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Course Profile Transportation Technology (TTJ4C), Grade
12, College Preparation, Combined
Course Overview
Prerequisite: Transportation
Technology, Grade 11, College Preparation
This
course examines alternative modes of mass transit to enable students to develop
the specialized knowledge and skills required to work with sophisticated land,
air, or marine vehicles and transportation systems. Students solve problems
related to vehicles and transportation systems, examine transportation-related
issues such as energy conversion, power transfer, control systems, and
environmental and societal impact, and investigate the educational requirements
of career opportunities in the transportation sector.
Professionalism in a technical field is
presented as opportunities to serve God both within the students’ own community
and globally. Through the examination of the choices that a student can make in
a technological world, students develop their God-given potential and learn to
make meaningful contributions to social justice issues such as protecting the
environment, moral and ethical use of technology in the workplace, and striving
to enhance the quality of life in our communities. Individual decision-making
and collaborative efforts are explored as students develop knowledge and skills
applicable in the critical analysis of transportation infrastructures, in light
of the ethical stewardship of our environment and world communities. Students
reflect on respect for the environment and wise use of resources, while
acknowledging the diversity and interdependence of the world’s various groups,
people, and cultures. Applying the opportunity to improve the lives of others
will be integral to success.
The
social, economic, and environmental consequences and impact of the
transportation sector on individuals and society are examined within the
context of the Christian faith. This course also provides opportunities for
critical reflection of these issues and responsibilities.
The units and activities in this course address
the diversity of mass transit systems, vehicles, and infrastructures.
Transportation issues are addressed in a global perspective regarding economic,
environmental, and human needs issues. The activity-based delivery of course
materials provides opportunities for students to develop individual and group
learning skills. The students are provided with a number of opportunities to
meet the expectations through the design and construction of models/systems to
solve transportation problems.
The Technological Education policy document
outlines the directions students would normally pursue and can give teachers
guidance for course planning. Students should be made aware of the entrance
requirements for College Engineering and Technology programs so that they take,
for example, the required Mathematics, Chemistry, and Physics courses.
Special considerations are made in
the course to incorporate specific health and safety guidelines such as the
Workplace Hazardous Materials Information System (WHMIS). The teacher must note
safety considerations and regulations from such organizations as the Industrial
Accident Prevention Association (IAPA) and the Workplace Safety Insurance
Bureau (WSIB) that impact the transportation industry and in turn, the
technical classroom. Safe practices in the workshop must be addressed and
reinforced throughout the course to ensure students learn and practise safe
operating procedures in the classroom. (See Appendix A – Safety Passport)
The teacher must address security
and safety issues on the Internet by implementing school and board policies on
appropriate student use and access to Internet services.
Awareness
of careers in transportation can be accomplished in a variety of ways, e.g.,
job shadowing, computer/Internet research, field trips, guest speakers, and
introduction to cooperative education as both secondary and post-secondary
program opportunities. Investigations into local transportation infrastructures
help students connect classroom concepts.
