CFC Day 23

LEARN – DAY 23Construction Foundation Course

Week Five: Day 23 (Wednesday)Content for the day

• Hour 1: Blueprints

• Hour 2: Construction Math

• Hour 3: Tools and Equipment

• Hour 4: Tools and Equipment

Week Five: Day 23 (Wednesday)Materials for the day

• Resource 5.19 - Ratios and Proportions Creating a Glaze – Part 1 & Part II

• Resource 5.20 - Ratios and Proportions Creating a Glaze – Model Worksheet

• Resource 5.21 - Student Worksheets Part I and Part II (3 sets for each student)

• Resource 5.22 - Length of Wall Handout

• Resource 5.23 - Plumbing Fixture Cost Estimate

• Resource 5.24 - Artist’s Studio Handout

• Resource 5.25 – Tools of the Trade

• Resource 5.25A – Tools of the Trade Project Drawing

• Resource 5.25B – Tools of the Trade – Instructions for CTT Students

• Resource 5.26 – Name That PPT

• Resource 5.33 - Fasteners

Week Five: Day 23 (Wednesday)Materials for the day (cont.)

• Jar of mixed screws and nails, one for each pair-share. Each jar includes one of each of the following

- 6d nail

- 3d nail

- brad

- drywall nail

- finishing nail

- tack

- lag screw

- sheet metal screw

- flathead wood screw 5

- flathead wood screw 9

- carriage bolt

- stove bolt

• Empty egg carton with each cup labeled with one of the items above, one for each pair-share.

Week Five: Day 23 (Wednesday)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. Minute Measure, PPT slide #3

10 min. Pass out Resource 5.22 - Length of Wall Handout, one to each pair-share. Point out that this is a partial floor plan blueprint showing one wall of a house, and it is NTS. Note the following:

• There is a measurement for width (25’-0”) but not a measurement for length.

• We know the area is 562 sq. ft.

• We know that the formula for Area is A = L x W

• How can we figure out the length of the wall?

• If the length of the wall where the outside door is located is 4.48’, what is the perimeter of the house in feet?

Blueprints


Give Work Teams 4 minutes to 1) figure out the steps involved in this multi-step problem and 2) make the calculations. Call on one Team to explain their thinking, the steps, and their answer. Get a second opinion. Get a third opinion. Clarify any misunderstandings. Note that this is truly NTS! Congratulate students on reading their first blueprint!


• 10 min. That was fun, so let’s look at another simplified blue print. Turn to page 907 in the text. Note that this floor plan is NTS. Explain that blueprints use a combination of numbers, words, and symbols to show a layout. Point out some of the symbols for plumbing fixtures. Tell students that downstairs in the basement there is a third bathroom with a shower, toilet and sink, and the following plumbing fixtures

• Sump pump

• Water heater

• Water softener

• Water pump

• Each of these uses a circle as a symbol with the words written by the side connected to the circle by a line with an arrow.


Pass out the Resource 5.23 - Plumbing Fixture Cost Estimate. Ask Work Teams to consider the simplified blueprints on the handout and take 4 minutes to work out the total cost of the plumbing fixtures. Call on one team to explain their thinking, the steps, and their answer. Get a second opinion.

10 min. Distribute Resource 5.24 - Artist’s Studio Handout. Explain that you need to figure out the amount of baseboard needed for this artist’s studio, main room only (not including the bathroom). Have students make vocabulary cards for

• Baseboard

• Linear foot


Review the data, asking students to think about the steps they will have to go through:

• The door widths are the standard 30” (Ask students if we need to figure baseboards for the door openings.)

• The lumberyard has a sale on baseboard this week—15% off.

• The regular price of baseboard is $1.19 per LF

• There is a 6.25% tax on the final total price in your town.

Give the Work Teams 4 minutes to solve the multi-step problem. Then call on one Team to explain their thinking, the steps, and their answer. Get a second opinion.


5 min. Give Work Teams 5 minutes to read (not skim) Making an Architectural Drawing, pp. 45-48 of the text and take notes to answer this question:

• What are the 4 elements of an architectural drawing?

