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King City S.S. TTJ 20

York Region District School BoardKing City Secondary School

Grade 10 Transportation Technology

Course Type: Open Course Code: TTJ2O

Credit Value: 1.0

Ministry Guidelines: The Ontario CurriculumGrades 9 and 10: Technological Education, 2009

The Ontario CurriculumGrades 9 and 12: ProgramPlanning and Assessment, 2000

Pre-requisites/co-requisites: none Major Resources:

Small Engines TextbookTransportation Technology Textbook

Written: August 2009

Revised: August 2014

RATIONALE

This course introduces students to the service and maintenance of vehicles, aircraft,and/or watercraft. Students will develop knowledge and skills related to the constructionand operation of vehicle/craft systems and learn maintenance and repair techniques.Student projects may include the construction of a self-propelled vehicle or craft, engineservice, tire/wheel service, electrical/battery service, and proper body care. Studentswill develop an awareness of related environmental and societal issues, and will exploresecondary and postsecondary pathways leading to careers in the transportation industry.

OVERALL EXPECTATIONS

This course is divided into 4 strands as follows: TRANSPORTATION TECHNOLOGY FUNDAMENTALS, TRANSPORTATION TECHNOLOGY SKILLS, TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY, PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES

Subject Head: Mr.Michaud Author: Mr.Quadrini


The overall expectations for each of the strands of this course are as follows:

A. TRANSPORTATION TECHNOLOGY FUNDAMENTALS

OVERALL EXPECTATIONS By the end of this course, students will:

A1. explain how engines work to produce power, and identify the function and explain the maintenance requirements of the cooling, lubrication, and fuel systems;

A2. identify the major components and describe the function and operation of various types of drivetrains;

A3. identify and describe the major systems and components of vehicles, aircraft, and/or watercraft;

A4. demonstrate an understanding of the technical and mathematical knowledge and skills required to properly maintain and repair vehicles, aircraft, and/or watercraft.

SPECIFIC EXPECTATIONS By the end of this course, students will:

A1.1 identify the function and describe the construction and operation of the major parts of an engine (e.g., piston, crankshaft, connecting rod, and camshaft);

A1.2 explain how power is produced in the course of an engine cycle (e.g., four-stroke cycle, two-stroke cycle, rotary cycle);

A1.3 identify the function and describe the liquid or air pathways and maintenance requirements of various engine cooling systems;

A1.4 identify the function and describe the construction and maintenance requirements of an engine lubrication system;

A1.5 identify the function and describe the construction and maintenance requirements of an engine fuel system.

By the end of this course, students will:A2.1 describe the various types of drivetrains (e.g., direct, gear to gear, gear and chain, continuously variable systems);

A2.2 identify the function and describe the operation of major drivetrain components (e.g., transmission, clutch, differential);

A2.3 describe the power flow from engine to final drive (e.g., engine to wheels, engine to propeller, engine to track) in various types of drivetrains.

By the end of this course, students will:A3.1 identify and describe the function of various types of steering/control systems and their components (e.g., systems: rack and pinion, recirculating ball, fly-by-wire; components: rack, pitman arm);

A3.2 identify and describe the function of various types of suspension systems and their components (e.g., systems: coil spring, leaf spring, torsion; components: coil, leaf, torsion bar);



A3.3 identify and describe the function of various types of brake systems and their components (e.g., systems: mechanical, hydraulic, electric, pneumatic; components: emergency cable, wheel cylinder, magnet, brake chamber);

A3.4 identify and describe the function of the electrical system and its components (e.g., battery, fuses, and starter);

A3.5 identify and describe major body, hull, and/or fuselage system components (e.g., fender, keel, and fairing).

By the end of this course, students will:A4.1 use appropriate resources (e.g., shop manuals, online information) to find information as required for basic maintenance and repair of vehicles and/or craft;

A4.2 report on work in progress (e.g., complete a work order, parts list, and/or journal) using appropriate documentation;

A4.3 apply appropriate mathematical and/or scientific principles, procedures, and terms and symbols when conducting and/or reporting on work on vehicles and/or craft (e.g., convert measures from US customary/British imperial units to metric units - pounds per square inch [PSI] to kilopascals [kPa], gallons to litres; calculate antifreeze-to-water ratio);

A4.4 use appropriate terminology for tools and equipment used in connection with vehicles and/or craft (e.g., hand tools: wrenches, socket wrench sets; power tools: air ratchet, drill; equipment: battery chargers, on-board diagnostic [OBD] code readers);

A4.5 correctly interpret drawings that depict system components of vehicles and/or craft (e.g., illustrations in parts lists, exploded views, technical drawings).

