Course Profile   Integrated Technologies, Grade 9 open, Public

 

Unit 1

 

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 and Training. 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.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario

 

Acknowledgments

 

Public School Board Writing Team - Integrated Technologies

 

Lead Board

 

            Simcoe County District School Board

            Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team

 

Don Cook, Upper Canada District School Board

Sylvia Cook, Simcoe County District School Board

Lyn Cowieson, formerly Simcoe District School Board

Norman Emptage, Waterloo District School Board

David Fitt, Simcoe County District School Board

Paul Hannan, formerly Simcoe District School Board

Ann Marie Hill, Associate Professor, Technological Education, Queen’s University

Richard Hopkins, Limestone District School Board

John Rampelt, Waterloo District School Board

Margaret Ritchie, Simcoe County District School Board

Michael A. Scott, Ottawa Carleton Catholic District School Board

Robert Tigwell, Gateway Software Production

 

 

 

 

Unit #1: Transportation/Manufacturing Technologies

 

Activity 1 | Activity 2 | Activity 3

 

Time: 22 hours

 

Unit Developers: Richard Hopkins, Sylvia Cook, Norman Emptage, Robert Tigwell

Simcoe County District School Board: Lead Board

 

Development Date: April 1999

 

 

Unit Description

 

In this unit, students investigate four different activities covering many aspects of transportation and manufacturing technologies, as well as the integration of computers into various activities. These activities may be conducted in any order, but it is suggested that activity 2 and 3 be done sequentially as the principles of flight apply to both. During this unit, students have the opportunity to become aware of career opportunities, educational programs, and opportunities for cooperative education in the fields of transportation and manufacturing.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences.

 

Overall Expectations:    TFV.01X, TFV.02X, TFV.03X, SPV. 01X, SPV. 03X, SPV. 05X,

                                       ICV. 01X, ICV. 04X

 

Specific Expectations:   TFS.01X, TFS.02X, TFS.03X, TFS.04X, SPS.01X, SPS.02X,

                                       SPS.03X, SPS.05X, SPS.07X, SPS.08X, SPS.09X, ICS.01X,

                                       ICS.03X, ICS.05X, ICS.06X

 

Activity Titles

Activity One

Mousetrap Car

360 minutes

Activity Two

Styrofoam Glider

300 minutes

Activity Three

Compressed Air Powered Water Rocket

330 minutes

 

 

Unit Planning Note

 

This unit requires teachers to ensure all necessary references, equipment, and resources listed in each activity are available for students’ use. Materials for review, activities, and research may be obtained from a variety of sources including web site addresses (where provided), school libraries, and public libraries. Students and teachers benefit from contacting local businesses in the manufacturing and transportation sectors for support in conducting the various activities. These members of the community may also provide students with insight into career opportunities, educational requirements and potentially offer students cooperative education learning opportunities in grades 11 or 12.  Teachers need to perform the activity before implementation to familiarize themselves with all necessary safety considerations and to ensure that all facility, equipment, and material requirements are available.

 

Prior Knowledge Required

 

Students must demonstrate an understanding of the following: general safety techniques when using hand tools and powered equipment, measurement techniques, properties of air and mass, the design process, design features of products and structures, methods used to alter drag; design principles used to minimize the force of the earth's gravity, Bernoulli's principles of flight, effect of force on structures; evaluation of design of systems and identification of modifications; transformation of energy based on the mechanism used, factors to be considered in the design and making of products, and factors that contribute to the efficient operation of machinery.

 

Teaching/Learning Strategies

 

This unit incorporates a variety of teaching and learning strategies, including: teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. The teacher should provide students with the information, resources, and guidance necessary to complete each task safely with maximum opportunity for success. Students should be provided with opportunities to work independently and in groups to perform the following tasks: problem solving, brainstorming, safely using hand and power tools, following various design procedures, collecting information, report writing, assessing and evaluating projects, and making classroom presentations. Activities should be modified to meet the needs of all learners by applying various accommodations, such as: allowing increased time for activities, enhancing or compacting content, assisting during evaluation processes, and facilitating peer – tutor assistance where possible. Teachers must supervise students’ operation of only those hand and power tools that they (the teachers) themselves are skilled at using safely. If a teacher is uncertain about the correct use of equipment, then an alternate activity should be selected for students.

 

Assessment/Evaluation

 

Methods of assessment and evaluation must include a wide variety of approaches to enhance the learning environment. Assessment methods may include: student-designed assessment criteria, performance assessments such as projects and skills demonstrations, personal communication assessment processes such as instructional questions and answers, conferences, classroom discussions, journals or log books, and standardized tests such as classroom tests or examinations. Each activity contains a sample rubric for assessment, which may be used by the teacher and/or students.

