium, the new steel), motive power (e.g., Ballard hydrogen cells), safety
(e.g., brakes, handling, passenger elements), or environmental issues (e.g.,
fuel consumption, trends in SUVs, alternate power vehicles). Students are
directed to examine how their upcoming design work will incorporate concepts that
improve environmental conditions, social conditions, (e.g., affordable
transportation), and/or safety issues. Students are asked to brainstorm issues
by listing them on the board or chart paper, and to duplicate the list in their
notebooks. This list is kept in the classroom for reference throughout the
project.
Stage
2: Idea Production
Teachers
then focus discussion on the selected vehicle design project. Teachers outline
criteria and present a design brief. Students are divided into design groups
and given specific tasks to develop and build a vehicle based on criteria
presented. Students are reminded of their duties as Christians to ensure fair
play, respect for their fellow workers, and respect for the environment.
Teachers
discuss the elements of a design and product development procedure that
students will use to develop their solutions (See Appendix 4-1A – The Prototype
Design and Development Process).
Students are given handouts to
encourage and direct their efforts (see Appendices 4-1B to 4-1G). Students are
given the task individually to develop a proposal of ideas, including a
suggested list of team members and responsibilities, suggested procedures,
considerations for environmental and/or social issues (such as noise, fuel
consumption, respect for nature, etc.), and their plan of action. Students
generate ideas through preliminary research and brainstorming through sketching
ideas. Students are given the opportunity to explore ideas by fabricating
simple models or test models. Proposals are discussed individually or with the
team before members proceed to the next step.
Students
are to initiate a Design Journal to record their design procedures, their daily
log of activities, and testing results.
Stage
3: Modelling Ideas
The
teacher introduces the next phase of the activity by leading a class discussion
on prototype design and modelling techniques. (Note: prototyping and
modelling design is accomplished through physical fabrication and testing using
simple and cheap materials. This technique is most appropriate since drawing,
scaling, and calculating dimensions or mechanisms is difficult without first
visualizing 3D models.) Teachers demonstrate fabrication techniques such as
welding, cutting, bending, joinery, etc., for specific materials such as wood,
metal, plastics, and fabric as required, to give students ideas for possible
models and project solutions.
Students
form into their design groups to discuss their plan of action with the teacher.
Teachers approve plans before students begin modelling fabrication.
Teachers
reinforce specific safety instructions before students begin modelling
fabrication. Students fabricate prototypes, models, and test models to verify
the operation of systems, e.g., steering mechanisms, as they are required to
prove their solutions.
Stage
4: Drawing Ideas
Teachers
introduce the concept of developing drawings for the manufacture or fabrication
of the design solutions. Teachers introduce appropriate computer programs
and/or drawing instruments to produce sketched orthogonal views, then to
produce finished drawings. Teachers discuss scale, drawing techniques, and
measurement. Teachers discuss the basic concepts in orthogonal and isometric
drawings.
Students,
on an individual basis, produce finished scaled drawings of their designs for
assessment and evaluation. (Note: even though designs were developed and
tested as a group, each student is required to produce their own set of
drawings.)
Teachers
discuss, in a class situation, solutions with each design group. Each group
describes their solutions, the problems they encountered, and the rationale
behind their design decisions.
It is
important that teachers distribute assessment/evaluation rubrics at the
initiation of the activity to guide students’ development and to direct their
efforts (See Appendix 4-1F- Vehicle System Design Evaluation Rubric). Students
are evaluated on demonstrated knowledge of the design and product development
process, modeling and testing, through sketches and/or models, accuracy of
scale/measurements, and presentation of rationalization of ideas. The tools to
use for assessment and evaluation include the Design Brief, models and
prototypes, fabrication drawings, presentation of solutions, and daily observation
of safe working habits and effort.
Various accommodations may be made
throughout the program to assist students with special needs. Possible program
accommodations may include ensuring availability of accessible equipment and
tools, enlarged print, and extra handouts and research materials. Other
accommodations may include extra teacher-student conferencing,
teacher-student-parent conferencing, small group learning, peer tutoring, and
the use of a buddy system.
Opportunities for enrichment may
include requirements for cost analysis, research reports on material properties
as related to the project, or requiring detailed computer-generated drawings
such as 3D modelling.
(Note:
use search terms related to specific project in search engine or catalogue
sites)
Scotty's
Centre for Technology Education, (Scotty's Design Shack, on design teaching
- http://www.millenniumwave.com
Engine
Design
- http://www.aera.org/main.htm
Inner
Auto
- www.innerauto.com
Popular
Mechanics Magazine
- http://www.popularmechanics.com/
Society
of Automotive Engineers
- http://www.sae.org/index.htm
Print
Resources
Stirling,
Norman. Introduction To Technical Drawings. Gage Publishing Limited,
1980.
