Download Construction Techniques for Civil Structures: Learning to Build Bridges, Dams, and More and more Schemes and Mind Maps Construction in PDF only on Docsity!
DOCUMENT RESUME
ED 291 935 CE 049 787
TITLE Structures and Systems. Grade 11-12. Course
(Semester). Technology Education Course Guide.
Industrial Arts/Technology Education.
INSTITUTION North Carolina State Dept. of Public Instruction,
Raleigh. D.v. of Vocational Education.
PUB DATE 88
NOTE 69p.; For related documents, see CE 049 780-794.
PUB TYPE Guides Classroom Use Guides (For Teachers) (052)
EDRS PRICE MF01/PCCs Plus Postage.
DESCRIPTORS Behavioral Objectives; *Construction (Process);
*Construction Management; Design Build Approach;
Grade 11; Grade 12; High Schools; *Industrial Arts;
Learning Activities; Learning Modules; Lesson Plans;
*Site Development; Stat'! Curriculum Guides;
`Structural Building Systems; Systems Analysis;
*Technology
IDENTIFIERS North Carolina
ABSTRACT
This guide is intended for use in teaching a course
to broaden students' appreciation and understanding of constructed
items and the construction process. The course focuses on the steps
that are takcn after the design and engineering phase has been
completed. Laboratory assignments allow students to explore the
technical processes involved in the construction process. The first
two sections discuss the guide's development within the framework of
North Carolina's efforts to improve technological literacy and the
guide's place as part of an instructional system. A list of the
course's major objectives and a course outline are provided next. The
remainder of the guide consists of learning modules on the following
topics: main types of structures and main steps in the construction
process, managing a construction project, preparing to build a
structure, building the basic structure, installing mechanical
systems, finishing the structure, constructing high-rise structures,
preparing to build civil structures, and building civil structures.
Each module includes information about the length of time needed to
complete the module, an introduction to the instructional content to
be covered in class, performance objectives, a day-by-day outline of
student learning activities, and lists of suggested textbooks and
references. (MN)
* Reproductions supplied by EDRS are the best that can be made
from the original document.
1.1c**********************************************************************
Activities and procedures within the Division
of Vocational Education are governed by the
philosophy of simple fairness to all. There-
fore, the policy of the Division i, that all
operations will be performed without regard
to race, sex, color, national origin, or
handicap.
/F THERE ARE ANY QUESTIONS, PLEASE CONTACT THE
INDUSTRIAL ARTS/TECHNOLOGY EDUCATION
OFFICE BY MAIL (116 WEST EDENTON STREET, EDUCATION
BUILDING, RALEIGH, NC 27603-1712)
OR BY PHONE (919/733-7970).
INTRODUCTION
The North Carolina Technology Education Curriculum is a program to meet
every citizen's need
to be
technologically literate. Some (^) basic
assumptions underlie the program, and these can be divided into content
assumptions, and learner assumptions.
The curriculum was
developed using the belief
that (^) the appropriate
content for the field is technology, and its impact on individuals and
society.
It was further assumed that
the content is best organized
around human productive systems that have been used, are now being used,
and will, most likely, continue to be used. These universal systems are
communication, (^) construction, manufacturing, (^) and transportation.
Finally, it was assumed that this content can best be addressed from a
systems approach with its
inputs, (^) processes, outputs, feedback, and
goals/restraints.
The curriculum was further based on the assumption that education should
meet the needs of individuals and the
human requirements of society. (^) It
was assumed that each person living in a technological society should
have a (^) basic
understanding of and the
ability to (^) assimilate the
knowledge about technology. People it was assumed, should be able to
interact with the technological nature of society and help impact the
type of future new technologies can provide. Additionally people should
be (^) able to be (^) contributors to a (^) society in their (^) several roles,
including citizen, voter, investor, consumer, worker, and leader.
These assumptions caused the curriculum to be developed in such a way as to:
Provide an overview of technology first, (^) allow for more indepth
study (^) in specific technological (^) areas, and (^) culminate with
synthesis activities.
- (^) Be more teacher-directed,
content-centered in early courses, and
highly, student-directed, process centered (^) in advanced courses.
Involve problem-solving and group activities of all courses.
Stress the how and why of technology and its relationship to
our quality of life.
- (^) Be activity-centered (^) learning,
with the content
being used to
determine the appropriateness of each activity selected.
- (^) Be equally (^) important
to young women
and (^) young men, both of
which must function in a technological society.
Finally, the curriculum was developed
to be descriptive rather than
prescriptive. The materials describe what to teach and suggest ways of
teaching the content.
At no time are daily activities
prescribed in
such a way to preclude individualizing the presentations to meet local
conditions.
THE CURRICULUM GUIDE IN AN
INSTRUCTIONAL SYSTEM
Each course
in the North Carolina
Technology Education Curriculum is
seen as a dynamic activity involving a complete instruction system.
