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Introduction to Building Sciences: A Curriculum Supplement

STEM Education Program

©Total Learning Research Institute 2012, 2016 All Rights Reserved

Introduction to Building Sciences: A Curriculum Supplement Developed by the Total Learning Research Institute Sponsored by the National Institute of Building Science

Program Objectives This program is designed to: Introduce Students to the challenging environment of building

sciences

To provide an exciting team-based STEM design experience

creating a smart base on Mars

To provide information on building science and space science

careers


Introduction to Building Sciences: A Curriculum Supplement Introduction Today’s building sciences demand not only a high level of proficiency in design, engineering, and computer science, but offer a set of career paths that will be critical to our nation’s development in the future. Building sciences have the potential to revolutionize the way we plan, design, build, and operate our homes, offices, factories, stores, institutions, and other facilities using “smart” systems, environmentally efficient and friendly building materials and techniques, and sophisticated computer modeling, tracking, managing, and optimizing for all aspects of the field. The building sciences are competing for the talent needed for this fundamental and important part of our national economy and environment. The field will require new workers with strong STEM interest and qualifications. The building science disciplines are using sophisticated, modern tools to advance the built environment and deliver buildings that meet the needs of citizens today and into the future. Designers, contractors, fabricators and building operators are using 3-D modeling tools to develop Building Information Models or BIM. Current practitioners are also utilizing unmanned aerial vehicles or drones and renewable energy technologies to help achieve high-performing buildings. The BIM carries all the information about the structure including materials, internal building systems, dimensions, and necessary construction information. Since 80% of the cost of any building is incurred during its lifetime, only 20% of the total cost of a structure is its design and construction. So the “operation” of the building is critical to both keeping the building in good working order, and in saving costs for the building owner—whether that is a homeowner, a business owner, or a government agency. Sophisticated maintenance management software now governs all aspects of how a building can be kept running efficiently. All of these stages have different career paths.


This curricular supplement provides STEM teachers an opportunity to promote awareness of the building sciences—an introduction as to how buildings are planned, designed, engineered, constructed, and maintained. It helps build student awareness of the importance of something that is all around them, and can provide a challenging, fulfilling and meaningful career path. Just as many of today’s building projects are designed, constructed and operated through collaborative, team-based processes, this curriculum is designed to be accomplished in student teams in a process called TEAMING. Teachers should use the team formation exercise to create the student teams used throughout the program. Additional activities, information on TEAMING, and implementation suggestions can be obtained by contacting the Total Learning Research Institute at [email protected]. This curriculum is part of a larger initiative to inspire, engage, educate and employ students in building science careers led by the National Institute of Building Sciences, Total Learning Research Institute and the National Aeronautics and Space Administration. For more details and resources on this initiative see: http://www.nibs.org/MarsCity.

mailto:[email protected]


Program Learning Objectives:

The program curriculum is based on STEM learning objectives correlated with the nationally adopted Next Generation Science Standards. The curriculum contains rigorous content designed not only to introduce building sciences, but reinforce major themes and skills in science, technology and engineering. While the standards cited here are for High School, the activities have been successfully used at the Junior High School and Middle School level with only slight modification. Relevant standards codes are included with each objective:

Program participants will:

1. Understand the basics of a building’s systems – Electrical,

Mechanical, and Plumbing (water). (HS-ETS1-4) 2. Be able to identify these systems in their homes and school. (HS-

ETS1-4) 3. Understand the basic concept of sustainability. (HS-LS2) 4. Understand the basic differences between the Earth and Mars. (HS-

ESS1) 5. Understand the requirements of living in a closed environmental life

support system and how it simulates a miniature Earth ecosystem. (HS-LS2)

6. Be able to work with their team to design a Mars base. (HS-ETS2) 7. Be able to identify at least one career option in the building sciences

and one educational program that can provide the associated education and training.


Table 1: Curriculum Activities

Activity Task Time (Period)

Team Building Team Assignment 20 minutes

Team Name Team Name 20 minutes

Activity One 1.1 15 minutes 1.2 ½ period Homework 1.3 15 minutes 1.4 1 period Activity Two 2.1 ½ period 2.2 15 minutes Activity Three 3.1 ½ -1 period 3.2 1 period 3.3 1 period 3.4 1 period Homework 3.5 Variable

Career Center 4.1

Time to watch videos and conduct discussions


Teambuilding Activity

For this challenge, students will work in teams. A team is a group of people who coordinate their efforts to accomplish a specific objective. The team is constructed of members who must maximize the skills and abilities of all members to reach the goal in the best possible way. Have students select a team. The ideal number is six. Five is workable. Four is minimal.

