Course Profile
Integrated Technologies, Grade 9 open, Catholic
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
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© Queen’s Printer for Ontario
Public District School Board Writing Team - Integrated Technologies
Lead
Board
Dufferin-Peel Catholic District School Board
Denise Panunte, Manager
Course Profile Writing Team
Brian Andres,
Wellington Catholic District School Board
Siegfried
Dobrowolski, Dufferin-Peel Catholic District School Board
Joanne Durst, Dufferin-Peel Catholic District School Board
Brenda Kenney, Wellington Catholic District School Board
John McDermott, Dufferin-Peel Catholic District School Board
Paul Owens, Dufferin-Peel Catholic District School Board
Roy Parteno, Dufferin-Peel Catholic District School Board
Central Ontario Catholic Curriculum Cooperative
Institute for Catholic Education
Unit 3: Transportation Theme
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developer(s): Paul Owens, Joanne Durst, Siegfried Dobrowolski
Development Date: June 18, 1999
Students develop and demonstrate an understanding of the concepts related to Transportation Technology. Students use a design model to solve challenges related to the safe transportation of people and cargo. The students research, design, fabricate, test, and evaluate models of real world transportation systems and present the results of their findings. Students create a vehicle that safely transports an egg through a crash (Egg Crash Test) and a boat to transport cargo quickly over open water (The Boat Race).
Ontario Catholic School Graduate Expectations: 2b, 2c, 3b, 3c, 5a, 5e, 7d, 7i.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X SPV.02X, SPV.04X, SPV.05X, ICV.01X, ICV.03X.
Specific Expectations: TFS.01X, TFS.02X, TFS.03X, TFS.04X, SPS.01X, SPS.02X, SPS.07X, SPS.08X, ICS.01X, ICS.05X.
|
Activity 1 |
Introduction to Vehicle Crash Testing |
60 minutes |
|
Activity 2 |
Egg Crash Test |
420 minutes |
|
Activity 3 |
The Boat Race Design |
420 minutes |
|
Activity 4 |
Closure and Integration |
60 minutes |
Students work in groups of two or three. Students are challenged to form an “engineering firm” that designs and builds model vehicles. Students use a design model, such as SPICE, to solve the design challenge. The results of student research are presented to the class. One design problem deals with crash testing and protection of the passenger while the second deals with boat design (for material or passenger transfer). Appendices 1.1 and 1.2 deal with the student activities.
Students are required to have basic measurement skills and an awareness of the design process.
Strategies include: whole group teaching to introduce the challenge; brainstorming for ideas exploration; expert groups to develop skills; conferencing to share ideas and develop proposals; small groups and peer teaching; and model building and reporting through presentations.
Formative and summative evaluation are used during the unit. Formal and informal teacher observations, as well as teacher conferencing with individuals and groups, monitor student progress. Students are asked to evaluate themselves and their peers. The process is evaluated on an on-going basis. The presentation at the end of each activity represents a form of summative evaluation.
Design and Technology. Toronto: McGraw-Hill Ryerson, 1997.
Experience Technology. Peoria, IL: Glencoe/McGraw-Hill, 1997.
Technology: Science & Math in Action. Peoria, IL: Glencoe/McGraw-Hill, 1997.
Technology Science Mathematics. Peoria, IL: Glencoe/McGraw-Hill1997.
Technology: Today & Tomorrow. Peoria, IL: Glencoe/McGraw-Hill, 1997.
Contact:”Crash Test”- Golf Class, Volkswagon, Canada
Incredible Frontiers: Episode 2, “Crash Test”, GRB Entertainment (Studio City, CA, 1998)
www.crashtest.com
www.safetycity.com
www.nhtsa.dot.gov/
www.safetybeltsafe.usa
Time: 60 minutes
Students are introduced to the technology behind vehicle crash testing and the impact that vehicle collisions have on the individual, family, community, and parish. They are also introduced to the process of gathering scientific data and investigating safety policies pertaining to the research involved in vehicle crash testing and post-accident investigations. Students examine the technologies used to prevent or reduce human suffering resulting from vehicular collisions.
Ontario Catholic School Graduate Expectations:
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE5a - works effectively as an interdependent team member;
CGE7d - promotes the sacredness of life.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFX.02X, SPV.01X, SPV.02X, ICV.01X.
Specific Expectations: TFS.03X, SPS.02X, ICS.01X, ICS.05X.
· A VCR should be available.
· The instructor should have prior knowledge of the key points regarding vehicle safety and crash testing procedures. The video could be stopped to emphasize key points.
· A review or question sheet may be used at the teacher’s discretion to ensure understanding.
· Show selected sections of movies related to safety improvements (dash design modifications, seat-belts, etc. The videotape Tucker is an excellent choice).
· Local police can be invited to talk to the class.
· Automobile Associations (CAA), driving schools, and people who have been in accidents can be used.
· Demonstrate awareness that a moving mass has kinetic energy that can be transferred to a stationary object (e.g., a car hitting a wheelbarrow will cause the wheelbarrow to move).
· Identify various criteria for selecting a product (e.g., safety, reliability, durability, environmental concerns, costs, etc.).
· Understand the impact of modern transportation systems (e.g., trucks, snowmobiles, and boats on the environment and on living things (e.g., loss of natural habitat, neighborhoods changed, highways, smog, etc.).
Students will:
· discuss the personal and tragic implications of vehicle crashes (on the family, the community and parish, the sacredness of life);
· discuss the fact that it is their duty to protect all life;
· identify the need for vehicle safety devices and explain methods of their testing (Internet sources);
· identify the methods used to prevent serious injury in collisions.
Teachers will:
· introduce the topic of passenger and vehicle safety (over the last 40 years);
· show the video on crash testing and discuss various methods of testing;
· have students discuss findings in small groups (observe, do not evaluate);
· encourage and evaluate student participation in discussion;
· review the need for safe operation modern vehicles due to the increase in power (driving schools);
· promote discussion on the fact that life is a gift from God and is to be treasured and when life is taken away, it is your duty to console and help family members through the grieving process.
· The teacher monitors the classroom during the video and ensures that the questions are being answered.
· Student participation is noted but not evaluated at this time.
· Ensure that visual aids and other devices are available for special needs students (large screens, headphones, written material in large print).
· Design discussion groups to ensure that all students have the opportunity to participate equally and succeed.
· TV and VCR
· videos on crash testing and/or vehicle safety
· Internet sites and videos (see Activity 2A Resources)
· local automobile dealers may supply photos, parts, and videos for discussion
· local parish priest to discuss the Church’s position on the value of life and how we are to ensure we afford it every opportunity for protection
Time: 60 minutes
Through teacher initiative and group discussion, students are introduced to the development of safety devices that have resulted in the present-day features on present-day vehicles. Students research the topic of vehicle and passenger safety devices on the vehicle of their choice, using the school's library or resource centre, as well as any Internet workstation. Additionally, students research the number and types of these devices incorporated into their personal family vehicle. This information will be incorporated into their design.
Ontario Catholic School Graduate Expectations:
CGE2b - reads, understands, and uses written materials effectively;
CGE3b - creates, adapts, and evaluates new ideas in the light of the common good;
CGE5a - works effectively as an interdependent team member.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: SPV.04X, TFV.02X, ICV.03X.
Specific Expectations: TFS.04X.
Teachers may choose to do either the Egg Crash or the Boat Race (Activity 3) first. Ensure that students have a clear understanding of the design and fabrication process and reinforce this process for the second project.
· Review the checklist of vehicle safety features and modify for local use.
· Review the documentation sheet and modify for local use.
· Reserve a period of time in the resource centre for the entire class to perform research.
· It is important to demonstrate to the students how the energy from the impact will be absorbed. The use of crumple zones, steel side bars, etc. are used for protection of the passenger in modern cars, so must the student make the transition to their vehicle. They can weaken the sticks by cutting notches, sanding them down to aid in energy dispersal away from the passenger (the egg), glue them in different shapes, make bumpers, etc.
· familiarity with the library text and circular filing system;
· familiarity with the use of an Internet browser and downloading/printing techniques.
Students will:
· present research data to instructor for comment prior to beginning assembly stage;
· consider the use of modified versions of these safety features for their model;
· work co-operatively with their classmates in sharing resource material.
Teachers will:
· ensure group formation provides a chance for all students to succeed and be treated with respect;
· introduce and discuss various common safety features found on past and present vehicles;
· ensure there is a library/resource centre and Internet facility for the class;
· monitor that the correct information is being gathered by the students;
· ensure students remain on task and are working effectively;
· relate the investigation of safety devices to the sacredness of life and the need to protect it (a gift from God);
· make the connection between this exercise and the real-life opportunities that exist in the automotive design field where one person’s contribution can have a positive effect on the family and community of people who purchase their product, and where protecting lives is the end result.
· Evaluate research data collected by students.
· Observe group interaction for conduct, work habits, and responsibility (not evaluated at this time).
· Students requiring enrichment may be in charge of video-documenting the design and fabrication process for final review and viewing for Activity 4.
· Ensure that visual aids and other devices are available for special needs students (large screens, headphones, written material in large print).
· If there are older students in the class, their driving experiences could be of value.
· http://www.car.volvo.se
· public library and local police
· car manufacturers (Ford, GM, Chrysler)
· personal family vehicle
· videotapes (Tucker)
Time: 90 minutes
The students are introduced to the crash test design and construction challenge. Pairs of students use the information gathered through Activity 1 and Activity 2A to design and produce a crash test vehicle built to specifications supplied by the teacher. The passenger, in this case an egg, must survive the crash. Students follow the design process by producing thumbnail and working drawings before they move on to the construction phase. As well, students are expected to complete daily reflective journals at the end of class. The drawing segment of this activity provides exemplars to be used to direct student achievement.
Ontario Catholic School Graduate Expectations:
CGE2b- reads, understands and uses written materials effectively;
CGE2c- presents information and uses written materials effectively;
CGE3c- thinks reflectively and creatively to evaluate situations and solve problems;
CGE5e- respects the rights, responsibilities and contributions of self and others;
CGE7i - respects the environment and uses resources wisely.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, ICV.01X.
Specific Expectations: TFS.01X, SPS.01X, SPS.07X, SPS.08X.
· Be familiar with the design specifications and limitations.
· Review the challenge description and steps and modify for local use.
· Evaluate thumbnail sketches and final drawings with each group as they complete them allowing for guidance and constructive criticism to ensure that all criteria are being met.
· Make the students aware that each day is an evaluation day where all facets of their class work are assessed.
· Make certain students are familiar with the required tools and materials and their safe and proper use; discuss the need not to waste materials and that only environmentally sensitive materials are to be used.
· Power tools are not necessary for this activity.
· Provide each group with 21 Popsicle sticks, two pieces of cotton seatbelt material (1”x4”), two straws, and wood glue.
· Review rules of behaviour in the Construction Lab.
· Encourage special needs students to participate to the maximum of their ability and modify groups to ensure this happens.
· Material selection may be varied for students who require an enhanced program to ensure they are working at an enhanced level.
· some experience with the safe use of hand tools;
· basic time-management skills;
· basic journal writing skills;
· an ability to identify design features that improve the energy efficiency of devices and systems;
· an ability to communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, drawings, charts, and oral presentations (e.g., give a presentation on the process of designing and making a specific structure);
· apply specific considerations to the actual manufacture of a product that they have designed and made (e.g., availability of materials, height and weight restrictions, etc.);
· demonstrate an awareness that a moving mass has kinetic energy that can be transferred to a stationary object and must be absorbed and not transferred to the passenger (the egg);
· formulate questions about and identify needs and problems related to structure and mechanisms;
· communicate the procedures and results of investigations for specific purposes and to specific audiences using media works, written notes and descriptions, charts, drawings, and oral presentations;
· identify various criteria for selecting a product (e.g., safety, reliability, durability, environmental sensitivity, cost).
Students will:
· express interpersonal communications skills by working effectively and responsibly within a partner/group situation;
· exhibit industrious and co-operative work habits in a consistent manner;
· complete a daily reflective journal and have the journal initialled by the teacher;
· explain their design choices to the instructor as required.
Teachers will:
· provide the students with ample background material, information, and resources to allow for maximum success;
· monitor student progress on a daily basis (roving conferencing, daily log);
· provide guidance in the organization of personnel for shop clean-up;
· reinforce the need not to waste resources as they are a gift from God;
· ensure special needs students and students who require an enriched program are encouraged/challenged for maximum success;
· review design processes that can be incorporated in the students vehicle to ensure success (e.g., bumpers, crumple zones [weakening the area], etc.);
· relate assigned tasks to real work activities (automobile design, Canadian Standards Association, Ministry of Transport, etc.);
· discuss possible co-op placements for students.
The assessment of this activity includes both summative and formative evaluations on the following topics:
· Drawings - include the thumbnail drawings and the scale finished drawing.
· Daily Work - includes the quality of participation within the class, group, and shop environment.
· Allow students to form their own pairs with extra attention being paid toward special needs students.
· Use large print materials, computer drawing programs, large screen monitors, etc. with special needs students.
· popsicle sticks, glue, straws, cotton fabric (old tea towels work well)
· hand tools, power tools if necessary
· co-op teacher to discuss job availability in the design field
Time: 270 minutes
Students construct their test vehicle to their design specifications and then run a test. The survival of the passenger, the egg, is to be stressed; it is an indicator of the ability to use design and problem-solving processes. This test has a direct relationship to the work environment (automobile manufacture and vehicle testing) and is seen as an example of applied engineering skills. Students collect all test data to be used in the final report.
Ontario Catholic School Graduate Expectations:
CGE2b- reads, understands, and uses written materials effectively;
CGE2c- presents information and uses written materials effectively;
CGE3c- thinks reflectively and creatively to evaluate situations and solve problems;
CGE5e- respects the rights, responsibilities, and contributions of self and others;
CGE7i - respects the environment and uses resources wisely.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, SPV.05X, ICV.01X.
Specific Expectations: TFS.01X, TFS.02X, SPS.01X, SPS.07X, SPS.08X, ICS.01X, ICS.05X.
· Ensure that the test mechanism is operational.
· Have a test area that is away from any valuable equipment. (This is going to be messy. Cover floor and table with paper and/or provide access to a hose.)
· Allow students time to complete daily log entries and final report containing all pertinent information at the completion of the test.
· Videotape class results where possible for use as exemplars (this may be an additional activity for students who require an enriched program).
· Invite Physics students to observe and take notes on the tests to provide a hands-on application of Energy Applications. Their notes could be used as part of the final report.
· safe operation of hand and power tools;
· the rules of conduct in the Construction lab for the safety of all;
· how to work as a valued team member sharing all responsibilities and decisions.
Students will:
· express interpersonal communications skills by working effectively and responsibly within a partner/group situation;
· exhibit industrious and co-operative work habits in a consistent manner;
· complete a daily reflective journal and have the journal initialled by the teacher;
· apply the design process to the development of the crash test vehicle and chronicle its development;
· explain their design choices to the instructor and other groups as required;
· ensure safety measures are taken to ensure their own safety and that of others (tool safety, etc.);
· prepare to present all drawings, data and results (Activity 4).
Teachers will:
· provide the students with ample background material, information, and resources to allow for maximum success;
· constantly supervise the use of any hand or power tools used in fabrication;
· monitor student progress on a daily basis (roving conferencing, daily log);
· provide guidance in the organization of personnel for shop clean-up;
· reinforce the need not to waste resources;
· ensure special needs students and students who require an enriched program are encouraged/challenged for maximum success;
· relate this test process as being a real-life trial.
The assessment of this activity includes both summative and formative evaluations. These must cover six main areas:
· Drawings - include the thumbnail drawings and the scale finished drawing.
· Daily Work - includes the quality of participation within the class, group, and shop environment.
· Oral presentation - noting things such as description of the vehicle safety features, equal participation, and good oral communication skills.
· Crash Test - How many eggs “survived”?
· Journal entries
· Self- and peer-evaluation
· Give special needs students additional time if needed.
· Students who require an enriched program could videotape and record the safest car and the most spectacular crash.
· popsicle sticks, glue, straws, cotton seatbelt material
· hand tools, power tools
· test stand, newspapers or plastic
· video camera
Time: 60 minutes
Through teacher initiative and group discussion, students are introduced to the technology behind boat and watercraft construction. Students research the history of watercrafts using the school's library or resource centre, as well as the Internet. Students research the terms related to watercrafts, including hull shapes and designs, sail, rudder, bow, stern, ballast, and buoyancy. The information is incorporated into their design. This is a design activity where the safe transfer of the passenger or product is as important as speed. Success is defined by the safe arrival of the cargo in a reasonable time.
Ontario Catholic School Graduate Expectations:
CGE2b- reads, understands, and uses written materials effectively;
CGE3b- creates, adapts, and evaluates new ideas in the light of the common good;
CGE5a – works effectively as an interdependent team member.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: SPV.04X, TFV.02X, ICV.03X.
Specific Expectations: SPS.07X.
· Review the checklist of nautical terminology (see Appendix 1.3).
· Reserve a period of time in the resource centre for the entire class to perform research.
· Ensure students are aware that the completion of the task can only be achieved when the boat arrives safely at its destination.
· Discuss how speed is a factor in accidents (e.g., Titanic, personal watercraft, speed boats, the effect of alcohol, etc.).
· Life is important and must be protected (a gift from God).
· familiarity with the library text and circular filing system
· familiarity with the use of an Internet browser and downloading/printing techniques
Students will:
· present research data to instructor for comment prior to beginning assembly stage;
· work co-operatively with their classmates in sharing resource material.
Teachers will:
· discuss the use and importance of watercraft for commercial and leisure pursuits;
· ensure group formation provides a chance for all students to succeed and be treated with respect;
· introduce on-going testing for design discussion and modification (Appendix 1.4)
· ensure there is a library/resource centre and Internet facility for the class;
· monitor that correct information is being gathered by the students;
· ensure students remain on task and are working effectively;
· relate the investigation of safe watercraft use to the sacredness of life and the need to protect it (a gift from God);
· make the connection between design requirements and the need for safe recreational craft, which leads to enjoyment for family and friends (quality of life);
· employment opportunities in the design, build, and sales fields (power and sail boats, as well as personal watercraft)
· Evaluate research data collected by students.
· Observe group interaction for conduct, work habits, and responsibility (not evaluated at this time).
· Put students who require an enriched program in charge of video-documenting the design and fabrication process for final review and viewing in Activity 4.
· Ensure that visual aids and other devices are available for special needs students (large screens, headphones, written material in large print).
· http://www.HomePort.com/Nautical Know How
· public library
· boat and yacht manufacturers
· two 10” lengths of vinyl eavestrough capped at both ends
· a 24” fan
· small weights (grams)
· local sailing clubs, power squadron, harbour police
Time: 90 minutes
The students are introduced to the boat design and race challenge. Each student, along with a partner, designs and fabricates a watercraft built to carry a cargo or passengers from point A to point B quickly, safely, and completely dry. Students follow the design process by producing thumbnail and working drawings before they move on to the construction phase. As well, students are expected to complete daily reflective journals at the end of class.
Ontario Catholic School Graduate Expectations:
CGE2b- reads, understands, and uses written materials effectively;
CGE2c- presents information and uses written materials effectively;
CGE3c- thinks reflectively and creatively to evaluate situations and solve problems;
CGE5e- respects the rights, responsibilities, and contributions of self and others;
CGE7i - respects the environment and uses resources wisely.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, ICV.01X.
Specific Expectations: TFS.01X, SPS.01X, SPS.07X, SPS.08X.
Teachers may choose to do either the Egg Crash (Activity 2) or the Boat Race first. Ensure that students have a clear understanding of the design and fabrication process and reinforce this process for the second project.
· It is important that the teacher be familiar with the nautical terms used and the testing procedures.
· Evaluate thumbnail sketches and final drawings with each group as they complete them allowing for guidance and constructive criticism to ensure that all criteria are being met.
· Make the students aware that each day is an evaluation day where all facets of their class work is being assessed.
· Make certain students are familiar with the required tools and materials and their use; discuss the need not to waste materials and that only environmentally sensitive materials are to be used.
· Power tools are not necessary for this activity.
· Provide each group with 21 popsicle sticks and plastic material for the sail.
· Encourage special needs students to participate to the maximum of their ability and modify groups to ensure this happens.
· some experience with the safe use of hand tools (if this activity is done before the Crash test);
· basic journal writing skills (if this activity is done before the Crash test);
· an ability to identify design features that improve the energy efficiency of devices and systems;
· an ability to communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions, drawings, charts, and oral presentations (e.g., give a presentation on the process of designing and making a specific structure);
· apply specific considerations to the actual manufacture of a product that they have designed and made (e.g., availability of materials, height and weight restrictions, etc.).
Students will:
· express interpersonal communications skills by working effectively and responsibly within a partner/group situation;
· exhibit industrious and co-operative work habits in a consistent manner;
· complete a daily reflective journal and have the journal initialled by the teacher;
· explain their design choices to the instructor as required;
· develop new skills in the design and building of watercraft (how hull design affects speed, displacement, and carrying capacity).
Teachers will:
· provide the students with ample background material, information, and resources to allow for maximum success;
· monitor student progress on a daily basis (roving conferencing, daily log);
· ensure special needs students and students who require an enriched program are encouraged/challenged for maximum success.
The assessment of this activity includes both summative and formative evaluations in the areas of:
· Drawings - include the thumbnail drawings and the scale finished drawing.
· Daily Work - includes the quality of participation within the class, group, and shop environment.
· Allow students to form their own pairs with extra attention being paid toward special needs students.
· popsicle sticks, glue, plastic material
· hand tools, power tools if necessary
Time: 210 minutes
In this section, students construct their watercraft to their design specifications and then run a preliminary water test. The floatation and speed of the craft is to be stressed; it is an indicator of their ability to use design and problem-solving processes. This test has a direct impact on their design modifications and final testing.
Ontario Catholic School Graduate Expectations:
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE4b - demonstrates flexibility and adaptability;
CGE4d - responds to, manages, and constructively influences change in a discerning manner;
CGE7i - respects the environment and uses resources wisely.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, SPV.05X, ICV.01X.
Specific Expectations: TFS.01X, TFS.02X, SPS.01X, SPS.07X, SPS.08X, ICS.01X, ICS.05X.
· Ensure that the test mechanism is operational (fan works, eavestrough does not leak).
· Have a test area that is away from any valuable equipment (this could get wet).
· Cover work area with papers to help in clean-up.
· Allow students time to complete daily log entries and test report containing all pertinent information at the completion of the test.
· Ensure the electric fan is far enough away from the water that no student is put in danger should the fan tip or fall.
· safe operation of hand and power tools;
· rules of conduct in the Construction lab;
· how to work as a valued team member sharing all responsibilities and decisions.
Students will:
· express interpersonal communications skills by working effectively and responsibly within a partner/group situation;
· exhibit industrious and co-operative work habits in a consistent manner;
· complete a daily reflective journal and have the journal initialled by the teacher;
· apply the design process to the development of the watercraft and chronicle its development;
· modify the design as required;
· ensure safety measures to be taken to ensure their own safety and that of others (tool safety etc.);
· prepare to present all drawings, data, and results (Activity 1.4).
Teachers will:
· supervise the use of any hand or power tools used in fabrication;
· monitor student progress on a daily basis (roving conferencing, daily log);
· ensure special needs students and students who require an enriched program are encouraged/challenged for maximum success;
· relate this test process as being a real-life trial.
The assessment of this activity includes both summative and formative evaluations in these areas:
· Daily Work - includes the quality of participation within the class, group, and shop environment.
· Pre-test – Did the cargo arrive safely? Was it dry? What improvements could be made to make it more successful?
· Journal entries
· Self evaluation
· Give special needs students additional time if needed.
· Students who require an enriched program videotape strategic points in the design, construction, and pre-testing.
· hand tools, power tools
· test location, newspapers or plastic
Time: 60 minutes
Students race their watercraft against each other and the floatation and speed of the craft is recorded. This test has a direct relationship to the work environment (watercraft manufacture and testing). Each team races their watercraft once with the four finalists racing off in a final challenge. The winning watercraft is the one that quickly and safely transports its cargo to the end. The cargo must be completely out of the water and completely dry.