 

Resources

 

Resources required for this unit include: solid aluminum bar stock (if a metal lathe is available) or tire valves, basic hand tools, drill press, two-litre plastic bottle with cap, hot glue guns/sticks, Bristol board, paper tubes, paper, tape, low-density Styrofoam, thin wood for template, toothpicks, elastic bands, mousetraps (new), hanger wire, string, wheels, popsicle sticks, computers/computer software for research, problem-solving strategies, documentation, and presentations. Furthermore, each activity contains references to additional sources of information such as researched web site addresses.

 

 

Activity #1: Mousetrap Car

 

Time: 360 minutes

 

Description

 

By developing a mousetrap car, students will gain an understanding of the design process and the importance of safe and thoughtful construction techniques in successfully completing their vehicle. This project facilitates the practical exploration of forces, conservation of energy, and rotational motion. Students will better understand aspects of real-life vehicles using the concepts explored in building a mousetrap car.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Expectations:  TFV.01X, TFV.O2X, TFS.01X, TFS.02X, TFS.03X, SPV.01X, SPV.04X,

                         SPS.01X, SPS.02X, SPS.07X, SPS.08X, ICV.02X, ICV.05X, ICS.01X,    ICS.03X, ICS.05X, ICS.06X

 

 

Planning Notes

 

The following materials are required to complete this activity: a mousetrap, 70 centimetres of hanger wire, one piece of Bristol board (approximately 22 cm ´ 28 cm), two metres of string, four wheels, five hot glue sticks, ten popsicle sticks, and one individual ingredient (teacher approval required). Where possible, teachers should encourage students to search the Internet for web sites that will help them to develop designs (see Resources). Teachers should distribute to each student a concise, written description of the design challenge, including the problem statement, criteria/rules, assessment criteria, and the method of evaluation.

See Resources for a Sample Design Problem/Challenge Statement and Sample Criteria/Rules for the challenge.

 

Prior Knowledge Required

 

Students should have knowledge of structures and mechanisms, specifically in the following areas:

 

Grade 5 - Forces acting on structures and mechanisms

•   demonstrate an understanding of the effect of forces acting on different structures and mechanisms

•   evaluate the design of systems that include structures and mechanisms and identify modifications to improve their effectiveness

 

Grade 6 - Motion

•   design and make mechanical devices and investigate how mechanisms change one type of motion into another and transform energy from one form to another

•   identify modifications to improve the design and method of production of systems that have     mechanisms that move in different ways

 

Grade 7 - Structural Strength and Stability

•   demonstrate an understanding of the factors that must be considered in the designing and making of products that meet a specific need

 

Grade 8 - Mechanical Efficiency

•   demonstrate an understanding of the factors that contribute to the efficient operation of mechanisms and systems

 

Teaching/Learning Strategies

 

Students participate in a class demonstration and discussion of the mousetrap car challenge. The class will be asked to research different types of vehicles and submit reports that include sketches and drawings as well as technical design details. Where possible, teachers should reinforce the mathematical concepts/calculations and scientific principles students are applying while designing and analyzing their vehicles. Students will be required to work in small groups of two or three. Teachers must ensure that all group members make an important contribution to the final project by reinforcing co-operative group learning skills. Teachers must review all appropriate safety precautions before allowing students to use hand and power tools. For example:

1.   Mousetraps can be held open with tape or string while being worked on.

2.   Safety glasses must be worn while operating tools or equipment and while in the vicinity of operating equipment.

3.   The use of hot glue guns must be carefully supervised and they must never be used by students in a seated position.

4.   Horseplay is not acceptable in a technology lab at any time.

 

Activity Instructions

 

Running the Contest

1.   The racetrack may be on any smooth level floor, including a gymnasium or non-carpeted hallway.

2.   Each vehicle will be allowed three attempts. The vehicle that obtains the greatest distance on any one of the three attempts is the winner. Ties are decided by a single run-off between the tied vehicles.

3.   Prior to the operation of the vehicle, each group of students should develop the "race day" assessment criteria and then apply their criteria to determine the overall success of their vehicle. Each group’s individual criteria should align with the overall criteria for the challenge (see sample challenge in resources).

 

Assessment/Evaluation

 

 

Level 1

Level 2

Level 3

Level 4

Understanding of concepts

ICV 05X

•  demonstrates limited understanding of concepts such as: exploration of force, conservation of energy, rotational motion

•  demonstrates some understanding of concepts such as: exploration of force, conservation of energy, rotational motion

•  demonstrates considerable understanding of concepts such as: exploration of force, conservation of energy, rotational motion

•  demonstrates thorough and insightful understanding of concepts such as: exploration of force, conservation of energy, rotational motion

Thinking Skills

TFV 01X

TFS 02X

SPS 01X

•  uses thinking skills with limited effectiveness in the design process

•  uses thinking skills with moderate effectiveness in the design process

•  uses thinking skills with considerable effectiveness in the design process

•  uses thinking skills with a high degree of effectiveness in the design process

Communi-cation of information

TFS 03X

TFV 02X

•  communicates information, such as the technical drawing with limited clarity

•  communicates information, such as the technical drawing with moderate clarity

•  communicates information, such as the technical drawing with considerable clarity

