Course Profile Construction Technology,
Grade 10, Open, Public
Unit 1: The Subtrades: Residential Electrical Circuits
Time: 13 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4
This unit identifies the role of the various subtrades involved in construction, the work/systems each is responsible for, and the environmental impact of those systems. These include: heating, ventilation, and air-conditioning systems (insulation); water and waste systems; electrical (power and lighting); interior/exterior finishing. Students incorporate material processes or systems in their projects to support the theoretical context of this unit. Examples include lighting in a playhouse, plumbing and drywall in a doghouse, building the atrium in Units 2 and 3, and the construction of models (e.g., electrical grids, water/waste systems). Local tradesmen and relevant inspectors may be used as resource people for this unit, providing job site visits, in-school presentations, etc.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.O1C, TFV.02C, TFV.03C, TFV.04C, SPV.01C, SPV.02C, SPV.03C, SPV.04C, ICV.01C, ICV.02C, ICV.03C, ICV.04C, ICV.05C.
Specific Expectations: TFI.01C,TF1.02C, TFI.03C, TFI.04C, TF1.07C, TF1.08C, TF1.10C, TFI.11C, TF1.12C, SP1.02C, SP1.04C, SP1.05C, SP1.07C, SP1.08C, ICI.03C, IC1.04C, ICI.05C, IC1.06C, IC1.07C, IC1.08C, IC1.09C, IC1.10C.
|
Activity 1 |
Residential Electrical Circuits |
220 minutes |
|
Activity 2 |
Designing a Garden Sprinkler |
220 minutes |
|
Activity 3 |
Masonry Basics |
220 minutes |
|
Activity 4 |
Thermal Insulation, Heating, and Ventilating Report |
120 minutes |
· knowledge of electrical energies such as light, heat, motors, and sound
· experience in constructing small, low voltage electrical projects and science experiments
· knowledge of tool safety, lab conduct and WHMIS
· understanding of the design process
· knowledge of how to build a stud frame wall
· understanding of the Pythagorean Theorem
· The teacher must secure the appropriate resources and have a thorough understanding of each activity. Some activities require the teacher to research new information. Students and teachers may contact local businesses in the design and construction industry for support. This provides students with insight into career opportunities, educational requirements, and co-operative education learning opportunities in Grades 11 and 12.
· Each activity allows students to focus on specific career options and provides insight 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, e.g., job shadowing, computer career and education research, field trips, and guest speakers.
This unit incorporates a variety of teaching and learning strategies, including teacher-directed activities, individual learning activities, group work, and co-operative learning strategies. Students:
· research information using resources necessary to complete each task safely and successfully;
· work independently and in groups to perform tasks such as problem solving and brainstorming;
· safely use hand and power tools;
· follow design processes;
· collect information.
Teachers
modify activities to meet the needs of all students by applying various
accommodations, such as:
· allowing increased time for activities;
· enhancing or compacting course content;
· assisting during the evaluation processes;
· facilitating peer-tutor assistance where possible.
Assessment may include:
· daily/weekly log;
· regular practical and theory tests and/or quizzes;
· project evaluation;
· participation in discussions, conferences;
· self and/or peer critiques.
Students receive feedback, both oral and written, from the teacher and fellow students on a regular basis. Assessment strategies must be discussed with the students as a group and individually to ensure that there is complete understanding of the assessment/evaluation process.
Canadian Electrical Code. Rexdale, Ontario: Canadian Standards Association, current.
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)
Cauldwell, Rex. Wiring a House. Newtown, Connecticut: The Taunton Press, 1999. ISBN 1-56158-113-5
Clider, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979.
Hemp, Peter. Plumbing a House. Newtown, Connecticut: The Taunton Press, 1999. ISBN 0-942391-40-3
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.
Kirklighter, Clois E. Modern Masonry Brick, Block, Stone. South Holland, Illinois: The Goodheart-Willcox Company, 1985.
Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.
Kreh, Dick. Building with
Masonry. Newtown, Connecticut: The Taunton Press, 1999.
ISBN 1-56158-228-X
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.
Ontario Hydro Electrical Safety Code. Toronto, Ontario, current.
Ontario Plumbing Code, current.
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
Linden Publishing. 352 W. Bedford
#105, Fresno, California 93711
1-800-345-4447
Publications of the Standards Council of
Canada. Rexdale, Ontario
http://www.scc.ca
Time: 220 minutes
Students design and install various residential electrical circuits. The knowledge and skills acquired give students an insight into residential electrical practices and safety. Varying the complexity of the circuit accommodates individual student needs – 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 include electrical safety, tools of the trade, wire size, cable straps, boxes, switches, lights, receptacles, breakers, and wiring diagrams. This activity arouses student interest in the electrical trades as a career option.
Strand(s): Theory and Foundation, Skills and Process, Impact and Consequences
Overall Expectations
TFV.04C - identify the importance of support systems as an integral part of the construction;
SPV.01C - demonstrate skills in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;
SPV.03C - apply problem-solving skills to projects;
SPV.04C - use industry-standard tools and equipment correctly;
ICV.03C - describe the factors affecting the quality of life of occupants within buildings;
ICV.04C - apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;
ICV.05C - identify and describe careers in construction technology and the education and training required for entry into those positions.
Specific Expectations
TF1.07C - name the different types of support systems and describe their respective functions;
TF1.08C - use technological terms correctly in written and oral presentations;
TF1.10C - identify electrical devices commonly found in buildings;
SP1.05C - use correctly tools, equipment, and techniques applicable to the layout, rough-in, and completion of support systems;
SP1.07C - identify common tools and equipment used to maintain and service a building;
ICI.03C - describe the factors affecting the quality of life of occupants within a building;
IC1.04C - explain the purpose of building codes in relation to health and safety;
IC1.06C - identify the qualities of effective heating, ventilation, and lighting systems;
IC1.07C - apply health and safety standards related to materials, processes, tools, and equipment;
IC1.08C - explain the impact and application of health and safety laws and regulations;
IC1.09C - 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 built by the students. A framed wall section 1800 mm (6 ft.) long and 1500 mm (5 ft.) high is an easy segment to handle. The studs should be 400 mm (16 in.) apart with a corner butt at one end. This allows the sections to be bolted together so they will stand up. They are then formed into a C shape, Z shape or zigzag shape if several students are going to work at the same time. The sections are unbolted and stored easily when they are not being used. A small piece of 13 mm (1/2 in.) plywood, large enough to accommodate a small circuit breaker panel is installed in one of the upper corners of the wall section. Students install a small four circuit breaker panel on the plywood using wood screws. A 1500 mm (5 ft.) regular 120-volt AC cord is connected to the circuit panel to act as a power source. The panel is live only when the instructor plugs the cord into a 120-volt extension cord or receptacle. After the panel installation, the students install the boxes in the proper location, pull the cables into the boxes and panel, and proceed to make the connections.
· Materials required for this activity include switch boxes, light boxes, wood screws, connectors, marrettes, 14/2 and 14/3 NMD cable, 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. These items and do-it-yourself booklets are available at a local building supply store.
· knowledge of electrical energies such as light, heat, motors, and sound
· experience in constructing small, low voltage electrical projects and science experiments
· appreciation of the danger involved in dealing with 120-volt circuits
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 draw a one-line diagram (schematic) of the circuit and 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 and also observes the effects of the switch control mechanisms. The wiring diagrams help students visualize how the boxes, conductors, and outlets appear on the wall. Electrical Codes and procedures may be discussed at this time.
Students may prefer to work in pairs when the actual installation of the circuits takes place. Students learn electrical theory, electrical codes, how to make good connections, and the physical hand skills required to make the circuits function. For many students, it may be the first time working with 120 volts AC. Accordingly, certain safety procedures must be taken:
· the power must not be turned on until the teacher has checked out the circuit;
· safety glasses must be worn;
· the teacher confirms that the panel is grounded and connected through a ground fault interrupter;
· inappropriate conduct is not acceptable.
Activity Instructions
The student completes a one-line diagram of the circuit and a wiring diagram of the circuit and begins wiring. The student installs the boxes in the proper locations. Switches should be 1200 mm (48 in.) to the centre of the box from the floor, receptacles 400 mm (16 in.) to the centre of the box, and light boxes near the top of the structure. Holes to run the conductors through should be drilled 12 mm (˝ in.) in diameter, located in the centre of the studs, and level. The conductor, NMD 14/2 or 14/3, can be pulled through the holes. Conductors should not be twisted between boxes. The students bring a piece of 14/2 from the panel to the first box for power. Students wire various combinations of switches, lights, and receptacles. The following circuits are to be completed by the students:
· one switch controlling one light with the power conductor coming from the panel to the switch box first;
· one switch controlling one light with the power conductor coming from the panel to the light box;
· one switch controlling two lights with the power conductor coming from the panel to the switchbox;
· one light is controlled from two locations, with the power coming from the panel to the light box;
· one light is controlled from two locations, with the power coming from the panel to the switch box;
· three receptacles connected in a loop formation with the power coming from the panel to the nearest receptacle box;
· 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 onto the constructed wooden frame.
Once the first of these circuits is wired and checked by the teacher, the student operates the switch and observes the results.
A model of an electrical circuit should be easily accessible to each student, so a standard of quality may be observed. Students are given a copy of the rubric prior to beginning the activity, so that they have a clear understanding of what is expected. When assessing the activity, the teacher and student discuss the work completed and assign levels to the work.
Residential Electrical Circuit Rubric
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge of residential wiring and electrical codes TFV.04C TF1.07C, TF1.10C SP1.07C ICV.03C, ICV.05C IC1.06C |
- demonstrates limited knowledge of residential wiring, and is able to apply and explain the electrical codes |
- demonstrates some knowledge of residential wiring, and is able to apply and explain the electrical codes |
- demonstrates considerable knowledge of residential wiring and is able to apply and explain the electrical codes |
- demonstrates thorough knowledge of residential wiring and is able to apply and explain the electrical codes |
|
Applies problem-solving skills to design problems SPV.03C |
- 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 |
|
Uses language, symbols, and visuals when drawing schematic diagram TF1.08C |
- 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 |
|
Safe use of procedures equipment and technology SPV.01C, SPV.04C SP1.05C ICV.04C IC1.07C, IC1.09C |
- 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.
The residential wiring activity may vary in complexity to meet the needs of students. Students can construct one circuit or many complex circuits. Daily demonstrations may be helpful to students. Many students learn by visual demonstrations rather than audio descriptions. Large, clear, electrical schematics help all students understand the task. Pictures of electrical symbols can be posted around the lab for easy identification. Students may work alone or in pairs. Students may be encouraged to work in situations that meet their comfort level. Praise and positive reinforcement will obtain great benefits. The height of the installation may be changed to accommodate some students.
Canadian Electrical Code. Rexdale, Ontario: Canadian Standards Association, current.
Ontario Hydro Electrical Safety Code. Toronto, Ontario, current.
Cauldwell, Rex. Wiring a House. Newtown, Connecticut: The Taunton Press, 1999. ISBN 1-56158-113-5
Clider, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979.
Long, Frank J. Intermediate Electricity. 3rd Ed. Toronto: General Publishing, 1985.
Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.
Knight, P.S. Electrical Code Simplified. Richmond, BC: P.S. Knight, 1994. ISBN 01920312-26-8
Other
An Ontario Hydro inspector may be used in this activity when the students complete a circuit and as a valuable resource for career opportunities.
www.hydro.on.ca
http://hamilton.london.hrdc-drhc.gc.ca/english/lmi/occpro/o7241e.html
Time: 220 minutes
A sprinkler is to be designed and built to distribute water for home use (i.e., lawns and gardens). Construction at a low labour and parts cost is desirable. The students receive brief instruction in the construction of household plumbing systems. The students design a procedure to test the products. As each stage of the process is reached, students are introduced to the tools, equipment, and materials needed to safely build and test their prototypes. The students work in groups to create a sprinkler, written report, and one or two elements of the testing criteria. A celebration of the designs generated by the students completes the activity.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01C - communicate ideas and solutions to technological problems through a variety of materials;
TFV.02C - describe the qualities, characteristics, and uses of different types of building materials;
TFV.03C - use technological concepts correctly in the design, fabrication, and evaluation of projects;
SPV.01C - demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;
SPV.02C - apply the design process either individually or in small groups to project assembly;
SPV.03C - apply problem-solving skills to projects;
SPV.04C - use industry-standard tools and equipment correctly;
ICV.04C - apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;
ICV.05C - identify and describe careers in construction technology and the education and training required for entry into those positions.
Specific Expectations
TF1.08C - use technological terms correctly in written and oral presentations;
TF1.12C - describe the water supply and waste disposal aspects of plumbing;
SP1.05C - use correctly, tools, equipment, and techniques applicable to the layout, rough in, and completion of support systems;
SP1.08C - use a design process correctly;
IC1.04C - explain the purpose of building codes in relation to health and safety;
IC1.07C - apply health and safety standards related to materials, processes, tools, and equipment;
IC1.08C - explain the impact and application of health and safety laws and regulations;
IC1.10C - identify some impacts of construction on society and the environment.
· The need for inexpensive materials is a concern. Used plumbing parts may be obtained from local contractors and builders. Visits to the local landfill site may prove useful in acquiring parts. There are some consumables that 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.
· Designing an efficient nozzle system can be a difficult step. Pinching, drilling, flaring, and deforming the end pieces creates a wide range of results. Creating a system that can be cleaned in the event that particulate matter becomes trapped in the line and causes a clog in the most restricted point (the nozzle) requires thought. The installation of a fine screen at the connection will remedy this.
· A potential challenge is creating an aesthetically pleasing sprinkling pattern. Continual feedback from the trials and errors provide the optimum design. 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), using recycled materials where possible. It must be safe for home use near pets and children, distribute water at a variety of water pressures, have some aesthetic appeal, and incorporate plumbing parts.
· Here are some possible solutions for those who need suggestions to jump-start the projects; pipes with various hole patterns, flex hoses, spinning, rotating parts, and nozzles.
· knowledge of all hand and power tools
· understanding safety concepts (see Appendix 1 – Sample Safety Passport)
Using the design process, introduce the activity as a design challenge. Students will be given the limitations or parameters and will find possible solutions. Some time may be needed for research and gathering of materials. Review all necessary safety precautions before beginning practical work. Provide demonstrations for layout preparation and assembly portions of the activity. Testing the sprinkler is a necessary part of the evaluation. The cleaning, polishing, and finishing completes the project. (See Appendix 9 – Organizational Chart of Garden Sprinkler Activity.)
Assessment should be discussed with the students as a class before the activity begins. Students should be aware of and have access to all assessment criteria, rubrics, and checklists.
· 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 1 – Sample Safety Passport.)
· Design Report: Students are assessed, using the rubric below, on entire contents including: class notes, sketches, estimates, plans, daily reports, reflections, etc. (see Design Report Rubric.)
· Practical Performance: Teachers observe students during practical work and make anecdotal notes where necessary (see Appendix 4 – Teamwork Rubric, Appendix 5 – Organization Rubric, Appendix 6 – Work Habit/Homework Rubric, and Appendix 7 – Initiative Rubric.)
Design Report Rubric
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication of information to peers and instructor TF1.08C, TF1.12C |
- 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 |
|
Use of technological concepts in design process TFV.04C SPV.02C SP1.08C IC1.04C, 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 |
|
Understands concepts ICV.04C, ICV.05C IC1.10C |
- demonstrates limited understanding of concepts |
- demonstrates some understanding of concepts |
- demonstrates considerable understanding of concepts |
- demonstrates thorough and insightful understanding of concepts |
|
Safe use of procedures, equipment, and technology SPV.01C, SPV.03C, SPV.04C IC1.07C SP1.05C |
- 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.
Garden Sprinkler Rubric
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Even dispersal of water |
Does not spread water. 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 operates intermittently or not at all at only one pressure level |
Sprinkler is more steady with flow but only operates at a limited pressure range |
Sprinkler operates at a variety of pressures with minimal hesitation or sputtering |
Sprinkler maintains an excellent dispersal pattern while operating at a trickle or fully open |
|
Recycled materials content (cost) |
All parts are purchased |
Less than 25% of the components are derived from recycled materials |
25% to 75% of the components are derived from recycled materials |
More than 75% of the components are 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.
· Students with allergies to the soldering fumes or plastic glues may work with mechanically joined systems such as hose and hose clamps or galvanized/brass pipe and Teflon tape.
· Students with special needs may follow a clearly laid out, step-by-step procedure in the building of a sprinkler. Students displaying ability to deviate by design of a more advanced product should be encouraged.
· Students with high abilities may be left with a completely open-ended problem. The teacher may expect self-directed work habits and a sophisticated form of measuring the quality of the finished product. For example, if part of a problem is to test the quality of the design, the student sets up a series of rain gauges around the sprinkler and measures the evenness of the dispersal pattern.
Printed
Fine Homebuilding. Numbers 1-126. Newtown, Connecticut: The Taunton Press. ISSN 1096-360-X http://www.finehomebuilding.com (1-800-477-8727)
Hemp, Peter. Plumbing a House. Newtown, Connecticut: The Taunton Pres, 1999. ISBN 0-942391-40-3
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.
Ontario Plumbing Code, current
Wood, Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit, Pennsylvania: Tab Books, 1992.
Other
http://nrc.ca/irc/catalogue/plumbing.html
Institute for Research in Construction. National Research Council of Canada.
|
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 |
Use 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 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 |
Gather pertinent information to ensure group's success |
|
5 |
Locate and acquire materials |
60 |
Help find materials |
Recycled and/or free goods preferred |
|
6 |
Review safety aspects of project and shop |
20 |
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 |
Build the base first to ensure a sound structure. The brass joints follow. |
|
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 joined tightly 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 |
|
Learning Activity |
Description |
Specific Expectations |
Equipment/ Resources |
|
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. Practise/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) |
Time: 220 minutes
Students will build two brick walls that join at one end to form a 90-degree corner. The wall is 4 courses high where one wall is 650 mm (26 in.) long and the other is 925 mm (37 in.). Two challenges are: 1) design a mortar mix which is strong and flexible (not too brittle) using Portland cement, sand, and water; 2) build a wall that is level, plumb, structurally strong, and weather resistant.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02C - describe the qualities, characteristics, and uses of different types of building materials;
TFV.03C - use technological concepts correctly in the design, fabrication, and evaluation of projects;
TFV.04C - name different types of insulation, doors, and windows and describe their respective uses;
SPV.01C - demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;
SPV.02C - apply the design process either individually or in small groups to project assembly;
SPV.03C - apply problem-solving skills to projects;
SPV.04C - use industry-standard tools and equipment correctly;
ICV.04C - apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;
ICV.05C - identify and describe careers in construction technology and the education and training required for entry into those positions.
Specific Expectations
TF1.02C - describe the products and materials used to construct different types of foundations;
TF1.12C - describe the water supply and waste disposal aspects of plumbing;
SP1.02C - interpret and produce technical drawings using graphic conventions and techniques, instruments, and computer technologies to present solutions to technological problems;
SP1.04C - use tools, equipment, and techniques to correctly measure, cut, lay out, and assemble structural components and systems;
SP1.08C - use a design process correctly;
IC1.04C - explain the purpose of building codes in relation to health and safety;
IC1.07C - apply health and safety standards related to materials, processes, tools, and equipment;
IC1.08C - explain the impact and application of health and safety laws and regulations;
IC1.10C - identify some impacts of construction on society and the environment.
· Teachers should provide basic information to the students taking part in the mortar mix design challenge. Teachers may choose to keep the activity completely open or have each group work with a different cement source (e.g., masonry and Portland, Portland only, etc.). It is possible to limit this activity to 20 minutes per class, for the preparation and testing of the mortar mixes. Time is needed for each sample to dry before it is tested. Yogurt or margarine containers and tongue depressors may be used for the mixing and film containers used for pouring the samples (cutting the top lip off first to simplify removal). Testing criteria is part of the design process to be undertaken by students with the teacher's help.
