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Oswego Update Project
A Graduate Research ProjectUpdating Course Outlines in Technology Education
June 2004
“Residential Structures”
In collaboration with:
Developer:Mr. Jensen Bergman, Graduate Research, SUNY – Oswego, [email protected]
Project Directors:
Dr. William Waite, Professor, SUNY-Oswego, [email protected] Mr. Eric Suhr, Laisson, New York State Education Department, [email protected]
Content Consultants:
Mr. Clifton Chandler, Fayetteville-Manlius Schools, [email protected]. John Burgess, Palmyra-Macedon High School, [email protected]. Dave Schiek, Penn Yan High School, [email protected]. Paul Meade, Lyons Central School District, [email protected]
Original Writing Team (1984):
Dr. Jack Brueckman, State University College at Buffalo Dr. William Waite, State University College at Oswego Mr. Joseph Botta, South Colonie Central High SchoolMr. Robert N. Jones, Amsdell Heights Junior High SchoolMr. John Ptak, Amherst High School
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Forward
The “Oswego Update Project” is a collaboration between SUNY Oswego and the NYS Education Department to refresh and modernize existing Technology Education course outlines. New York State Learning Standards will be identified and organized.
The original work was a NYSED initiative during the transformation from Industrial Arts to Technology Education in the 1980s. These courses have proven to be very popular and most durable for the profession. In fact, many have been used as course models in other states.
Hundreds of sections are offered in New York State each year, according to the Basic Educational Data System (BEDS). However, the objectives need to be revisited with a current eye, successful teaching strategies need to be surveyed in the field, bibliographies should be updated, and Internet resources added, as they were unavailable during the original project.
It is hoped that this graduate-level research endeavor will accomplish the following:
provide a solid graduate research project for the developers involved (learning by doing)
involve known, successful teachers as consultants to the process through a common interview template
honor the work and dedication of the original writing teams
refresh course objectives and teaching strategies
forge a more uniform format between and among course outlines
update the bibliography of each course to reflect the last ten years of literature review
include Internet resources both useful as general professional tools, and as specific content enhancement
develop an index showing how NYS M/S/T standards are accomplished for each course objective
The result will be an enhancement for graduate students at SUNY-Oswego, NYSED implementation goals, and Technology Education teachers in New York state. Course outlines will be digitally reproduced and made available through appropriate Internet and electronic media.
Dr. William Waite, ProfessorSUNY Oswego, Dept. of TechnologySchool of Education
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Overview of the Course
Course Rationale for Residential Structures
One of the basic needs of mankind is that of shelter. Throughout history human structures have taken many forms depending on the needs of the occupant and the resources available to them.
Current technologies in residential structures use highly sophisticated materials and procedures combined in a manner that make homes economically feasible for a large percentage of our population. This course is founded on the belief that all students will someday be home owners and should possess a general knowledge of the systems used to construct a residential structure.
This course is designed to provide students with a general understanding of the materials and processes used in constructing and designing new homes. Furthermore, students will begin to formulate an awareness of the history of, job opportunities in, and the resources used in residential structures. Students will begin to understand how each system in a home impacts one another; i.e. foundations/footings, wall systems, roof systems, basic electric, plumbing, insulation, etc. Student safety is a major element of this course and a safety first philosophy will be instilled in every aspect of this curriculum. The content outline offered is sequential in most residential construction procedures.
Course Description
This course is designed to provide students with a general understanding of the materials and processes used in constructing and designing residential structures. This course was created predominately as a hands on course where students will gain knowledge through direct contact with materials and processes commonly used in the construction of new homes. Students will work on projects such as; constructing scale models of house framing, constructing a storage shed, and working on mock wall sections where students will utilize techniques for installing, plumbing, insulation, electrical work, sheetrock, hanging doors and windows, and installing cabinetry. Students will also explore the history of residential structures, and investigate job opportunities and career training options that are available in the field of residential construction.
Course Skills, Knowledge, and Behaviors to be Developed
The instructional strategies that follow are correlated with the content outline and the supporting competencies.
The student will develop the ability to:
1. Identify the materials and processes used in residential structures from initial planning to final site completion.
2. Utilize mathematic and scientific principles in solving problems related to residential structures.
3. Manipulate construction tools, equipment, and materials in lab activities that are designed to emulate the systems used in residential construction.
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4. Demonstrate consumer awareness skills as they relate to the purchase, use, and maintenance of a residential structure.
5. Demonstrate problem solving and analytical thinking skills in solutions to simple engineering problems within the context of lab activities emulating construction technology.
6. Identify the different career options and training opportunities (both collegiate and non-collegiate) that are available to them in the field of residential structures.
