Course Overview

Transportation Technology, Grade 11, Workplace Preparation, TTJ3E

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

Technological Education, 2000

Course Description

This course examines the various types of land, air, and/or marine vehicles and vehicle systems found within the transportation sector. Students acquire identification, troubleshooting, repairing, and testing skills that meet industry standards and government regulations. In addition to developing employability and technical skills, they explore the broad range of career opportunities within this sector and examine the impact of the transportation sector on people, society, and the environment. Because teaching/learning activities in this course may involve moving vehicles, teachers must be aware of, and discuss in detail with students, board and school policies pertaining to safety in the operation and moving of vehicles. These should be supplemented with industry standards and provincial regulations. Regular updating will be necessary.

How This Course Supports the Ontario Catholic School Graduate Expectations

The application of gospel values and the sense of community, factor as strong elements in the expectations for the transportation technology student. The activities in this course offer broad awareness of social conscience and personal choice. The fact that the environment requires caring stewards propels conservation and wisdom in choice throughout the curriculum. Individual decision-making and collaborative processes are explored as students develop knowledge and skills that are applicable in their lives now, and as preparation for further studies or careers. The opportunity to improve the lives of others is shown as a part of success. Moral and ethical work practices should be set for lifelong implementation in learning and in working.

Course Notes

Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers if they plan to enter the workplace directly after graduation, or the requirements for admission to certain apprenticeship or other training programs. The activities suggested in this profile provide students with opportunities to acquire and demonstrate general transferable skills in a technical context. These skills are of both immediate and long-term value to both the student and the employer.

The content of the course provides a varied set of themes to acquire and apply skills and knowledge. Transportation is addressed in a global perspective as well as in the transportation industry’s specific technical procedures.

In addition to the Grade 12 Transportation courses that follow this one (TTJ4E), students may be directed to Cooperative Education or School-Work Programs for further exploration of interest in the subject. Students interested in apprenticeship can participate in the Ontario Youth Apprenticeship Program (OYAP), which allows them to begin an apprenticeship while they are enrolled in secondary school. Students in Grades 11 and 12 can earn credits toward their secondary school diploma while accumulating hours toward the completion of an apprenticeship through the OYAP.

The activities in this course require access to a technical facility with appropriate working and storage space, tools, equipment, reference materials, and preferably a computerized automotive repair manual system. Substitutions for specific activities may be made depending on local facility situations, but the procedures should be addressed in a manner that serves the course expectations. Special considerations are made in the course to incorporate specific health and safety guidelines (such as the Workplace Hazardous Materials Information System [WHMIS] standards of practice), but additional notice should be taken from other regulatory and advising bodies that impact the working conditions of the transportation industry, and in turn the technical classroom. These may include municipal recycling agencies, fire marshal directives, and local industry task groups.

Units: Titles and Time

Unit 1	Facility Management	10 hours
* Unit 2	Engine Operations	25 hours
Unit 3	Powertrain Systems	30 hours
* Unit 4	Vehicle Electrical Systems	30 hours
Unit 5	Fuel and Energy Systems	15 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Facility Management

Time: 10 hours

Unit Description

Students investigate several aspects of setting up, organizing, and operating a small business in the field of transportation. Students research a suitable location, physical layout, and operational procedures,
i.e., work order forms. These forms and procedures are utilized while completing other activities in the course. The values of care of the environment, safety of self and others, and responsible and moral use of resources will be emphasized in this unit.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1.1	TFV.01, SP1.01, SP1.02, SP1.03, ICV.01, ICV.03, ICV.04, ICV.05, IC1.01, IC1.02, CGE1d, CGE1i, CGE2b	Thinking/Inquiry Communication	Facility location, layout, and set-up
1.2	TFV.01, SP1.01, SP1.02, SP1.O3, SP3.02, SP3.03, SP4.03, CGE2c, CGE4b	Knowledge/Understanding Thinking/Inquiry	Business management
1.3	SPV.02, SP2.01, SP2.02, SP2.03, SP2.04, CGE5e, CGE5h	Knowledge/Understanding Thinking/Inquiry Communication Application	Facility maintenance and daily operations

