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Course Profile Transportation Technology (TTJ4E), Grade
12, Workplace Preparation, Combined
Course Overview
Prerequisite: Transportation
Technology, Grade 11, Workplace Preparation
This
course examines the commonalities of land, air and marine vehicles, and
transportation systems. Students will develop safe workplace habits and
business management skills and effectively use diagnostic, hand and power tools
to service and repair vehicles to meet industry standards and safety
inspections. They will also research the entry requirements for apprenticeship
training programs and develop the employability and technical skills required
for entry into the workplace.
The
application of gospel values, the sense of community, and social consciousness
factor as strong elements in the expectations for the transportation technology
student. The activities in this course offer a broad awareness of social
conscience and personal choice. The fact that the environment requires caring
stewardship propels conservation and wisdom in choice throughout the
curriculum. The importance of caring for the lives of individuals in the Catholic
tradition is also infused throughout the course activities. Individual
decision-making and collaborative processes are explored as students develop
knowledge and skills that are applicable in their lives now, and as preparation
for further studies or careers. Moral and ethical work practices are
implemented and reinforced for lifelong learning and living.
Workplace
Preparation courses are designed to provide students with the knowledge and
skills they need to meet the expectations of employers if they plan to enter
the workplace directly after graduation, or the requirements for admission to
certain apprenticeship or other training programs. The activities suggested in
this profile provide students with opportunities to acquire and demonstrate
general transferable skills in a technical context. These skills are of both
immediate and long-term value to both the student and the employer.
The
content of the course provides a varied set of themes to acquire and apply
skills and knowledge. Transportation is addressed in a global perspective as
well as in the transportation industry’s specific technical procedures. The
emphasis of this Course Profile is automobile servicing. However, teachers must
include other land, air and marine vehicle system in the teaching/learning and
assessment strategies. Where possible, students should have experience
servicing a range of transportation system (e.g. all terrain vehicles, marine
engines).
Students
may be directed to Cooperative Education or School-Work Programs for further
exploration of interest in the subject. Students interested in apprenticeship
can participate in the Ontario Youth Apprenticeship Program (OYAP), which
allows them to begin an apprenticeship while they are enrolled in secondary
school. Students in Grades 11 and 12 can earn credits toward their secondary
school diploma while accumulating hours toward the completion of an
apprenticeship through the OYAP.
The
activities in this course require access to a technical facility with
appropriate working and storage space, tools, equipment, reference materials,
and preferably a computerized automotive repair manual system. Substitutions
for specific activities may be made depending on local facility situations, but
the procedures should be addressed in a manner that serves the course
expectations.
Special
considerations are made in the course to incorporate specific health and safety
guidelines, such as the Workplace Hazardous Materials Information System
(WHMIS). 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.
The teacher must employ a tracking method to document student safety training in the shop, e.g., Appendix A – Safety Passport. This documentation can be used to determine if students have received the instruction needed to use safely and competently specific equipment prior to each activity.
|
* Unit
1 |
Electronic
Engine Controls |
35
hours |
|
Unit 2 |
Emission
Controls and Distributorless Ignition Systems |
20
hours |
|
* Unit
3 |
Braking
Systems |
35
hours |
|
Unit 4 |
Pre-Certification
Inspection of Vehicle |
20
hours |
* These
units are fully developed in this Course Profile.
Time:
35 hours
Unit
Description
Students
study the operating principles of devices that monitor and alter engine
operation of land, marine and air vehicles. Students learn the names, operation
and test procedures of key engine sensors and actuators, as well as their
relationship to each other and to the vehicle’s computer. Students also develop
diagnostic strategies to be used in testing and servicing these devices and
systems. Personal safety and safety regulations are reinforced throughout the
unit activities. The activities and skills learned in this course reflect
industry standards delivered with the honesty, values, and integrity of social
teachings.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
TFV.02,
TFV.03, TF2.01, TF2.02, SPV.05, SP4.01, SP4.02, |
Knowledge/Understanding |
System
Theory and Operation |
|
1.2 |
TFV.01,
TF1.02, SPV.02, SP3.01, SP3.05, SP3.06, |
Knowledge/Understanding |
System
Diagnostics |
|
1.3 |
SPV.03,
SP2.01, SP2.03, SP3.05, |
Thinking/Inquiry |
System
Service and Testing |
Time: 20
hours
Unit
Description
Students
study the operating principles of devices that reduce the harmful effects of
engine operation on the environment for land, marine and air vehicles. Students
learn the types and sources of these emissions and study their effects of the
environment. Students develop diagnostic strategies to be used in testing and
servicing these devices and systems. Personal safety and safety regulations are
reinforced throughout the unit activities. Students learn to develop their
sense of personal choice and moral direction in the application of their skills
and values in the workplace.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 |
TFV.02,
TFV.03, TF2.01, TF2.02, TF3.01, ICV.01, ICV.03, IC1.01, 1C1.04 |
Knowledge/Understanding |
Vehicle
Emissions and Their Effects on the Environment |
|
2.2 |
SPV.02,
SPV.03, SP2.01, SP2.03, SP3.05 |
Knowledge/Understanding |
Controlling
Emissions Through the Ignition System |
|
2.3 |
SPV.02,
SPV.03, SP2.01, SP2.03, SP3.05 |
Knowledge/Understanding |
Controlling
Emissions Through the Exhaust System |
Time:
35 hours
Unit
Description
Students
learn to explain the basic principles, components, and operation of hydraulic
brakes, power brakes, and antilock braking systems for land and air vehicles.