|
Unit 1 |
Planning and Management of Mass Transit Systems |
20 hours |
|
* Unit 2 |
Sources of Energy and Power Transmission |
30 hours |
|
* Unit 3 |
Design Alternative Models of Mass-Transit Vehicles/Systems |
60 hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
Students
examine various modes of mass transit in order to develop knowledge and skills
required to work through activities in Units 2 and 3. Students research
existing systems and vehicles used to move people and products through the
identification of design issues, including energy use and methods of power generation,
management and planning of mass transit systems. Students also analyse and
compare various modes of transportation in terms of economic, environmental,
and social impacts. Through their research and project work, students develop a
greater understanding of issues related to infrastructure, from human needs,
economics, and historical perspectives to mass transportation problems. Career
opportunities in the transportation sector and their educational requirements
are also investigated. Students also gain an appreciation of their duties to
serve the community in the Catholic faith tradition.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1.1 |
TFV.02, TF2.01, SPV.03, SP2.03, ICV.04, IC3.01, IC3.02,
IC3.03 |
Knowledge/ Understanding |
Examine existing transportation systems and career opportunities in the transportation sector |
|
1.2 |
TF2.01, SPV.03, SP2.06, SP2.04, SP2.05, SP3.01, SP3.02,
SP3.04, SP4.01, IC2.03, IC2.04 |
Knowledge/ Understanding |
Interpret organizational infrastructures and support systems within mass transportation Industries |
|
1.3 |
SPV.03, SPV.04, SP2.07, ICV.01, ICV.03, IC1.02, IC1.03 |
Knowledge/ Understanding |
Review the social, economic and environmental impacts of existing systems |
Time:
30 hours
Unit
Description
Students
examine energy issues related to mass transportation, such as energy sources,
conversion techniques, power transfer, and control systems. Many of the current
propulsion systems for air, land, and marine mass transit vehicles use fossil
fuels. Alternative energy sources and control systems are examined from the
perspective of their social, environmental and economic impact. Students
research energy systems and build a power generating system to test alternative
power ideas. Through this unit, students learn to appreciate that we all have a
duty as responsible citizens to protect and preserve the environment for future
generations.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
2.1 |
TFV.03, TFV.04, TF3.01, TF3.02, TF3.04, TF3.05, SPV.03,
IC1.02 |
Knowledge/ Understanding |
Research existing sources of energy and forms of conversion used in transportation |
|
2.2 |
TFV.01, TF1.02, TF3.02, SPV.01, SPV.04, SP1.03, SP4.02,
SP4.03, ICV.02, IC2.01 |
Knowledge/ Understanding |
Investigate the generation of electrical power for transportation systems |
Time: 60
hours
Unit
Description
In this
culminating activity, students solve problems using a design process that
relates to the current and future needs of mass transportation. 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 such
parameters 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. Students reflect and create meaningful
solutions with an informed conscience in order to work towards the common good.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
3.1 |
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 |
Employ the design process and problem-solving activities to develop solutions and production plans for an alternative mass transit vehicle |
|
3.2 |
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 |
Implement and modify production plans for a mass transit vehicle |
|
3.3 |
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 |
Test and evaluate vehicle |
The
study of transportation involves generating solutions to problems in
transporting goods and people via air, space, land, and marine environments.
This course requires a hands-on, project-based approach that incorporates
individual and team efforts, a problem-solving process for generating ideas,
and a variety of materials and tools to model, test and communicate solutions.
Historical analysis and examination of local solutions and problems is critical
to the development of students’ appreciation of engineering and scientific
concepts, as well as social and environmental issues.
In
a transportation design project, the teacher provides students with a design
brief that describes the problem to be solved, the constraints or criteria to
be met in the solution and in many cases, possible paths to take to develop a
viable solution. Activity initiation may take place with the whole classroom or
with select groups.
It
is important to provide students with the assessment criteria before initiating
the project and to discuss the strategies for attaining their maximum
potential. The teacher also discusses the production and maintenance of a
portfolio as each activity is begun.
The
teacher may provide students with a list of the course projects at the
beginning of the course, or to introduce them in sequence. This lends itself to
a variety of strategies for learning that is dependent on the project, the
level of student understanding and experience, and the availability of local
facilities and resources.
Possible teaching and learning strategies in a design
project include:
·
Group
collaboration:
students work in teams or with partners to accomplish specific tasks.
Individuals with differing strengths, skills, and knowledge work together to
solve problems. Group learning provides high levels of student engagement and
interdependence. The teacher establishes a learning environment modelled after
a service shop, engineering office, or race team prototype shop, depending on
the project.
·
Individual
effort: students
work independently to accomplish specific tasks or research topics of interest.
This may include reporting or completing individual tasks related to a group project.
Time management skills are addressed as both individual and group deadlines are
clearly posted and adhered to.
