September 27, 2009; all students

All students must continue to come to their Trans. Tech. or Exploring Tech. everyday and on time.
I encourage students to discuss with me about their experience in Tech. I will try to tailor the practical shop time more to their individual interest, if possible. But, I cannot force any student to participate or make every minute fun and/or exciting. Students need to want to learn and try new tasks and continue to repeat new skills.

In the shop:

• A group of senior students continue to repair the brakes on a black 5.0L Ford Mustang; including new front drilled rotors and pads; cleaned, greased and properly adjusted front wheel bearings; bleed front brake calipers which required heating up (gas/oxygen torch) of the calipers to remove the seized bleeder screws; remove rear wheels, rear brake drums, wash out brake dust with water, and inspect components ... vehicle is safely lifted on the "Bear" scissor lift
• Several student groups are in the process of replacing the automatic trans-axle of our donated Ford Windstar. So far they have safely raised the vehicle on our two post above ground "Hydra Lift", removed front wheels, disconnected battery, supported engine with Ultra Pro engine support, disconnected the exhaust at front of the catalytic converter, remove front brake components, including calipers, pads, and rotors; removed front left/right steering knuckles including disconnecting of the outer tie rod ends and lower ball joints; removed front sway bar; removed power rack and pinion steering including disconnecting of steering shaft and pressure and return lines/hoses; disconnect all necessary electrical wires and shifter cable; remove left and right front wheel drive shafts; remove lower engine/trans-axle frame cradle (install a modified cradle from another Windstar that allows removal of trans-axle and support of engine); remove engine starter; remove flywheel inspection cover; remove torque converter/flywheel mounting nuts ...
• Several student groups are completely disassembling our donated Ford Aerostar; including removal of the engine hood and front doors, and windows from doors; removal of the battery, radiator, A/C components (system was already empty); removal of the rear axle (students cut through shocks, and 3 link trailing arms with gas/oxygen torch due to excessive rust, seized fasteners, and the vehicle is not on a vehicle lift); vehicle is safely supported on four 6 ton safety/jack stands; removal of rear shock absorbers, coil springs, trailing arms from rear axle assembly
• Three student groups are disassembling their engine projects; engines are safely supported on engine stands (one small engine); students remove individual components, wash with varsol if necessary, rinse with hot water, blow dry with compressed air, sand/glass bead blast, and spray paint, reinstall, and discuss theory ...
• The McIntyre drag Chevrolet P/U truck project is currently on hold
• The John Deere 45 combine project is currently on hold
• Students have begun the disassembly of the recently donated 1981 Ski-Doo Citation snowmobile (by a friend of our own Mr. Shoup, THANK YOU!); so far students have removed the fuel tank, drained the old fuel, flushed tank with hot water ...
• Students continue with John Deere Liquifire snowmobile project (student owned); including the removal, drain, and flush of fuel tank; removal of carburetors; compression test (approx. 60 psi, not enough); removal of cylinder heads and one cylinder (scored); components are individually cleaned with varsol, hot water, and sandblasted when appropriate; we are currently unable to remove the drive clutch so the engine cannot be removed from the tunnel; discuss theory ... (sled had a live snake under the hood!)
• Outside, students continue to complete individual projects on our donated 1988 Chevrolet Caprice Classic Brougham (from the father of our own Mr. McCormack); including R&R (remove & replace) wiper blades, wiper motor, battery, wheels, air pump belt, alternator belt, alternator, horn, charcoal canister, headlight bulbs (high/low), marker/park light bulbs, rear tail light lens and individual bulbs (park/marker, brake, reverse, signal); students will clean individual components with varsol, rinse with hot water, blow dry with compressed air when necessary; students will test electrical components both on the bench and on the vehicle ...
• Outside, on our donated 1999 Pontiac Transport (from the brother of myself); students have R&R rear tailgate and taillights ...
• Outside, on our donated Chevrolet Lumina (from the family of a current D.S.S. student); students are completely disassembling this vehicle; so far, removal of hood, grill, front bumper, front fenders, radiator, A/C components (system was empty), engine electrical, wiper blades, wiper arms, wiper transmission, wiper motor, front struts (in process), front doors (in process), seats, ...
• Students are also repairing and maintaining customer vehicles; including install of a new left front rear view door mirror (Ford Focus); Oil & Filter change (Pontiac Sunfire, Pontiac Vibe GT, ...); front brake pads and rotors including removal of rust and lubricate all necessary parts and bleed hydraulic system, rotate tires (Saturn Ion 2); ...
• students continue to practice/repeat under hood fluid checks (engine oil, transmission fluid, power steering fluid, brake fluid, coolant, battery); tire pressures; jacking with hydraulic floor jack, car jack, hydraulic bottle jack; use of safety/jack stands; use of gas/oxygen torches; use of electric/pneumatic tire machine; ...