B. TRANSPORTATION TECHNOLOGY SKILLS


B1. use problem-solving processes to design and fabricate a project that converts and uses energy, and to address various problems or challenges related to vehicles or craft;

B2. demonstrate the safe and correct use of a variety of maintenance and repair techniques for servicing powertrain components;

B3. perform basic service on various vehicle, aircraft, and/or watercraft systems and components;

B4. follow correct procedures for the preventive maintenance and care of vehicles, aircraft, and/or watercraft.


B1.1 use a problem-solving process to design and fabricate a project (e.g., a self-propelled vehicle or craft) that demonstrates conversion and use of energy under varying conditions (e.g., application of mechanical advantage, varying torque and speed);

B1.2 use various problem-solving processes and techniques appropriately to solve problems or address challenges related to vehicles or craft;



B1.3 apply relevant technological concepts (e.g., concepts related to materials, power and energy, mechanisms) appropriately as they work through problem-solving processes related to vehicles or craft;

B1.4 report on the end result of the project and identify possible improvements.

By the end of this course, students will:B2.1 use tools required for basic service tasks related to powertrains (e.g., hand and power tools) correctly and maintain the tools in good working order;

B2.2 use technical and product manuals and/or software programs to identify and locate powertrain components and determine recommended service procedures and maintenance schedules;

B2.3 perform basic maintenance procedures related to powertrains (e.g., engine oil change, basic vehicle/craft inspection, blade or cutting-tool sharpening) safely and correctly;

B2.4 demonstrate the correct use of various fastening techniques (e.g., use of fasteners, sealants, bonding agents);

B2.5 demonstrate the safe and correct use of various fabrication and repair techniques (e.g., cutting threads, heating, soldering, and welding);

B2.6 perform basic engine repair, demonstrating understanding of the function and operation of engine components (e.g., dismantle and reassemble a small engine safely and correctly, making necessary repairs in the process).

By the end of this course, students will:B3.1 locate and identify the major components of steering/control, suspension, brake, electrical, and body systems when performing basic service on a vehicle or craft;

B3.2 perform appropriate measurements related to system components (e.g., tire pressure; chain, cable, and/or belt tension and wear; specific gravity of engine coolant; battery voltage), making any necessary adjustments to meet manufacturers' specifications;

B3.3 service steering/control, suspension, brake, electrical, and body system components (e.g., lubricate body hinges [on doors, hood, trunk or hatch], balance tires, check brake fluid level, check vehicle height, charge a discharged battery) safely and correctly.

By the end of this course, students will:B4.1 perform exterior and interior surface care procedures (e.g., detailing, washing and waxing, removal of debris from undercarriage) safely and correctly;

B4.2 use proper procedures for winterizing and/or storing vehicles and/or craft (e.g., test antifreeze, drain or stabilize fuel, take rust prevention measures).

C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY


C1. demonstrate an understanding of ways in which various aspects of the transportation industry affect the environment and ways in which harmful effects can be remedied or reduced;

C2. demonstrate an understanding of the relationship between various aspects of the transportation industry and society.



SPECIFIC EXPECTATIONS By the end of this course, students will:C1.1 research and report on ways in which the transportation industry affects the environment and on efforts being made to remedy or reduce harmful effects (e.g., improved production methods, automotive parts recycling), including ways of disposing of waste products (e.g., used oil, used batteries, used paint/thinners);

C1.2 describe the pros and cons of using environmentally friendly products (e.g., biodegradable cleaners) and procedures (e.g., recycling of materials) when servicing and/or maintaining vehicles and/or craft;

C1.3 describe the environmental impact of various modes of transportation (e.g., tail-pipe emissions, noise pollution, water contamination and habitat degradation, bird and animal strikes).