Why should students work in a team?

Using teams to solve problems can be critical to success of scientific and engineering missions. Groups have broader backgrounds and more information to solve complex problems and outperform a single individual most of the time. Working in teams builds appreciation for others and will help prepare students for work in the future.

Picking a Team Name

Using the brainstorming process, team members list all the ideas for a team name that they can. Each team member should submit a name. (Use the Team Name Development worksheet.)

Data Reduction

To decide on the name, there are several data reduction techniques. One technique is to allow each team member three votes and then see which name(s) are most popular. The team members then need to vote to select one name for their team. This is called multi-voting. The process may not produce a clear choice. To help with this, teams can employ the concept of consensus decision-making. Team members must decide if they approve or can “live with” a decision. Consensus is not reached if members either vote no, or cannot “live with” a decision.

Process Observation

Each team will have one member acting in the dual role of team member and Process Observer. The observers will use the Process Observation Form. He or she should first read the form to see what kinds of information the Process Observer should be looking for. At the end of the activity, the Process Observer needs to make notes about how the team performed for each of the questions. The


observer will report to the team and the group at large. The Process Observation Form questions highlight things that will help or hurt team activity. The teams should use this process after each activity just to make sure they don’t have any problems that can affect how they work together. If problems do occur, they can be discussed or referred to a “coach” (the teacher or an outside adult) for ideas on how to solve them.


Introduction to Building Systems

System (n)

A group of devices or artificial objects or an organization forming a network especially for distributing something or serving a common purpose <a telephone system> <a heating system> <a highway system> <a computer system> (Merriam Webster)

Activity One: Introduction to Facilities and Systems (total 2 periods) Task 1.1: Introduction to the major building systems. (15 minutes) Using the definition of a system above, have teams brainstorm the following using Worksheet 1A:

You have just come home to a dark, cold house and need to make some Macaroni and Cheese for dinner. What are the first five things you do?

Brainstorm a list. Possible answers:

• Turn on a light • Turn up the heat • Fill a pan with water • Put the pan on the stove • Get out the box of Mac & Cheese • Etc.

Once the team has the list complete, identify the various systems in the house that are used to accomplish those tasks. Possible Answers:

• Turn on a light - Electrical System • Turn up the heat – Heating System (HVAC) (Gas System or Electric

System) • Fill a pan with water – Plumbing System • Put the pan on the stove – Gas or Electric System


Task 1.2: Exploring the major building systems. (1/2 period + work at home) Divide teams into sub-teams. Have each sub-team explore one of the systems. Working at home, have each sub-team member identify the system they are studying as it appears in their home. With their sub-team member, answer the questions on Worksheet 1B about their system. Then have them report on the system to the rest of the team. Task 1.3: The importance of maintenance. (15 minutes) Within sub-teams, brainstorm the tasks to operate and maintain (O&M) the sub-team’s system (e.g., change light bulbs, change filters, unclog drains, etc.). Are there any supplies, tools or equipment needed (e.g., ladder, screwdriver, filter, etc.)? Record answers on Worksheet 1C. Task 1.4: Systems on a big scale. (1 period) Request a tour of the school for the teams or class from the janitor or maintenance personnel. Identify the major systems in the school and list the tasks that are performed to keep those systems running. Be sure to ask about “preventive maintenance” (PM). Record preventive maintenance tasks on Worksheet 1D. Discuss how the larger building requires more O&M than an individual home or apartment. It will help to divide the work up with different team members or sub-teams recording different systems.


Activity Two: Introduction to Smart Buildings (total 1 period) Task 2.1: Buildings are getting smarter. (1/2 period) Whether strictly focused on opportunities to reduce operating costs through reduced energy use or developing sustainable buildings that respond to societal needs, modern design, construction, and maintenance uses “smart building” technologies and practices. Students should read and discuss the case study from the WBDG Whole Building Design Guide on a smart residential building constructed on the campus of Duke University. Can the team identify how different systems were improved to save maintenance costs, energy costs, or improve how the building is used? http://www.wbdg.org/references/cs_homedepot.php

Task 2.2: Increasing efficiency and sustainable buildings (15 minutes) Have teams discuss and document how they can make their own homes more efficient and sustainable.

