Grade 11 - Energy, Power, and Transportation(Principles and Concepts of Technology)

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:

compare ways of using emerging and alternative energy sources to power mechanical devices
describe the relationship between potential and kinetic energy in making a mechanism function
demonstrate an understanding of the principles of hydraulics and pneumatics used to transmit energy
describe workplace applications in which technicians measure, control, convert, and transmit energy in various systems
describe the impact of energy, power, and transportation systems on society and the environment

To view the prescribed learning outcomes for Energy, Power and Transportation (Principles and Concepts of Technology) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students learn how mechanical systems and devices convert, transmit, and use energy by observing, researching, and discussing the functions of various components used in transportation.

During a unit on fluid power systems, discuss with students the advantages and disadvantages of pneumatic and hydraulic systems in terms of precision, weight, and responsiveness. Provide examples (brake systems, assembly lines, suspension systems) to show how these systems are applied and how they transmit energy. As an extension, have students calculate the force of each example system (e.g., relate piston diameter and applied fluidic pressure to force exerted).
Engage students in a discussion of the benefits and drawbacks of various transportation systems, including how they affect society and the environment (e.g., electric commuter rail creates less direct pollution). Have students each choose a mode of transportation and research its future potential. Ask them to consider existing, emerging, and alternative energy sources in their projections. Pose questions such as: Will commuter rail be the same 25 years from now?
Have students gather examples, pictures, and descriptions of devices that clamp, ratchet, reciprocate, and rotate. For example, students might bring toys, owner´s manuals, technical publications, and magazine ads that demonstrate or describe devices that perform various movements (e.g., levers, gears) and functions (e.g., torque multiplication, speed increase). Ask them to describe the purpose and function of each device and to discuss how these devices rely on potential and kinetic energy to achieve specific outcomes.
Have students research career opportunities in the technical field, where measurement, transmission, and control of energy form an integral part of the job.

SUGGESTED ASSESSMENT STRATEGIES

As students describe and show the various components used in transportation, they can demonstrate their abilities to identify energy sources and conversions in mechanical devices.

Ask students to research alternative sources of energy and their uses and to present their findings to the class (e.g., oral presentation, chart, poster, computer presentation). Look for evidence that they are able to:
- identify practical applications
- describe how the forms of energy are converted to other forms
- predict future applications
Through conferencing, either with individual students or with groups, determine the extent to which they have developed an understanding of the principles of transfer and conversion of energy within mechanical systems. Ask questions such as:
- What have you designed that has converted potential energy to kinetic energy?
- How is energy transferred within your system?
- What practical applications might your system have?
Assign students to interview technicians who are responsible for the measurement and control of energy, or research companies where these technicians work. Note the extent to which students are able to:
- identify the units of measurement
- identify the instruments used
- identify the devices used to control the energy
- use correct terminology
Have students imagine they are members of a town council debating the best way to provide power for their town. Ask them to select different power sources and present persuasive arguments for each, based on cost-effectiveness, environmental considerations, social implications, and so on. Note the extent to which they are able to:
- identify relevant information
- identify the characteristics and impacts of each power source
- support their positions with factual information
- recognize ambiguities and contradictions