Unit 2: Engine Operations

Time: 25 hours

Unit Description

This unit involves students acquiring a comprehensive knowledge base in the concepts, terminology, and operation of single and multiple cylinder engines. Activities range from engine compression and oil pressure testing to diagnosing and repairing engine noises and faults. Developing skills in reading and applying technical information will help students become more effective communicators. Respect for the environment, and wise use of resources are identified as key responsibilities in the Christian faith throughout the unit.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
2.1	TFV.02, TFV.03, TF2.01, TF2.02, SPV.01, SPV.02, SPV.03, SPV.05, SP1.05, SP2.01, SP2.03, SP2.04, SP4.02, ICV.02, IC2.01, IC2.02, CGE4f, CGE2b, CGE4b, CGE7i	Knowledge/ Understanding Thinking/Inquiry Application	Engine types, functions, and diagnosis
2.2	TFV.02, TFV.03, TF2.01, TF2.02, SPV.01, SPV.02, SPV.03, SPV.05, SP1.05, SP2.01, SP2.03, SP2.04, SP4.02, ICV.02, IC2.01, IC2.02, CGE4f, CGE2b, CGE4b	Knowledge/ Understanding Thinking/Inquiry Application	Identify, locate, and disassemble engine components for a complete long block
2.3	SPV.01, SPV.03, SPV.05, SP1.04, SP2.01, SP2.04, SP4.01, SP4.02, CGE4f, CGE2b, CGE4b	Applications Thinking/Inquiry	Measure, inspect, diagnose, and repair engine components
2.4	TFV.02, TFV.03, TFV.04, TF1.01, TF2.01, TF2.02, TF3.01, SPV.04, SP3.03, SP4.02, SP4.03, CGE4f, CGE2b, CGE4b	Knowledge/ Understanding Communications	Investigate engine designs using investigative and comparative techniques
2.5	SPV.01, SPV.02, SPV.03, SP1.02, SP1.04, SP1.05, SP2.01, SP2.02, SP2.03, SP2.04, SP3.01, SP3.02, SP3.03, SP4.02, ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02, IC2.03, IC2.04, IC3.02, CGE4f, CGE2b, CGE4b	Applications	Repair and reseal engine components to industry standards using a variety of gaskets, seals, and sealants

Unit 3: Powertrain Systems

Time: 30 hours

Unit Description

Students explore the various types, components, and repair procedures applied to the transfer of power, from bicycle gear sets and snowmobile clutches, to final drive gear sets and differentials found on both front-wheel and rear-wheel drive vehicles. The importance of sequenced repair procedures are emphasized along with the thorough knowledge of the components themselves. Combining theoretical knowledge and the application of skills, students recognize and diagnose a systematic flow of power on typical vehicles. The requirements of collaborative contributions throughout the unit emphasize teamwork and concern for others in the workplace.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
3.1	SPV.05, SP4.01, SP4.02, SP4.03, CGE4f	Knowledge/Understanding	Drive types and theory
3.2	TFV.03, TF2.01, SP3.01, CGE2b	Knowledge/Understanding	System components
3.3	SPV.01, SPV.02, SPV.03, SP2.01, SP2.03, CGE4b	Application Thinking/Inquiry	Diagnosis
3.4	TFV.02, SPV.03, SP2.01, SP2.03, CGE5h	Application Thinking/Inquiry	Repair procedures

Unit 4: Vehicle Electrical Systems

Time: 30 hours

Unit Description

Students acquire fundamental knowledge and skills for use in diagnosing and repairing the electrical systems found on most vehicles. Students begin by studying basic electrical principles and troubleshooting techniques. Students complete electrical workstations, develop skills in reading wiring diagrams, and perform system diagnosis and service. The final activity requires students to utilise knowledge and skills developed in the previous activities when describing, diagnosing, and servicing the charging system. Cross-curricular opportunities exist in the areas of Science and Math. The advantages of becoming a reflective and creative thinker in this challenging subject area are stressed.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
4.1	TFV.02, TF2.01, SPV.01, SPV.02, SPV.03, SPV.05, SP1.04, SP2.01, SP2.03, SP2.04, SP3.01, ICV.02, ICV.05, IC2.01, C2.02, IC3.02, CGE 2c, CGE 2e	Knowledge/ Understanding Thinking/Inquiry Application	Electrical theory and fundamentals
4.2	TFV.02, TF2.01, SPV.01, SPV.02, SPV.03, SP2.01, SP2.03, SP2.04, SP3.01, SP4.02, ICV.02, IC2.01, IC2.02, CGE4a, CGE 4c	Knowledge/ Understanding Thinking/Inquiry Application	Starting system service
4.3	TFV.02, TFV.03, TF2.01, SPV.01, SPV.02, SPV.03, SP1.04, SP1.05, SP2.01, SP2.03, SP2.04, SP3.01 SP4.02, SP4.03, ICV.02, IC2.01, IC2.02 CGE 4f, CGE 5f	Knowledge/ Understanding Thinking/Inquiry Application	Charging system service