ISBN 0-7715-0326-1
Erjavec,
Jack. Automotive Technology. A Systems Approach, 3rd ed. Delmar Thompson
Learning, 2000.
ISBN 0-7668-0673-1
Crouse.
W., D. Anglin, and W. Crouse. Automotive Mechanics. Glencoe McGraw-Hill,
1993.
ISBN 0028009436
Schwaller,
Anthony E. Transportation Energy and Power Technology. Glencoe
McGraw-Hill.
ISBN 0-8273-3227-0
Bamsey,
I. The Anatomy and Development of the Sports Prototype Racing Car.
England: Haynes Publishing, 1991. ISBN 0-87938-586-3
Other
Ministry
of Transportation Emission Laws
Ontario
Health and Safety Act
Oxy-acetylene
welding textbooks and MIG welding textbooks
Telephone
directories
Industrial
directories
Teachers
should consult with teachers from other schools on project possibilities and
for arranging local competitions. The Internet has many examples of
competitions that can be used to determine strategy.
Competitions
EVCO
Electrathon
-
www.igs.net/~darrylmcmahon/otthon99.html
Queen’s
University Electric Car Race
educ.queensu.ca/~techstd/gecr1999.htm
Skills
Canada
- www.skillscanada.ca
Back of
the Envelope Design
Define the situation or problem to be addressed.
Describe the “Big Issues” criteria that needs to be addressed (e.g., cost, materials, timeframes, client and/or user needs).
Develop and suggest a solution for testing the Prime Generator.
Model and test the solution.
Describe other criterion that is discovered through modelling and testing, e.g., fabrication/fitting problems, structural problems, etc.
Redefine and modify the solution, and re-test as required.
Define dimensions, components, and fabrication details based on completed testing.
Complete the drawings for the fabrication of the solution.
Fabricate, and adapt the solution as required, and modify the solution and drawings as required.
Develop a report and analyse how improvements can be made in further work.
(adapted
from the work of Michael Scott, millenniumWAVE Technologies)
Example
projects…rationalizing the criteria
|
Project |
Electric Vehicle |
Exhaust Flow/Temp. Sampler |
A.T.V. Service Trailer |
|
Innovation
or Development |
i) development of the school’s existing chassis ii) prototype new chassis/components |
diagnostic
emissions testing |
multi-purpose
vehicle carrier/workstation |
|
Function |
as per EVOC or similar entry rules |
testing
procedure/device for assessing exhaust blockage |
improved
service procedures |
|
Vehicle,
System or Component |
i) systems, components ii) vehicle |
system |
vehicle |
|
Fabrication
Requirements |
i) modifying hubs, motors, etc. ii) jig method frame manufacturing |
procedure
development electronic/mechanical
component assembly |
metal
fabrication |
|
“Parts
bin” Requirements |
i) hubs, motors, steering knuckles, etc. ii) schedule steel stock |
electronic
components sample
specifications compilation |
Winch
hydraulic ram safety devices |
|
Min.
Performance Benchmark |
i) meets entry requirements ii) progression from beginning stage prototype |
valid
test result |
Roadworthy
safe |
|
High
Performance Benchmark |
i) successful competition results ii) improved competition standings |
proofed set of samples successful diagnosis |
manufacturable |
|
Instruction,
Documentation, Follow-up |
i) project log, developable project results ii) design peak or “legacy” project for successive years program |
data
bank instructions patent possibilities |
patent
possibilities sportsmens’ show entry |
Brainstorming
Matrix (note to teacher: change headings as appropriate to project)
Answer
in point form how each box will be addressed in your design.
|
CONCEPTS |
User Needs Issue (environment,
social, safety) |
Engineering Issues (structure,
joinery, fabrication techniques) |
Aesthetic/Marketing Design (style,
colour, efficiency) |
|
Needs
analysis How to
illustrate how you addressed the problem, and why |
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Visualization How to
demonstrate ideas; is it easy for others to see what you are attempting |
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Range
of Ideas How to
illustrate the ideas you looked at to arrive at possible solutions |
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Modeling How
best to model and test the ideas |
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Materials What
materials are appropriate, how are they joined, what considerations are
needed |
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Tools,
Resources What is
available; what tools and techniques are available |
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Time
Constraints How to
illustrate the time it would take to develop the concept, to fabricate the
solution |
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(Use
this to come up with ideas for creating your Design Brief)
Define
the Big Challenge:
Criteria
(what needs to be
considered)
Brainstorming
and Research (list
sources)
Safety (list safety issues pertaining to
the challenge)
List
technical skills
(needed in developing the solution)
The
Team (who and what
each will do for the team effort)
When (when will things get done and who
is responsible)
During
the design process, brainstorming helps to determine if an idea is practical,
feasible or attainable, once it has been designed. Many of the hybrid
/prototypes vehicles never make it beyond the planning stage. Brainstorming in
vehicle design may require constant sketching to reflect the changing
modifications and effectively communicate those changes to your peers.