September 20, 2009 all students, all grades

I require all students to bring their duo-tang, pen/pencil every day. We will continue to discuss safety, tools/equipment, and theory at the beginning of most classes. Students must take notes on these discussions. Students need to always start each class note with the date, and take the necessary notes under each heading "safety", "tools/equipment", "theory". Always note what you did during shop time, include year, make, & model. (1985 Chevrolet Caprice Classic)
Then be prepared to participate at the various activities in the shop. Remember, to wear clothing that can get dirty. Some students keep a shirt that they wear over or change into from their regular shirt. Some students are bringing their own cover-alls (Fred's work wear sells used, clean work clothes for a reasonable cost). Also, your shoes need to be appropriate for our shop. Steel toe is preferable but running shoes are the next best, again, shoes that can get dirty. Students must supply and wear safety glasses when using any powered tools/equipment and striking tools (hammers, chisels, and punches). Including all electric, pneumatic (air-driven), hydraulic (fluid pressure) t/e. Safety glasses can be purchased for $1.00 at the dollar store, or on sale for 4.99 at Napa. Canadian Tire, Home Hardware, Lymburner's, and Houser's Automotive also sell safety glasses. There are other businesses in Dunnville that likely sell safety glasses, as well.
REMEMBER SAFETY IS YOUR RESPONSIBILITY, FOR YOUR SELF AND OTHERS.

September 13, 2009 TTJ4E

DUNNVILLE SECONDARY SCHOOL
TRANSPORTATION TECHNOLOGY
Vehicle Maintenance
Grade 12 TTJ4E Workplace Preparation

This course introduces students to the servicing, repair, and maintenance of vehicles through practical applications. The course is appropriate for all students as a general interest course to prepare them for future vehicle operation, care, and maintenance or for entry into an apprenticeship in the motive power trades. Students will develop an awareness of environmental and societal issues related to transportation, and will learn about careers in the transportation industry and the skills and training required for them.

Prerequisite: None

A. VEHICLE MAINTENANCE FUNDAMENTALS
A1. Vehicle Powertrains
A2. Interior and Exterior Care and Maintenance
A3. Service and Maintenance

B. VEHICLE MAINTENANCE SKILLS
B1. Service Information
B2. Powertrain Systems
B3. Body, Brake, Steering, and Suspension Systems
B4. Repair Problems or Challenges

C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
C1. Technology and the Environment
C2. Technology and Society

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. Health and Safety
D2. Career Opportunities

The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

STUDENTS LEARN BEST BY DOING

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

TERM: 70%
SUMMATIVE: 30%
TOTAL: 100%

TERM: Including Knowledge and Understanding; Thinking; Communication; & Application

• attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

SUMMATIVE: PORTFOLIO presentation of daily notes, pictures, handouts…

RUBRIC: A simple and basic application that can be applied across all areas.
· LIMITED 50-59% (Level 1)
· MODERATE 60-69% (Level 2)
· CONSIDERABLE 70-79% (Level 3)
· THOROUGH/HIGH DEGREE 80-100% (Level 4)

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

Be on time, never be late
Never leave the classroom without my permission
Wear work-boots or at least running shoes, no open toe
Wear pants or appropriate shorts, no skirts or dresses
Always tie long hair back
No dangly jewellery
Safety glasses are a must
Duo tang, paper, pens, paper…

ATTITUDE!!!

· EFFORT = ACHIEVEMENT
· MOTIVATION
· APPLY YOURSELF
· WORK, STUDY, COOPERATE
· MASTERING
· ATTITUDE!!!

Note to parents/guardians and students:
Attendance, participation and co-operation are very important to the success of any student in this program. Dunnville S.S. has an excellent facility and I am hoping for a productive and fun semester.

