Download - CFC Day 27

LEARN – DAY 27Construction Foundation Course

Week Six: Day 27 (Tuesday)Content for the day

• Blueprints

• Construction Math

• Tools and Equipment

Week Six: Day 27 (Tuesday)Materials for the day

• Homework: The Safety Game

• About 150 used poker chips—any color and size

• Resource 5.1 – Minute Measure PPT

• Resource 6.5 - Calculating Concrete Project Worksheet (2 per student)

• Resource 6.6 - Calculating Concrete Activity Answer Sheet

• Resource 5.26 – Name That PPT

Week Six: Day 27 (Tuesday)First and Second Hours (7:30 – 9:30) - 1

• Check-in: Shake hands. Remind students: binders, seating. Start class.

• Review the day: Review the day’s activities from the list on the board or chart paper.

• Binder check: This can be done at any time during the day.


5 min. Have students take out the Plaza Cabin Blueprints. In Work Teams, using Drawing A (Front and Rear Elevations), have students identify parts of the house (front door, front, side and rear windows) that can be cross referenced to Drawing C, the floor plan. Call on one pair-share to point out the parts that are cross-referenced. Ask them why the window in the loft is not shown in Drawing C. Ask for a second opinion.

Blueprints


This is a relatively simple roof compared to some styles. Have students turn to p. 466 while you read aloud Roof Styles on pp. 467-468, leaving out Dutch Hip as it is fairly rare. Have students make out vocabulary cards for

• Gable roof• Gable roof with dormer• Hip roof• Low-slope roof• Shed roof• Gambrel roof• Mansard roof


Which type of roof did the architect choose for the Plaza cabin?

Have Work Teams read Roof Framing Basics on p. 468, just up to Calculating Roof Slope and make out vocabulary cards for

• Ridge board• Common rafters• Hip rafters• Valley rafters• Jack rafters


10 min. Look again at the elevation drawings. Point out the notations on either side of the roof that are 2 numbers written next to a 90 degree angle. Explain that these are indicators of the rise and run of the roof, critical data to have to figure roof slope. Have students look again at the roof styles on p. 466. Ask pair-shares to find what appears to be the greatest and least slope in the roof styles. Call on one. Get a second opinion.


Read aloud the section on Calculating slope on p. 470, moving slowly with frequent references to figure 17-6 and giving students time to make out vocabulary cards for

• Span• Total run• Unit run• Total rise• Unit rise• Slope


10 min. Turn to p. 475. Walk students through theoretical and actual rafter length. Note that there are 4 ways to figure the theoretical length. We use the Pythagorean Theorem here because it will always work, even if you don’t have a construction calculator or a framing square. You do need a calculator, though, unless you love doing square root in your head!

Walk students through the example on p. 476. Have them put these steps on their vocabulary card for Pythagorean theorem.


10 min. Give Work Teams 5 minutes to draw the figure and calculate the theoretical rafter length for the following:

• 3 in 12 slope• 8/12 slope• 10 in 12 slope• 12/12 slope• 16 in 12 slope


Call on one Team to take 1 minute to show their drawing on the board and explain how they made their calculations. Ask for a second opinion. Continue through the 5 problems. Ask the group: Which roof slope is greatest? Why might you want a steeper roof?


5 min. Have each Work Team play a quick round of “Shout Out.” Work Team members each choose 5 flashcards on the same topic or different topics. Each member takes turns acting as the “drawer,” holding up each of the cards in his/her pile for no more than 4 seconds. Other team members shout out the answer, and the drawer quickly slides/hands a poker chip to the first work team member to shout out the correct answer. Work Teams can keep records on who earns the most chips over time. This is a study game, not a competition between Work Teams.


5 min. Do Minute Measure, slide 7. Tell students that, starting tomorrow, Minute Measure slides will have 2 standard tape rulers and 1 metric ruler, so they might want to review their notes on reading the metric ruler.

Stretch Break: Everyone stands. You ask Work Team 4 to present their second rap. They perform. Everyone claps and sits down.


10 min. Ask students to describe what was discussed in the previous lesson. Have students add to their notes from the previous day as you summarize on the board.

Construction Math


Concept Learned DescriptionVolume of a rectangular solid Formula:

length x width x height

Volume is measured in cubic units Concrete specifically: Cubic yards = 27 cubic feet (ft3)

How to calculate the amount of concrete needed

Calculation: Volume in ft3 x 1 yd3 27 ft3

Estimating We should round our answer to the nearest whole number because concrete usually is ordered in cubic yards and we do not want to be short on materials.


Reteach areas of difficulty based on review of yesterday’s project cards.

10 min. Assign pair-shares problems 1-4 in Resource 6.5 - Calculating Concrete Practice Worksheet Call on pair-shares for answers and to confirm correctness. (Answers found in Instructor Resource 6.6) .


15 min. Have students read The Excavation on pgs. 247-249 and create vocabulary cards for:

• Bearing capacity• Porosity• Overdig

Have students prepare a written five-sentence summary of the reading. Ask them to include in their summary the basis for determining excavation costs. .


Remind students that after the location and alignment of a building is determined, a rectangle showing the outer dimension of a structure is staked out and the corners are squared up. The building site must now be prepared. Earth must be moved and removed for various reasons such as footers around the slab and drainage.

Ask two or three students to read their summaries. Emphasize that heavy equipment such as backhoes are used to move the earth and excavation costs are based on the total cubic yards of earth to be removed..


15 min. Walk students through the excavation volume problem at the top of p. 250. Have students work in pairs to solve the problem that follows using both the formula method and the table method and substituting the following dimensions:

The excavation needed for this house is:

• 6’ Deep• 28’ Wide• 40’ Long

[Formula Solution: 6,720 ft3 x 1 yd3/ 27 ft3 = 248.9 yd3 rounded 249 yd3 to be excavated] [Table Solution: 28’ x 40’ = 1,120 “Depth Per Sq. Ft. on Table for 6’ = .222 x 1,120 = 248.6 Rounded up = 249 cu. yds.]

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Call on pair-shares for answers and to confirm correctness.

10 min. Work team members play “Shout Out” with vocabulary cards created during Construction Math

Snack Break (9:30-9:40).

Week Six: Day 27 (Tuesday)Third and Fourth Hours (9:40 – 11:30) - 1

25 min. Table saw demonstration. Follow directions for Day 23 above.

25 min. Hand saw demonstration. Same as above..

Tools and Equipment – Demonstrations


50 min. Students continue at work stations, moving on when they’ve reached at least a basic proficiency level. Students always complete their vocabulary cards for each new station before beginning work on proficiencies. Continue to balance the groups at the work stations so none are too crowded. Monitor carefully; initial proficiencies on your file copy and the student’s copy of the rubric as students demonstrate competency.

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Tools and Equipment – Hands-on exposure


Monitor student proficiency completion, so that you set up project stations as needed.

10 min. Play “Name That…” (Use Resource 5.26.)

Reflection

Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Six: Day 27 (Tuesday)AFTER HOURS

• Homework: The Safety Game

• Open Computer Lab

END If you continue to click forward, you will see links to presentations of similar content available through

slideshare.com

Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL

Download - CFC Day 27

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