Course Profile Transportation Technology (TTJ4C), Grade 12, College Preparation, Combined

Unit 3: Design Alternative Models of Mass Transit Vehicles/Systems

Time: 60 hours

Activity 3.1 | Activity 3.2 | Activity 3.3

Unit Description

In this culminating activity, students solve problems that relate to the current and future needs of mass transportation using a design process. Models and prototypes of vehicles and systems are designed, constructed, and analysed to solve specific problems in mass transportation. In developing transportation vehicles/systems (or improving existing ones), students consider parameters such as finances, marketing, organizational structures/charts, fair pricing, environmental impact, service enterprises and production methods, as well as design parameters such as ergonomics, efficiency, aerodynamics and mechanical engineering concepts.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
3.1 Design an Urban Transit Vehicle/System	10 hours	TFV.01, TFV.02, TFV.04. TF1.01, TF1.02, TF2.01, TF2.02, TF2.03, TF3.01, TF3.02, TF3.03, TF3.04, TF3.05, SPV.01, SPV.02, SPV.03, SPV.04, SP1.02, SP2.01, SP2. 02, SP3.03, SP4.02, ICV.01, ICV.02, IC1.01, IC1.02, IC2.01, IC2.02	Knowledge/ Understanding Thinking/ Inquiry Communications Application	- employ the design process and problem-solving activities to develop solutions and production plans for an alternative mass transit vehicle
3.2 Construct an Urban Mass Transit Vehicle/System	40 hours	TFV.01, TF1.02, SPV.01, SPV.02, SPV.04, SP1.01, SP1.03, SP3.03, SP4.02, SP4.03, ICV.02, IC1.01, IC1.02	Knowledge/ Understanding Thinking/ Inquiry Communications Application	- implement and modify production plans
3.3 Reflect on the Design Process and Mass Transit Vehicle	10 hours	TFV.01, TFV.02, TFV.04, SPV.01, SPV.02, SPV.03, SPV.04, ICV.01, ICV.02, TF1.01, TF1.02, TF2.01, TF2.02, TF2.03, TF3.01, TF3.02, TF3.03, TF3.04, TF3.05, SP2.01, SP2.02, SP3.03, SP4.02, IC1.01, IC1.02, IC2.01	Knowledge/ Understanding Thinking/ Inquiry Communications Application	- test and evaluate vehicle - make modifications and enhancements to vehicle - reflection

Activity 3.1: Design an Urban Transit Vehicle/System

Time: 10 hours

Description

Students are presented with a problem statement relating to mass transit. While completing the early stages of the design process they identify the technological problem or challenge and investigate and analyse existing modes and methods to determine possible solutions. Students determine the best solution and produce designs and production plans to be used in constructing and testing urban transit vehicles, systems, or models that satisfy the original problem. Emphasis is placed on using research and design skills to select a project that best addresses the problem statement and to finalize a production plan.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems related to vehicles or vehicle systems;

TFV.02 - identify different forms of mass transit and explain how they interrelate with each other;

TFV.04 - research sources of energy and power transmission that could be used to fuel vehicles and transportation systems in the future;

SPV.01 - apply effective work practices and procedures as part of a team when developing models of mass-transit systems;

SPV.02 - develop and operate models of effective mass-transit systems;

SPV.03 - communicate effectively regarding the transportation sector using a variety of means;

SPV.04 - use mathematical and language skills effectively and apply technological and scientific principles to solve vehicle and mass-transit challenges;

ICV.01 - explain the social, economic, and environmental consequences and impact of the transportation sector on individuals, society, and the environment;

ICV.02 - effectively evaluate and implement safe work practices when performing transportation-related tasks.

Specific Expectations

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

TF1.02 - apply the design process to solve a variety of transportation technology challenges or problems;

TF2.01 - evaluate and compare the efficiency, capacity, and convenience of a variety of different mass-transit systems;

TF2.02 - describe the need for coordination among the different forms of mass transit;

TF2.03 - identify the infrastructure requirements of an efficient mass-transit system;

TF3.01 - describe a variety of energy sources and investigate the availability of future energy sources;

TF3.02 - analyse the requirements of converting various types of energy into power in terms of such things as the equipment required, efficiency, and costs;

TF3.03 - describe the different forms of energy required to power mass-transit systems after analysing their power output, accessibility, abundance, environmental impact, cost and conversion efficiency;

