Course Profile Construction Technology, Grade 10, Open, Catholic
Unit 1: The Sub Trades: Residential
Time: 20 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4
The purpose of this unit is to identify the role of the various sub-trades involved in construction, the work/systems they are responsible for, and the environmental impact of those systems, including: heating, ventilation, and air conditioning systems (insulation), water and waste systems, electrical (power and lighting), and interior/exterior finishing. This unit will emphasize achieving excellence, originality and integrity in one’s own work and supporting these qualities in the work of others. Students will work together and individually to complete the activities. The theory in this unit will be supported by students incorporating some of the material processes or systems in their projects (e.g., lighting in a play house, plumbing and drywall in a dog house) and by the construction of models (e.g., electrical grids, water/ waste systems). Local tradespeople and the relevant inspectors could be used as resource people for this unit, providing job site visits, in-school presentations, etc. Emphasis will be placed on making ties with practical real life situations in the home and community. Co-operative and management skills will help students develop an understanding of how to utilize technology to enhance the quality of life for all members of the community. Students should be encouraged to utilize their newly developed skills by helping the community and getting involved in community projects (which are ongoing and may be associated with local churches or schools). The environment, and our role as stewards of the environment, will be emphasized throughout this unit. Students will gain a better understanding of how our actions impact our valuable resources and how we, as Christian individuals and communities, need to protect our resources and our environment for future generations. The personal growth developed in these activities will include a better understanding of students ethnic and religious backgrounds through the interaction of the members.
Ontario Catholic School Graduate Expectations: CGE1i, 1d, CGE2a, b, c, CGE3b, c, f, CGE4b, c, f, CGE5b, d, g, h, CGE7g, i.
Strand(s): Theory and Foundation; Skills and Processes; Impact and Consequences
Overall Expectations: TFV.O1, 02, .03, .04, SPV.01, .02, .03, .04, ICV.03, .04, .05.
Specific Expectations: TF1.02, .07, .08, .010, .012, SP1.04, .05, .07, .08, IC1.04, .06, .07, .08, .09, .010.
|
Activity 1 |
Residential Electrical Circuits |
360 minutes |
|
Activity 2 |
Designing a Garden Sprinkler |
360 minutes |
|
Activity 3 |
Masonry Basics |
360 minutes |
|
Activity 4 |
Thermal Insulation, Heating, and Ventilation Report |
120 minutes |
· By the end of Grade 9, students will have studied electrical energies such as light, heat, motors and sound, and will have constructed small, low voltage electrical projects;.
· Prior to beginning this unit, teachers are advised to teach lessons on tool safety, lab conduct, WHMIS, and the design process.
· Students should also have knowledge of Pythagorean Theorem for assistance in layout and assembly of materials.
· Before initiating any of these activities, teachers should secure the appropriate resources and work through each activity prior to implementation to ensure that all facility, equipment, and material requirements are met.
· Some activities require the teacher to research new information.
· Students and teachers benefit from contacting local businesses in the design and construction industry for support in conducting the various activities. These members of the community also provide students with insight into career opportunities, educational requirements, and potentially offer student co-operative education learning opportunities in Grades 11 and 12 in the construction sector of the economy.
· Each activity will provide the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions. A number of teaching/learning strategies employed in the classroom will allow for career orientation, i.e., job shadowing, computer career and education research, field trips, and guest speakers.
· This is an excellent opportunity for the school to establish a relationship with the local skilled trades union, corporations, and suppliers. These contacts can be maintained and used in future ventures. This working relationship can introduce students to apprenticeship opportunities, or even full employment after graduation.
· This unit allows students to develop links with other subjects (Science, Geography, Mathematics, etc, are natural applications.)
· Teachers will help students develop attitudes and values founded in Catholic social teachings, which promote social responsibility, human solidarity, and the common good.
· This unit incorporates a variety of teaching and learning strategies, including teacher-directed activities, individual learning activities, group work, and co-operative learning strategies.
· The teacher should provide the students with the information, resources, and guidance necessary to complete each task safely and with maximum opportunity for success.
· Provide students with opportunities to work independently and in groups to perform the following tasks: problem solving, brainstorming, safely using hand and power tools, following design processes, collecting information, and assessing projects.
· Activities should be modified to meet the needs of all learners by applying various accommodations, such as: allowing increased time for activities, enhancing or compacting course content, assisting during evaluation processes, and facilitating peer-tutor assistance where possible.
· There should be a discussion in the classroom regarding behaviour and expectations leading toward conflict resolution. The interaction of the students and their learning of interpersonal skills and Christian Leadership must be developed.
· Assessment is an on-going daily process that may include: daily/weekly log, regular practical and theory tests and/or quizzes, project evaluation criteria, participation in discussions, conferences, self and/or peer critiques, and activity rubrics.
· Students will receive feedback from the teacher and fellow students on a regular basis, both oral and written, so that the students have every opportunity to succeed in this unit.
· As this is the first unit in the course, the assessment strategies will need to be discussed with the students as a group and individually, to ensure everyone understands what is being assessed and how it is being assessed.
Canadian Electrical Code. Rexdale, Ontario: Canadian Standards Association.
Canadian Home Workshop. Volumes 1-22. Markham, Ontario: Camar Publications. ISSN 1485-8509 http://www.canadianhomeworkshop.com (1-905-475-8440)
Fine Homebuilding. Numbers 1-126. Newtown, Connecticut: The Taunton Press. ISSN 1096-360-X http://www.finehomebuilding.com (1-800-477-8727)
Ontario Hydro Electrical Safety Code. Toronto, Ontario.
Ontario Plumbing Code.
Clider, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979.
The Home Depot. Kitchen and Bath 1-2-3. Des Moines, Iowa: Meredith Books, 1999.
The Home Depot. Outdoor Projects 1-2-3. Des Moines, Iowa: Meredith Books, 1998.
Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.
Kirklighter, Clois E. Modern Masonry Brick, Block, Stone. South Holland, Illinois: The Goodheart-Willcox Company, 1985.
Long, Frank J. Intermediate Electricity. 3rd Ed. Toronto: General Publishing, 1985.