Check notes for accuracy.

20 min. Guide students through creating vocabulary cards from pp. 46-47, for

* Centerline * Extension line * Pull switch

* Dimension line * Hidden line * Duplex outlet

* Leader line * Outline/visible line * Range outlet

* Break line * Outlet* Special purpose outlet

* Single pole switch * Three-way switch * Power panel

* Outside door* Inside door


* Swinging door * Block (brick, concrete, cinder)

* Sliding door * Cinder block

* Double-hung window * Concrete

* Horizontal sliding window * Cut stone

* Casement window * Earth

* Tub * Stone

* Toilet * Sand

* Brick * Face grain wood

* End grain wood

Stretch Break: Everyone stands. You ask Work Team 1 to present their first rap (their choice). They perform. Everyone claps and sits down.


5 min. Remind students that yesterday they began their study of scale as it applies to blueprints. Ask a student to read their definition of scale from their notes or from their vocabulary card. [Scale is the ratio between the size of the object as it is represented and the actual size of the object.] Today we’re going to be working with ratios and also proportions as they relate to mixing construction materials such as paints, stains, and glazes. You need to be able to determine the correct amount of each ingredient when mixing these materials, just as you need to be able to determine the correct scale or ratio between the dimensions on the blueprint and the actual size of the object you are constructing. The proper mixing of ingredients is critical to the conservation of materials used for the project and also minimizes the amount of toxins released into the air.

Construction Math


10 min. Remind students to take notes as you use Resource 5.19 - Ratios and Proportions Creating a Glaze – Part 1to explain ratios. Remind students to create vocabulary cards for the terms Ratio and Proportion as you use and define them during Part I and Part II of the lesson. Work through the given examples with students, calling on students with questions, using wait time and confirming the correctness of the answer with other students.


5 min. Pass out three sets of Student Worksheets Part I and Part II. Students use one set of the worksheets to take notes as you use Resource 5.19 - Ratios and Proportions Creating a Glaze – Part 1 to model a problem for students and instruct them on how to use the worksheets to organize the problems.

Information: Write the ratio of ingredients here and the necessary information given to you in the problem.

Paint: 2 partsGlaze liquid: 5 parts I have 40 fl. oz. of glaze liquid. How much paint do I need?


10 min. Have students work in pair shares on two project cards completing the steps on the Student Worksheet Part I for each problem. Observe student work offering feedback when appropriate.

Project #1: A glaze is comprised of 3 parts paint, 2 parts thinner, and 5 parts glaze liquid. If you have 30 ounces of paint, how many ounces of thinner are needed?

Project #2: You have 100 ounces of glaze liquid. The glaze is comprised of 2 parts paint and 4 parts glaze liquid. How many ounces of paint are needed?

Project #3: A glaze recipe is given by the following ratio of parts. If you have 24 ounces of paint, how much glaze liquid are needed? Glaze recipe:

paint: 3 parts - glaze liquid: 5 parts

Project #4: A glaze is comprised of 1 part paint, 2 parts thinner, and 3 parts glaze liquid. You have 9 ounces of glaze liquid. How much paint and thinner are needed?

P1: Solution: 20 ounces



P4: Solution: 3 ounces of paint and 6 ounces of thinner


15 min. Remind students take notes as you use Resource 5.19 - Ratios and Proportions Creating a Glaze – Part 2 to teach students about proportion and how to solve a proportion for a missing part. Work through the given examples with students, calling on students with questions, using wait time and confirming the correctness of the answer with other students.

5 min. Remind students to use Student Worksheets Part II to take notes as you use Resource 5.19 - Ratios and Proportions Creating a Glaze – Part 2: Proportions to model a problem for students.


Information: Write the ratio of ingredients here and the necessary information given to you in the problem.

Paint: 3 partsGlaze liquid: 7 parts Total amount of parts: 10 I need 80 fl. oz. of glaze. How much paint and glaze liquid do I need?


10 min. Have students work in pair-shares to solve the following problem using information from their Student Worksheet Part II.