Unit 5: Fuel and Energy Systems

Time: 15 hours

Unit Description

Students explore the conversion of fuels to energy through examples of transportation systems and components. Systems studied include petroleum-based and alternative energy systems. A theoretical discussion of carburetion and fuel characteristics leads to an overview of electronic fuel injection and the causes and effects of abnormal combustion. Practical activities include simple carburetor adjustments on small engines and fuel pressure tests. Safe handling of fuels and respect for the environment are included in all aspects of this unit as students experience a professional’s perspective of being a responsible citizen.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
5.1	TFV.04, TF3.01, TF3.02, SP4.03, CGE3f	Knowledge/Understanding Communication	Conventional fuel types
5.2	TFV.02, SPV.03, ICV.02, SP1.04, SP2.01, CGE5h	Knowledge/Understanding	System components
5.3	TFV.03, SPV.03, SPV.04, TF2.01, TF2.02, CGE4f	Knowledge/Understanding Application	System operation
5.4	SPV.01, SPV.02, SPV.03, SP2.01, SP2.03, CGE5a	Application Thinking/Inquiry	Diagnosis
5.5	TFV.04, TF3.01, TF3.02, SP4.03, CGE3b	Knowledge/Understanding Application	Alternate fuels and beyond

Teaching/Learning Strategies

Transportation Technology for the Workplace involves understanding concepts and applying specific technical procedures to sets of problems. Service procedures, safe working methods, and sequencing of diagnosis are taught by emphasizing technical fundamentals, which may then be applied to the broader range of applications. A student who has a broad yet solid understanding of a particular system is best equipped to adapt knowledge and skills in solving new problems. The ability to problem solve and access information efficiently is considered more valuable than the ability to memorize specifications.

In addition to this technical versatility in approaching service tasks, the workforce demands that graduates are able to work as individuals or collaboratively to create products or provide services. Community values of honesty, care for others, and care for the environment is highlighted throughout this course. Flexibility in problem solving is developed through a mix of individual and small/large group assignments.

Teaching and learning strategies in a Transportation program 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.

· Individual effort: students work independently to accomplish specific tasks. This may include research, reporting, or completing individual tasks related to a group project, e.g., record keeping, tool management for the group, performing sub-procedures in repair, replacement, or diagnosis.

· 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, e.g., a proper and safe tool operation, or by presenting a media topic related to the current activity, e.g., a video, service bulletin, or recall.

· 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, e.g., specific manufacturers’ procedure for battery load testing.

Important issues such as safety must be reinforced throughout the course. Following initial discussions and testing, teachers reintroduce specific topics as required. For example, before students lift a vehicle, the teacher reviews specific hoisting safety procedures.

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 participating in co-op or apprenticeship placements are highly recommended.

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 project. Performance tasks are assessed using observational checklists, e.g., student’s use of correct and safe procedures) from the perspective of professional performance. Knowledge acquisition is evaluated through testing, written reports and assignments, and formal student presentations.

Teachers assess student’s progress through daily observation and self and peer assessment. Evaluation of thinking/inquiry tasks may take the form of project design or problem solving. The final assessment must reflect the weighting of the assessment categories, in that students must be given opportunities to demonstrate “hands-on” skills as well as theoretical learning.

Assessment strategies must reflect the categories found in the Achievement Chart. Sample rubrics are provided to demonstrate how the levels of achievement may be applied to a specific learning task.

Teachers should distinguish between development, which occurs in the areas considered “Learning Skills” and development towards meeting the expectations for the course.