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Residential Structures Content Outline
1.0 History of residential structures
1.1 Human needs1.1.1 Needs / wants
1.2 Materials available1.2.1 Location / availability / environment1.2.2 Eskimos / Indians / cavemen / early American settlers
1.3 Historical trends1.3.1 Different types of residential structures through the years
1.4 Future trends1.4.1 Types of structures we may see in the future1.4.2 Materials that may be used in the future
1.5 Identifying structures1.5.1 Colonial, ranch, Cape Cod, saltbox, Victorian, etc.
2.0 Personnel
2.1 Job classifications & opportunities2.1.1 Different types of jobs available2.1.2 Career opportunities
2.2 Career preparations2.2.1 College opportunities2.2.2 Classes offered2.2.3 BOCES / vocational schools2.2.4 Internships / apprenticeships
3.0 Preparing to build
3.1 Building materials3.1.1 Lumber
3.1.1.1 types3.1.1.2 defects3.1.1.3 nominal / actual dimensions
3.1.2 Plywood3.1.3 Softwood and hardwood3.1.4 Non-wood materials
3.2 Hand tools3.2.1 Types / usage3.2.2 Safety
3.3 Power tools3.3.1 Types / usage3.3.2 Safety
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3.4 Safety3.4.1 Basic shop safety3.4.2 Job site safety
3.5 Machine tool safety3.5.1 Types / usage3.5.2 Safety
3.6 Leveling tools3.6.1 Types and usage
3.6.1.1 Levels / laser levels3.6.1.2 Transits / leveling rods3.6.1.3 Plumb bobs3.6.1.4 Reading a tape measure
3.7 Plans, specifications, & codes3.7.1 Types of plans
3.7.1.1 Plot plan / foundation plan 3.7.2 Specifications
3.7.2.1 Basic information3.7.3 Codes
3.7.3.1 General code / permits / inspection
3.8 Computer applications3.8.1 Types of programs3.8.2 Use of computers in the industry
4.0 Footings, foundations, & framing
4.1 Footings and foundations4.1.1 Laying out lines / batter boards4.1.2 Foundation systems4.1.3 Forms and footings4.1.4 Slabs4.1.5 Concrete4.1.6 Blocks
4.2 Floor framing4.2.1 Platform framing4.2.2 Balloon Framing4.2.3 Girders and beams4.2.4 Steel beams / laminated beams / floor trusses4.2.5 Posts / columns4.2.6 Sill construction4.2.7 Laying out joists4.2.8 Bridging4.2.9 Sub flooring4.2.10 Glued floor systems
4.3 Wall & ceiling framing4.3.1 Parts of the wall frame4.3.2 Corners4.3.3 Partitions4.3.4 Rough openings4.3.5 Headers
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4.3.6 Plate layout4.3.7 Story poles4.3.8 Stud Layout4.3.9 Wall construction4.3.10 Erecting walls4.3.11 Double top late4.3.12 Wall sheathing4.3.13 Ceiling framing4.3.14 Estimating wall materials
4.4 Roof framing4.4.1 Roof types4.4.2 Roof supports4.4.3 Parts of roof frame4.4.4 Rafters4.4.5 Layout terms and principles4.4.6 Slope and pitch4.4.7 Hips / valleys / ridges4.4.8 Jack rafters4.4.9 Trusses
5.0 Closing in
5.1 Roofing5.1.1 Roof sheathing5.1.2 Roofing materials5.1.3 Drip edge / flashing / ice and water barrier / tar paper5.1.4 Shingles / shakes / metal roofs / other products
5.2 Windows & doors5.2.1 Windows
5.2.1.1 Types5.2.1.1.1 Double hung / casement / sliding / awning / etc.
5.2.1.2 Energy efficiency5.2.2 Doors
5.2.2.1 Framing5.2.2.2 Types
5.2.2.2.1 Exterior / interior / sliding / pocket / etc.5.2.2.3 Hardware
5.3 Exterior wall finish5.3.1 Siding
5.3.1.1 Types 5.3.1.1.1 Vinyl / cedar / shingles / panels / stucco / etc.
5.3.2 Soffit5.3.3 Fascia
6.0 Finishing
6.1 Plumbing6.1.1 Water pipes6.1.2 Drain pipes6.1.3 Vents
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6.2 Electric6.2.1 Applications6.2.2 Components
6.3 Heating/ cooling/ H-VAC/ cable/ data6.3.1 Types6.3.2 Applications6.3.3 Historical trends6.3.4 Future trends
6.4 Insulation6.4.1 Types6.4.2 Installation6.4.3 Heat transfer6.4.4 Sound insulation6.4.5 R values
6.5 Wall & ceiling treatments6.5.1 Wall board
6.5.1.1 installation / taping6.5.2 Paneling6.5.3 Wood6.5.4 Plaster & lathe6.5.5 Drop ceilings
6.6 Flooring6.6.1 Types
6.6.1.1 Wood / tile / linoleum / parquet / carpeting6.6.1.2 Applications of each and installation techniques
6.7 Trim, doors, cabinets6.7.1 Moldings / casings / trim6.7.2 Doors / cabinets / counters
6.7.2.1 Standard sizes6.7.2.2 Types
6.7.2.2.1 Base cabinets / wall cabinets / corner cabinets / etc.
7.0 Special Considerations
7.1 Prefabrication7.1.1 Components7.1.2 Advantages / disadvantages
7.2 Remodeling7.2.1 Demolition7.2.2 Load bearing walls / non bearing walls7.2.3 General information
7.3 Steel framing7.3.1 Components7.3.2 Advantages / disadvantages7.3.3 Applications
7.4 Wood I-beams7.4.1 Components7.4.2 Advantages / disadvantages
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7.4.3 Applications
7.5 Passive solar construction & Photovoltaics7.5.1 Convection / conduction / radiation7.5.2 Types of solar construction
7.5.2.1 passive / active7.5.3 Advantages / disadvantages
7.6 Geothermal systems7.6.1 Components7.6.2 Advantages / disadvantages7.6.3 Applications
7.7 New Insulation technologies7.7.1 Types7.7.2 Advantages / disadvantages7.7.3 Applications
7.8 Alternative Materials7.8.1 Types7.8.2 Advantages / disadvantages7.8.3 Applications
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General Instructional Strategies
The overall strategy for the residential structures course is to involve the students with hands on activities on actual construction projects. With the time constraints of a high school setting small scale projects such as storage sheds, and wall sections are probably most appropriate. It is encouraged to have the students manipulate actual construction materials and tools as often as possible. However, there are other general strategies that an instructor may wish to employ to teach this course.