Emphasis is placed on preparing students to enter the workplace with the
hands-on skills required to inspect, service, and repair braking systems to
meet manufacturers’ specifications and local industry standards. Students learn
how to retrieve antilock braking systems trouble codes, test sensors, and
analyse trouble shooting flow charts. The activities and skills learned in this
activity reflect industry standards and are delivered with the honesty and
integrity of our social teachings. Personal safety and safety standards are
reinforced throughout the unit activities.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
TFV.02,
TF2.01, SPV.04, SPV.05, SP2.01, SP4.01, SP4.02 |
Knowledge/Understanding |
Braking
System, Theory and Operation |
|
3.2 |
TF1.01,
SPV.02, SPV.03, SPV.05, SP2.01, SP2.03, SP3.02, SP3.05, IC2.02, IC2.03,
IC2.03, IC2.04, ICV.05 |
Knowledge/Understanding |
Brake
Service, Inspection, and Repair |
|
3.3 |
SPV.02, SPV.01, SPV.03, ICV.05, SP2.01,
SP2.02, SP3.02, SP3.05, IC2.02, IC2.03, IC2.04, IC2.05 |
Knowledge/Understanding |
ABS Brake System Comparison and Service |
|
3.4 |
TF1.02,
SPV.01, SPV.02, SPV.03, SPV.04, SPV.05, SP1.02, SP2.01, SP2.03, SP3.05,
SP3.06 |
Knowledge/Understanding |
Brake
System Diagnostics, Troubleshooting, Service, and Testing |
Time:
20 hours
Unit
Description
Students
learn the professional aspects of vehicle inspection and industry standards of
practice for land, marine and air vehicles by researching and establishing a
systematic procedure. Students also investigate the requirements for
entry-level positions in transportation related businesses. Personal safety and
safety regulations are reinforced throughout the unit activities. The
development of caring attitudes towards others and the integrity of honest
business practises are important components of this unit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
IC2.04,
IC2.02, IC2.01, IC1.01, IC1.02, SPV.02 ICV.05, SP1.01, SP2.01, SP2.02,
SP3.02, SP3.03, SP3.04 |
Knowledge/
Understanding |
Basic
Shop Skills |
|
4.2 |
IC2.05,
IC2.01, IC1.03, IC1.02, IC1.01, ICV.02, IC2.03, IC1.04, SPV.02, ICV.03,
ICV.01, SP3.06 |
Knowledge/
Understanding |
Shop
and Workplace Health, Safety, Rights, Responsibility, and the Motor Vehicle
Repair Act |
|
4.3 |
IC3.03,
IC3.02, IC3.01, IC2.02, ICV.04 |
Knowledge/
Understanding |
Apprenticeship
Research to Job Placement |
Teaching and learning strategies in a Transportation
Technology program include:
·
Group
collaboration:
students work in teams or with partners to accomplish specific tasks.
Individuals with differing strengths, skills, and knowledge work together to
solve problems.
·
Individual
work: students work
independently to accomplish specific tasks. This may include research,
reporting, or completing individual tasks related to a group project, e.g.,
record keeping, tool management for the group, performing sub-procedures in
repair, replacement, or diagnosis.
·
Class
discussion:
students actively participate by discussing relevant topics. The teacher may
direct discussions by posing initial questions, demonstrating specific
procedures, e.g., a proper and safe tool operation, or by presenting a media
topic related to the current activity, e.g., a video, service bulletin or
recall.
·
Theoretical
study: students
learn concepts and theory in application through the study of appropriate texts
and manuals. Theoretical concepts are taught through lessons provided by the
teacher or invited guests, or through assignments that involve research and
study into technical procedures that apply to the current activities, e.g.,
retrieving trouble codes using a scanner.