It is important for the teacher to provide multiple opportunities for all students to participate in the activities and 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 the student and the teacher (Note: these sheets can be attached to an end report, clearly indicating each group member’s 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	Weight
Knowledge/Understanding	Written, oral and/or practical tests Student/teacher conferencing Class presentations Formal projects Teacher observation Written assignments Written reports on diagnostic tasks	70%
Thinking/Inquiry	Sequenced procedural lists Written reports on diagnostic tasks
Communications	Report writing Class presentations Customer relations Notebook
Applications	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	30%

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 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;

· advanced service or research requirements.

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, e.g., 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 in the 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

Chapman, Norm. Principles of Electricity and Electronics for the Automotive Technician. South Puget Sound Community College: Delmar, 2000. ISBN 0-8273-8479-3

Crouse, W., D. Anglin, and W. Crouse. Automotive Mechanics. Glencoe McGraw-Hill, 1993.
ISBN 0028009436

Derato, Frank C. Automotive Electrical and Electronics Systems, 2nd ed. United States: Glencoe Division Macmillian/McGraw-Hill, 1994. ISBN 0-02-800412-4

Duffy, James E. Auto Electricity and Electronics Technology. Illinois: Goodheart-Wilcox, 1995.
ISBN 1-56637-053-1

Erjavec, Jack . Automotive Technology: A Systems Approach, 3rd ed. United States: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1

Hollembeak, Barry. Automotive Electricity, Electronics and Computer Controls. Technical Training, Inc, Delmar, 1999. ISBN 0-8273-6566-7

Kabala, Thomas. Electricity 1: Devices, Circuits and Materials. Delmar: 2001. ISBN 0-7668-1917-5

Schwaller, Anthony, E. Motor Automotive Technology. Cloud State University: Delmar, 1999.
ISBN 0-8273-8354-1

Thiessen, Frank J. and Davis N. Dales. Automotive Principles and Service, 4th ed. New Jersey: Prentice Hall, 1994. ISBN 0-13-336561-1

OEM Reference and Repair Manuals/CD-ROMs, available from local dealerships

Videos

Several videos are available from THE LEARNING TREE

www.autovideo2000.com

ICS Learning - www.icslearning.com

Understanding Auto Technology and Repair Video Series – Tape 3: Understanding Automotive Electricity. Delmar, 2000. ISBN 0-7668-0794-0

Understanding Auto Technology and Repair Video Series – Tape 4: How to Diagnose Automotive Electrical Problems. Delmar, 2000. ISBN 0-7668-0795-9

Understanding Auto Technology and Repair Video Series – Tape 5: Understanding Automotive Electronics. Delmar, 2000. ISBN 0-7668-0796-7

Understanding Auto Technology and Repair Video Series – Tape 6: How to Diagnose Automotive Electronics Problems. Delmar, 2000. ISBN 0-7668-0797-5

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.

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

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

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

Inner. Auto http://www.innerauto.com/

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

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

Software

Mitchell. On Demand Computerized Service Manuals. San Diego, CA: 1999.

OSS Considerations

The Grade 11 Workplace Transportation Technology Course is designated as a Technological Education program. All courses offered in the technological education workplace stream are destination-related; they comprise a set of expectations that are appropriate for students who plan to begin apprenticeships or enter directly into the workforce upon graduation. (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 a compulsory credit, (1 additional 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, Co-operative Education, or the OYAP, and to instill in them the need for lifelong learning in the workforce. The service-provider skills emphasized in this profile might also be applied to the student’s Community Involvement Program (see Ontario Secondary Schools Grade 9 to 12 Program and Diploma Requirements 1999 for the above applications).

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 at that level. 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 shall be 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,
Workplace Preparation, TTJ3E

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 · explain the use of each component of a vehicle system;

TFV.03 · analyse and describe the interrelationships of vehicle systems;

TFV.04 · describe and evaluate the fuels used to power vehicles.

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.

Vehicle Systems

TF2.01 – analyse and describe the use of each of the following components of a vehicle: the chassis, frame, and body; the engine system; the fuel system; the electrical/electronics system; the gear and power train system; the steering system; the brake system; and the suspension system;

TF2.02 – explain the interrelationship of these vehicle components.