|
Ideas |
Sketches |
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2- |
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3- |
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4- |
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5- |
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Choose
some concepts or ideas you have and list the good (PROS) points and the bad
(CONS) of your ideas. No idea is too crazy!!
|
Pros |
Cons |
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2- |
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3- |
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Expectation |
Level-1 |
Level-2 |
Level-3 |
Level-4 |
|
The
student can identify the prototyping procedure to produce a solution to a
given problem |
-
demonstrates limited knowledge of the prototyping procedure to produce a
solution to a given problem |
-
demonstrates some knowledge of the prototyping procedure to produce a solution
to a given problem |
-
demonstrates considerable knowledge of the prototyping procedure to produce a
solution to a given problem |
-
demonstrates thorough knowledge of the prototyping procedure to produce a
solution to a given problem |
|
The
student demonstrates competence in examining range of ideas |
-
demonstrates limited competence in examining range of ideas |
-
demonstrates some competence in examining range of ideas |
-
demonstrates considerable competence in examining range of ideas |
-
demonstrates exceptional competence in examining range of ideas |
|
The
student can properly identify major issues outlined in design challenge
(i.e., ergonomics, aerodynamics, etc.) |
-
demonstrates limited knowledge of design issues |
-
demonstrates some knowledge of design issues |
-
demonstrates considerable knowledge of design issues |
-
demonstrates exceptional knowledge of design issues |
|
The
student has tested and rationalized engineering aspects of design |
-
demonstrates limited effort in testing, limited knowledge of rationalization |
-
demonstrates adequate effort in testing, adequate knowledge of
rationalization |
-demonstrates comprehensive effort in
testing, comprehensive knowledge of rationalization |
-
demonstrates exceptional comprehensive effort in testing, exceptional
knowledge of rationalization |
|
Scientific
and engineering concepts have been researched and incorporated |
-
demonstrates limited knowledge of scientific and engineering concepts |
-
demonstrates some knowledge of scientific and engineering concepts |
-
demonstrates considerable knowledge of scientific and engineering concepts |
-
demonstrates exceptional knowledge of scientific and engineering concepts |
|
Demonstrates
knowledge of environmental issues in rationalizing design decisions |
-
demonstrates limited knowledge of environmental issues in rationalizing
design decisions |
-
demonstrates some knowledge of environmental issues in rationalizing design
decisions |
- demonstrates
considerable knowledge of environmental issues in rationalizing design
decisions |
-
demonstrates exceptional knowledge of environmental issues in rationalizing
design decisions |
|
The student has completed the prototype
safely and with respect to others |
- seldom works safely, or respects others and
facility |
- sometimes demonstrates safe working habits
and respect for others |
- usually demonstrates safe working habits
and respect for others |
- always demonstrates safe working
procedures, demonstrates leadership in working with others |
|
The
student can produce accurate scaled drawings |
-
demonstrates limited understanding and competence in scaling drawings |
-
demonstrates some understanding and competence in scaling drawings |
-
demonstrates considerable understanding and competence in scaling drawings |
-
demonstrates exceptional understanding and competence in scaling drawings |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Student: Course:
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Activity Performed |
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Hours |
Student
Signature/date: Instructor
Signature/date: |
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Time: 120 minutes
Students
implement designs developed in the previous activity. Students fabricate
completed design solutions, test for operative elements, and present solutions
to the class. Students analyze and test material properties in their solutions,
and describe scientific and engineering principles used in their designs.
Students achieve excellence, originality, and integrity in one’s own work and
support these qualities in the work of others through Christian leadership.
Strand(s): Theory and Foundation, Skills and Processes Impact
and Consequences
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.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
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:
- identify what has to be accomplished (the problem);
- gather and record information, and establish a plan of procedures;
- brainstorm a list of as many solutions as possible;
- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;
- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;
- evaluate the prototype and determine the resources, including computer applications, required to produce it;
- 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;
- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.
Skills and Processes
Overall
Expectations
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
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;
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;
SP3.01 -
interpret assembly drawings to identify and describe the components of a
vehicle or a transportation system;
SP3.05 -
prepare and present effective oral reports about a product or process;
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.