By the end of this course, students will:C2.1 research and report on the development of improved safety features in transportation technology (e.g., airbags, anti-lock brakes);

C2.2 describe recent technological innovations (e.g., related to performance, comfort, driveability, fuel economy, recycling of parts) in vehicles and/or craft;

C2.3 explain the pros and cons of various means of transporting people/materials (e.g., by road [bicycle, car, bus, truck], rail, air, water) in terms of economy, safety, convenience, and so on.

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES


D1. demonstrate an understanding of and compliance with occupational health and safety regulations and standards in transportation technology;

D2. identify career opportunities in the transportation industry and the education and training required for them.


D1.1 identify and explain the importance of legislation and regulations related to procedures and operations used in transportation technology facilities (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], Apprenticeship and Certification Act);

D1.2 demonstrate good housekeeping and safety practices in the work environment (e.g., cleaning up spills and leaks, proper disposal of waste, keeping areas clean and clear of obstructions);

D1.3 use protective clothing and equipment (e.g., eye and hearing protection, gloves, and breathing apparatus) as required to ensure their own and others' safety in the work environment.

By the end of this course, students will:D2.1 identify various sectors and occupational areas within the transportation industry (e.g., sectors: air, sea, rail, road; occupational areas: manufacture of vehicles and/or craft, sales, service);

D2.2 identify a variety of career opportunities in the transportation industry (e.g., apprenticeship/ trade, parts retail, business ownership) and describe the secondary school pathways (i.e., selection of courses, programs, and experiential learning opportunities) that would provide the best preparation for these careers;



D2.3 identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the transportation industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

D2.4 demonstrate an understanding of the Essential Skills that are important for success in the transportation industry, as identified in the Ontario Skills Passport (e.g., finding information, measurement and calculation, problem solving);

D2.5 demonstrate an understanding of the work habits that are important for success in the transportation industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

D2.6 develop and/or select pieces of work and other materials that provide evidence of their skills and achievements in transportation technology, for inclusion in a portfolio (e.g., work logs, skills checklist, sketches, and photographs of projects).

Units of Study:

Unit Titles (Time + Sequence) Unit 1 Lab and Course Safety Orientation/Careers 10 hoursUnit 2 Small Engines 30 hoursUnit 3 Automotive Service 25 hours Unit 4 Aviation Transportation 30 hoursUnit 5 Marine Transportation 10 hoursUnit 6 Transportation and the Environment 5 hours

Evaluation and Reporting of Student Achievement

The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart that follows. A final grade is recorded for this course, and a credit is granted and recorded for the course if the student has achieved a final grade of 50% or more.



The final grade for this course will be determined as follows: Seventy per cent of the grade will be based on evaluations conducted throughout the course.

Thirty per cent of the grade will be based on a final evaluation in the form of a practical project which is administered towards the end of this course.

Course Evaluation

Assessment Category Methods of Assessment WeightKnowledge/Understanding Written, oral and/or practical tests

Student/teacher conferencingClass presentationsFormal projectsTeacher observationWritten assignmentsWritten reports on diagnostic tasks

70%

Thinking/Inquiry Practical demonstrationWritten reports Student – teacher conferencing

Communications Report writing focused on clarity and technical terminologyClass presentationsCustomer relationsNotebook

Applications Teacher observation of safe work habitsStudent/teacher conferencing

Final Assessment Teacher observation of “hands-on” skillsWritten testingProblem-solving and/or design tasks

30%

Major Teacher Resources

James E. Duffy, Modern Automotive Technology, 2009. ISBN 978-1-59070-956-6

Frederick C. Nash, Automotive Fundamentals, Fifth Edition, 1985. ISBN 0-07-548748-9 Schwaller, Anthony E. Transportation Energy and Power Technology. Glencoe McGraw-Hill.

ISBN 0-8273-3227-0 Web Sites: www.howstuffworks, www.sae.org/

Computer/online: Mitchell on Demand

Submission and Assessment Policy

The following evaluation policy is consistent with Ministry, YRDSB and KCSS evaluation policies.

Due Dates


http://www.sae.org/

http://www.howstuffworks/


Deadlines are meant to encourage students to make mature decisions about their work ethic and time management – we all lead busy lives and face numerous demands upon our time.

1. If the students has not handed in work by the assigned due date, they have missed the opportunity to do so and the mark will be a zero for that assignment.