•  communicates information, such as the technical drawing with a high degree of clarity and confidence

Applications of procedure, equipment and technology

SPV 01X

ICS 01X

ICS 03X

•  uses technical equipment safely and correctly only with supervision

•  uses technical equipment safely and correctly with some supervision

•  uses technical equipment safely and correctly

•  demonstrates and promotes safe and correct use of technical equipment

Making Connections

ICS 05X

ICS 06X

•  makes connections between a mousetrap– powered car and a real–life vehicle with limited effectiveness

•  makes connections between a mousetrap– powered car and a real–life vehicle with moderate effectiveness

•  makes connections between a mousetrap– powered car and a real–life vehicle with considerable effectiveness

•  makes connections between a mousetrap– powered car and a real–life vehicle with a high degree of effectiveness

 

 Accommodations

 

As an extension activity, students could redesign the challenge statement and the rules for the challenge by allowing the use of multiple mousetraps or by including an inclined ramp in the race course. Alternatively, students experiencing difficulty with an open-ended, problem-solving challenge could be provided with one or more prescribed vehicle specifications, (e.g., the closing action of the trap must pull a string wrapped around the axle of the vehicle.) In this case, the problem then becomes one of selecting the optimum pulley diameter to make the vehicle move the greatest distance.

 

Resources

 

The following web sites on the Internet contain useful information for students and teachers engaged in this activity: http://www.mae.carleton.ca/course_info/39097.html

http://www.docfizzix.com/

http://www.blainehs.anoka.k12.mn.us/BlaineHS/students/projects/mousetrap/default.html

http://www.geocities.com/CapeCanaveral/5080/

http://quark.angelo.edu/sps/mouse.htm

 

Sample Design Problem/Challenge Statement:

Students will build a vehicle powered solely by the energy of one standard-sized (1" ´ 3") mousetrap that will travel the greatest distance in a straight line. For this challenge a vehicle is defined as a device with wheels used to carry something. Therefore, launching a ball from the mousetrap is inappropriate.

 

Sample Criteria/Rules:

1.   A single Victor brand mousetrap must power the device. Other devices may be used if permitted.

2.   The mousetrap cannot be physically altered except in the following ways: four holes may be drilled only to mount the mousetrap to the frame; the mousetrap spring can be removed only to adjust the length of its lever arm.

3.   The device cannot have any additional potential or kinetic energy at the start other than what can be stored in the mousetrap spring itself (this also means students cannot push start their vehicles).

4.   The spring from the mousetrap cannot be altered or heat-treated.

5.   The spring cannot be wound more than its normal travel distance of 180 degrees

6.   Vehicles must be self-starting. Students may not push vehicles in a forward or side direction.

7.   The vehicle must steer itself. Measurements of distance will not measure the total distance travelled, only the displacement distance.

8.   Distance will be measured from the front of the tape at the starting line to the point of the vehicle closest to the start line at the time of release.

9.   The teacher makes the final decision relating to the appropriateness of any additional item that students may use to construct the vehicle.

 

 

 

Activity #2: Styrofoam Glider

 

Time: 300 minutes

 

Description

 

Students acquire knowledge about the principles of flight. They apply this knowledge to create a glider using Styrofoam, and they use the design process to document the development of the glider. They learn and develop practical skills by using hot glue guns, scroll saws, and wire foam cutters, and computer skills by working with airfoil design software.

 

Strands and Expectations

 

Strands: Theory and Foundations, Skills and Processes, Impact and Consequences

 

Expectations: SPV.01X, SPV.03X, SPS.01X, SPS.02X, SPS.04X, SPS.08X, TFS.04X

 

 

Planning Notes

 

Teachers will need to gather the following materials for this activity: a minimum of one standard 1219 mm ´ 2438 mm sheet of low-density Styrofoam per class of 24 students (If budget allows, the use of high-density foam and/or more Styrofoam to create larger scale gliders may be possible), thin wood for templates (scraps of panelling or plywood work well and are readily available at no cost), glue sticks, sandpaper, toothpicks, and elastic bands.

The following pieces of assembly equipment are required: foam cutters (easily constructed with

0.3 mm to 0.6 mm nichrome wire, a low-voltage, variable direct-current power supply, and bow for supporting the foam cutting wire a smaller hand-held version is useful for cutting the original pieces), scroll saw(s), a roll of two-inch wide clear packing tape, and hot glue guns. See the resources section for information on setting up a hot-wire cutting system. However, if it is not possible to set up and use a foam cutting hot wire, alternative materials can be used for the aircraft – from "new" foam meat trays to paper (e.g., White Wings). These alternate materials allow students to learn many of the principles in this unit but they provide a limited opportunity to investigate the effects of different airfoil shapes on the performance of an aircraft.

Teachers will need to ensure a computer and printer is available. An airfoil software program (see References) must be installed on the computer. The school gymnasium will need to be booked for half an hour on the expected end-of-project date to accommodate a flight test. </