TF3.04 - explain the by-products produced by the conversion of a variety of energy sources;

TF3.05 - analyse and describe the power requirements of different vehicles and the energy source of each and its transmission method;

SP1.02 - function effectively in a model of a mass-transit organization in one or more areas of activity;

SP2.01 - select the most appropriate type of mass-transit system for a particular need;

SP2.02 - effectively model mass-transit systems using a variety of means including software programs or scale models;

SP3.03 - generate product specifications for their mass-transit model using engineering drawings, sketches and reports;

SP4.02 - use appropriate language in flow charts, operation and inspection charts, job descriptions, lists of tooling requirements, formal presentations and bills of material;

IC1.01 - identify potential harmful consequences of specific mass-transit activities for the individual and for society, and formulate alternatives to minimize these consequences;

IC1.02 - describe possible negative impacts of transportation activities on the environment and identify a variety of materials, processes, and waste-management methods to minimize them;

IC2.01 - identify safe work practices and recommend the safest and most appropriate method for a particular operation;

IC2.02 - develop and conduct effective safety audits and inspections of the school transportation facility and implement a plan to address any deficiencies.

Prior Knowledge & Skills

· Grade 11, College Preparation, Transportation Technology (TTJ3C) (prerequisite)

· A general understanding of research techniques and methods

· Knowledge and understanding of the design process

· An understanding of the safety requirements when working in a technical facility

· Skills in using basic hand and machine tool operations and procedures from TTJ3C

Planning Notes

The type of facility and equipment required in this activity is dependent on the solutions developed by students. For example, if the solution requires some metal fabrication, equipment such as welders and grinders may be required.

Bicycles are frequently used as a main component of the project. These can be acquired through donations of old or unclaimed bicycles from bicycle shops, the local Police Department, school staff, etc. Students may also bring old bicycles from home.

As multiple solutions and project themes are possible, it is at the teacher’s discretion how many vehicles are constructed in the implementation stage.

Prior to commencing this activity the teacher should:

· develop a design challenge or problem statement that includes a simulated but realistic environmental and social problem that establishes a need for an alternative mass transit vehicle or system;

· ensure students have access to the library, computer lab, and other available resources as they conduct their research and work on elements of the portfolio and technical report;

· arrange access to Computer-Assisted Design (CAD) software in order to provide a valuable enrichment opportunity for students;

· acquire teaching aids and resource material such as posters, videos, handouts, etc., from other subject discipline areas (e.g., urban geography, science, computer science, etc.);

· arrange for guest speakers with experience in engineering and design, if desired.

This unit and its activities may be taught as a stand-alone entity, or may be combined as an integrated topic within the department or with other school subjects.

Teaching/Learning Strategies

· The teacher must ensure that all students know and observe safety precautions particular to each piece of equipment being used in the activity. A continued application of the Safety Passport is essential (Appendix A – Safety Passport).

· The teacher prepares students for the design challenge by discussing the fact that transportation is an integral part of our society, including social, economic, political and environmental issues and implications.

· Students begin with stages one and two of the design process (see Appendix 3.1.1 – Open-ended Problem Solving and the Design Process).

· Students categorize vehicles and transportation systems under the headings of land, air and marine, including examples of typical historical and present day vehicles and systems as well as some futuristic possibilities. Methods of structure, guidance, propulsion, control, and support systems are also listed for each vehicle and system.

· The teacher presents students with a design challenge statement such as: In the year 2020, demographics show the increased population density in major North American cities will create a saturation point in terms of emission output, number of transportation vehicles and infrastructure systems. Using the design process, identify the design problem statement in your own words describing the need to create an environmentally friendly urban transit vehicle that has integrated propulsion and energy conversion systems.

· The teacher provides and reviews a copy of the teacher-generated portfolio rubric with students

· Working in small groups, students develop a focus for the project by creating a specification and constraint list for their vehicle. This list defines what the design must do and the points over which there is control (i.e., the specifications) as well as those factors over which there is no control (i.e., the constraints). For example, the specifications might state that the cost of materials must not exceed $100.00, the vehicle can accommodate up to four passengers, and the total mass should not exceed 50 kg. The constraints might include that the project completion deadline is the last day of school and the vehicle must be able to function in all kinds of weather.