·
Class
discussion:
students actively participate by taking turns discussing relevant topics in the
units of study. The teacher may direct discussions by posing initial questions,
demonstrating specific procedures, or presenting a media topic related to the
current activity. Student-to-student conferencing in groups should be done with
outlined direction.
·
Theoretical
study: students
learn concepts and theory in application through the study of appropriate texts
and manuals. Theoretical concepts are taught through Socratic lessons provided
by the teacher or invited guests, or through assignments that involve research
and study into technical procedures that apply to the current activities.
It should be noted that important
issues such as safety (WHMIS, Ontario Health and Safety Association [OHSA])
must be reinforced throughout the course. Following initial discussions and
acceptable testing results, a safety passport (Appendix A) is assigned to each
student. The teacher reintroduces specific related safety topics as required.
A key
component of this course is that students be made aware of career opportunities
in the field of transportation. Strategies such as inviting guest speakers,
conducting field trips or industry visits, participating in community-based
projects, encouraging and marketing job shadowing, and participation in co-op
are highly recommended. Post-secondary studies and the procedures in applying
to college programs should be highlighted to reflect the wide range of
opportunities for students to explore.
Assessment
and evaluation criteria must be clearly explained to students at the beginning
of the course and at the onset of each activity. Performance assessment
includes analysis of the completed task and of students’ use of correct
procedures and safe conduct. Knowledge acquisition can be assessed through
testing, written reports and assignments, and formal student presentations. The
teacher assesses individual progress through daily observation and self and
peer assessment. Assessment of thinking/inquiry skills may take the form of
testing for rationalization of design choices and evaluating the development of
ideas into concrete products.
It is important that the teacher distributes
assessment/evaluation tools to be used for activities, such as rubrics or
checklists, at the beginning of each activity to guide students’ development
and to direct student efforts.
Seventy
per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on a final
evaluation in the form of an examination, performance, essay or other method of
evaluation suitable to the course content and administered towards the end of
the course.
It is
important that the teacher provides multiple opportunities for students to
demonstrate the expectations. The teacher must evaluate students individually,
even when they are working within collaborative groups. Possible strategies
include:
·
individual
deliverables, such as a research report or detailed work order;
·
daily
job or task sheets to be signed by students and the teacher. (Note:
these sheets can be attached to end reports, clearly indicating the
accomplishments of each group member.);
·
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 |
Assessment
Strategies |
Weight |
|
Knowledge/Understanding |
Written, Oral and Practical Tests |
70% |
|
Thinking/Inquiry |
Sequenced Procedural Lists |
|
|
Communication |
Report Writing |
|
|
Application |
Safe Work Habits |
|
|
Final Assessment |
Written Testing |
30% |
The
teacher should consult individual student IEPs for specific direction on
accommodation for individuals. Various accommodations may be made throughout
the program as required. They include one-to-one teaching/conferencing,
adaptation of handouts, small group learning, and 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.
Specific accommodations in the transportation activities
include:
·
additional
assistance for physical tasks;
·
additional
language resources (especially for technical terms);
·
templates
or additional templates to assist in completing drawings or reports;
·
peer
tutoring or additional help in record-keeping, diagnosing, measuring,
computing, or fabricating tasks;
·
examples
of completed assignments;
·
one-on-one
assistance in sequencing tasks.
Various
resources are used throughout the course, including research software, CAD
programs, transportation textbooks, websites, instructional videos, and
community industry experts. Special tools may be required for fabricating parts
and welding. Other resources, such as a teacher-developed worksheet of
procedures and observations, are to be completed by students at predetermined
points in the activity.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher must consult board policies regarding
use of any copyrighted materials. Before reproducing materials for student use
from printed publications, the teacher must ensure that the board has a Cancopy
licence and that this licence covers the resources to be copied. Before
screening videos/films with the students, the teacher must ensure that the
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Much of the
material on the Internet is protected by copyright. The person or organization
that created the work usually owns the copyright. Reproduction of any work or
substantial part of any work on the Internet is not allowed without the
permission of the owner.
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.
Carlson,
D., L. Wormser, and C. Ulberg. At Roads End: Transportation and Land Use
Choices for Communities. USA: Island Press, 1995. ISBN 1559633387
Daiber,
Robert and Thomas L. Erekson. Manufacturing Technology Today and Tomorrow.
USA: Glencoe/McGraw-Hill Educational Division, 1991. ISBN 0-02-675751-6
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
Quilan,
C. Orthographic Projection Simplified. Toronto: McGraw-Hill Ryerson
Ltd., 1996.
ISBN 0-02-677320-1
Franklin,
U. The Real World of Technology. Toronto: Anansi Press, 1990.
French,
S. Mechanical Drawing, 12th ed. Whitby, ON: McGraw Hill Ryerson, 1997.
Forester,
John. Bicycle Transportation: A Handbook for Cycling Engineers. USA: MIT
Press, 1994.
ISBN 0262560798
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.
Midwood,
D. et.al. Assess For Success. Toronto: O.S.S.T.F. Educational Services
Committee, 1994.
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
Quilan,
C. Orthographic Projection Simplified. Toronto: McGraw-Hill Ryerson
Ltd., 1996.
ISBN 0-02-677320-1
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
Sperling,
Daniel. Future Drive: Electric Vehicles and Sustainable Transportation.
USA: Island Press. 1995. ISBN 155963328X
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.
Komacek, S. “Transportation Technology
Education.” Foundations of Technology Education. 44 (10) (1995): 345-368
Several
videos are available from The Learning Tree Mechanic –
(http://www.autovideo2000.com), or Thompson/Delmar Learning (AutoEd.com: –
http://www.autoed.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.
The
URLs for the websites were verified by the writers 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
Pollution Probe is a Canadian environmental organization that deals with issues
such as air quality
Alternative
Fuels Data Center – http://www.afdc.doe.gov/
A one-stop shop for all your alternative fuel and vehicle information needs
American
Public Transportation Association – http://www.apta.com/
An international organization representing the transit industry
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
BP-Educational
Services – http://www.bpes.com
Educational resources and information
Canada
Transportation Development Centre – http://www.tc.gc.ca/tdc/
The Transportation Development Centre (TDC) is Transport Canada's research
organization
Carleton
University School of Industrial Design – www.id.carleton.ca
School of Industrial Design
C.A.R.S.
(Canadian Automotive Repair and Service) Council – http://www.cars-council.ca/
Addresses the human resource training and development needs of the Canadian
automotive repair and service industry
Catholic
Conservation Centre – http://conservation.catholic.org
A collection of writings and documentation about ecology and environmental justice
Communications
Canada Fact Sheets: Transportation in Canada
– http://www.communication.gc.ca/facts/trans_e.html
Facts on Canada
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
Industry
Canada – http://strategis.ic.gc.ca/sc_indps/sectors/engdoc/tran_hpg.html
A description of various transportation sectors in the Canadian economy
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
Online
Ethics Centre for Engineering and Science – http://onlineethics.org
Resources for understanding and addressing ethically significant problems in
engineering
Ontario
Power Generation Info Center – http://www.opg.com/info/learning.asp
OPG’s Info Centre is intended to help you understand our business and the
technology behind our business
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
Presentations.Com
– http://www.presentations.com/
Provides several links on strategies for a good presentation and information on
software applications
Society
of Automotive Engineers – http://www.sae.org/about/index.htm
The Society of Automotive Engineers is your one-stop resource for technical
information
Tech
Streets – www.techstreet.com
Standards and information (ASTM, CSA, ISO, etc.)
The
Subway Page – http://www.reed.edu/~reyn/transport.html
Links to World Subway and Other Transportation Information Resources
Transportation
Research: The University of Leeds – http://www1.leeds.ac.uk/~yimling
External WWW sites related to transportation and environment
Transport
Canada – http://www.tc.gc.ca
Information about Transport Canada and related links
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 in technology
Wondrously
Advantageous Ventures in Education – www.millenniumwave.com
Resources for teaching design
Computerized
Repair Manuals
Design
Software (i.e. AutoCad LT)
Microsoft
Encarta Encyclopaedia. CD-ROM.
Microsoft #X03-52495
Presentation
software such as Corel Presentation or Microsoft Power Point
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
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
College
preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for College programs. The
range of courses offered and the content of these courses allow students to
prepare for most College programs and related careers. Teaching and learning
emphasizes concrete applications of the theoretical material covered in the
course and also emphasizes the development of critical-thinking and
problem-solving skills. All College preparation courses are based on rigorous
provincial curriculum expectations and emphasize the development of both
independent research skills and independent learning skills. Courses also
require students to demonstrate that they have developed these skills.
Transportation
Technology, Grade 12, College Preparation can be used as an additional
compulsory credit (one credit from Science [Grade 11 or Grade 12] or
Technological Education [Grade 9 –12]) or as an optional credit. This course is
designed to provide students with a broad educational base that prepares them
for their studies in Cooperative Education and/or post-secondary education, and
to instil in them the need for life-long learning in the workforce.
Students
are involved in practical and theoretical aspects of transportation technology.
The curriculum provides opportunities for students to undertake hands-on
practical activities as well as to conduct research and analysis. There is a
wide range of teaching/learning strategies and accommodations to meet the needs
of all students. Anti-discrimination education, equity/social justice issues,
career goals/cooperative education, conflict resolution/violence prevention,
and community partnerships may be addressed in the day-to-day progression of
the course. All of these support Ontario Secondary School Policies.
Career
exploration throughout all units is made available to students with specific
reference to Choices into Action: Guidance and Career Education Program
Policy for Elementary and Secondary Schools, 1999.
This
is a sample of a generic safety passport that may be adopted for use in a
number of technology classrooms. The purpose of the safety passport is to
ensure that students are fully aware of all safety features on each piece of
equipment in the technical facility prior to using it independently. This process
may be adapted to suit the needs of the teacher and students.
The general process is as follows:
1. When a new piece of equipment (e.g., lathe)
is introduced, the teacher demonstrates techniques for the safe operation of
the machine and the required personal protective procedures and equipment
(e.g., wearing proper eye protection and protective clothing, securing loose
hair, removing jewellery, etc.). Students record the date of the safety
demonstration on the safety passport (see sample below). Students take notes of
the demonstration and record the information in a notebook along with the
signed passport slip. If a student is absent on the day of a safety
demonstration, a makeup opportunity must be provided.
2. Each student must complete a written (or
verbal) test on the safe operation of the machine tool, outlining all safety
features that must be observed. Students must record the written tests in a
notebook. These individual machine tests are designed to complement any general
facility safety rules. When the test is completed satisfactorily students
record the date in the “tested” column and the teacher initials this as
complete. Next, students must demonstrate to the teacher a thorough knowledge
of the safety rules for the equipment, and demonstrate competency on the
equipment. Once the teacher has observed the required safe set-up and operation
of the equipment, the teacher signs off that portion of the safety passport.
3. The teacher signs the final column of
students’ safety passport once students have completed steps 1, 2 and 3.
Students are now able to use that piece of equipment.
4. Students must be able to provide the teacher
with their signed passport for that equipment each time they wish to use it. A
summary document of all the various permissions may be created by students and
signed by the teacher (as permissions are earned). These summary safety
passports may be protected with page protectors or laminated for protection.
Sample
Equipment Safety Passport
|
Student Name: __________________________ |
|||||||||||||
|
Attended Teacher Safety Instruction and Demonstration (and note recorded) |
Passed Written or Verbal Testing |
Demonstrated Safe Set-up and Operation of Equipment to the Teacher |
Granted Permission to Use Equipment by the Teacher |
|
||||||||||
|
Date of Lesson |
Teacher Initial |
Date Tested |
Teacher Initial |
Date of Demo |
Teacher Initial |
Date |
Teacher Initial |
|
|||||
|
|
|
|
|
|
|
|
|
|
|||||
Coded
Expectations, Transportation Technology, Grade 12,
College Preparation, TTJ4C
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.03 · analyse and describe the kinds
and costs of different forms of energy conversion used in the transportation of
people and goods using land, air, and marine vehicles;
TFV.04 · research sources of energy and
power transmission that could be used to fuel vehicles and transportation
systems in the future.
The
Design Process
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 following steps of the
design process to solve a variety of transportation technology challenges or
problems:
q identify what has to be accomplished (the
problem);
q gather and record information, and establish a
plan of procedures;
q brainstorm a list of as many solutions as
possible;
q identify the resources required for each
suggested solution, and compare each solution to the design criteria, refining
and modifying it as required;
q evaluate the solutions (e.g., by testing,
modelling, and documenting results) and choose the best one;
q produce presentation and working drawings,
sketches, graphics, mathematical and physical models, or a prototype of the
best solution;
q evaluate the prototype and determine the
resources, including computer applications, required to produce it;
q communicate the solution, using one or more of
the following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and
repeat the design process if necessary to refine or improve the solution.
Transportation
Systems
TF2.01 – 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.
Energy
and Energy Conversion
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.
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.
Organizational
Skills
SP1.01 – design a mass-transit enterprise
incorporating the five major areas of activity: research and development,
production, marketing, industrial relations, and financial affairs;
SP1.02 – function effectively in a model
of a mass-transit organization in one or more areas of activity;
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).
Applied
Work Practices and Procedures
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;
SP2.03 – determine cost, quality of
service, and capacity considerations in existing forms of public transport;
SP2.04 – develop appropriate models for
establishing a fair pricing structure for a mass-transit system;
SP2.05 – simulate the effective management
and marketing of a model mass-transit system;
SP2.06 – quantify the financial cost of
environmental impacts and carry out an accurate risk analysis;
SP2.07 – analyse the demand for services
at different times of the day on a mass-transit system to establish the
services required.
Communication
Skills
SP3.01 – develop an accurate line
organization chart of a model mass-transit enterprise in a school
transportation facility;
SP3.02 – develop an appropriate flow chart
for the major areas of activity in their model mass-transit enterprise;
SP3.03 – generate product specifications
for their mass-transit model using engineering drawings, sketches, and reports;
SP3.04 – present effective proposals
related to the establishment of a transportation-related enterprise.
Interdisciplinary
Skills
SP4.01 – apply mathematical skills in spreadsheet
analysis to make calculations to close tolerances and to control inventory,
costs, and quality;
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.
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;
ICV.03 · identify the role of health and
safety legislation in transportation technology programs in schools and in the
transportation sector;
ICV.04 · describe the postsecondary and
career opportunities available in the transportation sector on graduation from
a college program.
Impacts
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;
IC1.03 – explain the economic impact of
the transportation sector on the local community, the province, and the nation.
Safety
and Legislation
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;
IC2.03 – develop an effective emergency
action plan for the school transportation facility;
IC2.04 – describe the Occupational Health
and Safety Act (OHSA) and identify its implications for the school
transportation facility and the transportation sector workplace;
IC2.05 – analyse and describe the issues
related to transportation technology addressed in the Workplace Hazardous
Materials Information System (WHMIS).
Education,
Training, and Career Opportunities
IC3.01 – describe career opportunities in
the transportation sector following postsecondary training (e.g., management,
marketing, finance, production, quality control, engineering);
IC3.02 – identify postsecondary programs
associated with the transportation sector and evaluate the appropriateness of the
programs to their career plans;
IC3.03 – assess their strengths and
limitations in preparation for careers in the transportation sector.
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.