Massey, Howard C. Plumbers Handbook. 2nd Ed. Carlsbad, California: Craftsman Book Company, 1985.
Ministry of Municipal Affairs and Housing. Ontario Building Code (1997). Housing Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario, M5G 2E5.
Wood, Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit, Pennsylvania: Tab Books, 1992.
La Farge Construction Materials,
Technical Services Group, 7880 Keele St., Concord, Ontario, L4K 4G7.
1-800-523-2743
http://www.lafarge.ca
Publications of the Standards
Council of Canada. Rexdale, Ontario
http://www.scc.ca
Linden Publishing. 352 W. Bedford #105, Fresno, California 93711; 1-800-345-4447
Time: 6 hours
Students design and install various residential electrical circuits. The emphasis of this activity is for students to find meaning, dignity, fulfillment, and vocation in work which contributes to the common good. To throw the main switch and have the lights come on, on a circuit you designed and installed, is a powerful and satisfying experience. The knowledge and skills resulting from this activity give students an insight into residential electrical practices and safety. Individual student needs can be readily accommodated by varying the complexity of the circuit - a light circuit might be as simple as a single switch controlling one light, or as complex as several lights being controlled from a number of different locations. Discussion topics would include tools of the trade, wire size, cable straps, boxes, switches, lights, receptacles, breakers, wiring diagrams, and electrical safety. This activity opens students up to the possibility of the electrical trades being a career option.
Ontario Catholic School Graduate Expectations
CGE1d - develop an attitude and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE2a - listen actively and critically to understand and learn in light of the common good;
CGE2b - read, understand, and use written materials effectively;
CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical political, ethical, socio-economic and ecological) for the development of the common good;
CGE4f - apply affective communication, decision making, problem solving, time and resource management skills;
CGE5d - find meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5h - apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation;
CGE7I - respect the environment and uses resources wisely;
CGE7j - contribute to the common good.
Strand(s): Theory and Foundation, Skills and Process, Impact and Consequences
Overall Expectations
TFV.04 - identify the importance of support systems as an integral part of the construction;
SPV.01 - demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain and service construction-related projects;
SPV.04 - use industry-standard tools and equipment correctly;
ICV.03 - describe the factors affecting the quality of life of occupants within buildings;
ICV.04 - apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;
ICV.05 - identify and describe careers in construction technology and the education and training required for entry into those positions.
Specific Expectations
TF1.07 - name the different types of support systems and describe their respective functions;
TF1.08 - use technological terms correctly in written and oral presentations;
TF1.10 - identify electrical devices commonly found in buildings;
SP1.05 - use correctly tools, equipment, and techniques applicable to the layout, rough-in and completion of support systems;
SP1.07 - identify common tools and equipment used to maintain and service a building;
IC1.04 - explain the purpose of building codes in relation to health and safety;
IC1.06 - identify the qualities of effective heating, ventilation and lighting systems;
IC1.07 - apply health and safety standards related to materials, processes, tools and equipment;
IC1.08 - explain the impact and application of health and safety laws and regulations;
IC1.09 - identify career opportunities and the skills and education needed to achieve career goals.
· For maximum effect these circuits should be installed in a stud framed wall which can be built by the students: a framed wall section 1800 mm (6 ft) long and 1500 mm (5 ft) high makes for an easy segment to handle.
· The studs should be 400 mm (16 inches) apart with a corner butt at one end which will allow the sections to be bolted together so they will stand up. They can then be formed into a C shape, Z shape or zigzag shape if several students are going to work at the same time (The sections can be unbolted and stored easily when they are not being used.)
· Include discussion of possible career opportunities in related fields.
· Small circuit panels are installed on a small piece of plywood in the upper corner of the wall section, with a 1500 mm (5 ft) regular 120 volt AC cord wired to the panel.
· Students can perform this installation because the panel will be alive only when the instructor has plugged the cord into a 120 volt extension cord or receptacle.
· After the panel installation, the students can install the boxes in the proper location, pull the cables into the boxes and panel, and then make the connections.
· Materials required for this activity include: switch boxes, light boxes, woodscrews, connectors, marrettes, 14/2 and 14/3 electrical wire, switches, receptacles, keyless lamp holders, light bulbs, small breaker panel, several 15 amp breakers and a 1500 mm (5 ft) high, 1800 mm (6 ft) long framed wall structure. All these items and do it yourself booklets are available at a local building supply store.
By the end of Grade 9, students should have studied electrical energies such as light, heat, motors and sound; constructed small, low voltage electrical projects; and conducted low voltage science experiments. Students (and teachers) must have an appreciation for the danger involved in dealing with 120 volt circuits.
· For maximum success, students should follow a sequence in circuit complexity with each circuit requiring the learned techniques and knowledge acquired in the previous task.
· Before installing the circuits, students should first draw a one-line diagram (schematic) of the circuit and then design and draw the wiring diagram (pictorial).
· Through the one-line diagram the student learns how the electricity flows through the hot conductors to the load and back to the panel in the neutral conductors. Here they also observe the effects of the switch control mechanisms.
· By means of the wiring diagrams the student is able to visualize how the boxes, conductors, and outlets will appear on the wall. Electrical Codes and procedures may be discussed at this time.
· Often students like to work in pairs when the actual installation of the circuits takes place.
· During the installation the students learn electrical theory, electrical codes, how to make good connections, and the physical hand skills required to make the circuits function.
· Make a model of an electrical circuit easily accessible to each student, so they can observe a standard of quality.
Note: For many of these young people it may be the first time working with 120 volts AC, therefore, certain safety procedures should be taken:
· No one should turn the power on until the teacher has checked out the circuit.
· Safety glasses should be worn.
· The teacher should confirm that the panel is grounded and connected through a Ground Fault Interrupter.
· Improper conduct is not acceptable at any time.
· Respect for the welfare of self and others should be emphasized at all times.
Activity Instructions
· After the student has a one-line diagram of the circuit and a wiring diagram of the circuit, he or she should be able to start wiring.