1. Model building - Building models can provide a useful activity for many of the stated objectives (particularly framing). The instructor should try to focus the majority of the hands on work on actual full scale construction projects.
2. Community projects – The instructor should try to solicit the community for small scale building projects that are appropriate for the size and ability of the class.
3. Field trips – A field trip to a construction site can be an invaluable strategy for accomplishing many of the objectives in rapid succession. If possible the field trip should encompass as many of the different stages of completion as possible. A trip to a local housing development that is currently under construction would be appropriate.
4. Computers – Computer programs are a valuable instructional tool for this course. If possible the students should be exposed to architectural design software, estimating programs, and presentation software, and any other modern programs that are used in the construction industry today.
5. Construction company – Many instructors may want to start and actual construction company with their class. This is an excellent strategy to get students involved with design, estimating, purchasing, scheduling, and many other objectives to be covered in this course.
6. Guest speakers – Guest speakers can offer a unique first hand perspective and level of expertise on certain issues in the construction industry.
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Module 1
History of Residential Structures
Performance Indicators / Supporting Competencies
The student will be able to:
a. Analyze historical and future trends regarding residential structures.
b. Identify basic human needs and wants especially those relating to shelter.
c. State how building material availability has influenced the types of shelters in a given region.
d. Identify different types of structures used by different cultures throughout the world and understand why those particular structures are prevalent in that culture.
e. Describe some of the materials and structures that may be used in the future.
f. Identify different types of common residential structures. i.e. - Cape Cod, colonial, ranch, saltbox, tudor, etc.
Suggested Specific Instructional Strategies
a. Have students identify the difference between a need and a want. In groups have the students’ list different needs and wants that pertain to shelter.
b. Make a bulletin board of future homes and materials that may be seen in the future. Each student should bring in an article or picture and points could be awarded for every article brought in throughout the semester.
c. Present a slide show of different types of residential structures. Students should identify which type of structure they live in. Have students bring in pictures of each type of house taken from their neighborhood.
Module 2
Personnel
Performance Indicators / Supporting Competencies
The students will be able to:
a. Identify the different types of jobs that are available and associated with the residential construction industry.
b. Describe some of the various opportunities for career preparation in residential construction.
c. List some of the local colleges and vocational schools that they may be able to attend if they chose to pursue a career in residential construction.
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Suggested Specific Instructional Strategies
a. Have a guest speaker speak to the class about job classifications and opportunities in the residential construction industry.
b. As a class collect ads from the local newspapers that pertain to building trades, and post a bulletin board
c. Make a collection of community college catalogues where building trades are taught and list some of the common course titles.
d. Each student should conduct a career investigation on five jobs related to the residential construction field. Students should list what training is required, job descriptions, and common salaries earned for each career.
Module 3
Preparing to Build
Performance Indicators / Supporting Competencies
The students will be able to:
a. Name and identify the different types of building materials used in residential structures.
b. Differentiate between the different types of lumber defects.
c. Differentate the difference between nominal and actual lumber dimensions.
d. Identify and demonstrate the safe use of all laboratory hand tools, power tools, and machine tools.
e. Demonstrate and practice safety on the jobsite.
f. Demonstrate the proper use of the different types of leveling tools used in building residential structures.
g. Identify different types of plans.
h. List some of the codes and specifications that are common in residential construction.
i. Identify computer programs used in the construction industry and understand their applications.
Suggested Specific Instructional Strategies
a. Make a panel board of scrap pieces of building materials that will be used for reference and identification of common materials.
b. Practice using common tools in the construction of a wall section.
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c. Have a safety person from industry, and insurance company, or the fire department talk to the class about some of the hazards that are common on a construction site.
d. The student must pass a tool identification and safety test before using power equipment in the lab.
e. Go to the schools sport fields and practice shooting points with a transit. Have students mark out the bases and pitchers mound on the baseball field.
f. Practice using a GPS system by finding predetermined points on scavenger hunt.
g. Have a local codes enforcer or building inspector visit the class and talk to the students about codes and permits.
Module 4
Footings, Foundations, and Framing
Performance Indicators / Supporting Competencies
The Students will be able to:
a. Identify various residential foundation components and materials.
b. Lay out building lines using batter boards, a transit, and other common tools.
c. Construct residential framing systems given a specific set of plans.
d. Demonstrate the accepted practices of framing a residential structure.
Suggested Specific Instructional Strategies
a. Visit a jobsite where the masons are currently working on the foundation.
b. Go outside and layout a mock building using building lines, batter boards, a transit and other tools used for staking out a building site.
c. Students will find a customer, design, estimate, order materials, and construct a shed.
d. Build a scale model of the framing of a home of the student’s choice.
e. Build a wall section.
f. Build examples of common types of trusses used in roof systems.
g. Students are required to visit a local habit for humanity site and put X amount of volunteer hours in during the semester and hand in a detailed record of the work that they did while at the site.
h. Get permission to take students to the school basement, to view the foundation.
