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Project: Engine Design, Operation, and Testing
Prescribed
Learning Outcomes:
It is expected that students will:
Self and Society
Safety
Shop Practices
Power Train
OVERVIEW
The teacher planned a unit in which groups of students researched, identified, and explained the operation of one of a number of automotive engine designs. The students compared the types of engines and discussed their relationship to automotive design and function. The students and teacher then discussed the automobile's impact on society and the environment and vice-versa. Engine operation was discussed and demonstrations of engine testing was performed by the teacher. Evaluation was based on:
PLANNING FOR ASSESSMENT AND EVALUATION
The teacher introduced the students to engines through discussion on the history and development of heat engines. The teacher then had the students research engine types and their effect on automotive design and function. This was followed by a videotape on an internal combustion engine. In a discussion led by the teacher, students discussed engine operation as well as the automobile's impact on society and the environment and vice-versa.
The teacher then handed out worksheets and asked students to draw and explain engine operation and identify engine parts.
The teacher discussed with students basic engine problems that affect engine operation. Students were then asked to suggest some basic diagnostic procedures and safety rules to be followed.
The teacher demonstrated use of tools, safe work practices, and automotive diagnostic procedures (e.g., compression, vacuum, oil pressure, and leak-down tests).
Working in groups, students
performed diagnostic procedures. Students accessed relevant technical information
to analyse test results, and then stated conclusions.
DEFINING THE CRITERIA
Understanding engine operation and basic testing
To what extent did students:
identify a variety
of engine types
Safety
To what extent are the students able to:
Group Work and Diagnostic Skills
To what extent do the students:
ASSESSING AND EVALUATION STUDENT PERFORMANCE
Engine Design and Performance
Students were asked to list various engine types and identify a number of social and environmental concerns. Evaluate engine worksheets for completion and accuracy. Refer to the table titled, "Engine Design and Operation" for more information.
Safety
The teacher observed students as they conducted assigned hands-on activities. This observation resulted in a specific safety evaluation built into the evaluation of their hands-on work on the engine (see the 1st criterion identified in the "Engine Testing and Analysis" performance rating scale). It also became part of an ongoing, course-long assessment and evaluation of safety performance, which took account of student scores on safety quizzes as well as of the teacher's observations whenever hands-on activities were assigned. On each occasion, the same criteria were applied (see the table titled, "Detailed Criteria for Safety Assessment").
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. Refer to the table titled, "Group Work
and Diagnostic Skills" for more information.
Engine Testing and Analysis
The teacher used a performance
scale to record student's performance. Refer to the table, "Engine Testing
and Analysis" for more information.
Engine Design and Operation
|
Criteria |
Rating |
Comments
|
|---|---|---|
|
||
|
||
|
Rating Scale:
5-Excellent; criterion met to an exceptional or unusual degree
4-Very good; criterion met in a very effective way
3-Good: criterion met in a competent and an effective fashion
2-Satisfactory; criterion met but with considerable room for improvement
1-Minimally acceptable
0-Not evident; criterion not met
Engine Testing and Analysis
| Criteria | Rating | |
|---|---|---|
|
Possible |
Teacher
Rating
|
|
|
10
|
|
|
10
|
|
|
15
|
|
|
15
|
|
Detailed Criteria for Safety Assessment
|
Rating |
Criteria
|
|---|---|
|
Outstanding |
The student has an exceptional "heads-up" attitude toward safety issues and 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 others to do so as well.
|
|
Competent |
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 piece of shop equipment before using it. 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
(e.g., 0-3 marks) |
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/or others.
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