· First, the student should install the boxes in the proper locations: Switches should be 1200 mm (48 inches) to the centre of the box, receptacles 400 (16 inches) to the centre of the box and light boxes near the top of the structure.
· Drill holes to run the conductors through at this time: Holes should be at least 12 mm (½ inch) in diameter, located in the centre of the studs, and level to give a nice appearance to the job.
· The conductor, NMD 14/2 or 14/3, can be pulled through the holes.
· Conductors should have minimum twists between boxes.
· The students can bring a piece of 14/2 from the panel to the first box for power.
· Installing a conductor into a panel is good experience; at this point students could wire various combinations of switches, lights and receptacles.
· Once any one of these circuits is wired and checked by the teacher, the student can operate the switch and enjoy the action. See Appendix 6.
· Students will be given a copy of Residential Electrical Circuits Rubric, Appendix 1, prior to beginning the activity, so that they have a clear understanding of what is expected of them.
· When assessing the activity, the teacher and student should discuss which level has been achieved, ensuring that students understand why they received the levels they did.
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge of Facts TFV.04, TF1.07, TF1.10, SP1.07, ICV.03, ICV.05, IC1.06 |
- demonstrates limited knowledge of residential wiring, able to apply and explain the electrical codes |
- demonstrates some knowledge of residential wiring, able to apply and explain the electrical codes |
- demonstrates considerable knowledge of residential wiring, able to apply and explain the electrical codes |
- demonstrates thorough knowledge of residential wiring, able to apply and explain the electrical codes |
|
Thinking Skills IC1.04 |
- applies few of the skills involved in designing and building a light circuit |
- applies some of the skills involved in designing and building a light circuit |
- applies most of the skills involved when designing and building a light circuit |
applies all or almost all of the skills involved when designing and building a light circuit |
|
Communication of Information TF1.08 |
- uses language, symbols and visuals when drawing schematic diagram with limited accuracy and effectiveness |
- uses language, symbols and visuals when drawing schematic diagram with some accuracy and effectiveness |
- uses language, symbols and visuals when drawing schematic diagram with considerable accuracy and effectiveness |
- uses language, symbols and visuals when drawing schematic diagram with a high degree of accuracy and effectiveness |
|
Application of procedures equipment and technology SPV.01, SPV.04, SP1.05, ICV.04, IC1.07, IC1.09 |
- uses procedures equipment and technology when installing a circuit correctly only with supervision |
- uses procedures equipment and technology when installing a circuit correctly with some supervision |
- uses procedures equipment and technology when installing a circuit correctly |
- demonstrates and promotes the safe and correct use of procedures equipment and technology when installing a circuit |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· Vary activities to meet the various needs of the students.
· Teachers should provide a glossary of terms (with definitions if required) and tools to be used in the activity so students can be better prepared for lessons.
· Provide 1:1 support and/or small groups to support safety and understanding.
· Deliver demonstrations daily to help students learn; teacher led demonstrations will assist in understanding especially those whose strengths are visual and tactile.
· Clear, simple, and well-marked electrical schematics help all students understand the task.
· Pictures of electrical symbols can be posted around the lab for easy identification.
· Since this activity requires physical movement and the students may work alone or in pairs; encourage students to work in the situation that they are comfortable with.
· The height of the installation may be changed to accommodate some students.
An Ontario Hydro Inspector could be used in this activity as a resource and as an evaluator when the students have completed a circuit. This person could also talk about careers in the electrical field.
Canadian Electrical Code. Rexdale, Ontario: Canadian Standards Association.
Ontario Hydro Electrical Safety Code. Toronto, Ontario.
Clider, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979.
Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.
Long, Frank J. Intermediate Electricity. 3rd Ed. Toronto: General Publishing, 1985.
Public Library Video and Audio Department for possible resource material
School Board AV Department
Time: 360 minutes
A sprinkler is to be designed and built so that it can distribute water for home use (i.e., lawns and gardens) in an efficient manner. Students develop an appreciation for using and preserving our God given resources. The appropriate use and conservation of water are stressed, as well as how devices may be used to minimize the quantity of water used, while maximizing the efficiency of watering systems. Watering systems help save water resources as well as time, thus allowing time for other leisure activities and enhancing the quality of life. The environment, and our role as stewards of the environment, will be emphasized throughout this activity. Students will gain a better understanding of how our actions impact our valuable resources and how we, as Christian individuals and members of Christian communities, need to protect our resources and our environment for future generations.
The ability to make a sprinkler at a low labour and parts cost is desirable. The students are given brief instruction in the construction of household plumbing systems. Students design testing procedure to test the products. As each stage of the process is reached, students will be introduced to the tools, equipment, and materials they will need to safely build and test their prototypes. In groups, the students produce a sprinkler, a written report, and one or two elements of the testing criteria. This is an opportunity for teacher to encourage the students to be creative in their designs and allow them to express themselves.
Ontario Catholic School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE2a - listen actively and critically to understand and learn in light of the common good;
CGE3f - examine, evaluate and apply knowledge of interdependent systems (physical political, ethical, socio-economic, and ecological) for the development of the common good;
CGE5d - find meaning, dignity, fulfillment, and vocation in work which contributes to the common good
CGE5h - apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation;
CGE4f - apply affective communication, decision making, problem solving, time and resource management skills;
CGE7I - respect the environment and uses resources wisely;
CGE7j - contribute to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 - communicate ideas and solutions to technological problems through a variety of materials;
TFV.02 - describe the qualities, characteristics, and uses of different types of building materials;
TFV.03 - use technological concepts correctly in the design, fabrication, and evaluation of projects;
TFV.04 - name different types of insulation, doors, and windows and describe their respective uses;
SPV.01 - demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;
SPV.02 - apply the design process either individually or in small groups to project assembly;
SPV.03 - apply problem-solving skills to projects;
SPV.04 - use industry-standard tools and equipment correctly.
ICV.04 - apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;
ICV.05 - identify and describe careers in construction technology and the education and training required for entry into those positions.