http://www.wbdg.org/references/cs_homedepot.php


Activity 3: Mars Base Design Exercise (4 + periods) Suggested Materials: Poster board and modeling materials (foam, clay, paper, cardboard, toy construction set, etc.) “Why Explore Mars?” video (available at: http://www.nibs.org/MarsCity) Process and content Once the first MARS CITY has been designed and constructed, the crew can evaluate locations and designs for other Mars bases to support research and supply necessary materials. This activity serves as an introduction to team design through design of a Mars base. Important concepts to consider include: understanding living area and volume, how teams make decisions, and the major components of space life support systems. This activity can be extremely detailed, or general enough for younger students to understand major components and base geometry. The level of interest and capability of the student teams should define the level of involvement in the activity. Task 3.1 A brief history (1/2 – 1 period) Watch the video “Why Explore Mars?” Using information from http://www.nasa.gov, have the teams present a mini-briefing using exhibits on different short Apollo and shuttle missions. Have the teams brainstorm what missions could be better done from a permanent base, then ask them to select one of those missions to be the purpose for which they will design their base. Hand out the Introduction Worksheet

Activity 3.2 Introduction to base design (1 period)

Have the teams work with the first two Mars base design worksheets (Worksheets 3.2 and 3.2A). They should be able to explain to each other the important elements in the design of a Mars base. Although Mars bases will be far more cramped than a normal house or apartment, estimating how much living space they have in their


rooms at home gives the students an appreciation for how much space you have to provide on a Mars base for long missions. Activity 3.3 Finalizing the design (1 period) Have teams review the third design sheet (Handout 3.2A) and make sure their design is adequate to their selected Mars base mission. Have them list all of the functional areas (work and living spaces) and sketch a preliminary design. They should then add dimensions. Activity 3.4 Preparing their design briefing (1 period + homework) Teams should create their posters or models of their stations with complete information from the worksheets to be able to describe the purpose, type, design, parts, and power supply for their Mars bases. They should also prepare a presentation for the class where every member of the team gets to explain something about their Mars base. Each group will then give a Mars base design briefing. They should be about 5 to 10 minutes each and every team member should participate in some way. This lesson provides the introduction to living in space; Air, Water, Food, and Microgravity (discussion and demonstration).

Activity 3.5 The Design Briefings (Variable) Have the teams present 5 to 10 minute briefings exhibiting and describing their Mars bases. See Worksheet 3.5. They should include:

• Base shape • Base mission • Gravity • Total living space • Total workspace • Power source • Point out features of the station

Lead applause after every presentation. After the last presentation, ask how well they thought they did as a team. Remind them that astronauts must work well together if they are to survive in space.


Activity 4: The Career Center

Suggested Materials: Building Sciences Career Center (http://www.wbdg.org/BuildingSciencesCareerCenter) Activity 4.1 Introduction (1 period)

The Building Sciences Career Center is a resource for students, guidance personnel, and teachers to help students organize their course of study and career path for a building science career. The Center consists of a set of video interviews with professionals throughout the broad range of building science careers. Each interview asks important questions about the career field, why the student might choose it, and how the interviewee became interested in the field. It should be noted that, across the board, building science career professionals are an aging demographic. This means that many excellent career opportunities are available, and professional organizations are interested in helping young talent enter and grow in their professions. Have students use Worksheet CC-1 when watching the videos to capture information about careers that interest them.

Activity 4.2 Personal Career Planning Guide As a team, review Worksheet CC-2 carefully. Note the many opportunities for developing a personal resume, and the many learning opportunities that can be found to help someone decide on a career field.

Activity 4.3 Personal Career Plan Worksheet CC-2A allows the student to capture their information from the Planning Guide, and begin to create a map and a timeline for gathering information and planning their actual career paths. The Career Center contains links to a variety of professional organizations in the Building Sciences which have more information on careers in those fields, and can help connect students with education and professional contacts and resources.

http://www.wbdg.org/BuildingSciencesCareerCenter


Reproducible Handouts


Introduction to Building Sciences

TEAM NAME DEVELOPMENT

Student Name Team Name Idea Votes

Are any of the names similar? Could they be combined? How was the team name ultimately selected?

Multi-vote___

All agree____

Let one member do it____

_______________________________________________________

OFFICIAL TEAM NAME


TEAM NAME DEVELOPMENT PROCESS OBSERVATION FORM

Team Name

How well did the group work together?

Did everyone talk?

Did some talk more than others?

Was anyone bossy?

Did someone act like a leader?

Did the rest of the team follow?

Was there any arguing?

Did the team get finished?



Introduction to Building Systems Worksheet 1A

Team Name

Team Member

You have just come home to a dark, cold house and need to make some Macaroni and Cheese for dinner. What are the first five things you do? Brainstorm a list.

Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

Identify the various systems in your house that you used to accomplish those tasks. System 1

System 2

System 3

System 4

Using research information, study each System to determine the “System” components each activity uses.

How many systems did you use?



Exploring Building Systems Worksheet 1B Team Name Team Member Building System

System Components

System Diagram



Operations and Maintenance Worksheet 1C Team Name Team Member Building System

Operations and Maintenance (O&M) Tasks

Supplies, Tools and Equipment



Preventative Maintenance Worksheet 1D Team Name Team Member Building System

Preventative Maintenance (PM) Tasks

Supplies, Tools and Equipment



MARS BASE DESIGN

Introduction Team objectives:

• You will learn the parts of a spacecraft/Mars base and what systems are needed to let people live in space.

• You will design and build a Mars base exterior structure.

Steps:

1. Watch the video: “Why Explore Mars?”

2. List the parts a Mars base must have (Review Worksheet 3.2)

3. Estimate the size of living areas in your home and record them on the sheet.

4. Build your base from the toy construction sets or other materials, or create a design poster.

5. Each group will give a 5-minute talk on its station. Use the design sheet to

describe what you did, and be sure that everyone in the group participates during the talk.


MARS BASE DESIGN Worksheet 3.2 Team Name Team Member MARS BASE PARTS: Living Area: (Module)

1. Estimate the size of the living areas in your home by estimating the length and width of each room and multiply them together to get the area of the room.

2. Add up the areas of all the rooms to get the total living area of your home. 3. Add up all the areas of all the homes of the team members, and divide that by

the number in your group to get the average area needed to live on Earth.

Work Areas

• Laboratories • Repair Shop

• Experiment Control • Master Control

• Storage Station Electrical Power

• Solar panels • Nuclear power

• Radiators • Fuel storage

Length & Width Area Sleep area (bedrooms) Galley (kitchen) Eating area (dining room)

Recreation area (den or family room)

Living area (living room) Waste area (bathrooms) Total Living Area


MARS BASE DESIGN

Worksheet 3.2A Team Name

MARS BASE DESIGN CONSIDERATIONS: Crew: How many crew members will live on the base? _____________ Gravity: Mars has only 40% of the Earth’s gravity. What kinds of adjustments might you need to make to help people move around or stay in one place? Shape: What shape or layout of different modules makes sense? Area Living Space at 25-sq. ft. per person ___________sq. ft. Work Space at 30 sq. ft per person ___________sq. ft. Base purpose: Select one and make sure you have room for the equipment you will need.

Astronomy observatory Mars environmental study lab Cosmic Radiation Study Plant growing technology

Geology of Mars Human adaptation to the Mars environment


TEAM PRESENTATION ON YOUR MARS BASE Worksheet 3.5

PRESENTATION CONTENT: Your presentation should include information about the following: Base Design

Base Mission

Total living space

Total workspace

Power source

Point out features of the base



BUILDING SCIENCES CAREER CENTER

Team Name Team Member Career Center Worksheet CC-1 CAREERS IN SCIENCE AND ENGINEERING Watch the Career Questions videos available on the Building Sciences Career Center at http://www.wbdg.org/BuildingSciencesCareerCenter, and consider how these questions relate to your career planning as you answer the questions below.

1. How did you get interested in what you do? What influences led the scientists to study science? How were their influences similar and different? List one influence in your life that will impact your career choice.

2. How can I get involved with Building Science? List some things you might do to get involved with local building resources.

3. How would I prepare for a job like yours? What are some educational requirements and key points to consider when thinking about a STEM (Science, Technology, Engineering, and Math) career?

4. What do you do on a typical work day? List some things that all of the scientists said were a part of their typical work day. What was unique about their day at work, and how does it compare to the work you do in school?

5. What is most rewarding about your job? What do the scientists find most rewarding about their jobs? Are these the types of things that you would expect to be rewarding experiences at work? Why or why not?

6. What are the careers of other people you work with? As part of these activities, you learned about working in teams. Describe how working in teams is an essential part of a successful project.

Careers of Interest




Team Name Team Member Career Center Worksheet CC-2 PERSONAL CAREER PLANNING GUIDE The U.S. Labor Department’s statistics show that most individuals will make five or six major work decisions in their lives. An individual may have been a doctor but later in his/her career might decide to raise horses or become an astronaut or a teacher. Or a job might be replaced with a new job that has not been created yet. You may have the dream of working for NASA, but your journey to complete this dream may take many different paths before reaching that goal. Robert Goddard, the father of the liquid fueled rocket, said in his high school commencement address, “The dreams of yesterday become the hopes of today and the realities of tomorrow.” In other words it is never too late to achieve your dream.