· Using a variety of resources, students research and compile information relating to criteria such as energy, propulsion, controls, environmental impact, etc., focusing on what information already exists and what data would be useful in approaching this design challenge. The teacher introduces a portfolio concept as a method of collating and illustrating their work. Students use a computerized word processing program to record their findings.

· Students analyse their research data and develop a framework from which to work. This framework is used to identify a minimum of three possible solutions and the resources required to achieve them (see Appendix 3.1.2 – Choosing the Best Solution). Students produce as many freehand pencil sketches as possible to illustrate each of their solutions. The teacher discusses scale and proportion, drawing techniques, and orthographic and isometric drawing views.

· Students choose the best possible solution by completing an idea evaluation exercise. They develop evaluation criteria such as feasibility of construction, cost, safety of operation, servicing requirements, availability of materials, etc. (see Appendix 3.1.3 – Evaluating Solutions). The teacher provides students with instructions in weighting categories and describes scoring of the criteria. For example, a 1 (low) to 4 (high) rating scale establishes an accurate assessment of each category. Each group selects their best idea based on the highest total score. Students record reasons for choosing a particular solution in their design report.

· If time permits, students produce a model of their project to provide 3-dimensional views of the vehicle and to verify the operation of systems and controls (e.g., steering). The teacher provides information on prototype design and modelling techniques.

· The teacher provides instruction on creating scale drawings and students produce final working drawings (to scale) of their vehicle.

· Each group presents their designs to the class. They describe their solutions, the problems they encountered and the rationale behind their design decisions. The teacher discusses final design parameters and gives approval for groups to proceed with the implementation (construction) stages.

Assessment & Evaluation of Student Achievement

Assessment Strategy	Tool	Purpose	Achievement Chart Categories
Specification/Constraint List	Anecdotal comments	Formative	Knowledge/Understanding Thinking/Inquiry
Working Drawings	Anecdotal comments Checklist		Communication Application
Portfolio includes: Solutions Drawings Evaluations Notes	Rubric Anecdotal comments	Formative On-going throughout project	Knowledge/Understanding Thinking/Inquiry Communication
Presentation of Ideas	Marking Scheme Rating Scale	Summative	Thinking/Inquiry Communication
Completed Portfolio	Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication

Accommodations

· Consult student IEPs for specific direction on individual accommodations.

· Ensure small group activities allow all students to participate.

· Modify timelines for completion of the activity to meet student need.

· Encourage student-to-student discussion and teacher-to-student conferencing throughout the activity.

· Opportunities for enrichment include:

· having the student(s) work with the art/photography classes to create graphics and colour photos;

· arranging a short work experience at a local postsecondary institution or industry that offers design specialties;

· videotaping the various stages of the design process;

· involving students in planning, implementing, and evaluation of learning experiences;

· relating content to broad-based interdisciplinary issues, problems, or themes to allow for in-depth exploration of concepts;

· providing students with opportunities to explore a self-selected topic in-depth, teaching skills related to effective independent inquiry;

· giving students a chance to develop independent or self-directed problem-solving strategies;

· providing opportunities for open-ended inquiry;

· providing instruction and opportunities for using CAD or other computer-drawing programs.

Resources

Bohn, M. Energy Technology: Power and Transportation. Whitby, ON: McGraw Hill Ryerson, 1992.

Bott, P.A. Testing and Assessment in Occupational and Technical Education. Needham Heights, MA: Allyn and Bacon, 1995.

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. USA: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1

Finch, Richard. Welder’s Handbook. USA: Berkley Publishing Group, 1997. ISBN 1-55788-264-9

French, S. Mechanical Drawing, 12th ed. Whitby, ON: McGraw Hill Ryerson, 1997.

Hutchison, J. and J. Karsnitz. Design and Problem Solving in Technology. Whitby, ON: McGraw Hill Ryerson, 1994.

Jensen, Cecil H. and J.D. Helsel. Engineering Drawing and Design. Whitby, ON: Glencoe McGraw Hill.
ISBN 0028017951

Krar, Oswald. Technology of Machine Tools. ON: McGraw-Hill Ryerson, 1996. ISBN 0-02-803071.

Loney, D.E. Project Design: Teacher’s Manual. Englewood Cliffs, NJ: Prentice-Hall, 1995.