· Bricks of consistent size, reclaimed from demolition sites, may be acquired through local contractors. Some cleaning may be required but the price should be reasonable. Extra chisels and hammers will make the cleaning job faster. The mortar mix ingredients must 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) and the masonry cement dry and lump-free. Store it in a dry place, preferably on wood, to keep moisture away. A large barrel with a lid works to avoid problems with hoses and horseplay. A graduated jug on top can be used for accurate mixing and recording of ingredients.
· You will need the following tools: level, carpentry square, measuring tape, safety glasses, dust masks, 600 mm by 600 mm by 19 mm (2 ft. by 2 ft. by ľ in.) inch plywood mortar board, water bucket, wheel barrow and shovel, or mortar box and hoe. A mortar box works best because it is easy to build and can be scraped clean and occasionally hammered out when dry. This eliminates the need for a lot of rinsing in school shops and avoids clogging drains. Some of the more specialized tools include trowels, jointer, brick hammer, small sledge, brick set chisel, string line, chalk line, line blocks, and stiff bristled brush.
· It is strongly advised that seal bond is used for the cement part of the mortar mix. The seal bond mortar is easy to break apart and clean up. When mixing, use a dust mask and safety glasses. The proportion for mortar is one shovel of seal bond to three shovels of sand and enough water to reach desired stiffness. If it is too wet, it will not support the brick; too dry, it will be difficult 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). Prepare the work area 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. This allows for one group to build at a time.
· Guest speakers may be used for expert demonstrations, learning about product lines, safety, and building codes, etc.
· knowledge of health and safety procedures
· understanding of the Pythagorean theorem
This activity must be practical. The results of the first challenge must reveal the ideal mixes for each of the common building applications. Portland is for below grade (ground level) applications and masonry is for above grade. Student groups must have mixed strengths and abilities.
· The teacher outlines the scope of the activity and presents the duration, challenge, and safety aspects.
· Students see the tools of the trade and the teacher explains the process and purpose of masonry structures.
· The teacher presents a careful and comprehensive review of safety precautions for the tools and materials to be used (see Appendix 1 – Sample Safety Passport).
· The teacher or a guest speaker gives an explanation and demonstration of safe handling of materials.
· Students design the mix and later test a series of trial mixes of mortar, with the goal of finding the most ideal mix, one that is strong and flexible (not too brittle).
· The teacher or experienced mason demonstrates the construction of a brick wall, layout, and finishing, highlighting the special techniques necessary.
· The first group of students prepare their tools, materials and their work site.
· Students mix the mortar and build a wall.
Teachers discuss the assessment to be used for this activity with the class prior to the activity beginning. A copy of the rubric may be posted for the students to refer to throughout the activity. Teachers conference with students while they are being assessed. Students thus take an active role in their assessment and understand the level of achievement.
Sample Masonry Rubric
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding of concepts in relation to building a block wall TFV.02C, TFV.04C ICV.05C, IC1.10C |
- 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 |
|
Plan and execute a task TFV.03C SPV.02C, SPV.03C SP1.02C IC1.04C, IC1.08C |
- 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 |
|
Communicates information to teacher and peers TF1.02C |
- 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 |
|
Safe use of procedures, equipment, and technology SPV.01C, SPV.04C ICV.04C SP1.04C IC1.07C |
- 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.
Teachers must
observe students completing this task. A checklist may be developed to ensure
that students meet all requirements, including:
· mixing the mortar;
· setting up the work area;
· maintaining a clean and safe work area;
· completing the wall to the required height and length;
· ensuring all joints are completed correctly;
· ensuring safe work practices have been followed.
Peer assessment of these tasks may also be beneficial.
Careful selection of groups can help to balance out strengths of individual students. Students may be assigned a task that challenges or meets their needs. Where possible, oral evaluations should replace or supplement written tests. Physical changes may be made to the classroom to accommodate students’ needs.
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.