This Personal Career Planning Guide has two parts:

Part 1. Develop a Personal Career Plan. In Part 1 you will gather information about key areas in personal career planning. Then, reflecting on that information, you will complete the Personal Career Plan exercise.

Part 2. Team Career Summary. In Part 2 you will compare and contrast your Personal Career Plan with other team members’ plans. Then, as a team, you will complete the Team Career Summary exercise.


PART 1: DEVELOP A PERSONAL CAREER PLAN

There are five key areas that you should think about as you begin to plan for your future career.

A. Developing my personal goal. Who am I?

As you begin your personal career planning, realize that discovering yourself is a journey; it is not a destination. Key to your journey will be the career you select. There is no perfect method to selecting a career. The first and perhaps most important step is to identify your likes and dislikes. The following four questions will help you begin this process. Reflect on these questions, and later you will be asked to write a summary statement for your career choice.

1. What high school subjects interest me? 2. What kinds of things do I like to do? (in my free time, hobbies, etc.) 3. How do I like to work? (alone, in groups, with my hands, on computers, etc.) 4. What jobs might let me do the kind of work I want to do?

B. What are some job possibilities for the work I want to do?

To help answer this question, visit the Career Information for Students section on the Bureau of Labor Statistics web site (http://www.bls.gov/audience/students.htm). Start your search here for a wealth of career related information. Search a job that interests you, and note the topics:

• What is this job like? • How many jobs are there? • How do you get ready?

• What about the future? • How much does this job pay? • Are there other jobs like this?

Next go to the Occupational Outlook Handbook section, on the Bureau of Labor Statistics web site (http://www.bls.gov/ooh/) to find information about a career that interests you. After reviewing the Occupational Outlook Handbook, do you have additional insights related to your future career choice? For example, what is the projected employment change for the career you selected?

http://www.bls.gov/ooh/


C. Required Preparation

It is often much easier to know what you want to do as a career than doing all of the preparation to get there. Below is a list of things you might consider in preparing for that future career.

• High school courses. For the job I want to do, what classes should I be taking in high school to prepare me for my future career choice?

• Mentors. A mentor is someone older and more experienced who can provide you advice and guidance as you think about a future career path.

• Shadowing. Can I follow and observe someone at work to help me decide if their job is what I want to do?

• Volunteering. What kinds of things can I volunteer for that will help me decide what I want to do?

• Organizations and Clubs. What organizations or clubs can I join to help further my career goals? An example might be joining an astronomy club if you are interested in astronomy or space physics. Consider an environmental club if you are interested in green and sustainable buildings.

• Internships. Many businesses and government agencies offer internships where you can gain work experience. Internships are often paid positions. Usually, internships are competed for and require specific backgrounds. For information about internships at NASA, visit the One Stop Shopping Initiative web site (http://intern.nasa.gov/).

• Apprenticeships. Apprenticeships offer another opportunity to gain job experience.

• Education beyond high school. To obtain my dream job do I need to go to college or a technical school? How will I select a college or technical school?

• College Majors. What major would be of greatest help to reaching my goal?

D. Networking

At this point in your life, the goal of networking should be to see how other individuals, organizations, etc. can help you to attain your career goals. Take some time to identify what you are looking for in your network. How can the groups below assist you?

a. School Support. Teachers, guidance counselors, other students, etc. b. Community Support. Boy Scouts, Girl Scouts, churches/synagogues,

volunteer organizations, etc.


c. Family Support. Relatives, friends, networks, etc.

E. Timeline

A timeline is important to your career planning. Establish a timeline from the point that you are in high school to your first year of college. Break each year into quarters, and highlight by quarter the career objective(s) to be accomplished by the end of that quarter.

Complete the Personal Career Plan exercise following. Provide your personal information in each of the five key areas. As a team, share all team members’ Personal Career Plans.




Team Name Team Member Career Center Worksheet CC-2A PERSONAL CAREER PLAN Provide your personal information in each of the five key areas. As a team, share all team members’ Personal Career Plans. A. Developing my personal goal. Who am I?

B. What are some job possibilities for the work I want to do?


C. Required preparation

D. Networking

E. Timeline

National Institute ofBUILDING SCIENCESSTEM Education Program1090 Vermont Avenue, NW, Suite 700Washington, D.C. 20005-4950202-289-7800www.nibs.org

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