McCauley, C. J. (Associate Editor). Machinery’s Handbook, 26th ed. NY: Industrial Press Inc., 2000.
ISBN 0-8311-2666-3

Neuendorf, Steven. Sheet Metal Practice and Pattern Development, 3rd ed. ON: McGraw-Hill Ryerson.
ISBN 0-07-548749-7

Norman, Donald A. The Design of Everyday Things. New York: Doubleday, 1988. ISBN 0-385-26774-6

Papanek, Victor. Design for the Real World: Human Ecology and Social Change. Chicago: Academy Publishers, 1999. ISBN 0897331532

Schwaller, A. Energy Technology: Sources of Power, 2nd ed. Whitby, ON: McGraw Hill Ryerson, 1996.

Schwaller, A. Transportation. Whitby, ON: McGraw Hill Ryerson, 1996.

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

Toboldt, W., L. Johnson, and W. Gauthier. Automotive Encyclopedia. Toronto: Irwin Publishing, 2000.
ISBN 1-56637-7137

Wohlers, T. Applying AutoCad 2000: A Step by Step Approach. Whitby, ON: McGraw Hill Ryerson, 2000.

Wright, R.T. Technology. Toronto: Irwin Publishing, 2000.

Magazines

Komacek, S. “Transportation Technology Education.” Foundations of Technology Education. 44 (10) (1995): 345-368

Videos

Several videos are available from The Learning Tree – www.autovideo2000.com

ICS Learning – www.icslearning.com

Videos on the design process and projects such as washing machines, bicycles, toys, and mobile homes are available from Classroom Video, 107 1500 Hartley Avenue, Coquitlam, BC V3K 7A1

Understanding Auto Technology and Repair Video Series. USA: Delmar, 2000.

Computerized Repair Manuals

Design Software (i.e., AutoCad LT)

Wohlers, T. Applying AutoCad: A Step by Step Approach for AutoCad Release 14. Windows Package. Whitby, ON: McGraw Hill Ryerson, 1998. ISBN 0-02-667638-9

Websites

Bad Designs – www.baddesigns.com
A scrapbook of illustrated examples of things that are hard to use because they do not follow human factors principles

Carleton University School of Industrial Design – www.id.carleton.ca
School of Industrial Design

CSA International – www.csa.ca
The Canadian Standards Association is a not-for-profit membership-based association

History of Technology – www.englib.cornell.edu/ice/lists/historytechnology/historytechnology.html
History of Technology Resources available on the Internet

How Stuff Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function

How Things Work – www.howthingswork.com
A description of how various technologies work

Inner Auto – http://www.innerauto.com/
An exploration of inner functions of the automobile

International Directory of Design – www.penrose-press.com/IDD/search.html
A wide variety of resources on Design

Popular Mechanics – http://www.popularmechanics.com
A variety of articles from Popular Mechanics magazine

Popular Science – http://www.popsci.com/popsci/
A variety of articles from Popular Science magazine

Tech Streets – www.techstreet.com
Standards and information (ASTM, CSA, ISO, etc.)

Vocabulary definitions – http://whatis.techtarget.com/
Definitions for thousands of the most current IT-related words

Wired Magazine – www.wired.com
Trends and future directions of technology

Scottys – www.millenniumwave.com
Resources for teaching design

Associations

PEO (Professional Engineers Ontario), 25 Sheppard Ave. West, Suite 1000 Toronto, Ontario, Canada
www.peo.on.ca

OACETT (Ontario Association of Certified Engineering Technicians and Technologists), 285 McLeod Street, Ottawa, Ontario, Canada

Appendix 3.1.1

Open-ended Problem Solving and the Design Process

The steps or techniques in solving a problem are known as the problem-solving process. In technological education, this process is called ‘the design process.” At the beginning of the design process students analyse a given set of conditions in order to identify a problem, a challenge, or a need. Students then work through a number of identifiable stages in order to arrive at a solution.

A design process includes all stages in the development of a product or process. Designing is not necessarily a linear activity however, but may require students to reformulate or restate the problem, revise the plan for solving it, or both. Although the process may have distinctive stages, those stages are not necessarily followed in a rigid sequence. For example, students must evaluate (reflect on) their work at each stage of the process. As they do so, they may discover that they need to return to an earlier stage to make modifications or they may decide to complete a particular step sooner than was originally planned.

The design process has six stages.

Develop a Focus

Students identify the technological problem and begin keeping a record of the design process (a technological or design report). Initially, students should outline the broad aims of the project and describe in a general way what needs to be done to achieve those aims. As work progresses on the project, students may periodically revise the initial broad plan to reflect what is actually happening.