2. The student may submit their work prior to the due date to have the teacher assess and provide feedback. This provides the opportunity to revise and resubmit work by the due date in order to improve the student’s grade.

3. Assignments are due at the beginning of class on the due date. Absence is not an excuse for late submissions. If the work is done, the student should send it with a friend or relative, or submit it electronically to their teacher.

4. All rough work should be available to the teacher upon request. 5. Extensions of due dates are available to individuals who show a good work ethic in class. If the

students is not able to meet a due date it is their responsibility to speak with their teacher, at least one day before the due date, so that an extension can be arranged. There will be no extensions granted the day assignments are due.

6. Late assignments may be graded, or marked only as complete.7. Assignments submitted after class work has been returned will not be graded

Unit # 1

Lab and Course Orientation, Safety & Careers.

Time: 10 HoursDescription: Students will understand and describe the course requirements that they are expected to fulfill. They are expected to know the structure of the shop and be able to locate each workstation as required. The students will identify and document the potential and real dangers in a shop. The importance of using safety in the shop will be reinforced in all areas. This will be communicated through a written evaluation. Students will also identify career opportunities in transportation-related fields and the education and training required.

Unit Overview ChartUnit Overall Expectations Focus Assessment1 D1, D2

Specific Expectations:D1.1, D1.2, D1.3, D2.1, D2.2, D2.3, D2.4, D2.5, D2.6

Shop and hoist safety theory, and practical tests. Minimum of 80% to pass the theory test and 100% to pass the practical test. In class theory lessons and textbook assignments will be assessed.

Knowledge/ UnderstandingThinking/InquiryApplication

Formative: Written assignments Diagnostic assessment tasks Teacher observation Practical assessment in shop environment

Summative: Unit test: Shop Safety written test



Shop Practical Test

Unit # 2

Small Engine RepairTime: 30 Hours

In this unit, students will safely tear down, rebuild and operate a four-stroke cycle engine. They will identify and analyze concepts related to momentum, torque delivery, repair and maintenance of two and four stroke cycle engines. The students will select and use appropriate technologies, materials, tools and equipment safely in when developing solutions to challenges and problems in transportation technology. Students will identify and assess career opportunities in transportation technology and the entry requirements for those careers.

Strand(s) and ExpectationsUnit Overview Chart Unit Overall Expectations Focus Assessment2 A1, A4,B2,B3,B4,D1

Specific Expectations:A1.1,A1.2,A1.3,A1.4,A1.5,A4.1,A4.3,A4.4,B2.1,B2.2,B2.3,B2.5,B2.6,D1.2,D1.4,D1.6,D2.5D2.6

Tear down and rebuild of a small 4-stroke engine. Theory of the 2 & 4 stroke engine will be covered in class and with textbook assignments.

Knowledge/ UnderstandingThinking/Inquiry,Application,Communication

Formative: Written assignments Performance task – phases assessment using rubrics Teacher observation

Summative: Unit test: Small Engines Performance task

Unit # 3Automotive Service

Time: 25 Hours

Unit DescriptionIn this unit students perform a wide variety of commonly practiced maintenance routines on vehicles. Students develop skills in many technical processes and learn safe work practices. They also study the relationships between regular maintenance and inspection and vehicle performance and vehicle safety. These skills will provide an identifiable and marketable base of information for future Co-op or employment opportunities and will serve as life skills to consumers of vehicles and services in the transportation industry. Other activities include: identifying and describing the operation and components of systems controlling vehicle direction and speed including braking, steering and suspension systems; performing basic inspection and repair tasks associated with these systems.



Strand(s) and ExpectationsUnit Overview Chart Unit Overall Expectations Focus Assessment3 A2, A3,A4,B2,B3,B4,D1

Specific Expectations:A2.1,A2.2,A2.3,A3.1,A3.2,A3.3,A3.4,A3.5,A4.1,A4.2,A4.3,A4.4,A4.5,B1.2,B2.1,B2.2,B2.3,B2.5,B3.1,B3.2,B3.3,B4.1,B4.2, D1.2,D1.4,D1.6,D2.5D2.6

Hands on investigations, in class/ group lessons. Diagnosis service and repair of vehicle systems.