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Module 5
Closing in
Performance Indicators / Supporting Competencies
The students will be able to:
a. Utilize common sheathing materials for floors, walls, and roofs and properly apply them.
b. Demonstrate the proper application of sheathing materials.
c. Determine the appropriate roofing applications of different materials and demonstrate their proper installation.
d. Properly hang a door.
e. Properly hang a window.
f. Properly hang vinyl siding using j-channel, f-channel, c-channel, etc.
Suggested Specific Instructional Strategies
a. Have students apply sheathing and vinyl siding material to a wall section that has a window or door as an obstacle.
b. Prepare samples of various types of roofing materials and siding materials and discuss the qualities of each.
c. Students will demonstrate shingling a roof on the shed project or on a full scale mock up.
d. Students will demonstrate the proper application of drip edge, starter strips, flashing, etc.
e. Students will practice hanging a door on the shed project or in a full scale mock up.
f. Students will practice hanging a window on the shed project or in a full scale mock up.
Module 6
Finishing
Performance Indicators / Supporting Competencies
The students will be able to:
a. Specify some of the types of electrical materials available for residential structures
b. Demonstrate methods of installing electrical systems.
c. Specify some of the types of plumbing materials available for residential structures
d. Demonstrate methods of installing plumbing systems.
e. Specify some of the types of insulation materials available for residential structures
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f. Demonstrate methods of installing insulation.
g. Use standard procedures for installing and taping a sheetrock wall.
h. Identify different types of flooring materials common in residential structures.
i. Utilize the appropriate application techniques for interior trim, casing, molding, and cabinetry.
Suggested Specific Instructional Strategies
a. Have students wire a wall section including a receptacle, a 3-way switch, and a G.F.I.
b. Have students plumb a sink in a wall section.
c. Take the students to the boiler room in the school and have students identify the components of the system.
d. Students will insulate a wall section with four faced insulation.
e. Students will sheetrock and tape a wall section.
f. Have students examine a drop ceiling structure in your school.
g. Students will install trim around window or a door and hang cabinetry on a mock wall.
h. Each student will make a coped miter joint.
Module 7
Special Considerations
Performance Indicators / Supporting Competencies
The students will be able to:
a. Identify some of the alternative materials available in residential construction.
b. Verbalize the concepts of passive and active solar systems and identify some of the components of each.
c. Understand how geothermal systems work on a basic level.
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Suggested Specific Instructional Strategies
a. Students will visit a home that is currently being remodeled and make a list of how a remodeling site is different than a new construction site, take note of the major things that need to be considered for a home renovation.
b. Practice framing a steel wall section.
c. Build a passive solar collector.
d. Make an informative presentation on some of the new insulation technologies that are currently available.
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Bibliography
Allen, E, Iano, J. (2003). Fundamentals of building construction: materials and methods, 4 th edition. New York, NY: John Wiley & Sons, Inc.ISBN: 0471219037
Bliss, S. (2002). Residential structures & framing: practical engineering & advanced framing techniques for builders. Washington DC: Hanley-Wood LLC.ISBN: 0963226886
Dishongh, B. (2001). Essential structural technology for construction and architecture, Upper Saddle River, NJ: Prentice Hall. ISBN: 0130128589
Feirer, & Hutchings. (1999). Guide to residential carpentry: student guide. New York, NY: Glencoe/ McGraw-Hill.ISBN: 0026763400
Feirer, J.L., & Hutchings, G.R., & Feirer, M.D. (1997). Carpentry & building construction. (5th ed.). New York, NY: Glencoe/McGraw Hill.ISBN: 002838699X
Feirer, M.D., & Feirer, J.L., & Feirer, L. John. (2003). Carpentry & building construction, student text. New York, NY: McGraw-Hill.ISBN: 007822702X
Haun, L. (2003). The very efficient carpenter: basic framing for residential construction. Newtown, Ct:: Taunton Press inc.ISBN: 156158326X
Henak, R.M., (2000). Exploring Construction, Tinley Park, Illinois: Goodheart-Wilcox.ISBN: 1566376815
Hurth, M. (2003). Residential construction academy: principles for construction, Albany, NY: Delmar Publishers.ISBN: 1401838375
Miller, R.A., & Miller, M.A., Baker, G.E. (1998). Carpentry & construction. New York, NY: McGraw-Hill Professional.ISBN: 0070420521
Peters, R. (2000). Framing basics. New York, NY, Sterling Publishing Company Inc.ISBN: 0806958995
Smith, R.C., & Honkala, T.L., & Sharp, M.W. (2003). Principles & practices of light construction. Englewood Cliffs, NJ: Prentice Hall.ISBN: 0130496626
Vogt, F. (2002). Residential construction academy carpentry 1, Albany, NY: Delmar Publishers.ISBN: 1401813437
Wagner, W.H. (2003).Modern carpentry. Tinley Park, Il: Goodheart-Wilcox Co. inc.ISBN: 1590702026
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Wagner, W.H., Kicklighter, C.E. (2004). Modern woodworking. Tinley Park, Illinois: Goodheart-Wilcox.ISBN: 1590702530
Willenbrock, J.H., Manbeck, H, Suchar, M.G. (1998). Residential building design and construction. Upper Saddle River, NJ: Prentice Hall. ISBN: 0133758745
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DVD, VHS, and Other Instructional Technology Resources
Hometime video. Autumn woods. (2004). 3 DVD set- $32.45, 360 min.ASIN: 6206
Hometime video. Building a new home videos. (1992). VHS- $24.95, 193 min.ASIN: 4054
Hometime video. Drywall video. (1994). VHS- $14.95, 50 min.ASIN: 4004
Hometime video. Electrical video. (1993). VHS- $14.95, 69 min.ASIN: 4008
Hometime video. Finish carpentry video. (1994). VHS- $14.95. 51 min.ASIN: 4010
Hometime video. Framing video. (1993). VHS- $14.95, 62 min.ASIN: 4005
Hometime video. Home of the future video. (1991). VHS- $14.95, 125 min.ASIN: 2510