Specific Expectations
TF1.08 - use technological terms correctly in written and oral presentations;
TF1.12 - describe the water supply and waste disposal aspects of plumbing;
SP1.05 - use correctly tools, equipment, and techniques applicable to the layout, rough-in, and completion of support systems;
SP1.08 - use a design process correctly;
IC1.04 - explain the purpose of building codes in relation to health and safety;
IC1.07 - apply health and safety standards related to materials, processes, tools, and equipment;
IC1.08 - explain the impact and application of health and safety laws and regulations;
IC1.10 - identify some impacts of construction on society and the environment.
· The need for inexpensive materials is a concern.
· Stress respect for the environment by re-using and recycling materials.
· Free and used plumbing parts might be attainable from local contractors and builders who, when renovating homes, find it cheaper to build plumbing systems with new materials rather than dismantle used parts.
· Visits to the recycling depot may prove to be very useful in acquiring some needed parts.
· There are some consumables which will have to be purchased. These include solder; soldering paste, acetylene, sandpaper, steel wool, and aerosol clear coating. The tools required include; screwdrivers, centre punch, vise, electric drill, wire brush/ reamer, tubing cutter, socket set, drill bits, hacksaw, magic marker, pencil, tape measure, B-tank with gauge, hammer, x-acto knife, and a file.
· The garden sprinkler is an excellent activity for June or September when the weather is warm (even hot), providing an opportunity for students to get out of the shop and cool off when it comes time for testing.
· Designing an efficient nozzle system can be a difficult step: Pinching, drilling, flaring, and deforming of the end pieces of the system creates a wide range of results from ineffective to remarkably efficient.
· Creating a system that can be cleaned in the event that particulate matter becomes trapped in the line and causing a clog in the most restricted point (the nozzle) can be a challenge. A quick remedy is the installation of a fine screen at the connection (the "female" garden hose connection).
· A potential problem, yet perhaps an enjoyable part of the endeavor, is the need to create an aesthetically pleasing sprinkling pattern, continual feedback from the trials and errors provide the optimum design. The trial and error process of this will prove very rewarding in the fun that results from testing the sprinkler out on the lawn.
· The potential for a variety of prototypes is enormous, if kept as an open-ended problem there will always be new and exciting ideas generated from this design challenge.
· Here is a possible set of parameters: A garden hose connection must be made of easily attainable materials. The cost must be kept low (5-10 dollars), using recycled materials where possible. It must be safe for home use near pets and children. It must distribute water at a variety of water pressures. It must have some aesthetic appeal. It must incorporate plumbing parts.
· Here are some possible solutions for those who need suggestions to jump start the projects; pipes with various hole patterns, thin and very flexible hoses, spinning, rotating parts and nozzles.
Teachers should ensure that students have used all hand and power tools prior to this activity, and that all safety concepts have been taught.
|
Step |
Name of Operation |
Time in minutes |
Role of Each Member in Group in Production |
Relevant Information |
|
1 |
Identify sprinkler need |
10 |
Discuss home watering needs. |
Problem identification is required at this point. |
|
2 |
Brainstorm possible solutions |
15 |
Draw on design experience and creativity to find solutions. |
Keep the atmosphere positive and open-ended to all possibilities. |
|
3 |
Complete rough sketches and drawings |
45 |
Draw or at least contribute to the sketches and drawings. |
Visual models are essential to effective communication among group members. |
|
4 |
Conduct research |
45 - 60 |
Contribute to group's bank of knowledge. |
Gathering of pertinent information is vital to group's success. |
|
5 |
Locate and acquire materials |
60 |
Help find materials. |
Recycled and/or free goods are preferred. |
|
6 |
Review safety aspects of project and shop |
20 |
Take responsible for well being of self and others. |
This is the most important step. |
|
7 |
Prepare material for assembly |
60 |
Share the duties of material preparation. |
Measure, cut, drill, sand, ream and apply soldering paste to all parts. |
|
8 |
Review project plan for best order of joints to solder |
15 |
Last chance to have input regarding the order of joints to solder. |
There exists advantages to building the base first for a structure to work on, then the brass joints which are most critical. |
|
9 |
Soldering |
20 |
Rotate through jobs of soldering and holding to allow exposure for all members. |
Be sure that union can spin freely and with minimal play to avoid leakage; be sure that nozzles are pushed too tight to solder joint. |
|
10 |
Testing |
30 |
Participate in procedure. |
Address the criteria of the group's design brief; What should the sprinkler be able to do? |
|
11 |
Cleaning, polishing and finishing |
30 |
Rotate through jobs to learn about each. |
Wipe with rag, polish with medium steel wool, and file excess solder; if necessary, clean with paint thinners and coat with aerosol clear lacquer. |
|
12 |
Celebration |
60 |
Participate in demonstration and celebration. |
An essential part of any endeavour is the satisfaction of a job well done. |
Activity Resources
|
Learning Activity |
Description |
Specific Expectations |
Resources/ Equipment |
|
Questionnaire |
Determine present knowledge and skill level of each individual |
Skill/knowledge profile or questionnaire must be completed prior to unit work. |
pencils, handouts. |
|
Design Challenge |
Design solution to problem based on limitations |
Follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis, and evaluation. |
pencils, erasers, scrap paper. |
|
Discussion (see below for more details) |
Discussion at beginning of first few classes needed/ongoing knowledge/skills |
Identify plumbing parts/tools. Practise and improve fitting, soldering, layout, sketching, drafting, and CAD skills. |
hand tools, layout tools, machines, computers, CAD, and a variety of plumbing parts. |
|
Discussion 1 |
Explain design report required and how it relates to trades and industry |
Understand design brief and prepare rough outline to be improved upon at set intervals or checkpoints in the unit. |
contents of shop (see above.) |
|
Discussion 2 |
Model construction (scale if ability allows) Show examples, demonstrate techniques |
Sketch then build a model of possible solution. |
pencils, erasers, scrap paper, art materials. |
|
Discussion 3 |
General safety talk on plumbing trades and related tools, materials |
Apply personal and health and safety regulations in the handling of equipment and materials. |
contents of shop (see above.) |
|
Discussion 4 |
Orthographic projections, layout of angles (especially on tubing) |
Follow a design process that includes identification of the design problem, design considerations, multiple solutions, analysis and evaluation. |
contents of shop (see above.) |
|
Discussion 5 |
Describe and demonstrate cutting, fitting and assembly using plumbing parts and tools |
Identify plumbing parts and tools and practice/improve the skills necessary to construct accurate working systems. |
contents of shop (see above.) |
|
Discussion 6 |
Explain evaluation of prototype as a part of the design process, introduce and brainstorm possible methods thereby develop |
Design and prepare methods to evaluate your product as to whether it meets the design constraints. |
contents of shop (see above.) |
|
Practical |
50 to 60 minutes per class for project work |
Increase skill level of each individual based on established skill profile/contract. |
contents of shop (see above.) |
|
Quiz/Design report |
Evaluate acquired knowledge and skills |
Complete quiz and hand in design report. |
contents of shop (see above.) |
Safety: Evaluation using quizzes and daily observation (reading journal entries, student teacher conferencing) with detailed notes in the safety log and action taken where necessary (see Appendix 12, Safety Passport).
Design Report: Students shall be assessed, using the rubric below, on entire contents which include class notes, sketches, estimates, plans, daily reports, reflections, etc. (Appendix 2).
Practical Performance: Teacher shall observe students during practical work and make anecdotal notes where necessary (work habits and general behaviour shall fall into this category).
· Students with allergies to the soldering fumes or plastic glues could work with mechanically joined systems such as hose and hose clamps or galvanized/ brass pipe and teflon tape.
· Students with special needs would follow a clearly laid out, step by step procedure in the building of a sprinkler and may be grouped with stronger students for peer mentoring.
· Provide extra time as required for completion of tasks and presentation.
· Encourage any student who shows ability to deviate from the design for better product.
· Provide students requiring enhancement with a completely open-ended problem, expecting self-directed work habits and a more sophisticated form of measuring the quality of their finished product. For example, if part of a problem was to test the quality of the design, a student might choose to set up a series of rain gauges around the sprinkler and measure the evenness of the dispersal pattern.
Fine Homebuilding. Numbers 1-126. Newtown, Connecticut: The Taunton Press. ISSN 1096-360-X http://www.finehomebuilding.com (1-800-477-8727)
Ontario Plumbing Code.
The Home Depot. Kitchen and Bath 1-2-3. Des Moines, Iowa: Meredith Books, 1999.
Massey, Howard C. Plumbers Handbook. 2nd Ed. Carlsbad, California: Craftsman Book Company, 1985.
Wood, Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit, Pennsylvania: Tab Books, 1992.
Public Library Video and Audio Department for possible resource material
School Board AV Department
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication TFV.01, TF1.08TF1.12 |
- communicates information with limited clarity |
- communicates information with moderate clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity, and with confidence |
|
Thinking/Inquiry TFV.03, TFV.04, SPV.02, SP1.08, IC1.04, IC1.08C |
- applies few of the skills involved in an inquiry/design process |
- applies some of the skills involved in an inquiry/design process |
- applies most of the skills involved in an inquiry/design process |
- applies all or almost all of the skills involved in an inquiry/design process |
|
Knowledge/ Understanding ICV.04, ICV.05, IC1.10 |
- demonstrates limited understanding of design concepts |
- demonstrates some understanding of design concepts |
- demonstrates considerable understanding of design concepts |
- demonstrates thorough and insightful understanding of design concepts |
|
Application SPV.01, SPV.03, SPV.04, IC1.07, SP1.05, IC1.07 |
- uses procedures, equipment, and technology safely and correctly only with supervision |
- uses procedures, equipment, and technology safely and correctly with some supervision |
- uses procedures, equipment, and technology safely and correctly |
- demonstrates and promotes the safe and correct use of procedures, equipment, and technology |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Category: Application; Specific Expectation SP1.05C
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Specific Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Even dispersal of water |
- does not spread water. Only creates a puddle |
- spreads water, but less than 900 mm (3 ft) Still forms a large puddle |
- water is projected clear of sprinkler 1800 to 2000 mm (6 to 10 ft) and only a small puddle is formed |
- water is dispersed beyond 2500 mm (10 ft) and leaves no puddle |
|
Variety of working pressures |
- sprinkler intermittently at only one pressure level |
- sprinkler is more steady with flow but will only operate at a limited pressure range |
- sprinkler will operate at a variety of pressures with minimal hesitation or sputtering |
- sprinkler maintains an excellent dispersal pattern while operating at a trickle or fully open |
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Recycled materials content (cost) |
- all parts were purchased |
- less than 25% of the components were derived from recycled materials |
- 25% to 75% of the components were derived from recycled materials |
- more than 75% of the components were derived from recycled materials |
|
Quality of connections (pressure test for leakage) |
- greater than 75% of all connections (soldered or mechanical) leaked |
- 25% to 75% of all connections (soldered or mechanical) leaked |
- less than 25% of all connections (soldered or mechanical) leaked |
- all connections (soldered or mechanical) did not leak |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 6 hours
Students are given the task of building two brick walls which join at one end to form a 90 degree corner. The wall is 4 courses high where one wall is 650 mm (26 inches) long and the other is 925 mm (37 inches). There are two challenges. One is to design a mortar mix which is strong and flexible (not too brittle) using portland cement, sand, and water. The second is to build a wall which is level, plumb, structurally strong, and weather resistant. Students develop skills for employability, self- employment, and entrepreneurship relative to Christian vocations. Students also develop positive Christian attitudes and values founded on Catholic social teaching. The use of environmentally friendly products are to be promoted. All materials given to mankind, are gifts from God and should be used wisely and with respect. The choices students make now will impact our environment for future generations.
Ontario Catholic School Graduate Expectations
CGE2a - listen actively and critically to understand and learn in light of the common good;
CGE2b - read, understand, and use written materials effectively;
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical political, ethical, socio-economic, and ecological) for the development of the common good;
CGE4f - apply affective communication, decision making, problem solving, time and resource management skills;
CGE5d - find meaning, dignity, fulfillment, and vocation in work which contributes to the common good;
CGE5h - apply skills for employability, self-employment, and entrepreneurship relative to Christian vocation;
CGE7I - respect the environment and uses resources wisely;
CGE7j - contribute to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 - describe the qualities, characteristics, and uses of different types of building materials;
TFV.03 - use technological concepts correctly in the design, fabrication, and evaluation of projects;
TFV.04 - name different types of insulation, doors, and windows and describe their respective uses;
SPV.01 - demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;
SPV.02 - apply the design process either individually or in small groups to project assembly;
SPV.03 - apply problem-solving skills to projects;
SPV.04 - use industry-standard tools and equipment correctly;
ICV.04 - apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;
ICV.05 - identify and describe careers in construction technology and the education and training required for entry into those positions.
Specific Expectations
TF1.02 - describe the products and materials used to construct different types of foundations;
TF1.12 - describe the water supply and waste disposal aspects of plumbing;
SP1.02 - interpret and produce technical drawings using graphic conventions, techniques; instruments, and computer technologies to present solutions to technological problems;
SP1.04 - use correctly tools, equipment, and techniques to measure, cut, lay out, and assemble structural components and systems;
SP1.08 - use a design process correctly;
IC1.04 - explain the purpose of building codes in relation to health and safety;
IC1.07 - apply health and safety standards related to materials, processes, tools, and equipment;
IC1.08 - explain the impact and application of health and safety laws and regulations;
IC1.10 - identify some impacts of construction on society and the environment.
· Once the basic information has been provided, the entire class must take part in the mortar mix design challenge.
· The challenge can be kept completely open or you may choose to have each group working with a different cement source (e.g., masonry and portland, portland only, etc.). In this way the students will have a more structured activity and the conclusions come more quickly, allowing for the second challenge to begin -- the wall.
· For the preparation and testing of the mortar mixes, it is possible to limit this activity to 20 minutes per class as time is needed for each sample to dry before it is tested. Yogurt/margarine containers and tongue depressors are fine for the mixing and film containers are great for pouring the samples (cut the top lip off first to enable sample removal). Testing criteria are part of the design process and are undertaken by the students with the teacher's help.
· Regarding materials, bricks reclaimed from demolition can be acquired through local contractors. Be sure they are of a consistent size. Some cleaning may be required but the price should be substantially lower. An extra couple of chisels and hammers make the cleaning job faster.
· The mortar mix ingredients need to be new: The sand should be washed so it is free of silt and loam (sometimes referred to as sharp sand or mason's sand). The masonry cement should be dry and lump-free. Store it in a dry place, preferably on wood, to keep moisture away. Water can be kept in a large barrel with a lid to avoid problems with hoses and horseplay.
· A graduated jug can be used for accurate mixing and recording of ingredients.
· A few basic tools will get you started: a level, a carpentry square, a measuring tape, safety glasses, dust masks, a wheel barrow and shovel, or a mortar box and a hoe (a mortar box is best because it is easy to build and can be scraped clean and occasionally hammered out when dry, avoiding the need for a lot of rinsing in school shops which can clog drains.) A 600 mm by 600 mm by 19 mm (2 ft by 2 ft by 3/4") inch plywood mortar board, and a water bucket. Some of the more specialized tools include a couple of trowels, a jointer, a brick hammer, a small sledge, a brick set chisel, a string line, a chalk line, line blocks, and a stiff bristled brush.
· It is strongly advised that seal bond be used for the cement part of the mortar mix. The lime mortar is easier to break apart and clean up. It first must be "slacked up," mixed first with water in a box, wheel barrow or preferably a 20 litre (5 gallon) pail. Use a dust mask and safety glasses.
· The proportions for mortar are: one shovel of slacked lime to three shovels of sand and enough water to reach the desired stiffness. If it is too wet it will not support the brick and if too dry, it will not be easy to spread.
· The best test: shake a trowel full of mortar with one quick downward jolt of the trowel, making it stick to the top of the trowel, then quickly flip the trowel upside down checking to see if it sticks to the trowel without falling off (adjust the moisture content only). If you need to dry up the mix, add cement and sand in the same ratio.
· Prepare the work area first by laying out the proposed wall using a tape measure, and a chalk line. A carpentry square or 3,4,5 method (Pythagorean theorem) may be used to ensure a 90 degree corner. Dry bending or laying the first course of bricks without mortar allows for planning any necessary cuts. Be sure that no two head joints are continuous from one course to the next.
· Limiting the activity to one area keeps the sand and grit from affecting wood working or other areas. As well, this would allow for one group to build at a time.
· Guest speakers are invaluable for expert demonstrations, and learning about product lines, safety and building codes, and career possibilities.
· As this will be an entirely new medium for almost all students, the most important safety precaution needed is the ability to follow proper health and safety procedures.
· Students are to be reminded how important it is to respect and promote the sacredness of life.
· Review Pythagorean theorem.
· It is very important that the majority of this activity be practical.
· It may be possible to speed the mortar design and testing to ensure that the students' interest stays high.
· The results of the first challenge must reveal the ideal mixes for each of the common building applications, e.g., portland only is for below grade (ground level) applications and masonry is for above grade. It is essential that student groups have a good mixture of strengths and abilities.
1. Outline the scope of the activity. Present the duration, challenge and safety aspects.
2. Show students the tools of the trade and explained the process and purpose of masonry structures.
3. Provide a careful and comprehensive review of safety precautions for the proper use of tools and materials. (See Appendix 12.)
4. Give an explanation and demonstration (preferably by a guest speaker) of safe handling of materials.
5. Students design mix and later test a series of trial mixes of mortar with the goal of finding the most ideal mix, one which is strong and flexible (not too brittle).
6. Students 'slack up' the hydrated lime one day in advance of the next step.
7. Demonstrate the construction of a brick wall (preferably by an experienced mason) highlighting the special techniques required. This would include layout and finishing.
8. The first group of students prepare their tools and materials (their worksite).
9. Students mix the mortar and build their wall.
· Teachers discuss the assessment to be used for this activity with the class prior to the activity beginning.
· Copies of the rubric (Appendix 4) and glossary (Appendix 7) may be posted for the students to refer to throughout the activity.
· Teachers conference while students are being assessed, to ensure the student takes an active role in their assessment, and understands the reason why the student achieved the level they did.
· Teachers observe students completing this task. A checklist could be developed to ensure that students have met all requirements, mixing the mortar, setting up the work area, keeping a clean and safe work area, completing the wall to the required height and length, ensuring all joints are completed correctly, and that safe work practices have been followed throughout.
· Peer assessment of these tasks would be beneficial as well.
· Careful selection of groups can balance out strength of individual students. Because of the varied activities, students could each be assigned a task which challenges or meets their particular strengths and/or needs to ensure success
· Use of glossary and specific diagrams (pictorial diagram where applicable) to reinforce learning.
· Where possible, oral evaluations could replace or supplement written tests.
· Physical changes could be made to the classroom to accommodate students' needs as appropriate.
· Pre-test, if necessary, to determine students strengths and weaknesses
The Home Depot. Outdoor Projects 1-2-3. Des Moines, Iowa: Meredith Books, 1998.
Kirklighter, Clois E. Modern Masonry Brick, Block, Stone. South Holland, Illinois: The Goodheart-Willcox Company, 1985.
Ministry of Municipal Affairs and Housing. Ontario Building Code (1997). Housing Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario, M5G 2E5.
La Farge Construction Materials, Technical Services Group, 7880 Keele St., Concord, Ontario, L4K 4G7. 1-800-523-2743 www.lafarge.ca
Public Library Video and Audio Department for possible resource material
School Board AV Department
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding TFV.02, TFV.04, IC1.10 |
- demonstrates limited understanding of concepts in relation to building a block wall |
- demonstrates some understanding of concepts in relation to building a block wall |
- demonstrates considerable understanding of concepts in relation to building a block wall |
- demonstrates thorough and insightful understanding of concepts in relation to building a block wall |
|
Thinking/Inquiry TFV.03, SPV.02, SPV.03, SP1.02, IC1.04, IC1.08 |
- uses thinking skills with limited effectiveness to plan and execute a task |
- uses thinking skills with moderate effectiveness to plan and execute a task |
- uses thinking skills with considerable effectiveness to plan and execute a task |
- uses thinking skills with a high degree of effectiveness to plan and execute a task |
|
Communication TF1.02 |
- communicates information to teacher and peers with limited clarity |
- communicates information to teacher and peers with moderate clarity |
- communicates information to teacher and peers with considerable clarity |
- communicates information to teacher and peers with a high degree of clarity |
|
Application SPV.01, SPV.04, ICV.04, SP1.04, IC1.07 |
- uses procedures, equipment and technology safely and correctly only with supervision |
- uses procedures, equipment and technology safely and correctly with some supervision |
- uses procedures, equipment and technology safely and correctly |
- demonstrates and promotes the safe and correct use of procedures, equipment and technology |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 120 minutes
Energy conservation measures have led to increased thermal insulation requirements for building construction and a demand for more efficient heating systems. Greater insulation requirements have raised concerns including effects of moisture condensation in walls and roofs and thermal performance of insulation in the presence of water and ice. As well, the comfort and safety of occupants may be a concern in very tight constructions where air circulation is limited. Students will become familiar with these issues by researching and writing a report. The report should address topics including: different heating systems; heat loss; housewraps; insulation types; water vapour/condensation; air/vapour barriers; and ventilation methods, foundations, and windows. This independent research project is completed outside of class time.
Ontario Catholic School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE2a - listen actively and critically to understand and learn in light of the common good;
CGE3f - examine, evaluate and apply knowledge of interdependent systems (physical political, ethical, socio-economic and ecological) for the development of the common good;
CGE5d - find meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE4f - apply affective communication, decision making, problem solving, time and resource management skills;
CGE7I - respect the environment and uses resources wisely;
CGE7j - contribute to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 - communicate ideas and solutions to technological problems through a variety of media;
TFV.02 - describe the qualities, characteristics, and uses of different types of building materials;
ICV.01 - identify common architectural styles and building materials;
ICV.02 - recognize and describe the impacts of construction technology on society and the environment;
ICV.03 - describe the factors affecting the quality of life of occupants within buildings.
Specific Expectations
TF1.01 - identify and describe building materials, products, pre-engineered components, and other resources needed to build projects and to construct, maintain, and service buildings.
TF1.03 - identify the materials, products, and pre-engineered components used to build floor, wall, and roof systems
TF1.04 - name different types of insulation, doors, and windows and describe their respective uses;
TF1.05 - describe materials and products used in interior and exterior finishes;
TF1.08 - use technological terms correctly in written and oral presentations;
IC1.05 - analyse the importance of design on the quality of life in residential, commercial, recreational, and industrial facilities;
IC1.06 - identify the qualities of effective heating, ventilation, and lighting systems;
IC1.10 - identify some impacts of construction on society and the environment.
Students require access to research materials. These might include: a recently updated building construction text book; school/classroom Library/Resource Centre; the Internet; government publications; TV Ontario educational presentations/publications; local building material suppliers. Hard to find resources should be shared by all students (perhaps signed out on a nightly basis). Cross-curricular connections include English and Science. Concepts such as conduction, radiation, convection, and condensation are examined in science classes.
· report writing skills
· conduction
· radiation
· convection
· condensation
· Prior to the assigning of the activity, the teacher should introduce the topic. The rising cost of energy and its implications may be discussed. Different types of heating systems in students’ homes can be identified. Students’ observations regarding peeling paint, condensation on windows during winter, and musty basements can be identified as consequences of the need to heat our homes.
· The effect of moisture on insulation can be demonstrated by soaking fibreglass insulation and having the students hypothesize what the effect will be on its usefulness as an insulator.
· A handout is prepared identifying the expectations for the report, including: topics to be addressed; format; length; marking scheme; due date; and the number and type of sources to be consulted.
