Grade 12 - Energy, Power, and Transportation(Modification and Manipulation)

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:

design and construct devices and systems that use one or more energy sources (traditional and alternative) to achieve a measurable outcome
design and construct electrical, hydraulic, or pneumatic control systems that convert or transmit energy and power
construct devices and systems that reflect design criteria and industry standards

To view the prescribed learning outcomes for Energy, Power, and Transportation (Modification and Manipulation) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students learn to design, manipulate, and construct increasingly complex systems to improve efficiency and performance while investigating modern and future transportation systems.

Discuss with students ways to modify a vehicle to improve fuel efficiency (e.g., using lightweight materials and adjusting shape to minimize wind resistance). In teams, have students design aerodynamically efficient vehicles (e.g., boat, glider, high-mileage vehicle, school bus), build scale prototypes, and test them in a wind tunnel.
Ask student groups to design and build solar, wind, steam, or elastic powered vehicles to meet specific criteria (e.g., size, speed). Hold a competition and award prizes for the fastest vehicle, the one that can pull the most weight, and the most innovative design.
Have students compare the transmission and conversion of energy and power in a high-mileage vehicle, a high-performance vehicle, and a transport vehicle (e.g., gear ratios, wheel size, engine rpm). As part of a school project to develop a high- performance or a high-mileage vehicle, challenge students to select and adapt or design and build the transmission that will perform most efficiently. Work with students to ensure that they incorporate safety standards and use tools and equipment accurately and efficiently.
Ask students to design and construct a remote door opener for a person in a wheelchair. Ask them to incorporate electrical, hydraulic, or pneumatic actuators in their designs. As part of the activity, have the class visit community facilities to analyse devices already in use. As a follow-up, invite students to demonstrate their remote door opener designs to the facility members.

SUGGESTED ASSESSMENT STRATEGIES

As students design, manipulate, and construct increasingly complex systems to improve efficiency and performance, they can demonstrate their knowledge of energy sources and conversions and safety precautions and regulations.

While students are constructing a high-mileage vehicle, look for evidence that they are able to:
- determine ways in which more than one energy source can be used to control various aspects of the vehicle
- explore the use of pneumatic and hydraulic control systems as well as mechanical control systems in order to achieve the most efficient control possible
- practise hand and machine operations in order to achieve a high degree of fit and finish
- consider the safety aspects of the control systems used in their vehicle and demonstrate abilities to modify or create new safety systems
Ask students to prepare brief reports on the use of wind as an energy source and to compare it to other power production methods. Both pros and cons must be considered. In assessing their reports, look for evidence that they are able to:
- identify a number of pros and cons
- provide complete and accurate information
- include numerical data
Have students decide on criteria they can use for peer assessment of their remote door opener designs. Criteria might include:
- incorporates electrical, hydraulic, or pneumatic actuators
- meets the end-user´s needs
- is innovative in design
- works safely and effectively
- constructed to commercial-quality level