Ontario Catholic School Graduate Expectations:
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE7i - respects the environment and uses resources wisely;
CGE4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, SPV.05X, ICV.01X.
Specific Expectations: TFS.01X, TFS.02X, SPS.01X, SPS.07X, SPS.08X, ICS.01X, ICS.05X.
· Ensure that the test mechanism is operational (fan works, eavestrough does not leak).
· Have a test area that is away from any valuable equipment. (This could get wet).
· Cover work area with paper to help in clean-up.
· Ensure video cameras are set up and operational (and will stay dry) to tape class results.
· Allow students time to complete daily log entries and final report containing all pertinent information at the completion of the test.
· how to work as a valued team member sharing all responsibilities and decisions
Students will:
· work effectively and responsibly within a partner/group situation;
· exhibit industrious and co-operative work habits in a consistent manner;
· complete a daily reflective journal and have the journal initialled by the teacher;
· apply the design process to the development of the watercraft and chronicle its development;
· ensure safety measures to be taken to ensure their own safety and that of others (tool safety, etc.);
· videotape key race activities and chronicle the results.
Teachers will:
· organize the race so that boats of equal quality race at the same time;
· monitor student progress (roving conferencing, daily log);
· ensure special needs students and students who require an enriched program are encouraged/challenged for maximum success;
· relate this test process as being a real-life trial.
The assessment of this activity includes both summative and formative evaluations in these areas:
· Oral presentation - noting things such as description of the vehicle safety features, equal participation and good oral communication skills.
· Test – How much cargo arrived safely? Why was the fastest watercraft faster than the others?
· Journal entries
· Self- and peer-evaluation
· Give special needs students additional time if needed.
· popsicle sticks, glue, cotton balls, plastic sail material
· hand tools, power tools
· test location, newspapers or plastic
· video camera
Time: 60 minutes
In this section, the students watch the video of the egg crash and the boat race. The winning teams discuss their design strategy and why they believe their design was so successful. Students then write a reflection on the overall transportation theme and how it relates to their daily lives.
Ontario Catholic School Graduate Expectations:
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
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;
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;
CGE5b - thinks critically about the meaning and purpose of work.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01X, TFV.02X, TFV.03X, SPV.01X, ICV.03X.
Specific Expectations: TFS.03X, SPS.01X, SPS.03X, ICS.05X.
· Ensure video cameras are set up and operational at the completion of the test.
· Allow students time to complete daily log entries and final report containing all pertinent information.
· understand how to reflect on design decisions and the success of a design
Students will:
· complete a daily reflective journal;
· chronicle the development of both projects including difficulties and positive experiences;
· play videotape of key activities for enjoyment and project review.
Teachers will:
· discuss how each design is individual and unique;
· discuss the impact that vehicle and watercraft have had on our everyday lives, both for enjoyment and business.
The assessment of this activity is formative. Teachers review reflective journals and peer and self evaluations using a rubric (Appendix 1.4).
· Journal entries
· Self and peer evaluation
· Give special needs students additional time if needed.
· video camera
· paper and pencil evaluation, and peer evaluation rubric
The purpose of this challenge is to introduce automotive design principles. You will design and build a vehicle to safely transport an egg a specific distance and have the vehicle pass a direct impact test to ensure the safety of the passenger. Your mark will be based on the completeness of your research, the design and construction of the vehicle, and the final testing and report (regardless of whether your egg survives the crash).
Only the following materials may be used:
· popsicle sticks (21 allowed);
· straws (2 allowed);
· seat belt material (will be supplied);
· glue (will be provided);
· egg (will be provided);
· wheels (are to be provided by the student).
· Research of car design and safety features (Internet search and report)
· Design drawings and orthographic projections of design idea
· Construction/fabrication of the vehicle
· Advertising campaign (print advertisement using CorelDRAW™)
· Testing (before and after test report)
· Final report of possible design improvements
· Ability to work as an interdependent team member
Develop a set of design criteria (i.e., safety, appearance, speed, and other important items that should be included).
Groups of two students only. Students complete a self and peer evaluation form.
The purpose of this challenge is to introduce watercraft design principles as they relate to the transfer of goods and materials. You will research, design, and build a watercraft that quickly and safely transports cargo through open water using sail power only. The cargo must arrive at the destination safely and be dry when it arrives.