Hometime video. Plumbing video. (1993). VHS- $14.95, 68 min.ASIN: 4007
Hometime video. Roofing and siding videos. (1993). VHS- $24.95. 110 min.ASIN: 2541
The History Channel. Modern marvels: Hometech. (2003). VHS- $19.96, 50 min.AAE: 43103
The History Channel. Modern marvels: The house. (2003). VHS- $23.96, 100 min.AAE: 43298
The History Channel. The tool bench: Handtools. (2003). VHS- $19.96, 50 min.AAE: 42608
The History Channel. The tool bench: Powertools. (2003). VHS- $19.96, 50 min.AAE: 42607
TNT Media Group. House construction ahead. (1995). VHS- $14.99, 35 min.ASIN: 6303875807
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Appendices
General Web Resources
Academy of Applied Science (AAS)American Association for the Advancement of ScienceAmerican Chemical Society (ACS)American Society of Mechanical Engineers (ASME) ASEE EngineeringK12 CenterAssociation for Career and Technical Education (ACTE)Council on Technology Teacher Education (CTTE)Dr. Waite's SUNY Oswego Academic Web SiteEinstein ProjectElectronic Industries FoundationEpsilon Pi Tau Honorary Fraternity in TechnologyFlorida Technology Education AssociationFor Inspiration and Recognition of Science and Technology (FIRST)Four County Technology Association (Rochester Area)Future Scientists and Engineers of America (FSEA)History of Education - Selected Moments of 20th CenturyHistory of Science SocietyInner AutoInnovation Curriculum Online NetworkInstitute for Electrical and Electronic Engineers (IEEE)International Society for Technology in EducationInternational Technology Education AssociationJETSJournal of Technology EducationJournal of Technology EducationKISS Institute for Practical Robotics (KIPR)Microsoft Educator ResourcesMohawk Valley Technology Education AssociationMontgomery Public SchoolsNASA - Education ProgramNassau Technology Educators AssociationNational Academy of EngineeringNational Academy of Engineering: TECHNICALLY SPEAKINGNational Aeronautics and Space Administration (NASA)National Renewable Energy Laboratory (NREL)National Research CouncilNational Science FoundationNational Society of Professional EngineersNew York State Technology Education AssociationNiagara County & Western New York TEAOhio State UniversityOswego Technology Education AssociationProject Lead The WaySills USA Society for Philosophy and TechnologySociety for the History of Technology
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Suffolk Technology Education AssociationSUNY Oswego Dept of TechnologyTeacher Certification Office NYSTECH CORPSTech LearningTechne JournalTechnology for All Americans Project (standards)Technology Student AssociationTechnology Student Association (TSA)The Learning Institute of Technology Education (LITE)TIES MagazineU.S. Department of Education
Specific Content Web Resources
www.b4ubuild.com
www.mcvicker.com/resguide
www.nahb.org
www.new_technologies.org
www.Les.com/residential/efficient_home.asp
www.hometime.com
www.ebuild.com
www.build-smarter.com
www.84lumber.com
www.icivilengineer.com
www.apawood.org
www.portcement.org
www.buildinggreen.com
www.efficientwindows.org
www.codecheck.com
www.theplumber.com
www.khake.com
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Appendix A - Correlation Matrix with NYS Learning Standards for Math, Science, and Technology (Complete text of standards available on line at: www.emsc.nysed.gov (Go to MST icon)
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Content Standards Performance Standards
Modules Within This Course
Standard 1“Analysis, Inquiry, and Design”
Mathematical analysis
3.6 Leveling tools4.0 Footing, foundations, framing5.0 Closing in6.0 Finishing
Scientific inquiry 1.1 Human needs and wants1.4 Future trends7.0 Special considerations
Engineering design All ModulesStandard 2“Information Systems”
Retrieve 1.0 History of residential structures2.0 Personnel
Process 3.0 Preparing to build4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Communicate 2.0 Personnel3.7 Plans, specifications, codes
Impacts 1.0 History of residential structuresLimitations 3.1 Building materials
3.4 Safety3.5 Machine tool safety3.7 Plans, specifications, codes7.0 Special considerations
Ethics 3.0 Preparing to buildStandard 3“Mathematics”
Mathematical reasoning
3.1 Building materials3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Number and numeration
3.1 Building materials3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Operations 3.1 Building materials3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Modeling 3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
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Measurement 3.1 Building materials3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Uncertainty 3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Patterns 3.6 Leveling tools4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Standard 4“Science”
Physical setting 1.0 History of residential structures3.0 Preparing to build
Living environment 1.0 History of residential structures3.0 Preparing to build
Standard 5“Technology”
Engineering design All modulesTools, resources, and technological processes
All modules
Computer technology
2.0 Personnel3.8 Computer applications
Technological systems
4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
History of technology
1.0 History of Residential Structures
Impacts 1.0 History of Residential StructuresManagement 2.0 Personnel
4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Standard 6 – “Interconnectiveness: Common Themes”
Systems thinking All ModulesModels 4.0 Footings, foundations, framing
5.0 Closing in6.0 Finishing
Magnitude and scale
3.0 Preparing to build4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Equilibrium and stability
3.0 Preparing to build4.0 Footings, foundations, framing5.0 Closing in6.0 Finishing
Patterns of change 1.0 History of residential structures2.0 Personnel4.0 Footings, foundations, framing
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7.0 Special considerationsOptimization All Modules
Standard 7 - “Interdisciplinary Problem Solving”
Connections All modulesWork habits All ModulesSkills and strategies
All Modules
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Appendix B - Examples of Instructional Materials
Wall framing activity- A self directed group learning activity.