A glaze recipe calls for 3 parts paint and 5 parts glaze liquid. You need 50 ounces of the combined glaze mixture. How many ounces of paint and glaze liquid are needed?

Call on pair-shares for the answer. Wait and check with a second pair-share.

Snack Break (9:30-9:40)

Week Five: Day 23 (Wednesday)Third and Fourth Hours (9:40 – 11:30) - 1

35 min: Pass out Resource 5.35 Fasteners. Explain that this handout is dense with information and that you are going to review the information while students take notes or create vocabulary cards. Let them have 2 minutes to review the handout as pair-shares to help them make the decision on which learning method will be best for them. Move through the material at a pace students can keep up with and check periodically to ensure that entries are accurate.

Tools and Equipment: Fasteners


15 min: Pass out the jars of mixed screws and nails and the marked egg cartons. Have pair-shares time each other on how long it takes for each to sort the items correctly. Continue to practice. Compare times and declare a class champion.

Stretch Break: Everyone stands. You ask Work Team 2 to present their first rap (their choice). They perform. Everyone claps and sits down.


The purposes of the Tools and Equipment section of the Foundation Course are to

• help students master the identification, care, and use of common tools and equipment,

• allow students to practice very basic uses of selected hand tools/equipment, and

• prepare students to use selected hand tools in basic ways to complete at least one small project.

To accomplish these goals, students have a checklist of skills they must demonstrate and a project to complete. See Resource 5.25 – Tools of the Trade.

Tools and Equipment – Hands-on exposure


Who:

To ensure safety and provide direct instruction in these very basic skills, the Foundation Course instructor needs to be joined by a group of advanced construction students. The Foundation Course instructor will need to learn the tool skills at the "project-ready" level, be able to construct the project at the basic level, and be very knowledgeable about safety issues. Centers should provide professional development, as well as on-the-job training for Foundation Course instructors to help them reach these levels of expertise..


The advanced construction students also need training by a CTT and/or Foundation Course instructor prior to beginning their assignment. Training should include how to:

1) be supportive of beginner learning,

2) reinforce safety and intervene in unsafe behaviors,

3) teach basic skills by demonstrating,

4) model apprentice-type tasks like cleaning up,

5) model apprentice attitudes and approaches, e.g., eager learning, being on time, working safely, etc.


The number of advanced construction students needed may be adjusted to fit your space, the number of tools you have, and the number of students available. Each advanced construction student can cover 2 hand tool stations; the project area will require another group of advanced students, 0 at first and more as Foundation Course students finish their basic "project-ready" certification and move into the project area. Advanced students will also need to make the cuts on the picture frame molding. Foundation Course students who complete Tools and Equipment early can also help man stations.


If you have all hand tool stations operating at the same time, you'll need at least 6 advanced students. If you operate half of the tool stations each day--say 6 stations--you'll need 3 advanced students for the stations plus whatever you need for the project area.

Two other roles for advanced CT students—preparing materials and serving as demonstrators—are discussed later in this section.


The Foundation Course instructor is always in the shop with the students and is responsible for

1) re-directing students when a station becomes too crowded;

2) moving from station to station overseeing and modeling for advanced construction students, especially those who are

struggling with the concept of teaching skills;

3) helping individual Foundation Course students who are having particular difficulty;

4) monitoring the time and making periodic announcements of minutes left;

5) always enforcing safety; and

6) carefully evaluating and approving student proficiency levels or sending students back for additional practice.


The CTT instructor may also be in the classroom during the whole period, at set times during the period, or at one set time during the period. The Foundation Course instructor will need to adjust his/her role to the greater or lesser participation of the CTT instructor.

Where:

The Center will need to provide time in a shop preferably or in another work area in which students can carry out the Tools and Equipment activities without damage to the tools, the room, or themselves! The hours in the Foundation Course may be flexed to fit the availability of a shop area. For example, if the shop is available during the time the schedule calls for other activities, the two items can be switched. More dramatic schedule adjustments may be required on some centers.