This (^) system generally includes seven components: (^) the teacher, the
students, a texbook when available, the curriculum guide, laboratory
sheets, apparatus, and a reference library.
THE TEACHER
The teacher plays the primary role in the system. (^) This role entails
being a
curriculum developer. The teacher chooses the (^) points to
emphasize and to evaluate.
Care should be taken
to insure that the
coverage of the subject is comprehensive. You should resist "picking
and choosing" only modules and activities thatare the most interesting,
most familiar, or the Easiest to implement. All modules and activities
should be included. However, you are encouraged to redesign or replace
activities with your own activities that contain equivalent content.
As a technical expert, the teacher gives presentations, demonstrations,
and asks questions about the subject matter. Safety information, and
the demonstration (^) of teaching /learining activities, are (^) the
responsibility of the teacher.
The teacher is an instruction manager. Managers plan, schedule, direct,
and (^) control activities. The teacher, (^) perhaps in (^) cooperation with
students, plan the instruction by identifying the instructional goals. The activities (^) to reach these (^) goals are (^) scheduled. Through
presentations and application
activities students are directed through
the construction (^) activities. Finally, the student's work and the
teacher's (^) management is controlled (^) through various forms (^) of
evaluation. Since evaluation instruments should be designed to measure
success in reaching the goals, these instruments should be prepared by
the teacher.
The teacher is the creator of the teaching/learning environment. It is
highly recommended that you create a "role playing" environment. In
addition to having students do tasks that simulate construction, have
them play the role of workers, managers, and owners. For example, refer
to a group of students
as a "work crew" or "survey party" with
job
titles, rather than as students who carry out assigned tasks. Help them
visualize (^) themselves in their roles.
The teacher can become a job
superintendent, (^) owner, or government officer, whoapproves the "work
crew's" job.
THE STUDENT
The target population is made up of middle-junior high or high school
students.
The students will often
work in groups of from three to
five. Their responsibilities include reading the textbook assignments,
doing the worksheets as homework, and completing the activities.
3
This course attempts to broaden a student's appreciation and understanding of
constructed items such as roadways, low and high-rise buildings, tunnels,
bridges, dams, towers, and other structures. While^ these^ structures^ differ^ in
size and use, they are generally built following a set process. The^ -study
of the construction process is important in developing a knowledge about our
constructed envircrunent.
In today's world, all constructed projects may be grouped into one of four
simple categories; these include residential, commercial, industrial, and
civil projects. A residential structure is designed for human habitation
while ocamercial buildings contain various types of business enterprises.
Industrial projects vary by use and, therefore, include perhaps the widest
assortment (size, shape, function, etc.) of structures. Civil^ projects^ are
quite common; roadways, pipelines, and dams are just three examples of
numerous ventures grouped into this category.
Generally, structures and /or projects are planned well in advance of the
construction phase. This^ course^ focuses^ on^ the^ steps^ that^ follow^ the^ design
and engineering phase including: preparing the site, settiriqMIEdaticns,
building the superstructure, installing mechanical systems, closing and
finishing the structure, and completion of the project. Course^ activities
also cover methods of managing the project (including scheduling and
monitoring the project). Laboratory^ assignments^ allow^ students^ to^ explore^ the
technical processes involved in the ccnstructicn process.
Students will benefit from this study of ccnstructed projects through
presentations and activities. Construction is a major industry in our society
and it has a major impact in cur eocnomIc, environmental, and social climate.
5
This course attempts to broaden the students' appreciation and knowledge
associated with the building of structures. (^) As a result of the experiences in
this course, students are expected ton:
- (^) Have considerably increased their knowledge and appreciation for a broad
scope of structures found incur scciaty.
- (^) Be able to interpret contract working drawings and specifications for a
variety of structures.
- (^) Understand management, and experience a variety of construction management
activities.
- (^) Gain knowledge and experience L.Ith the characteristics and uses of a
variety of construction materials.
- Have an understanding of the tools and techniques used in construction.
- (^) Experience the installation of selected construction utility systems.
- (^) Experience the ccnstructicn of a variety of structures through
researching, practicing selected processes, building a model(s), and
making a presentation.
- Be able to describe a variety of structures in terms of the forces acting
on them and how foundations and superstructures are constructed to sustain
them.
- (^) Be able to identify and describe certain social and environmental impacts
of built structures.
liWaLE: 1 Introduction to Constructing Structures
LENG1S: 5 MS Construction =am
This course is concerned with building stmictures Students are first
intrcdnced to the kinds of structures arsi what categories into which they will
be placed in the confines of the course.
Students will also be introduced to the processing steps for the building of
any structure.
1
Having completed this module, students mould be able to:
- Recall^ the^ tools^ and^ techniques^ used^ in^ the^ Introducticn^ to^ Ccnstructicn
course.
- Analyze^ a^ variety^ of^ structures^ in^ terms^ of^ kinds,^ purposes^ served,^ and
human needs met.
- Identify^ the^ processing^ stages^ for^ building^ structures^ and^ briefly^ explain
each.
PRESEITIME ICC=
DAY
PL
1 Ccaplete^ the^ necessary^ administrative^ paperwork^ to^ start^ the^ class.
Review of tools and techniques learned in the introducticn course.
Suggested activity:
Have all tools used gathered in cne area in the
room. Students^ must^ select^ one'^ tool,^ or^ machine,^ and^ describe^ i^ s
use to the class. 'Moils^ left^ after^ the^ entire^ class^ has
participated may be described for extra credit. Building
materials may also be used in this activity.
Safety should also be reviewed here.
2
Present the major categories of structures and give some examples of
each. This^ may^ be^ a^ review.
Suggested activity: Students^ should^ bring^ newspapers,^ magazines,
and/or books that contain pictures of various structures. Have^ them
identify which category the structures belong under. Students^ can
then use the pictures to make a display board for the construction
laboratory.
NOTE:
Have pictures of your own available for the students who
refuse to collect materials for hcaewcrk.
3-5 Introduce^ processing^ stages^ for^ building^ structures.
Suggested activity: Describe^ the^ main^ steps^
nd substages of a
construction project. Then^ show^ a^ film^ and^ have^ students^ describe
the steps they see.
OR
Have students describe a construction project, listing in order, the
steps needed to finish the project.
OR
A field trip to various constructicn sites would be good here.
Students could see work in various stages of completicn on
different kinds of structures.
4
inwrirors
Henak, Ridhard M., Exploring Construction. Goodheart-Willcox Co., South
Holland, IL, 1985, pp. 19-23, 26.
Lux, Donald G., et.al., World of Construction. (Fifth Edition). McKnight
Publishing Co., 1982, pp. 14-18.
i
MODULE: 2 z Managing a CCnstructicn Project
LENGTH: 6 DAYS Constructicn MISTER
For a complete understanding of the constructicn industry, a study of
management should be incorporated into the course. This^ module^ will
introduce students to constructicn management, both hierarchy and tasks.
Students will also learn about constructicn documents, especially working
drawings.
An understanding of managerial paperwork will increase the
students' understanding of the industry.
17
Upon completing this module, the students should be able to:
- Understand^ the^ basics^ of^ construction^ documents.
- Interpret^ working^ drawings.
- Identify^ the^ different^ tasks^ canstructicn^ management^ undertakes.
- Complete a variety of basic ccnstructicn management tasks.
PRESEEMZE ThE /MEE
DAY PLTIVI'rY
1-3 Present a management functions chart and interpret each element
giving illustrations of each. Have students complete tasks that
will help them understand the functions.
Suggested activities: Students schedule the tasks needed to complete
a small construction job. They should be aware of the CPM and bar
chart methods, but they can choose either method to schedule a job
of their. choice. Some jobs are installing a mailbox, installing a
basketball post and goal, preparing, forming, and placing concrete
for a sidewalk, or building a doghouse. Students may then present
their schedules to the class for verification of a logical sequence
of order.
Have students participate in a hiring simulation activity where
company personnel managers interview and hire various craftsmen and
professionals (see MC hiring activity).
Critique the activity ank: relate to students some of the questions
and occurences of actual interviews.
Have students participate in an inspection activity. They^ could
inspect the school for needed corrections and improvements, or
inspect their awn haws.
Have students write a contract for a simple construction job.
4-6 Present a set of actual working drawings to the class. Describe^ the
types of drawings and explain the views they represent. Have
students try to visualize the building as if they were walking
through it.
Contract a set of working drawings for a large project, (your
school), with a set of drawings for a smaller project, like a
home.
Using an acquired real specification document, point out the
included kinds of contract documents as well as examples of
specifications. Using a typical set of contract working drawings,
(your school), explain the legend of symbols that are used. Point
out that most of the symbols are standard symbols used on any set
of construction drawings. Acquire a set of drawings for a bridge,
dam, or highway and contrast with the set of building drawings.
Point out a representative sample of symbol application. Develop an
activity guide which directs students to interpret the use of a
variety of architectural symbols and engineering symbols. Collect
the completed guides and check for print reading problems.
20
TEZCBCOKS
Henrk, Richard M., E7 lori Construction. Goa heart- Willcox Co., South
Holland, IL, 1985, pp. 9, 82, 111, 289.
Landers, Jack M., Construction: Materials, Methods, Careers. Goo heart- Willcox
Co., South Holland, IL, 1983, pp. 70, 81, 95, 104, 110.
Lux, Donald, et.al., World of Construction. (Fifth Edition). McKnight
Publishing Co., Bia713F5371L, 1982, pp. 77/8, 84-102, 114, 128, 282.
21
