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Construction Techniques for Civil Structures: Learning to Build Bridges, Dams, and More, Schemes and Mind Maps of Construction

An overview of a construction course focused on civil structures. Students will learn about various types of bridges, dams, and their construction techniques. The course includes tasks that simulate construction, role-playing activities, and hands-on model building. The goal is to broaden students' understanding and appreciation of civil structures and their impact on our lives.

What you will learn

  • How does the construction process for civil structures differ from that of other structures?
  • What types of bridges are discussed in the course?
  • What are the main types of civil structures covered in the course?
  • How do students engage with the material in this construction course?
  • What are the key elements of dam construction covered in the course?

Typology: Schemes and Mind Maps

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DOCUMENT RESUME
ED 291 935 CE 049 787
TITLE Structures and Systems. Grade 11-12. Course #8155
(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**********************************************************************
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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.

  1. (^) 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.

  1. (^) Be activity-centered (^) learning,

with the content

being used to

determine the appropriateness of each activity selected.

  1. (^) 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:

  1. (^) Have considerably increased their knowledge and appreciation for a broad

scope of structures found incur scciaty.

  1. (^) Be able to interpret contract working drawings and specifications for a

variety of structures.

  1. (^) Understand management, and experience a variety of construction management

activities.

  1. (^) Gain knowledge and experience L.Ith the characteristics and uses of a

variety of construction materials.

  1. Have an understanding of the tools and techniques used in construction.
  2. (^) Experience the installation of selected construction utility systems.
  3. (^) Experience the ccnstructicn of a variety of structures through

researching, practicing selected processes, building a model(s), and

making a presentation.

  1. 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.

  1. (^) 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:

  1. Recall^ the^ tools^ and^ techniques^ used^ in^ the^ Introducticn^ to^ Ccnstructicn

course.

  1. Analyze^ a^ variety^ of^ structures^ in^ terms^ of^ kinds,^ purposes^ served,^ and

human needs met.

  1. 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:

  1. Understand^ the^ basics^ of^ construction^ documents.
  2. Interpret^ working^ drawings.
  3. Identify^ the^ different^ tasks^ canstructicn^ management^ undertakes.
  4. 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