Communications and Explorations

Module 4: Transportation

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

describe the impact of transportation technologies on individual lifestyles
describe the contribution of transportation technologies to the evolution of world travel and communication
describe the interrelationships between society, technology, and transportation systems
outline the scientific and technological changes that have taken place in transportation over time

Suggested Instructional Strategies

Conduct a survey to find out the distances that students live from school, their methods of transportation, and how much time they would require to walk to school. Ask them to consider costs, benefits, and time factors in alternative methods of transportation.
Use a video to present the scientific and technological development of the car. Have groups of students then research specific technologies related to the car.
Invite a guest speaker to discuss the history and science of an aspect of aviation.
Have students examine the historical relationships between transportation and global commerce.
Have students consider the pros and cons of alternatives to the car.
Have students design computer simulations of traffic flow and discuss how decisions about traffic signals are made.
Invite engineers or others who have been involved in developing alternative transportation (e.g., electric cars, fuel cells, solar-powered cars) to speak about their work.
Have students research different kinds of engines (e.g., electric, diesel, rotary, piston) and different sources of energy and discuss the reasons that industry may be reluctant to replace the gas-fired, piston-driven engine.
Discuss public-transport, rapid-transit systems. Have students compare and contrast Canada's systems with systems in other countries.
Have students consider the aspects of mass transportation that create vulnerabilities for society in terms of breakdowns, strikes, or terrorism. .
Have students design and build a model vehicle based on an elastic band or a mousetrap.
Have students create a vehicle to move an egg from point A to point B without breaking it. Have students test the performance of their vehicle on a test track, assessing its ability to protect the egg.
Have students research and compare the types of tests for automobiles used by consumer groups and manufacturers.

Suggested Assessment Strategies

Assess students' graphs for layout, labels, accuracy, and other criteria.
Assess group reports using a comprehensive rating scale developed by the class. Criteria may include clarity, thoroughness, the inclusion of scientific explanations, and so on.
Use a checklist to track the relevance and frequency of students' questions of guest speakers.
Use a rating scale to assess students' essays on the use of the car for criteria such as grammar, spelling, the number of points raised, supportive details, and so on.
Use a rating scale to assess the comparative study of transportation for the inclusion of points on the environment, the economy, consequences, and alternatives.
Assess students' car models for speed, construction, materials used, and other predetermined features.
Egg vehicles may be assessed for their ability to prevent breakage, as well as other criteria such as the creative use of materials, visual appeal, and so on.
Students may assess their own performances in the use of computer simulations.

Recommended Learning Resources

Software

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Maintained by: Science and Technology Coordinator

Revised: January 27, 1999

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