Knowledge/ Understanding,Thinking/InquiryApplication,Communication

Formative: Written assignments Station tasks – assessment using rubric Teacher observation

Summative: Practical log sheets of station tasks, assessed using rubric

Unit # 4

Aviation Transportation Systems:

Time: 20 Hours

In this unit, students identify, describe and analyze the principles of aviation. Students will describe and evaluate, using practical and theoretical means, the four main forces that act on an airplane. The students will apply appropriate methods of open – ended problem solving, as individuals and in small groups, to investigate, analyze and resolve aviation issues related to physical, human, social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools, and equipment in developing solutions to challenges and problems in aviation. Students will work in collaboration with peers to improve communication and technological skills.



Strand(s) and Expectations

Unit Overview Chart Unit Overall Expectations Assessment Focus4 A3,A4,B1,D1

Specific Expectations:A3.5,A4.2,A4.3,A4.4,B1.1,B1.2,B1.3,B1.4, D1.2,D1.4,D1.6,D2.5D2.6

Knowledge/ UnderstandingThinking/InquiryApplication

Design and build a model airplane that will be powered by a 2-stroke engine and fly the length of a football field.


King City SS TTJ2O

Formative: Written assignments Performance Task: Design and build a foam model airplane – assessment of phases using rubric Teacher observation

Summative: Aviation Quiz Performance Task

Unit # 5

Marine Transportation: Cardboard Boat Design ProcessTime: 10 Hours

In this unit, students identify, describe and analyze the principles of boats. Students will describe and evaluate, using practical and theoretical means, floatation devices. The students will apply appropriate methods of open – ended problem solving, as individuals and in small groups, to investigate, analyze and resolve water transportation issues related to physical, human, social, and environmental concerns. Students will select and safely use the appropriate technologies, materials, tools and equipment in developing solutions to challenges and problems in water. Students will work in collaboration with peers to improve communication and technological skills.

Strand(s) and Expectations

Unit Overview Chart Unit Overall Expectations Focus Assessment5 A3,A4,B4,D1

Specific Expectations:A3.5,A4.2,A4.3,A4.5,B1.1,B1.2,B1.3,B1.4, D1.2,D1.4,D1.6,D2.5D2.6

Design and build a cardboard boat that can hold a minimum of 4-people / 480lbs. in a tank or pool of water.

Knowledge/ UnderstandingThinking/InquiryApplication,Communication

Formative: Written assignments Performance Task: Design and build a cardboard boat that supports four people – assessment of

phases using rubric Teacher observation

Summative: Marine Quiz Performance Task with technical report.

Unit # 6

Transportation and the Environment: Time: 5 Hours

In this unit, students will to research and present the technical aspects of a Hybrid transportation vehicle system of their choice. One of the three areas may be chosen: land, sea or air. They will describe the benefits of the vehicle to the community. Students will analyze the efficiency of various types of systems


King City SS TTJ2O

used on the vehicle. They will demonstrate an understanding of the importance of aesthetic appeal and ergonomic principals in vehicle system design.

Unit Overview ChartUNIT Overall Expectations Focus Assessment6 C1,C2

Specific ExpectationsC1.1, C1.2, C1.3, C2.1, C2.2, C2.3

Students will apply the design process to solve a transportation technology challenge.

Knowledge/ UnderstandingThinking/InquiryApplication, Communication

Formative: Performance task – phases assessment using rubric Teacher observation

Summative: Electric vehicle oral and written presentation

Areas below tie into all units.

Teaching Strategies:- extensions for completing assignments or assessment tasks- modifying the format of the assessment materials- providing assistance from the resource department- providing a quiet place for student assessment- providing the use of word processors and or oral responses- allowing students to redo classroom tests or assignments

Differentiated Instruction: Use small-group instruction to reteach students having difficulty Demonstrate ideas or skills in addition to talking about them. Use reading partners to support understanding of text or supplementary materials. Use videotapes to supplement and support explanations and lectures. Use student questions and topics to guide lectures and materials selection. Present material in visual, auditory, and kinesthetic modes. Teach with whole-to-part and part-to-whole approaches. Use tiered activities (activities at different levels of difficulty, but focused

on the same key learning goals). Use applications, examples, and illustrations from a wide range of intelligences. Make task directions more detailed and specific for some learners and more open for others. Use both like-readiness and mixed-readiness work groups. Use interest-based work groups and discussion groups. Provide small-group discussions at varied levels of complexity and focused on a

variety of skills. Vary the pacing of student work.

