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About the course

This course introduces students to the service and maintenance of vehicles, aircraft, and/or watercraft. Students will develop knowledge and skills related to the construction and operation of vehicle/craft systems and learn maintenance and repair techniques. Student projects may include the construction of a self-propelled vehicle or craft, engine service, tire/wheel service, electrical/battery service, and proper body care. Students will develop an awareness of related environmental and societal issues, and will explore secondary and postsecondary pathways leading to careers in the transportation industry.

Transportation Technology 10

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 10

Course Development Date

June 10th, 2021

Course Outline

Transportation Technology Fundamentals

In this unit students will look at the construction and operation of the major parts of an engine (e.g., piston, crankshaft, connecting rod, camshaft). They will examine the strokes of an engine, with an emphasis on the power stroke. They will be introduced to the engine cooling, lubrication, and fuel systems and look at the different fluids and their paths. They will be introduced to various types of drivetrains, suspension system, steering system, braking system, and electrical systems and examine their functions/operations. They will identify and describe major body, hull, and/or fuselage system components (e.g., fender, keel, fairing). They will use online and in house resources to gather information for basic maintenance and will look at mathematical and/or scientific principles, principles, procedures, terms, and symbols when conducting or reporting on work on vehicles. They will be introduced to conversion procedures from one system of measurement to another. They will be introduced to reading and interpreting drawings.

Estimated Hours of Instructions: 36 hours

Transportation Technology Skills

In this unit students will brainstorm on a project that involves the components of this course. They will problem-solve, design, and fabricate a design (for instance a self-propelled vehicle or craft) that involves energy conversions and energy usage under variable conditions. They will perform calculations and applications of mechanical advantages, torque and speed to the project. They will explore tools required for maintenance and repair of components of a vehicle. They will explore proper operations and maintenance strategies for tools. Students will be introduced to technical and product manuals and/or software programs to identify and locate powertrain components and determine recommended service procedures and maintenance schedules. They will explore various techniques for proper fastening, threading, heating, soldering, welding, and sealing. They will use best practices to assemble, disassemble, repair, and maintain small engines and other systems.

They will perform basic service and preventive maintenance on various vehicles, aircraft, and/or watercraft systems and components. They will perform appropriate measurements related to system components. They will perform exterior and interior surface care procedures (e.g., detailing, washing and waxing, removal of debris from undercarriage) safely and correctly and use proper procedures for winterizing and/or storing vehicles and/or craft (e.g., test antifreeze, drain or stabilize fuel, take rust prevention measures).

Estimated Hours of Instructions: 36 hours

Technology, The Environment, And Society

In this unit students will explore ways in which the transportation industry impacts the environment. They will look at efforts being made to reduce the waste and reduce the environmentally harmful wastes. Students will look at how governmental influences and incentives encourage the transportation industry to make greater efforts to protect the environment. Students will examine the roles that recycling plays and their effectiveness in protecting the environment. They will look at the pros and cons of using environmentally friendly products. Students will look at safety measures taken and the ongoing research in the area of transportation. Such research includes airbags, anti-locking brakes, winter tyres, and more. They will look at innovations related to performance, comfort, driveability, fuel economy, and recycling of parts in vehicles and/or craft.

Estimated Hours of Instructions: 21 hours

Professional Practice And Career Opportunities

In this unit students will identify and explain the importance of legislation and regulations related to procedures and operations used in transportation technology facilities (e.g., Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], Apprenticeship and Certification Act). They will explore good housekeeping and safety practices in the work environment, including protective clothing. They will identify a variety of career opportunities in the transportation industry and describe the secondary school pathways that would provide the best preparation for these careers. Students will identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the transportation industry.

Estimated Hours of Instructions: 9 hours

Project and Final Exam

The project (different from other projects) part of the final exam is 15% of the course and will be in the form of a group presentation (where possible). The other part of the final exam will be written for 15% of the course. It is the teacher’s prerogative to make the final exam 30% of the course.

Estimated Hours of Instructions: 6 hours (presentation) 2 hours (written exam)

Total 110 hours


The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations

A. Understanding Computers

A1 describe the functions of different types of hardware components, and assess the hardware needs of users
A2 describe the different types of software products, and assess the software needs of users
A3 use the basic functions of an operating system correctly
A4 demonstrate an understanding of home computer networking concepts
A5 explain the importance of software updates and system maintenance to manage the performance and increase the security of a computer.

B.Introduction to Programming

B1 describe fundamental programming concepts and constructs;
B2 plan and write simple programs using fundamental programming concepts;
B3 apply basic code maintenance techniques when writing programs

C. Computers and Society

C1 describe key aspects of the impact of computers and related technologies on society
C2 describe computer use policies that promote environmental stewardship and sustainability;
C3 describe legal and ethical issues related to the use of computing devices;
C4 describe postsecondary education and career prospects related to computer studies.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009; Date of extraction: date: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.

This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.

The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.

Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.

Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%

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