Impact and Consequences
Overall
Expectations
ICV.02 -
describe, and apply where appropriate, the exemplary practices that are
essential to safe work environments and practices.
Specific
Expectations
IC2.01 -
apply safe work practices when performing transportation-related processes.
Ontario
Catholic School Graduate Expectations
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;
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.
Teachers
should review basic safety procedures throughout the activity. A basic
understanding of modelling and fabrication techniques, reading scaled drawings,
and measurement techniques developed in previous activities.
Students
fabricate their solutions to the vehicle design project initiated in Activity
1. Teachers should ensure all materials and tools are ready before initiating
this activity. Teachers should also ensure all safety equipment, signage,
guards, safety eyewear, etc., are readily in place, and that all students have
been properly trained on the specific equipment required to complete their
projects.
Teachers
are to ensure students are maintaining their journal/logs (see Appendix 4-1G).
These logs are to be incorporated in their Design Report, and used to assess
individual student effort in group activities.
Teachers
may elect to invite community guests to the final presentation/competition.
Stage
1: Fabrication of Designs
Students
are given the task of implementing their design ideas from Activity 4.1.
Teachers approve models/mock ups/prototypes from Activity 4.1 before students
begin to implement their designs. The teacher ensures that students are aware
of proper procedures and safety precautions prior to equipment use.
Teachers approve design changes
during student progress, and make students aware of any potential problems of
their design. Students must explain to the teacher the need for any
modifications to the original design. Students must document any changes in
their daily logs or project journals.
Teachers
initiate discussion with students to develop concrete action plans to ensure
completion of this activity. Students develop a plan of action (see Appendix
4-2A). Students are reminded of the qualities of leadership, and how as
Christians we have a responsibility to strive toward excellence in all our
work, and to assist others in that goal. Catholic goals are to be included in
the Action Plan.
Students
complete their work using safe and clean practices. Designs are fabricated from
drawings and models produced in Activity 4.1. Any further modifications to
designs are to be reflected back to original drawings, and incorporated in to
the engineering report .
Stage
2: Engineering Report
Students
develop an engineering report (see Appendix 4-2B, and 4-2C) outlining
engineering aspects of their designs, including:
·
a
report of materials used in their solutions. (describing material properties);
·
a
description of the energy system used for motive power;
·
a
description of the control system used (steering, stopping, speed control);
·
a
description of the process they used to develop the solution, including a log
of their hours spent on each aspect of the task;
·
a
description of how their design can improve transportation of goods or people.
Stage
3: Presentation
Students
present their project to the class and invited guests. They explain the process
that was followed to complete the project. Students present their findings and
conclusions on the viability of the vehicle design addressing the engineering
issues outlined in Activity 4.1. (This presentation may take place before or
after any competition if applicable.)
Students
are assessed daily on safe and clean working habits, following rules and
guidelines, and demonstration of measurement and scaling skills. Students are
evaluated on proper use of materials and material fabrication processes, and
the quality of finished products. Students are evaluated individually (see
Appendix 4.2D, Sample Vehicle Design Assessment Chart). The Engineering Report
and Design Journal are used for evaluation, along with verbal conferencing and
presentations.
Program accommodations may include ensuring availability of accessible equipment and tools, extra help in organization of time, or with specific fabrication tasks such as welding. Other accommodations may include extra teacher-student conferencing, teacher-student-parent conferencing, small group learning, peer tutoring, and the use of a buddy system.
Opportunities
for enrichment may include enhanced detailed research reports on engineering or
scientific principles as related to the project, in-depth testing of materials
or physical aspects of the vehicles, or requiring detailed computer generated
drawings or animations.
(refer to
sites listed in 4-1a)
Print
Resources
Jensen,
Cecil H. Interpreting Engineering Drawings. Delmar Publishers, 1980.
ISBN 0-17-601756-9
Jellison,
R. Welding Fundamentals, 1st ed. Prentice Hall, 1996. ISBN 0-13-107178-5
Other
Manuals
on specific fabrication tools
Ontario
Health and Safety Act
WHMIS
MDS sheets as applicable
Research
the necessary skills required (materials, carving techniques, etc.).
Demonstrate
the safe use of a variety of tools /technology in completing prototypes
assembly.
Delegate
the work equally between all group members.
|
WHO DOES WHAT |
WHAT WE NEED TO KNOW Safe operating techniques Safety
considerations |
|
WHAT TECHNOLOGY DO WE NEED |
WHAT SKILLS DO WE NEED |
1. Title Page
The title page is used to grab the attention of the reader. As such, it
should contain some form of illustration that appeals to the reader. It should
also contain the name of the report, the name(s) of the person(s) that produced
the report, for whom the report has been prepared, and the date of production.