Important issues such as safety must be
reinforced throughout the course. Following initial discussions and testing,
the teacher reintroduces specific topics as required. For example, before
students lift a vehicle, the teacher reviews specific hoisting safety
procedures.
A key
component of this course is making students aware of career opportunities in
the field of transportation. Strategies such as inviting guest speakers,
conducting field trips or industry visits, participating in community based
projects, encouraging and marketing job shadowing and participating in co-op or
youth apprenticeship placements are highly recommended.
|
Assessment Category |
Methods of Assessment |
Weight |
|
Knowledge/Understanding |
Written,
oral, and practical tests |
70% |
|
Thinking/Inquiry |
Sequenced
procedural lists |
|
|
Communications |
Report
writing |
|
|
Applications |
Teacher
observation of safe work habits |
|
|
Final
Assessment |
Teacher
observation of hands-on skills using checklists while students complete performance
tasks. |
30% |
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. The
teacher should consult Individual Education Plans (IEP) for specific direction
on accommodation for individuals.
Specific accommodations
in the transportation activities include:
·
additional
assistance for physical tasks;
·
additional
language resources (especially for technical terms);
·
templates
to assist in completing drawings or reports;
·
peer
tutoring or additional help in record-keeping, diagnosing, measuring,
computing, or fabricating tasks;
·
examples
of completed assignments;
·
one-on-one
assistance in sequencing tasks;
·
advanced
service or research requirements for enrichment activities.
Various
resources are used throughout the course, including research software, transportation
textbooks, websites, equipment and vehicle technical manuals, instructional
videos and community industry experts. Special tools may be required for
several procedures, e.g., scanning for codes. An electronic service manual
system is a valuable asset as students locate and print specifications and
procedures required for work to be performed. These copies may be inserted in
the students’ notebooks. Other resources, such as a teacher-developed worksheet
of procedures and observations are 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 used. Before screening
videos/films with 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. The teacher is reminded that
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.
Chapman,
Norm. Principles of Electricity and Electronics for the Automotive
Technician. South Puget Sound Community College: Delmar, 2000. ISBN
0-8273-8479-3
Crouse,
W., D. Anglin, and W. Crouse. Automotive Mechanics. USA: Glencoe
McGraw-Hill, 1993. ISBN 0028009436
Derato,
Frank C. Automotive Electrical and Electronics Systems, 2nd ed. USA:
Glencoe Division, Macmillian/McGraw-Hill, 1994. ISBN 0-02-800412-4
Duffy,
James E. Auto Electricity and Electronics Technology. Illinois:
Goodheart-Wilcox, 1995.
ISBN 1-56637-053-1
Erjavec,
Jack. Automotive
Technology: A Systems Approach, 3rd ed. USA: Delmar Thomas Learning, 2000. ISBN 0-7668-0673-1
Hollembeak,
Barry. Automotive Electricity, Electronics and Computer Controls. USA:
Technical Training, Inc., Delmar, 1999. ISBN 0-8273-6566-7
Kabala,
Thomas. Electricity 1: Devices, Circuits and Materials. USA: Delmar,
2001.
ISBN 0-7668-1917-5
Schwaller,
Anthony, E. Motor Automotive Technology. Cloud State University: Delmar,
1999.
ISBN 0-8273-8354-1
Thiessen,
Frank J. and Davis N. Dales. Automotive Principles and Service, 4th ed.
New Jersey: Prentice Hall, 1994. ISBN 0-13-336561-1
Original
Equipment Manufacturer (OEM) Reference and Repair Manuals/CD-ROMs, available
from local dealerships.
Several videos are available from The Learning
Tree Mechanic (http://www.autovideo2000.com), or Thompson/Delmar Learning
(AutoEd.com: http://www.autoed.com/)
Understanding
Auto Technology and Repair Video Series – Tape 3: “Understanding Automotive Electricity.” Delmar,
2000. ISBN 0-7668-0794-0
Understanding
Auto Technology and Repair Video Series – Tape 4: “How to Diagnose Automotive Electrical
Problems.” Delmar, 2000. ISBN 0-7668-0795-9
Understanding
Auto Technology and Repair Video Series – Tape 5: “Understanding Automotive Electronics.” Delmar,
2000. ISBN 0-7668-0796-7
Understanding
Auto Technology and Repair Video Series – Tape 6: “How to Diagnose Automotive Electronics
Problems.” Delmar, 2000. ISBN 0-7668-0797-5
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
Pollution Probe is a Canadian environmental organization that deals with issues
such as air quality.