The following materials may be used:
· popsicle sticks (21 allowed) - can be cut in half;
· plastic for the sail;
· other material (No paper cardboard or fabric should be used as these will get wet and weigh the boat down.);
· glue (will be provided);
· weights (will be provided);
· fan.
There is no weight limitation to the watercraft. (It can weigh anything you want.)
· Research of boat shapes and terms
· Design drawings and draft plans of ideas (marks for creativity and uniqueness)
· Construction/fabrication of the watercraft
· Pre-test run and modifications
· Testing - boat race
· Ability to work as an interdependent team member
· Final report of test/race results
Students work in groups of two to research, design, fabricate, and race the watercraft.
Note: This information has been gathered from the www.NauticalKnowHow.com Internet site (Microsoft Internet Explorer). This resource lists all nautical terms and definitions.
Aft - Toward the stern of the boat.
Ballast - Any heavy material placed in the hold of a vessel to enhance stability
Boat - A fairly indefinite term. A waterborne vehicle smaller than a ship. One definition is a small craft carried aboard a ship.
Bow - The forward part of a boat.
Displacement - The weight of water displaced by a floating vessel, thus, a boat's weight.
Hull - The main body of a vessel.
Ship - A larger vessel usually thought of as being used for ocean travel. A vessel able to carry a “boat” on board.
Starboard - The right side of a boat when looking forward.
Stem - The forward most part of the bow.
Stern - The after part of the boat.
Tiller - A bar or handle for turning a boat's rudder or an outboard motor.
Sail- A fabric panel used to collect wind energy in order to propel or aid in maneuvering a vessel
Windward - Toward the direction from which the wind is coming.
Yacht - A pleasure vessel, a pleasure boat; in American usage the idea of size and luxury is conveyed, either sail or power.
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|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communicates ideas through the use of drawings and sketches TFV.02X, CGE4f |
- demonstrates limited
understanding of the concepts that sketches can be used to communicate ideas
and does so |
- demonstrates some
understanding of the concepts that sketches can be used to communicate ideas
and does so |
- demonstrates
considerable understanding of the concepts that sketches can be used to
communicate ideas and does so |
- demonstrates thorough
and insightful understanding of the concepts that sketches can be used as a
method of communicating ideas and does so |
|
Safe use of tools, lab facilities and rules of conduct ICV.01X |
- demonstrates a limited
knowledge of safe tool use and respect for lab facilities and rules of
conduct |
- demonstrates only a moderate
understanding of safe tool use and respect for lab facilities and rules of
conduct |
- demonstrates
considerable understanding of the safe use of tools and respect for lab
facilities |
- demonstrates a high
degree of understanding and respect for the safe use of tools and rules of
conduct |
|
Oral presentation of design ideas TFS.03X, CGE2c |
- uses technical drawings
and language to communicate design ideas and concepts with limited success |
- uses technical drawings
and language to communicate design ideas and concepts with moderate success |
- uses technical drawings
and language to communicate design ideas and concepts with considerable
success |
- demonstrates and
promotes the correct use of technical drawings and language to communicate
ideas and concepts |
|
Construction of vehicle/watercraft to design specifications SPV.01X |
- makes the connection
between drawings and the actual construction of the vehicle with some
difficulty |
- makes the connection
between drawings and the actual construction of the vehicle with moderate effectiveness |
- makes the connection
between drawings and the actual construction of the vehicle with considerable
effectiveness |
- makes the connection between
drawings and the actual construction of the vehicle with a high degree of
effectiveness |
|
Interdependent team member CGE.5a |
- works effectively as an
interdependent team member with some difficulty |
- works effectively as an
interdependent team member with only moderate effectiveness |
- works as an
interdependent team member with considerable success |
- understands and works
as a valued interdependent team member |
|
Understanding and proper use of nautical/automotive terminology CGE2b, TFS.03X |
- understands and uses
the proper terminology with limited success |
- understands and uses
the proper terminology with moderate success |
- understands and uses
the proper terminology with considerable success |
- demonstrates and
promotes the correct use of terminology |
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