Introduction- Proper wall framing technique is an essential skill in residential construction. All students are required to know and demonstrate these skills in the following activity.
Student directions- As a class you have received lessons outlining proper wall framing techniques from your instructor. As an individual you must complete all of the chapter questions at the end of the wall framing unit in your text book.
Group directions- Your group will construct a wall section that will be joined with another group’s wall section as to demonstrate proper technique to frame an outside corner.
Your wall must meet the following specifications:
8’ tall x 10’ longWall studs 16” on centerRough opening for a window centered in wall – sized to fit a window 42” tall and 36” wideDouble Top plate 2”x6” Box Header –for window
Note: Remember how rough openings are determined - if in doubt see me.
REMEMBER SAFETY GLASSES AT ALL TIMES!
Grading Rubric:Textbook work done 25 ptsWall built correct size w/ correct spacing 25 ptsRough opening for window 25 ptsTop plates installed properly 25 ptsWindow header installed properly 25 ptsCorner built properly 25 ptsStudent effort 50 pts
Total points ………………………………………..200 pts
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Roof Activity- A self directed group learning activity.
Introduction- Proper roofing technique is an essential skill in residential construction. All students are required to know and demonstrate these skills in the following activity.
Student directions- As a class you have received lessons outlining proper roofing procedures from your instructor. As an individual you must complete the all of the chapter questions at the end of the roofing unit in your text book.
Group directions- Each group will apply the roofing materials common to new roof construction to the 8’x10’ roof deck that was built by your group in a previous class.
Your roof must meet the following specifications
1. Apply drip edge to bottom of roof sheathing.2. Roll out # 15 felt to cover roof.3. Apply drip edge to edge of roof sheathing.4. Following manufacturers instructions apply starter strip.5. Reference manufacturers instruction and apply first full layer of shingles.6. Continue shingle application with staggered pattern per manufacturers instructions.
Check to make sure you have all materials before you begin --- Including a copy of the manufacturers instructions, which can be found on each bundle of shingles.
REMEMBER SAFETY GLASSES ON AT ALL TIMES!
Grading Rubric:Textbook work done 25 ptsDrip edge applied correctly 25 pts# 15 felt applied correctly 25 ptsStarter strip applied correctly 25 ptsFirst layer of shingles applied correctly 25 ptsCorrect staggered pattern 25 ptsStudent effort 50 pts
Total points ………………………………………..200 pts
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Model shed activity- A self directed group learning activity
Introduction- Now that you have received all of the proper lessons for floor, wall, and roof systems you will have a chance to demonstrate some of the skills that you have learned in those units.
Student directions- As a class you have received all of the proper lessons that you will need to complete this unit. As an individual you must now design a shed that meets the requirements outlined on this page.
Group directions- Each group of two must now choose which shed design they will build as a scale model. Your scale model will be presented to the class when you complete this project on the assigned date.
Your scale model shed must meet the following specifications
1 in. = 1 ft. scale8’ x 10’ shed1 course of blocks for foundationSill plate16 in. on center 2x6 floor joists and walls8 ft. tall walls from bottom of sole plate to top of dbl. top plate1- 36 in. wide door, conventional height with box header1- 30 in. wide x 36 in. tall window with box headerDouble top plateKing post trusses to span 8 ft. walls 16 in. on centerGable roof with 8/12 pitch8 in. overhang with fascia on all sidesNo visible gluePlumb and square
Materials you will receive
Graph paper for your design1- 12 in. x 12 in. baseScaled concrete blocksScaled dimensional lumber1- Glue gun
REMEMBER SAFETY GLASSES AT ALL TIMES!
Grading rubric:
Shed designs 25 ptsFloor system 25 ptsWall system 25 ptsRoof system 25 ptsFollowed constraints 25 ptsProfessional construction 25 ptsProfessional presentation 25 ptsStudent effort 25 pts
Total………………………………………………….200 pts
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Appendix C - Examples of Assessment Materials
Residential Structures Exam
Directions – Mark the best one answer for each multiple choice question.