· The areas to be covered can be indicated by providing students with a series of headings and sub-headings to be used in the report. This will help with their organization. The headings can be followed by a series of questions to help them fill out the required content. For example:
Major Heading: Insulation
Sub-headings:
a) The Purpose of Insulation;
b) Thermal Resistance;
c) Types of Insulation.
Questions:
1. What is the meaning of ‘R’ value?
2. What are the different categories of insulation: Give examples of each category.
· As much as possible, the student’s own home should play a part in the research. So, for the section on insulation above, a question might be added: What insulation type is in your home? Other questions might include:
1. What type of heating system does your home employ?
2. Identify areas of your home that might be the source of air infiltration and thus heating loss?
3. What methods does your home employ for ventilation?
4. Can you identify areas indicating real or potential damage due to condensation problems?
5. What type of home improvements could be made on older homes to make them more thermally efficient (foundations, windows, doors, types of interior and exterior finishing etc.)?
· The report is to contain a glossary of terms. The words to be defined should be indicated in the handout.
· This is an opportunity for students to use their parents and community neighbours as a source of information on recent home renovations and improvements.
· Each student can be assigned a particular aspect of the report to be presented to the class as a whole. The presenter should entertain questions from the class at the conclusion of the presentation.
See Appendix 5.
Teachers should review student IEP. The following modifications might be considered:
1. The length of the report may be varied.
2. The required number of sources and their type (books, articles, Internet, etc) may be varied. Students could be directed to a specific source for the various areas of the topic e.g., a good text book.
3. The number of headings provided can be varied to help with organization.
4. The number of questions can be varied. The questions can either be very specific or more open-ended. They can be directed towards matters of fact or requiring more analytical/thinking skills.
5. Peer helpers can be assigned to assist with research.
6. The teacher should be available as a resource to explain concepts outside of class time. As well, access to computing (Internet, word processing) must be made available to all students.
Books
Most current textbooks on building construction address thermal insulation, heating, and ventilation, e.g., Ontario Building Code
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Communication TFV.01 TF1.08 Communicates ideas and solutions |
- communicates information on heating and cooling sources with limited clarity |
- communicates information on heating and cooling sources with moderate clarity |
- communicates information on heating and cooling sources with considerable clarity |
- communicates information on heating and cooling sources with a high degree of clarity, and with confidence |
|
Application ICV.02 ICV.03 IC1.10 TF1.03 TF1.04 Can identify heating problems/consequences in own home |
- makes connections with limited effectiveness |
- makes connections with moderate effectiveness |
- makes connections with considerable effectiveness |
- makes connections with a high degree of effectiveness |
|
Thinking IC1.05 TF1.06 Is able to discuss various heating/venting/ insulating systems |
- uses thinking skills with limited effectiveness when asked to discuss implications of various heating/venting/ insulating systems |
- uses thinking skills with moderate effectiveness when asked to discuss implications of various heating/venting/ insulating systems |
- uses thinking skills with considerable effectiveness when asked to discuss implications of various heating/venting/ insulating systems |
- uses thinking skills with a high degree of effectiveness when asked to discuss implications of various heating/venting/ insulating systems |
|
Knowledge TFV.02 ICV.01 TF1.01 TF1.04 IC1.06 e.g., understands the role of the vapour barrier in limiting condensation within the wall cavity |
- demonstrates limited understanding of proper use of materials for the purpose of improving home heating and cooling efficiency |
- demonstrates some understanding of proper use of materials for the purpose of improving home heating and cooling efficiency |
- demonstrates considerable understanding of proper use of materials for the purpose of improving home heating and cooling efficiency |
- demonstrates a thorough and insightful understanding of proper use of materials for the purpose of improving home heating and cooling efficiency |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
A sample list of electrical circuits:
1. One switch controlling one light with the power conductor coming from the panel to the switch box first.
2. One switch controlling one light with the power conductor coming from the panel to the light box.
3. One switch controlling two lights with the power conductor coming from the panel to the switch box.
4. One light being controlled from two locations, with the power coming from the panel to the light box.
5. One light being controlled from two locations, with the power coming from the panel to the switch box.
6. Three receptacles connected in a loop formation with the power coming from the panel to the nearest receptacle box.
7. A split receptacle wired to the panel with 14/3.
Students design a combination of circuits, that might be used in a bedroom, kitchen, etc., and install their design onto the constructed wooden frame.
Aggregate: Inert particles which are mixed with portland cement and water to form concrete, mortar, and the like
Bed Joint: (a) The horizontal layer of mortar on which a masonry unit is laid (b) A horizontal joint, or one perpendicular to the line of pressure (c) A joint between two horizontal courses of brick
Brick: A solid masonry unit of clay or shale formed into a rectangular prism while plastic and burned or fired in a kiln
Cement: A burned mixture of clay and limestone pulverized (crushed for making mortar or concrete)
Code (Building): A set of laws or regulations governing the location, materials, and workmanship in the construction of buildings
Course: (a) One of the continuous horizontal layers of units, bonded with mortar in masonry (b) A horizontal row of brick in a wall (c) Each separate layer in stone, brick or other masonry
Head Joint: The vertical mortar joint between ends of masonry units often called cross joint
Hydrated Lime: Quicklime treated with sufficient water to satisfy its chemical needs and then processed for use; hydrated lime is the usual material used to add lime to mortar
Joint: The narrow space between adjacent stones, bricks, or other building blocks usually filled with mortar.
Jointer: A tool used for smoothing or indenting the surface of a mortar joint
Line: The string stretched taut from lead to lead as a guide for laying the top edge of a brick course
Lead: The section of a wall built up and racked back on successive courses a line is attached to leads as a guide for constructing a wall between them
Mason: A worker skilled in laying brick, block, or stone; as a brickmason, blockmason, or stonemason.
Masonry: Brick, tile, stone, etc., or combination thereof, bonded with mortar also: that branch of construction dealing with plaster, concrete construction and the laying up of stone, brick, tile, and other such units with mortar.
Mortar: A plastic mixture of cementitious materials, fine aggregate, and water.
Trowel: A flat, broad-bladed steel hand tool used in the final stages of finishing operations to impart a relatively smooth surface to concrete slabs or other unformed concrete surfaces.