The facility itself needs to be arranged with "learning stations" for the tools on the mastery list, as well as a project area. There is no pattern or set location for the learning stations, but it is suggested that 2 tools be assigned to each learning station, e.g., hammers and screwdrivers. You might combine 2 similar tools or one tool that requires a lot of room with one that doesn't, or 1 tool that is relatively more dangerous than the other, or any other pattern that best meets your circumstances.


What: Tool/equipment basic proficiency:

Because every cadre of students will have a wide range of construction experience, the rate at which students complete tool proficiency and projects will vary greatly. To give beginners a sense that they're making progress, there are 2 "readiness" levels for each tool on the rubric: Exposure and Basic. The third level, project-ready, indicates that the student has sufficient skills and knowledge to undertake a project which involves that tool. Not that all projects require project-ready status for multiple tools. Before a student starts a project, s/he must be certified as Project Ready for all required tools.


In action, the Tools and Equipment period looks like this. When students enter the shop, they have a number of learning stations they can go to. There is no set order for completing tool proficiency, so students can choose any station that is not crowded. This is called a scatter system and puts the student more in charge of his learning, in that he makes daily choices about how to allocate the time.

Some stations are much easier to complete than others. As the numbers of students accessing a station diminishes, that station can lower the number of hours it's open. The Foundation Course instructor must monitor the flow and post the station open hours at the beginning of each session. When only a few students have yet to finish a given station, counsel them to concentrate on that tool to reach proficiency so you can close the station


You will have students who finish all proficiencies and projects with hours to spare. Ask them to become journey students for their class, helping other students complete proficiencies and projects. They can work as helpers to the advanced students, organizing and caring for tools and materials, cleaning the work area, or doing any other supportive tasks. Don't allow them to disengage from the group unless it is to study with classmates who have also completed the Tools and Equipment tasks. If these students stray off task, you can remove this privilege.


Tool/equipment demonstrations: In addition to student tool practice, assessment, and project-completion, you will also have a series of demonstrations during the Tools and Equipment period. Due to safety concerns, Foundation Course students will not be handling sharp hand tools or power tools. The following tools will be the subjects of demonstrations by advanced CT students:

• Power drill

• Circular saw

• Reciprocating saw

• Chop saw

• Table saw

• Hand saw

• Utility knife AND chisels

• Staplers—hand and power


Demonstrations will take 25 minutes each and will cover the following topics:

• Identification of the most common types of tool in the category,

• Identification of the parts of the tool,

• Identification of the uses of the tool,

• Demonstration of the uses,

• Identification of the care of the tool,

• Demonstration of safety hazards and safety preparation/awareness.


This will require extra time initially, but you will be ensuring that students get the correct information in a way they can understand—and you’ll also be giving the advanced students critical new skills. When your own graduates are the advanced CT demonstrators, you will only need to give them the outline and timeline, as you will have trained them in the teaching techniques.

During demonstrations, Foundation Course students will annotate their vocabulary cards, putting the names of the parts of the tool on the picture and using the information on care, use, and safety to fill in the back.


Materials:

You will need several of each of the 11 tools on the rubric included in Resource 5.25 - Tools of the Trade and one of each of the tools listed above for demonstration. Each tool must be tagged with the category on the rubric (e.g., plier-like tools), the correct name, a brief statement of care requirements, and the most basic uses. For tools that have directly-related materials, label the materials with name and type, e.g. a box of nails at the hammer station is labeled 10d galvanized.


• Wood: Donated wood scraps will be fine for most tool proficiency practice and demonstrations. Projects are described in Resource 5.25 - Tools of the Trade and will require 2 x 4, 1 x 2, and other materials that may be new or used (all nails pulled).

• Mortar and hardware: Project 1, the stepping stone, should be completed by all students. It requires wood scraps, mortar, and reinforcement hardwire.

• Computer and projector: You will play "Name That..." just about every day during the Tools and Equipment period. [See Appendix A for explanation of how to play Name That…. And use Resource 5.26 - Name That Powerpoint to play the game.] The timing of the game is up to you.