Students meet with the client or group for whom the product or service is being developed and discuss the project with them to determine what must be accomplished to establish goals for completing the product or delivering the service.

Develop a Framework

Students identify various possible solutions and the resources required to achieve them. They evaluate each of these alternatives in terms of quality, cost, durability, expectations, specifications, etc. They determine whether the various resources are available and record their findings in the design report. During this stage they may discover they need to redefine the problem.

Choose the Best Solution

Students consider such factors as what materials, tools, and resources are available, the amount of time needed to carry out difficult procedures, and any relevant ergonomic and aesthetic requirements. If necessary, they construct and evaluate a model. Based on the results of these activities they choose the solution that seems best. They record the reasons for choosing a particular solution in the design report and develop a draft plan of action, which may include preliminary drawings.

Appendix 3.1.1 (Continued)

Implement a Plan

Students try out different ways of achieving the best solution and construct the product, process, or system. For physical products, they make a full-sized prototype using production-type materials. They develop a production plan. As they assess every aspect of the construction phase, they may want to make changes to the production plan. They may even modify the original conception of the product to reflect ideas that emerge during construction or to solve problems they did not think of when they began the process. Students record any and all such changes in the design report.

Reflect on the Process and the Product

Students evaluate the process used and the results in light of their own expectations and the reactions of their peers and the client. As a result of their evaluation or testing, they may decide to modify the production process, the product or even the original definition of the problem. Also, at this stage they complete the design report.

Present the Results

The final product and the final design report are presented to the client or peers to communicate the results.

Note: Adapted by Dr. A.M. Hill (Queen’s University) from The Ministry of Education and Training. (1995).
Broad-based Technological Education. Grades 10. 11 and 12, pp. 8-10

Appendix 3.1.2

Choosing the Best Solution

Brainstorm to generate ideas/solutions for your technological project. Select several ideas from the solutions generated in the brainstorming exercise. Draw rough sketches for the ideas.

Three Ideas:
Complete an attribute analysis for each idea (indicate details on the rough sketches)

Idea 1:

Idea 2:

Idea 3:

Materials and Tools Needed:
Idea 1:

Idea 2:

Idea 3:

Appendix 3.1.3

Evaluating Solutions

Evaluate your ideas according to your evaluation criteria for the best solution. Do this by creating a chart to rate each idea.
Criteria	Weighting
Idea 1
Idea 2
Idea 3
Total
Name of Best Solution and Reasons: Select one idea from the ideas generated that will be the actual technological project that you will produce. The idea is selected by applying your evaluation criteria above and selecting the idea with the highest score.

Note: Adapted by Dr. A.M. Hill (Queen’s University) from The Ministry of Education and Training. (1995).
Broad-based Technological Education. Grades 10. 11 and 12, pp. 8-10

Activity 3.2: Construct an Urban Mass Transit Vehicle/System

Time: 40 hours

Description

Students continue to apply the design process by constructing their project using the production plan created and approved by the teacher in Activity 3.1: Design an Urban Transit Vehicle/System. Emphasis is placed on the safe use of equipment, efficient individual and collaborative work habits, and the correct use of the design process whenever a modification to the plan occurs.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems related to vehicles or vehicle systems;

SPV.01 - apply effective work practices and procedures as part of a team when developing models of mass-transit systems;

SPV.02 - develop and operate models of effective mass-transit systems;

SPV.04 - use mathematical and language skills effectively and apply technological and scientific principles to solve vehicle and mass-transit challenges;

ICV.02 - effectively evaluate and implement safe work practices when performing transportation-related tasks.

Specific Expectations

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

SP1.01 - design a mass-transit enterprise incorporating the five major areas of activity: research and development, production, marketing, industrial relations, and financial affairs;

SP1.03 - simulate the execution of the four typical functions of management: planning (setting goals and a course of action), organizing (structuring the job into manageable tasks), directing (assigning tasks and supervising their completion), and controlling (comparing results against the outlined plan);

SP3.03 - generate product specifications for their mass-transit model using engineering drawings, sketches, and reports;

SP4.02 - use appropriate language in flow charts, operation and inspection charts, job descriptions, lists of tooling requirements, formal presentations, and bills of material;

SP4.03 - apply the technological systems approach to solving a transportation challenge, taking each of the following into consideration: inputs – all the resources needed to accomplish the goals of the system (e.g., people, knowledge, materials, energy, finance, capital); process – the scheme of purposeful actions and practices that make up the technical aspects of the system; outputs – the goal or ends to which the inputs and processes are applied; and feedback – the mechanisms that provide preferred direction for the system;

IC1.01 - identify potential harmful consequences of specific mass-transit activities for the individual and for society, and formulate alternatives to minimize these consequences;

IC1.02 - describe possible negative impacts of transportation activities on the environment and identify a variety of materials, processes, and waste-management methods to minimize them.