Energy and Energy Conversion

TF3.01 – explain the types and grades of fuel used in land, air, and marine vehicles;

TF3.02 – analyse and describe the energy values of different types and grades of fuels.

Skills and Processes

Overall Expectations

SPV.01 · function effectively both as individuals and as members of a cooperative team to service and repair vehicles;

SPV.02 · apply the technological principles of input, process, and output in troubleshooting vehicle systems;

SPV.03 · use current technology (e.g., on-line information from manufacturers, CD-ROM manuals, computerized diagnostic tools) when servicing, repairing, and modifying vehicles;

SPV.04 · communicate clearly about transportation techniques and applications using appropriate transportation terms;

SPV.05 · use mathematical and language skills effectively and apply scientific principles to help solve transportation technology challenges.

Specific Expectations

Organizational Skills

SP1.01 – use brainstorming techniques to help determine the best solution to a transportation-related challenge;

SP1.02 – model and communicate product ideas, materials, and specifications;

SP1.03 – describe the individual roles of members of an effective cooperative team and explain how team members function within these roles;

SP1.04 – develop a plan of procedures that indicates the steps required when repairing or servicing a vehicle;

SP1.05 – complete a work order for a specific transportation technology task.

Applied Work Practices and Procedures

SP2.01 – use effectively, store safely, and maintain in good working order measurement, hand, power, machine, and pneumatic tools and equipment required for basic service tasks;

SP2.02 – operate a variety of heating, cutting, and welding equipment for basic service tasks;

SP2.03 – systematically troubleshoot basic service problems on vehicles by organizing the variables into the following categories: input, process, and output;

SP2.04 – access and apply information from manuals, software databases, on-line information, and computerized diagnostic tools when troubleshooting and repairing components.

Communication Skills

SP3.01 – correctly interpret assembly drawings that depict the components of a vehicle’s systems;

SP3.02 – conduct an accurate cost analysis of a repair or service and communicate the results of the analysis to a customer;

SP3.03 – produce oral, written, and word-processed reports of repairs or services.

Interdisciplinary Applications

SP4.01 – use mathematics to calculate volume, ratios, and dimensions;

SP4.02 – apply correctly, within the context of transportation technology, the scientific principles related to such areas as properties and states of matter, energy, force, Newton’s laws of motion, simple machines, mechanical advantage, and basic electrical theory;

SP4.03 – use appropriate technical language in technical reports and presentations.

Impact and Consequences

Overall Expectations

ICV.01 · explain the environmental impact of materials and procedures used when servicing, repairing, and recycling vehicles;

ICV.02 · follow safe work practices in the transportation sector workplace, including safety procedures and practices and the use of protective clothing and gear;

ICV.03 · identify the legislation that applies to the transportation technology sector;

ICV.04 · describe the career opportunities available in the transportation sector on graduation from high school;

ICV.05 · describe and evaluate the employability skills required to be successful in the workplace.

Specific Expectations

Impacts

IC1.01 – explain the importance of the proper disposal of waste products;

IC1.02 – explain the benefits of using environmentally friendly products in the repair and service of vehicles.

Safety and Legislation

IC2.01 – work safely when performing tasks in the transportation sector;

IC2.02 – use all required protective clothing and gear (e.g., to protect the eyes, ears, hands, head, feet, and respiratory system) when working in the transportation sector;

IC2.03 – identify which aspects of the Occupational Health and Safety Act (OHSA), the Workplace Hazardous Materials Information System (WHMIS), and the Motor Vehicle Repair Act relate specifically to a transportation technology program;

IC2.04 – use material safety data sheets (MSDS) from the WHMIS when handling materials;

IC2.05 – describe the Motor Vehicle Repair Act and explain how it affects a transportation technology program.

Education, Training, and Career Opportunities

IC3.01 – describe apprenticeship and training opportunities in the transportation sector before and after graduation from high school;

IC3.02 – explain the importance of employability skills in achieving success in the workplace.

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.

Unit 2 | Unit 3 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Facility Management

Unit Overview Chart

Unit 2: Engine Operations

Unit Overview Chart

Unit 3: Powertrain Systems

Unit Overview Chart

Unit 4: Vehicle Electrical Systems

Unit Overview Chart

Unit 5: Fuel and Energy Systems

Unit Overview Chart

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Print

Videos

Websites

Software

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations