Sample 2

Topic: Alternative Energy Vehicle

Prescribed Learning Outcomes:

Product Development (Modification and Manipulation)

It is expected that students will:

apply safe work habits in accordance with established regulations, including WCB and WHMIS regulations

Energy, Power, and Transportation (Principles and Concepts of Technology)

It is expected that students will:

compare ways of using emerging and alternative energy sources to power mechanical devices
describe the impact of energy, power, and transportation systems on society and the environment

Energy, Power, and Transportation (Problem Solving)

It is expected that students will:

apply teamwork skills to solve problems involving mechanical systems and subsystems

Energy, Power, and Transportation (Modification and Manipulation)

It is expected that students will:

use tools and equipment accurately and efficiently to achieve design and assembly specifications that meet manufacturer and industry standards
construct a device or system that is energy efficient

Overview

The teacher planned a unit in which groups of students designed, built, and tested scale models of alternative energy vehicles. Evaluation was based on:

understanding of alternative energy sources
safety awareness
group work and diagnostic skills
vehicle prototypes

Planning for Assessment and Evaluation

The teacher introduced the class to alternative energy vehicles by showing a videotape on the topic. This was followed by a discussion of the benefits and drawbacks of various transportation systems, including the impact these systems have on society and the environment. Students discussed possible future modes of transportation and how existing, emerging, and alternative energy sources might affect the design and efficiency of future vehicles.
The teacher then asked students to design, build, and test scale models of vehicles that would cover the greatest distance using the least amount of energy.
Working in groups, students researched the various alternative energy options available and then chose either to use existing alternative energy sources in their designs or to propose alternative energy sources of their own. If they chose their own alternative sources, for safety reasons they presented their ideas to the teacher before using them in their designs.
The teacher discussed with students the principles of energy transmission and conversion, and the relationship between wheel size and gear ratio. They were given opportunities to experiment with various gear ratios and wheel sizes using modelling kits.
The teacher also instructed students in the safe use of the tools and machines they would use to process the materials needed to fabricate their vehicles.
The teacher referred students to the use of the feedback loop in the design process, and they were expected to test and evaluate their designs during each stage of development.
When students completed their design work, they manufactured their prototype vehicles and tested them for energy efficiency.

Defining the Criteria

Understanding Alternative Energy Sources

To what extent is the student able to:

identify a variety of emerging and alternative energy sources
describe ways that energy sources are used to power mechanical devices
identify the social and environmental impact of using various energy sources

Safety

To what extent does the student:

demonstrate a serious attitude toward safety issues

encourage others to work safely

exhibit personal preparedness with respect to clothes, jewellery, and protective equipment

identify and use correct procedures to ensure health and safety

Group Work and Diagnostic Skills

To what extent does the student:

participate willingly and constructively in the group
initiate, develop, and sustain interactions in the group
contribute ideas and build on the ideas of others
approach problems systematically
identify interrelationships between various parts
identify the effect of a failed component on the system
explore alternative solutions
use appropriate tools and testing equipment

Prototype

To what extent does the prototype demonstrate:

quality construction and attention to detail
efficient use of energy
aesthetic appeal
innovation in design

Assessing and Evaluating Student Performance

Understanding Alternative Energy Sources

As students worked on their projects, the teacher conferenced with them individually, asking questions to determine the extent of their understanding of alternative energy sources. The teacher recorded student performance using a rating scale.

Safety

The teacher used a performance scale to record individual students´ attitudes, knowledge, and actions with respect to safety. The teacher collected information on student performance from safety quizzes and classroom observations.

Group Work and Diagnostic Skills

The teacher observed individual students as they worked in their groups and used a checklist to record their group work and diagnostic skills.

Prototype

The teacher and peers assessed each group´s prototype vehicle using a rating scale. Scores given by the teacher and peers were combined to arrive at the group´s grade.

Understanding Alternative Energy Sources
Criteria Rating
(0 to 5) Comments

identifies a variety of emerging and alternative energy sources


describes ways that energy sources are used to power mechanical devices


identifies the social and environmental impact of using various energy sources

**Understanding Alternative Energy Sources**
Criteria	Rating (0 to 5)	Comments
identifies a variety of emerging and alternative energy sources
describes ways that energy sources are used to power mechanical devices
identifies the social and environmental impact of using various energy sources

Key:

5Excellent; criterion met to an exceptional or unusual degree.
4Very good; criterion met in a very effective way.
3Good; criterion met in a competent and an effective fashion.
2Satisfactory; criterion met but with considerable room for improvement.
1Minimally acceptable; criterion met to some extent.
0Not evident; criterion not met.

Safety
Rating Criteria
Outstanding The student has an exceptional "heads up" attitude toward safety issues. Demonstrates an outstanding understanding of safety issues and procedures in both theory and practical application. The student works safely with minimal teacher supervision and encourages other students to do so as well.
Compentent The student has a serious attitude toward safety issues and follows all safety instructions given by the teacher. On quizzes, she or he demonstrates good background knowledge about safety issues. The student completes the operating procedure sheet on each machine before using the equipment. Before working, the student takes necessary safety precautions. The student lifts and carries objects correctly with respect to both health and safety. The student does not endanger other members of the group or class when working.
Unacceptable The student either cannot identify safety issues and appropriate safety measures or can identify them in a quiz situation but does not apply them when working unless under excessive supervision. The student sometimes engages in horseplay that endangers self and others.

**Safety**
Rating	Criteria
Outstanding	The student has an exceptional "heads up" attitude toward safety issues. Demonstrates an outstanding understanding of safety issues and procedures in both theory and practical application. The student works safely with minimal teacher supervision and encourages other students to do so as well.
Compentent	The student has a serious attitude toward safety issues and follows all safety instructions given by the teacher. On quizzes, she or he demonstrates good background knowledge about safety issues. The student completes the operating procedure sheet on each machine before using the equipment. Before working, the student takes necessary safety precautions. The student lifts and carries objects correctly with respect to both health and safety. The student does not endanger other members of the group or class when working.
Unacceptable	The student either cannot identify safety issues and appropriate safety measures or can identify them in a quiz situation but does not apply them when working unless under excessive supervision. The student sometimes engages in horseplay that endangers self and others.

Group Work and Diagnostic Skills
Criteria Rating
Always Sometimes Not Observed
Group Work

participates willingly and constructively in the group

initiates, develops, and sustains interactions in the group

contributes ideas and builds on the ideas of others

Diagnostic Skills

approaches a problem systematically

identifies interrelationships between various parts

identifies the effect of a failed component on the system

explores alternative solutions

uses appropriate tools and testing equipment

Prototype
Criteria Rating
Possible Peer Rating Teacher Rating

quality of construction and attention to detail
10

efficient use of energy
20

aesthetic appeal
10

innovation in design
10

**Prototype**
Criteria	Rating
	Possible	Peer Rating	Teacher Rating
quality of construction and attention to detail	10
efficient use of energy	20
aesthetic appeal	10
innovation in design	10

Revised: January 28, 1999

BC Ministry of Education Home Page

Criteria	Rating
	Always	Sometimes	Not Observed
Group Work
participates willingly and constructively in the group
initiates, develops, and sustains interactions in the group
contributes ideas and builds on the ideas of others
Diagnostic Skills
approaches a problem systematically
identifies interrelationships between various parts
identifies the effect of a failed component on the system
explores alternative solutions
uses appropriate tools and testing equipment