History and Personnel (1-5)
1. An example of a human need would bea. Televisionb. Shelterc. Sneakersd. Car
2. A new worker in an on the job training program is calleda. An apprenticeb. A journeymanc. An engineering aidd. A management trainee
3. Planning, organizing, and controlling a construction project is the responsibility of thea. Unionb. Buyerc. Contractord. Government
4. The more that you know about construction the better you will be able toa. Choose a homeb. Make repairsc. Remodeld. All of the above
5. The person who is in charge of the work site and all of its sub-contractors is calleda. The carpenterb. The general contractorc. The surveyord. A journeyman
Preparing to build (6-10)
6. Which person determines the exact location of property boundaries for a construction site?
a. Surveyor b. Realtorc. Lawyerd. Engineer
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7. This restricts or limits the kinds of building and activities that are allowed in particular areas of the community
a. Varianceb. Postingc. Zoningd. Deed
8. Utilities for a community refer toa. Water supplyb. Sewage systemc. Electrical powerd. All of the above
9. A tool or method of guiding growth so that a community is an orderly, pleasant, and convenient place to live and work is termed
a. Varianceb. Postingc. Zoningd. Deed
10. Before beginning construction of a new structure or an addition to an existing structure one of these is required
a. Varianceb. Permitc. Postingd. Performance bond
Footings and foundations (11-20)
11. The first step in actually building a strong, safe structure isa. Constructing the foundationb. Pouring the floorc. Back fillingd. Landscaping
12. Footings a. Rest directly on the bearing surfaceb. Transfer the weight of the structure to the groundc. Keep the structure from sinkingd. All of the above
13. Footings are usuallya. ½ as wide as the foundation wallb. as wide as the foundation wallc. twice as wide as the foundation walld. five times as wide as the foundation wall
14. The weight of furniture, people, and objects that can be moved in and out of the structure is known as
a. Live weightb. Dead weightc. Load weightd. Operational weight
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15. The weight of the roof, each floor, the walls and basement is known asa. Live weightb. Dead weightc. Load weightd. Operational weight
16. The depth to which the ground freezes is called thea. Dew pointb. Dew linec. Frost lined. Frost point
17. Uneven settling of a foundation can causea. Cracks in foundation wallsb. Sloping floorsc. Doors and windows that are hard to workd. All of the above
18. This is usually found around the perimeter of a footing for drain purposesa. Girderb. Studc. Plated. Tile
19. When laying out building lines a useful tool would be a. Batter boardsb. 3-4-5 trianglec. Transitd. All of the above
20. A batter board assembly consists of stakes and one or more horizontal members known as
a. Bracketb. Bracec. Ledger boardsd. Leveling strip
Framing (21-35)
21. The member that is attached directly to the top of the foundation wall is calleda. The top plateb. The sill platec. The joistd. The ribbon
22. One of the components of a floor system is aa. Joistb. Studc. Linteld. Rafter tie
23. The purpose of bridging is toa. Transfer load from one joist to anotherb. Give the joists a finished lookc. Allow a place to hang thingsd. Stop fire
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24. A beam of wood or steel used to support floor joists is called a a. Girderb. Studc. Trimmerd. Header
25. A _____ is usually placed over door and window openings to distribute the roof load.a. Plateb. Trimmerc. Silld. Header
26. Vertical framing members of walls are calleda. Studsb. Trimmersc. Headersd. Plates
27. This is the wall framing member that supports the header and is placed right next to the stud
a. Rafterb. Sillc. Plated. Trimmer
28. The outside walls of a structure are calleda. Exterior wallsb. Interior wallsc. Partition wallsd. All of the above
29. Two categories of walls are load bearing anda. Exterior b. Interiorc. Partitiond. All of the above
30. In addition to supporting weight and dividing space, walls may also containa. Pipes for plumbingb. Wires for electricityc. Ducts for heating and air conditioningd. All of the above
31. A type of wall construction is a. Masonryb. Framedc. Prefabricatedd. All of the above
32. Masonry walls are built with a. reinforced concreteb. concrete blockc. brickd. any of the above
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33. What is the most likely reason why a house in a region with heavy snowfall would have a steep roof?