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

September 13, 2009 TTJ3O

DUNNVILLE SECONDARY SCHOOL
TRANSPORTATION TECHNOLOGY
Vehicle Ownership
Grade 11 TTJ3O Open

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

This general interest course enables students to become familiar with the options and features of various vehicles, issues of registration, and the legal requirements affecting vehicle owners. Students will also learn about vehicle financing and insurance, vehicle maintenance, emergency procedures, and the responsibilities of being a vehicle owner. Students will develop an awareness of environmental and societal issues related to vehicle ownership and use, and will explore career opportunities in the transportation industry.

Prerequisite: None

A. VEHICLE OWNERSHIP FUNDAMENTALS
A1. Vehicle Selection
A2. Vehicle Registration and Ownership
A3. Vehicle Loans and Insurance
A4. Roadside Emergency Precautions and Procedures

B. VEHICLE MAINTENANCE FUNDAMENTALS
B1. Powertrain Components
B2. Major Vehicle Systems
B3. Interior and Exterior Care
B4. Information, Tools, and Equipment for Basic Service and Maintenance

C. VEHICLE MAINTENANCE SKILLS
C1. Using Service Information
C2. Engine Service
C3. General Vehicle Maintenance and Service

D. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
D1. Technology and the Environment
D2. Technology and Society

E. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
E1. Health and Safety
E2. Career Opportunities

The organization of expectations into strands and sub-groupings (A, B, C, D, & E) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible

STUDENTS LEARN BEST BY DOING
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

TERM: 70%

SUMMATIVE: 30%
_________
100%

TERM: Including Knowledge and Understanding; Thinking; Communication; & Application

attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

SUMMATIVE: PORTFOLIO presentation of daily notes, pictures, handouts…

RUBRIC: A simple and basic application that can be applied across all areas.
· LIMITED 50-59% (Level 1)
· MODERATE 60-69% (Level 2)
· CONSIDERABLE 70-79% (Level 3)
· THOROUGH/HIGH DEGREE 80-100% (Level 4)

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

Be on time, never be late
Never leave the classroom without my permission
Wear work-boots or at least running shoes, no open toe
Wear pants or appropriate shorts, no skirts or dresses
Always tie long hair back
No dangly jewellery
Safety glasses are a must
Duo tang, paper, pens, paper…

ATTITUDE!!!
EFFORT = ACHIEVEMENT
MOTIVATION
APPLY YOURSELF
WORK, STUDY, COOPERATE
MASTERING
ATTITUDE!!!

Note to parents/guardians and students:
Attendance, participation and co-operation are very important to the success of any student in this program. Dunnville S.S. has an excellent facility and I am hoping for a productive and fun semester.

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

September 13, 2009 TTJ2O

DUNNVILLE SECONDARY SCHOOL
TRANSPORTATION TECHNOLOGY
Grade 10 TTJ2O Open

This course introduces students to the service and maintenance of vehicles. Students will develop knowledge and skills related to the construction and operation of vehicle systems and learn maintenance and repair techniques. Students projects may include the construction of a self-propelled vehicle, 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 post secondary pathways leading to careers in the transportation industry.

Prerequisite: None

A. TRANSPORTATION TECHNOLOGY FUNDAMENTALS
A1. Understanding Engines
A2. Understanding Drive-trains
A3. Understanding Major Systems and Components
A4. Technological and Mathematical Literacy

B. TRANSPORTATION TECHNOLOGY SKILLS
B1. Design and Fabrication
B2. Maintenance and Repair Techniques
B3. Basic Service of Vehicle Systems and Components
B4. Care and Maintenance of Vehicles

C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
C1. Technology and the Environment
C2. Technology and Society

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. Health and Safety
D2. Career Opportunities

The organization of expectations into strands and sub-groupings (A, B, C, & D) are not meant to imply that the expectations in any one strand or group are achieved independently of the expectations in the other strands or groups. The concepts, content, and skills identified in the different strands of each course should, wherever appropriate, be integrated in instruction throughout the course.