Allow students to specialize in aspects of a topic that they find interesting and to share their findings with others.

Allow multiple options for how students express learning. Encourage students to work together or independently Lead optional, in-class, small-group discussions on various facets of product development. Encourage students to demonstrate key knowledge, understanding and skills in related

topics of special interest.


King City SS TTJ2O

(Differentiation in practice: Tomlinson & Strickland 2005)

Literacy: DEAR 15 minutes each Friday Think Literacy Documents:

- Reading Graphical Text pg.14- Reading Informational Texts (Safety Literacy) pg.20- Writing a Report ( Project Management) pg.40

Career Education:Ongoing discoveries and innovations coupled with rapidly evolving technologies haveresulted in an exciting environment in which creativity and innovation thrive, bringingabout new career opportunities. Today’s employers seek candidates with strong technicalskills, critical-thinking and problem-solving skills, and the ability to work cooperativelyin a team, traits that are developed through participation in technological education.Technological education courses enable students to develop problem-solving skills, designskills, technical knowledge and skills, and the ability to conduct research, present results,and work on projects both independently and in a team environment.

Cooperative Education:Cooperative education and other forms of experiential learning, such as job shadowing,field trips, and work experience, are central to technological education, enabling studentsto apply the skills they have developed in the classroom to real-life activities in thecommunity and in the world of technological innovation. Cooperative education andother workplace experiences also help to broaden students’ knowledge of employmentopportunities in a wide range of fields, including industrial, motive power, construction,service, and agricultural trades; engineering; hospitality and tourism; and health care. Inaddition, students develop their understanding of workplace practices, certifications, andthe nature of employer–employee relationships. Teachers of technological education cansupport their students’ learning by maintaining links with community-based businessesto ensure that students have access to hands-on experiences that will reinforce the knowledgeand skills gained in school.Students who choose a technological education course as the related course for two cooperativeeducation credits are able, through this packaged program, to meet the group 1, 2,and 3 compulsory credit requirements for the OSSD.

Technology: Internet PowerPoint presentations Digital Video

Accommodations: IEP and ELL accommodations as identified using special reading resources consistent with students’ reading and learning styles; use of video tapes to help students understand material;


King City SS TTJ2O

hands-on resources that extend learning collaborative groups work in cooperation with resource teachers independent learning in cooperation with parents about study conditions at home


King City SS TTJ2O

Course Syllabus:

Transportation Technology,Grade 10

Open TTJ2O

This course introduces students to the service and maintenance of vehicles, aircraft,and/or watercraft. Students will develop knowledge and skills related to the constructionand operation of vehicle/craft systems and learn maintenance and repair techniques.Student projects may include the construction of a self-propelled vehicle or craft, engineservice, tire/wheel service, electrical/battery service, and proper body care. Studentswill develop an awareness of related environmental and societal issues, and will exploresecondary and postsecondary pathways leading to careers in the transportation industry.

Prerequisite: None

Units of Study:

Unit Titles (Time + Sequence)Unit 1 Lab and Course Safety Orientation/Careers 10 hoursUnit 2 Small Engines 30 hoursUnit 3 Automotive Service 25 hours Unit 4 Aviation Transportation 20hoursUnit 5 Marine Transportation 10 hoursUnit 6 Transportation and the Environment 5 hours

Evaluation and Reporting of Student Achievement

The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the


King City SS TTJ2O

corresponding level of achievement as described in the achievement chart that follows. A final grade is recorded for this course, and a credit is granted and recorded for the course if the student has achieved a final grade of 50% or more.

The final grade for this course will be determined as follows: Seventy per cent of the grade will be based on evaluations conducted throughout the course.

Thirty per cent of the grade will be based on a final evaluation in the form of a practical project which is administered towards the end of this course.

Evaluation:

70% Term Mark(Assessment instruments may include performance tasks, performance problems, oral presentations, assignments, tests and / or quizzes.

Knowledge and understanding 15%Application 20%Thinking and Inquiry 20%Communication 15%

30% Final EvaluationEvaluation instruments may include design and build projects, oral presentations, and tech reports.