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
How
Stuff Works – http://www.howstuffworks.com/
A website containing descriptions of how various technical devices function
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
Online
Ethics Centre for Engineering and Science – http://onlineethics.org
Resources for understanding and addressing ethically significant problems in
engineering
The
Learning Tree Mechanic – www.autovideo2000.com
Help for the do-it yourself mechanic
Computerized
service manuals
Tutorial
Software
Databases
Workplace Preparation courses are designed to
equip students with the knowledge and skills they need for direct entry into
the workplace or for admission to apprenticeship programs and other training
programs offered in the community. The range and content of the courses offered
allows students to prepare for a variety of jobs, training programs, and
careers. Teaching and learning emphasizes workplace applications of the course
content, but also explores the theoretical material that underlies these
practical applications.
Cooperative
education and work experience placements within the community can be important
components of Workplace Preparation courses. Schools involve employers and site
supervisors in the planning of cooperative education and work experience
placements, and ensure that they have their cooperation and support in
implementing these courses. Workplace Preparation courses are based on rigorous
provincial curriculum expectations and emphasize the development of generic
employment skills, as well as independent research and learning skills.
Students are required to demonstrate that they have developed these skills.
Workplace Preparation courses in particular should also promote and stress the
importance of lifelong learning.
The
Grade 12 Workplace Preparation Transportation Technology course is part of a
technological education program. All courses offered in the technological
education workplace stream are destination-related; they comprise a set of
expectations that are appropriate for students who plan to begin
apprenticeships or enter directly into the workforce upon graduation. (See The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000
for a description of the different types of secondary school courses.) Students
can use this course as a compulsory credit, (one additional credit from Science
[Grade 11 or Grade 12] or Technological Education [Grade 9 –12]), or as an
optional credit. This course is designed to provide students with a broad
educational base that will prepare them for Cooperative Education or the OYAP,
and to instil in them the need for lifelong 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 at that level. Anti-discrimination education, equity/social
justice issues, career goals/cooperative education, conflict
resolution/violence prevention and community partnerships may be addressed in
the day-to-day progression of the course. All of these support many of the
Ontario Secondary School Policies.
Career
exploration throughout all units shall be made available to students with
specific reference to Choices into Action: Guidance and Career Education
Program Policy for Elementary and Secondary Schools, 1999.
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
during 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. Students 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.
3. Students must demonstrate to the teacher that
he or she has a thorough knowledge of the safety rules for the equipment and is
able to demonstrate competency on the equipment. Once the teacher has observed
the required safe setup and operation of the equipment by a student, the
teacher signs off that portion of the safety passport.
4. 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.
5. 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 Teacher |
Granted
Permission to Use Equipment by Teacher |
||||
|
Date of
Lesson |
Teacher
Initial |
Date
Tested |
Teacher
Initial |
Date of
Demo |
Teacher
Initial |
Date |
Teacher
Initial |
|
|
|
|
|
|
|
|
|
Coded
Expectations, Transportation Technology, Grade 12,
Workplace Preparation, TTJ4E
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 · analyse and describe a variety of
system modifications and their effect on the interrelationship of vehicle
systems;
TFV.03 · identify the commonalities of
systems in land, air, and marine vehicles;
TFV.04 · describe and evaluate the types
of energy and the conversion systems used in different vehicles.
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, including problems involving lubrication, cooling,
electrical/electronic, fuel intake and exhaust, emission control, suspension
and steering, brake, and structural vehicle systems:
q identify what has to be accomplished (the
problem);
q gather and record information, and establish a
plan of procedures;
q brainstorm a list of as many solutions as
possible;
q identify the resources required for each
suggested solution, and compare each solution to the design criteria, refining
and modifying it as required;
q evaluate the solutions (e.g., by testing,
modelling, and documenting results) and choose the best one;
q produce presentation and working drawings,
sketches, graphics, mathematical and physical models, or a prototype of the
best solution;
q evaluate the prototype and determine the
resources, including computer applications, required to produce it;
q communicate the solution, using one or more of
the following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and
repeat the design process if necessary to refine or improve the solution.
Vehicle
Systems
TF2.01 – analyse and describe possible modifications
to each of the following systems that are common to vehicles designed for the
land, sea, or air: the chassis, frame, and body system; the engine system; the
cooling system; the fuel system; the electrical/ electronics system; the gear
and power train system; the steering system; the brake system; the suspension
system;
TF2.02 – explain the effects of
modifications to any of a vehicle’s components on the vehicle’s other systems.