Prior Knowledge & Skills

· Grade 11, College Preparation, Transportation Technology (TTJ3C) (prerequisite)

· An understanding of the rules and safety requirements of the technical facility

· An understanding of tool and machine operation and procedures

Planning Notes

The type of facility and equipment required in this activity is dependent on the solutions developed by students.

Prior to commencing this activity the teacher should:

· obtain the use of any special equipment (such as welders) that may be required to construct the project;

· make any arrangements necessary to ensure the safe operation of special equipment in the shop. Such arrangements might include:

· adding temporary ventilation devices, which could include adapting the vehicle exhaust system in the shop;

· setting up screened areas for welding and grinding;

· preparing lessons and demonstrations for correct use of equipment;

· arranging for the manufacturing teacher to assist with lessons or demonstrations;

· providing protective clothing such as welding aprons, masks and gloves;

· designate storage area for student projects;

· obtain a supply of materials to supplement the materials brought in by students. A few lengths of steel pipe can be purchased inexpensively and can be used by students as structural members in their projects;

· ensure students have completed Activity 3.1: Design an Urban Transit Vehicle/System and have an approved production plan.

Teaching/Learning Strategies

· The teacher and students discuss the appropriate behaviours in a technical facility for the construction phase of this project by addressing student behaviour and work habits in the shop. Special emphasis is placed on safety and students’ need to work carefully and cooperatively with others.

· A tour of the facilities may be provided to point out areas of concern and to reintroduce shop policies and equipment precautions.

· The teacher ensures that all students are aware of and observe safety precautions particular to each piece of equipment being used in the activity, and are familiar with the Safety Passport
(Appendix A). Students demonstrate safe and competent use of equipment.

· Students are taught the safe use of the equipment and processes that are used during the construction phase. For example, the welder is discussed and demonstrated. All students in the area of the demonstration must be wearing protective clothing and a welding mask. The ventilation system must be turned on. The angle grinder is demonstrated. Students are shown how to use the grinder correctly and how to control the direction in which the grindings are being projected. Special emphasis is placed on the operator’s awareness of their surroundings, including the proximity of others, when using equipment. All persons in the area must wear eye and/or face protection.

· Students are given opportunities to practise and to demonstrate safe and acceptable use of all equipment. No student may use equipment until the teacher has observed and documented competency.

· Using their production plans as reference, student groups determine if they have sufficient resources for completing their project. If resources are determined to be inadequate, a plan of action (e.g., obtaining additional resources or re-allocating the ones on hand) must be decided upon and documented.

· The teacher may provide an example of a production process. (Appendix 3.2.1 – A Sample Solution is an example in which group members construct a mass transit vehicle that is propelled using the energy of its riders.)

· With teacher direction, each group assigns the construction of the subsystems of their system/vehicle to group members.

· As students complete their subsystems, they assemble them together into a complete system. Modifications of the production plan may be required (with teacher approval) to allow for assembly challenges. All modifications are documented.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
Skills Demonstration	Safety Passport	Diagnostic	Knowledge/Understanding Application
Construction of: Frame Drive system Expansion unit	Observation Checklist	Formative	Thinking/Inquiry Application
Assembly of Product	Observation Checklist	Formative	Thinking/Inquiry Application
Portfolio	Rubric	Summative	Knowledge/Understanding Thinking/Inquiry Communication Application

Accommodations

· Change timelines for completion of the activity to meet student need.

· Extend practice time for students experiencing difficulties with technical skills.

Resources

Print Materials

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management, 2nd ed.
Cincinnati, OH: 1991. ISBN 0-538-07461-2

French, S. Mechanical Drawing, 12th ed. Whitby, ON: McGraw Hill Ryerson, 1997.