2. Problem Statement
The problem statement describes the identified needs and situation of
the project at hand. This statement is very brief (approximately one or two
sentences).
3. Design Criteria
This section outlines the set of factors that will influence the design,
such as cost considerations, size limitations, user requirements, material or
component properties, etc. This is the section that guides the design. It may
be in bullet form, but as much detail as known should be here.
4. Procedure Notes
This should be an in-depth account of the process used in the design and
fabrication of the product. The sentences in each paragraph should be kept
short and to the point. It should describe the route used to determine the
solution to the design challenge, including research conducted, sources of
information, modeling and testing of ideas and their results.
5. Materials
List all the materials and analysis of their properties (including costs
if applicable), used in the fabrication of the final product.
6. Drawings or Illustrations
Include all drawings or illustrations that were used in the development
and fabrication of the project. This includes rough sketches, technical
drawings, and illustrations and/or photographs of models or products. Ensure
all drawings are properly labelled and descriptive.
7. Conclusion
Describe the results of the process of finding a solution to the design challenge.
Include the results of testing solutions. Include a description on how each of
the design criteria was met (or not). Describe possible improvements or
modifications for future work. Suggest other users or situations that may
benefit from your research and/or testing.
8. References
This is a list of all reference materials that students used in order to
complete the project, including books, articles, interviews, and Internet
sources.
9. Log Sheet
From your daily log records, list the dates and amount of hours taken
for each facet of the project. Each team member should include his or her
personal time log.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Project
Requirements TFV.02,
TFV.04; TF1.01 |
-
demonstrates limited knowledge of project requirements and material selection |
-
demonstrates some knowledge of project requirements and material selection |
-
demonstrates considerable knowledge of project requirements and material
selection |
-
demonstrates thorough knowledge of project requirements and material
selection |
|
Thinking/Inquiry Design TFV.01;
TF1.02; SP1.05; SP2.01; SP3.01 |
-
applies few of the skills involved in a design process |
-
applies some of the skills involved in a design process |
-
applies most of the skills involved in a design process |
-
applies all or almost all of the skills involved in a design process |
|
Communication Drawing
Conventions SPV.03,
SPV.04; SP1.04; SP2.02; SP3.05 |
- uses
language, symbols, and visuals with limited accuracy and effectiveness |
- uses
language, symbols, and visuals with some accuracy and effectiveness |
- uses
language, symbols, and visuals with considerable accuracy and effectiveness |
- uses
language, symbols, and visuals with a high degree of accuracy and
effectiveness |
|
Application Model
Building ICV.02;
IC2.01 |
- uses
procedures, equipments, and technology safely and correctly only with
supervision |
- uses
procedures, equipments, and technology safely and correctly with some
supervision |
- uses
procedures, equipments, and technology safely and correctly |
-
demonstrates and promotes the safe and correct use of procedures, equipments,
and technology |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
At the
end of this activity, students and teachers evaluate the appropriate sections
of this assessment chart.
Student:
Student
self evaluation:
Please
refer to the rubrics supplied (Appendix 4-2C) to evaluate your performance and
check off what you consider is the correct level for your own work, and return
this to the teacher for evaluation.
|
Expectation |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Design
Brief |
|
|
|
|
|
Sketches |
|
|
|
|
|
Scaled
Drawings |
|
|
|
|
|
Models/prototypes |
|
|
|
|
|
Safe
and clean procedures |
|
|
|
|
|
Presentation
of solution |
|
|
|
|
|
Engineering
concepts |
|
|
|
|
|
Prototype
construction techniques |
|
|
|
|
|
Prototype
quality |
|
|
|
|
|
Finished
product quality |
|
|
|
|
|
Design
report |
|
|
|
|
|
Final
Presentation |
|
|
|
|
Teacher
evaluation by:
Please
refer to the rubrics supplied (Appendix 4-2C) to assess this student’s
performance and check off the correct level.
|
Expectation |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Design
Brief |
|
|
|
|
|
Sketches |
|
|
|
|
|
Scaled
Drawings |
|
|
|
|
|
Models/prototypes |
|
|
|
|
|
Safe
and clean procedures |
|
|
|
|
|
Presentation
of solution |
|
|
|
|
|
Engineering
concepts |
|
|
|
|
|
Prototype
construction techniques |
|
|
|
|
|
Prototype
quality |
|
|
|
|
|
Finished
product quality |
|
|
|
|
|
Design
report |
|
|
|
|
|
Final
Presentation |
|
|
|
|
|
Final
Unit Evaluation and Comments |
|
|||
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