a. More efficient use of spaceb. Lower costc. Less chance of roof damaged. Less loss of heat
34. The height of the roof is calleda. Girthb. Spanc. Rised. Dirl
35. The width of a roof is calleda. Girthb. Spanc. Dirld. None of the above
Finishing (36-45)
36. A consideration in selecting window and door size, type or style isa. Purposeb. Appearancec. Costd. All of the above
37. This type of insulation is poured, packed, or blown into areas of the house such as the attic
a. Rigidb. Loose fillc. Foamedd. Batts
38. Which of the following carry waste material from the point of use to the sewage system?a. Water distributionb. Duct workc. Heating systemd. Drainage system
39. In plumbing supply systems, copper tubing is usually fastened together bya. Using threaded fittingsb. Sweat solderingc. Forcing molten lead into pipe jointsd. Using solvent cement
40. In plumbing waste systems, plastic pipe is generally fastened together bya. Threaded fittingsb. Sweat solderingc. Solvent cementd. Forcing molten lead into the pipe joint
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41. Applying the joint compound to the sheetrock and sanding it is known asa. Skim coatingb. Plasteringc. Tapingd. Glazing
42. Typically for most 120v house systems the bare wire isa. Power inb. Power outc. Groundd. Neutral
43. The typical color designations for 120v residential wiring systems area. White/ white/ copperb. Black/ white/ redc. Black/ black/ copperd. Black/ white/ copper
44. The trim board that goes between the floor and the wall is known asa. Base moldingb. Casingc. Crown moldingd. Formica
45. The trim board that goes between the wall and the ceiling is known asa. Base moldingb. Casingc. Crown moldingd. Formica
Special considerations (46-50)
46. Solar systems that use solar collectors and additional electricity to power pumps or fans to distribute the suns energy are known as
a. Passive solar collectorsb. Active solar collectorsc. Space heatersd. Thermosyphons
47. Using a well placed window to keep a room warm is an example ofa. Passive solar collectorsb. Active solar collectorsc. Space heatersd. Thermosyphons
48. Steel is embedded in concrete in order toa. Strengthen the concreteb. Improve the appearance of the concretec. Provide holes for ventilationd. Increase to weight of the concrete
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49. Geothermal systems use heat from ______ to create energy.a. The atmosphereb. The sunc. The earthd. Windmills
50. R- value refers to a materials ability toa. Compressb. Water proofc. Insulated. Block wind
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Answer Key for 50 Question Residential Structures Exam
1. b 26. a2. a 27. d3. c 28. a4. d 29. c5. b 30. d6. a 31. d7. c 32. d8. d 33. c9. c 34. c10. b 35. b11. a 36. d12. d 37. b13. c 38. d14. a 39. b15. b 40. c16. c 41. c17. d 42. c18. d 43. d19. d 44. a20. c 45. c21. b 46. b22. a 47. a23. a 48. a24. a 49. c25. d 50. c
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Appendix D - Students with Disabilities
The Board of Regents, through part 100 Regulations of the Commissioner, the Action Plan, and The Compact for Learning, has made a strong commitment to integrating the education of students with disabilities into the total school program. According to Section 100.2(s) of the Regulations of the “Commissioner of Education, “Each student with a handicapping condition as such term is defined in Section 200.1(ii) of this Chapter, shall have access to the full range of programs and services set forth in this Part to the extent that such programs and services are appropriate to such student’s special educational needs”. Districts must have policies and procedures in place to make sure that students with disabilities have equal opportunities to access diploma credits, courses, and requirements.
The majority of students with disabilities have the intellectual potential to master the curricula content requirements of a high school diploma. Most students who require special education attend regular education classes in conjunction with specialized instruction and/or related services. The students must attain the same academic standards as their non-disabled peers to meet graduation requirements, and, therefore, must receive instruction in the same content area, at all grade levels. This will ensure that they have the same informational base necessary to pass statewide testing programs and meet diploma requirements.
Teachers certified in the subject area should become aware of the needs of students with disabilities who are participating in their classes. Instructional techniques and materials must be modified to the extent appropriate to provide students with disabilities the opportunity to meet diploma requirements. Information or assistance is available through special education teachers, administrators, the Committee on Special Education (CSE) or student’s Individualized Education Program (IEP).
Strategies for Modifying Instructional Techniques and Materials.
1. Students with disabilities may use alternative testing techniques. The needed testing modification must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.
2. Identify, define, and pre-teach key vocabulary. Many terms in this syllabus are specific, and some students with disabilities will need continuous reinforcement to learn them. It would be helpful to provide a list of these key words in the special education teacher in order to provide additional reinforcement in the special education setting.
3. Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignments, timelines for assignments, and access to daily notes.
4. When assigning long-term projects or reports, provide a timeline with benchmarks as indicators for completion of major sections. Students who have difficulty with organizational skills and time sequence ma need to see completion of sections to maintain the organization of a lengthy project or report.
Infusing Awareness of Persons with Disabilities Through Curriculum.
In keeping with the concept of integration, the following subgoal of the Action Plan was established.
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In all subject areas, revisions in the syllabi will include materials and activities related to generic subgoals, such as problem solving, reasoning skills, speaking, capacity to search for information, the use of libraries, and increasing student awareness of and information about the disabled.
The purpose of this subgoal is to ensure that appropriate activities and materials are available to increase student awareness of disabilities.
The curriculum, by design, includes information, activities, and materials regarding persons with disabilities. Teachers are encouraged to include other examples as may be appropriate to their classroom or the situation at hand.
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Appendix E - Student Leadership Skills
Development of leadership skills is an integral part of occupational education in New York state. The New York State Education Department states that “each education agency should provide to every student the opportunity to participate in student leadership development activities. All occupational education students should be provided the opportunity to participate in the educational activities of the student organization(s) which most directly relate(s) to their chosen educational program”.
Leadership skills should be incorporated in the New York state occupational education curricula to assist students to become better citizens with positive qualities and attitudes. Each individual should develop skills in communications, decision making/problem solving, human relations, management, and motivational techniques.
Leadership skill may be incorporated into the curricula as competencies (performance indicators) to be developed by every student or included within the suggested instructional strategies. Teachers providing instruction through occupational educational curricula should familiarize themselves with the competencies. Assistance may be requested from the State adviser of the occupational student organization related to the program area.
Students who elect to become active members in student leadership organizations chartered by NYSED have the advantage of the practical forum to practice leadership skills in an action-oriented format. They have the potential for recognition at the local, state, and national level.
More information in Technology Education can be found at the Technology Education Student Association web site at:
http://www.tsawww.org
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