Hutchison, J. and J. Karsnitz. Design and Problem Solving in Technology. Whitby, ON: McGraw Hill Ryerson, 1994.

Loney, D.E. Project Design: Teacher’s Manual. Englewood Cliffs, NJ: Prentice-Hall, 1995.

Norman, Donald A. The Design of Everyday Things. New York: Doubleday, 1988. ISBN 0-385-26774-6

Quilan, C. Orthographic Projection Simplified. Toronto: McGraw-Hill Ryerson Ltd., 1996.
ISBN 0-02-677320-1

Schwaller, A. Transportation. Toronto: McGraw Hill Ryerson, 1996.

Schey, John A. Introduction to Manufacturing Processes. Toronto: McGraw-Hill, 1997.
ISBN 0-07-055279-7

Wohlers, T. Applying AutoCad 2000: A Step by Step Approach. Whitby, ON. McGraw Hill Ryerson, 2000.

Wright, R.T. Technology. Toronto: Irwin Publishing, 2000.

Videos

Videos on the design process and projects such as washing machines, bicycles, toys, and mobile homes are available from Classroom Video, 107 1500 Hartley Avenue, Coquitlam, BC V3K 7A1

Software

Wohlers, T. Applying AutoCad: A Step by Step Approach for AutoCad Release 14. Windows Package. Whitby, ON: McGraw Hill Ryerson, 1998. ISBN 0-02-667638-9

Websites

Bad Designs – www.baddesigns.com
A scrapbook of illustrated examples of things that are hard to use because they do not follow human factor principles

How Stuff Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function

Popular Mechanics – http://www.popularmechanics.com
A variety of articles from Popular Mechanics magazine

Popular Science – http://www.popsci.com/popsci/
A variety of articles from Popular Science magazine

Scottys – www.millenniumwave.com
Resources for teaching design

Appendix 3.2.1

A Sample Solution

Group members work individually and collectively in the construction of subsystems of the project.

Frame

· Students construct the frame according to the design drawings. Three bicycles are modified and reassembled into a tricycle configuration. The lead unit is a complete bicycle with the rear wheel removed. The two trailing units are complete bicycles (of the same size) with the front wheels removed. The forks on the trailing units are cut off and welded to the frames, to allow for handlebars that do not turn. The three units are welded together using additional materials, such as the steel pipe. Care must be taken that the completed frame follows the design, provides enough rigidity, and does not interfere with the drive system.

· A cargo area is created between the rear wheels of the trailing units. This could be constructed using materials donated by businesses in the community.

· The rear of the unit must have a coupling device to accommodate the expansion unit.

Drive system

· Students construct the drive system according to the design drawings. The lead unit (rather than the rear wheel) uses the existing chain and sprocket assembly to drive a shaft. The rear wheel is removed from the bicycle and is dismantled, and the hub (with gear cluster) is attached to the shaft. The existing derailleur system is maintained to provide the operator with the ability to change gear ratios. The shaft is supported by pillow block bearings, and extends to a point in line with the inner front sprocket of the left rear unit. Chain couples the two sprockets together. The outer sprocket drives the rear wheel of the left rear unit.

· The right rear unit utilizes the existing drive system and operates independently of the other two units.

· Guards for chains and sprockets must be fabricated and installed to provide for the safety of the operators.

Expansion Unit

· Students construct one or more add-on units that can be attached to the rear of the previous unit. An add-on unit is similar in design to the two trailing units but has only two wheels and a coupling device in place of the lead unit, allowing it to be attached to the rear of the main vehicle. Each side of the expansion unit is operated independently.

· Each expansion unit has a coupler attached to the rear to allow for other expansion units to be attached.

· As students complete their subsystems, they assemble them onto the frame. Modifications of the production plan (with teacher approval) may be required to allow for the seamless integration of sub-systems. All modifications are documented.

Activity 3.3: Reflect on the Design Process and Mass Transit Vehicle Product

Time: 10 hours

Description

Students complete the final two stages of the design process as they reflect on the process and product and evaluate, test, modify, and enhance their urban transit vehicle. Students assess aspects of the construction phase and make modifications necessary to change or enhance the product as a result of their evaluation. For example, enhancement to the product may include the incorporation of light and control systems, a revised braking system, or the addition of an auxiliary power unit. Student team members submit a design report and make a presentation to the class upon completion of the urban transit vehicle project.