Energy
and Energy Conversion
TF3.01 – identify differences between the conversion
of energy into power in gasoline and diesel engines;
TF3.02 – identify and compare the
different torque and power characteristics of gasoline and diesel engines.
SPV.01 · work effectively as members of a
team;
SPV.02 · consult appropriate reference
materials when servicing and repairing systems;
SPV.03 · use current technology and a
variety of troubleshooting techniques to service systems to meet manufacturers’
performance specifications;
SPV.04 · communicate ideas and transmit
information about materials and specifications effectively when working with
others;
SPV.05 · demonstrate a working knowledge
of fundamental mathematics and the scientific principles required to service,
repair, and modify vehicles.
Organizational
Skills
SP1.01 – demonstrate the following skills:
the ability to accept responsibility, delegate tasks when appropriate,
communicate effectively, resolve conflicts, manage time effectively, and set
goals;
SP1.02 – work effectively with team
members to identify the optimum order of operations; determine the availability
of tools, parts, and equipment; develop scheduling requirements; and obtain
information needed to plan and prepare for the fabrication or repair process.
Applied
Work Practices and Procedures
SP2.01 – use correctly, store safely, and
maintain in good working order the measurement, hand, power, machine, and
pneumatic tools and equipment required for service, repair, and modification
tasks;
SP2.02 – safely operate a variety of
heating, cutting, and welding equipment for service repair and modification
tasks;
SP2.03 – systematically troubleshoot
problems arising from the service, repair, and modification of vehicles by
organizing the variables into the following categories: input, process, and
output.
Communication
Skills
SP3.01 – communicate project ideas
effectively using scale drawings and sketches;
SP3.02 – fill in work orders to
communicate the materials used and the work practices and procedures related to
the job;
SP3.03 – communicate in a clear, concise,
and accurate manner when working with colleagues and clients;
SP3.04 – interpret detailed working
drawings developed by computer-assisted drafting programs (CAD);
SP3.05 – consult appropriate repair
manuals for procedures, schematics, and specifications, and apply them in the
repair, service, and modification of vehicle components and systems;
SP3.06 – develop and present effective
oral and written reports on service and repair methods, using technical
language appropriately.
Interdisciplinary
Applications
SP4.01 – use mathematics to calculate
electrical, mechanical, and fluid power;
SP4.02 – apply scientific principles when
determining states of matter and mechanical advantage, and when working with
advanced electrical theory within the context of transportation technology.
ICV.01 · evaluate the environmental
impacts of using specific products and processes, and recommend alternative
methods and materials to reduce any negative impacts;
ICV.02 · develop and conduct effective
safety audits and inspections of the school transportation facility and
implement a plan to address any deficiencies;
ICV.03 · describe the role of legislation
related to the transportation sector and identify its implications for the
school transportation facility and for the transportation sector generally;
ICV.04 · identify the career opportunities
available through apprenticeships and other training programs related to
transportation technology, and assess the aptitudes required for such
opportunities;
ICV.05 · demonstrate the employability
skills required for success in the workplace.
Impacts
IC1.01 – evaluate any negative
environmental impact of procedures used in the repair and service of vehicles,
and suggest environmentally friendly alternatives;
IC1.02 – recommend an effective process
for collecting and recycling materials and fluids;
IC1.03 – handle waste products safely and
be able to implement an emergency action plan in the event of a minor spill;
IC1.04 – identify the procedures required
to eliminate the release of ozone-depleting substances by applying provincial
or federal standards during the servicing of mobile air-conditioning units.
Safety
and Legislation
IC2.01 – demonstrate good housekeeping
practices in the work environment by cleaning up spills and leaks, keeping
areas clean and clear of obstruction, and storing tools and equipment so that
the potential for injuries is minimized;
IC2.02 – use safe work practices in the
transportation technology program;
IC2.03 – develop comprehensive safety
checklists for applied work practices and procedures;
IC2.04 – use all required protective
clothing and gear (e.g., to protect the eyes, hands, head, feet, and
respiratory system) when working in the transportation sector;
IC2.05 – identify and adhere to the
aspects of the Occupational Health and Safety Act (OHSA), the Workplace
Hazardous Materials Information System (WHMIS), and the Motor Vehicle Repair
Act that relate to procedures and operations used in the school transportation
technology facility.
Education,
Training, and Career Opportunities
IC3.01 – describe the wide range of career
opportunities available in the transportation sector;
IC3.02 – identify the training required to
enter apprenticeships for different careers in the transportation sector;
IC3.03 – demonstrate the employability
skills identified by the Conference Board of Canada.
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.