Goals: Knowledge, Skills, Attitude, Understanding, Competence, Creative, and Flexible


STUDENTS LEARN BEST BY DOING

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

TERM 70%
SUMMATIVE 30%

_________
100%

TERM: Including Knowledge and Understanding; Thinking; Communication; & Application

• attendance, punctuality, attitude, co-operation, participation, communication (daily log, verbal, notes), problem solving, safety (safety glasses, appropriate clothing, shoes…), and clean-up. Theory Handouts, paper assignments, tests…

SUMMATIVE: PORTFOLIO presentation of daily notes, pictures, handouts…

RUBRIC: A simple and basic application that can be applied across all areas.
· LIMITED 50-59% (Level 1)
· MODERATE 60-69% (Level 2)
· CONSIDERABLE 70-79% (Level 3)
· THOROUGH/HIGH DEGREE 80-100% (Level 4)

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

Be on time, never be late
Never leave the classroom without my permission
Wear work-boots or at least running shoes, no open toe
Wear pants or appropriate shorts, no skirts or dresses
Always tie long hair back
No dangly jewellery
Safety glasses are a must
Duo tang, paper, pens, paper…

ATTITUDE!!!
EFFORT = ACHIEVEMENT
MOTIVATION
APPLY YOURSELF
WORK, STUDY, COOPERATE
MASTERING
ATTITUDE!!!

Note to parents/guardians and students:
Attendance, participation and co-operation are very important to the success of any student in this program. Dunnville S.S. has an excellent facility and I am hoping for a productive and fun semester.

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

September 13, 2009 TIJ1O

Welcome to D.S.S. Technology,

DUNNVILLE SECONDARY SCHOOL
EXPLORING TECHNOLOGIES
Grade 9 Open, TIJ1O
Room 131

Teacher: G. Peters, Transportation & Exploring Technology teacher, D.S.S.

Student: Be on time, never be late
Never leave the classroom without my permission

Wear work-boots or at least running shoes, no open toe shoes
Wear pants or appropriate shorts, no skirts or dresses
Always tie long hair back
No dangly jewellery
Safety glasses are a must

Duo tang, paper, pens, paper…

ATTITUDE!!!

Course: Transportation (working with vehicles or machines with a combustion engine)
Knowledge: SAFETY, tools & equipment, basic theory…
Skills: jacking, replace a flat tire, check fluids, lights, tire pressures, wash & detail, lawn mower maintenance… (more challenges depending on strength of student)

Construction (working with wood …)
Knowledge: SAFETY, tools & equipment, basic theory…
Skills: picnic table, basic electrical, basic plumbing, including hammering, drilling measuring, fastening, soldering… (more challenges depending on strength of student)

Manufacturing (working with metal)
Knowledge: SAFETY, tools & equipment, basic theory…
Skills: drilling, tap & die, riveting, brazing … (more challenges depending on strength of student)

REPETITION IS WHAT MAKES EVERY TRADESMAN/WOMAN GOOD, FAST, & KNOWLEDGEABLE

Daily Discussion and notes: theory, environment, careers, problem solving …

4 STRANDS:
A. TECHNOLOGY FUNDAMENTALS
B. TECHNOLOGICAL SKILLS
C. TECHNOLOGY, THE ENVIRONMENT, AND SOCIETY
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES

ACHIEVEMENT CHART: TECHNOLOGICAL EDUCATION, GRADE 9
Knowledge and Understanding
Thinking
Communication
Application

ROLES AND RESPONSIBILITIES IN TECHNOLOGICAL EDUCATION
Students
Students have many responsibilities with regard to their learning. Students who make the effort required to succeed in school and who are able to apply themselves will soon discover that there is a direct relationship between this effort and their achievement, and will therefore be more motivated to work.
Mastering the concepts and skills connected with technological education requires work, study, and the development of cooperative skills. In addition, students who actively pursue opportunities outside the classroom will extend and enrich their understanding of technology. Their understanding and skills will grow as they engage in recreational activities that involve technology, reading related to technology (magazines…), and learning about technological advances.

EFFORT = ACHIEVEMENT
MOTIVATION
APPLY YOURSELF
WORK, STUDY, COOPERATE
MASTERING
ATTITUDE!!!

YOU CAN LEARN THE THEORY AND THE SKILLS FROM ANY EXPERIENCED TRADES PERSON, BUT WITH A NEGATIVE ATTITUDE NO ONE WANTS TO EMPLOY OR TEACH YOU.

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