Kreh, Dick. Building with
Masonry. Newtown, Connecticut: The Taunton Press, 1999.
ISBN 1-56158-228-X
Ministry of Municipal Affairs and Housing. Ontario Building Code (1997). Housing Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario, M5G 2E5.
Other
La Farge Construction Materials,
Technical Services Group, 7880 Keele St., Concord, Ontario,
L4K 4G7. 1-800-523-2743 www.lafarge.ca
Institute for Research in Construction, National Research Council of Canada.
http://nrc.ca/irc/catalogue/nbcl.htm
Aggregate: Inert particles that 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 skilled worker at laying brick, block, or stone (brick mason, block mason 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 cementing 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.
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. This independent research project is completed outside of class time.
Strand(s): Theory and Foundation, Skills and Process, Impact and Consequences
Overall Expectations
TFV.01C – communicate ideas and solutions to technological problems through a variety of media;
TFV.02C – describe the qualities, characteristics, and uses of different types of building materials;
ICV.01C – identify common architectural styles and building materials;
ICV.02C – recognize and describe the impacts of construction technology on society and the environment;
ICV.03C – describe the factors affecting the quality of life of occupants within buildings.
Specific Expectations
TF1.01C – identify and describe building materials, products, pre-engineered components, and other resources needed to build projects and to construct, maintain, and service buildings;
TF1.04C – name different types of insulation, doors, and windows and describe their respective uses;
TF1.08C – use technological terms correctly in written and oral presentations;
IC1.05C – analyse the importance of design on the quality of life in residential, commercial, recreational, and industrial facilities;
IC1.06C – identify the qualities of effective heating, ventilation, and lighting systems;
IC1.10C – identify some impacts of construction on society and the environment.
· Students require access to research materials. These might include: a recently updated building construction textbook; school/classroom 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 would 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 should be 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. 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. Can you identify areas of your home that might be the source of air infiltration and thus heating loss?
3. What method of ventilation is used in your home?
4. Can you identify areas indicating real or potential damage due to condensation problems?
· The report should contain a glossary of terms. The words to be defined should be indicated in the handout.
· 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.
|
Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication TFV.01C TF1.08C 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.02C, ICV.03C IC1.10C 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 IC1.05C 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.02C ICV.01C TF1.01C, TF1.04C IC1.06C Understands the role of the vapour barrier in limiting condensation within the wall cavity |
- demonstrates limited understanding of concepts |
- demonstrates some understanding of concepts |
- demonstrates considerable understanding of concepts |
- demonstrates thorough and insightful understanding of concepts |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· Teachers should review student’s IEP. The following modifications might be considered:
· The length of the report may be varied.
· 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 (or even a single source – a good textbook, for example).
· The number of headings provided can be varied to help with organization.
· 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.
· Peer helpers can be assigned to assist with research.
· 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.
Most current textbooks on building construction address thermal insulation, heating, and ventilation, for example:
Cannon, Kenneth F. and Fredrick Hatley. Building Construction Technology. Toronto: McGraw-Hill Ryerson, 1985.
Feirer, Jon L., Gilbert Hutchings, and Mark Feirer. Carpentry. 5th ed. New York: McGraw-Hill, 1997.
Other useful
sources include:
The Ontario Building Code
Ching, Francis D.K. Building Construction Illustrated. New York: Van Nostrand Reinhold, 1975.
Fine Homebuilding. #100 February 1996; #107 February 1997; #119 October 1998; #125 September 199; #128 December 1999.
Other
Canadian Mortgage and Housing
Corporation
www.cmhc.ca
Canadian Wood Council
www.cwc.ca
Natural Resources Canada, Office
of Energy Efficiency (Publications)
www.energy-publications.nrcan.gc.ca
Ontario Ministry of Energy together with TVO put together a learning package on R2000 homes in 1987. The package consists of 20 videotapes, a teacher’s guide, and a student guide. While a little dated, it is still an excellent introduction to this topic: R2000: The Better Built Homes, TV Ontario, Box 200, Station Q, Toronto, Ontario, M4T 2T1. Tel: (416) 484-2610