As for location, you have 2 options:

1) You can play the game in the classroom before or after the shop period, escorting students between; or

2) You can play the game in the shop. The first option is the easiest, but you lose class time walking between the

classroom and the shop--as opposed to letting students do this during the break. The second option requires daily

transport of computer and projector (or location of an extra set of these items in a locked shop cabinet) but gives

students more time to work on Tools and Equipment tasks.


Materials Preparation:

For student projects, those materials that require use of power or sharp hand tools need to be prepared in advance by advanced CT students. The instructions for preparing the materials are in Chapter 8 Resource 5.25A.

Exit Exam:

The Tools and Equipment performance counts for up to 10 points on the Exit Exam. These points are earned as follows:

• Scoring Basic or Project Ready on a tool category = .75 points

• Scoring Project Ready on all tool categories = 1 point

• Completing a project with acceptable quality = 1 point


How to Implement:

10:30-11:30

Tools and Equipment

5 min. Have students meet in the shop or area set aside for the Tools and Equipment activity. Explain that students will be meeting in this facility during the times indicated, noting any changes in time required for shop access. Provide a brief tour, emphasizing safety requirements in the shop.

25 min. Pass out 2 copies of the Tools of the Trade Rubric found in Resource 5.25 to each student. Have them write their name on the top of both sheets and return one to you. Explain that you'll be reviewing the Tools/Equipment process today, but it's all about skill building and demonstrating proficiency that will be recorded on the rubric over the next several weeks.


Ask students to take notes as you review the 7 elements of the Tools/Equipment unit.

1. The Tool Proficiency Rubric

a. Proficiency levels. Explain proficiency-level meanings for Exposure (just beginning from scratch), Basic (able to do simple tasks), and Project-Ready (able to function at the s imple project level).

b. Tools. Explain that the 11 tools listed are really groups of tools. That's clear in an item such as "plier-like tools," but is also true of the category, "hammer." They may choose to demonstrate different skills with different tools within the category. Choosing the right tool is part of the learning process.

c. Projects. Explain the 2 projects.


2. Tool/equipment demonstrations. Explain that advanced CT students will be demonstrating the use, care, and safety measures related to power tools and potentially dangerous hand tools that Foundation Course students will NOT be handling until they enter CT. During those demonstrations, students will be required to take notes and treat the student demonstrators as if they were Journeymen providing instruction for apprentices.


3. Expectations. Explain that there are three types of expectations:

• First students are expected to complete tool mastery of all 11 categories at least to the Basic level. Everyone should strive for "Project Ready.”

• Second, students are expected to complete at least one project.

• Third, students are expected to use all appropriate safety precautions at all times.


4. Accountability: Explain how their performance relates to the 10 points on the Exit Exam.

5. Structure. Explain

• the stations

• the scatter system

• the role of the advanced construction students

• the role of the CTT instructor

• your role

• their role

They must be eager learners like apprentices.

Use the acronym ACTS: Ask questions, Clean up, be on Time, Safety first.


6. Time Management. Tools and Equipment is an exercise in time management. No one will tell them what to do when (though you may nudge a bit if they get totally off task). Ask them to think about the fact that they'll have 60-90 minutes every day to manage in order to complete their list of tasks. Ask Work Teams to take 3 minutes to discuss ways in which they can best manage their time in 3 ways: planning, keeping on task, and assessing your time management at the end of the day to see how you can do better. Call on Work Teams until you have a good list of strategies. Then ask each individual to write down in his/her notes what personal strategies s/he will use.

.


7. Record-Keeping. Tell students that you will keep the rubric of record in a notebook in the shop. When an advanced construction student or a CTT instructor says that the student is ready to demonstrate a level of proficiency, you or the instructor will witness the student's performance and sign off on the rubric of record. They keep the second copy for their own planning purpose. This will help them figure out how to get everything done..


35 min. Pass out the pre-printed vocabulary cards that relate to each category of tools and equipment on the rubric and demonstration lists. Have each student take additional blank cards. Ask each Work Team to start at a different station and make preliminary notes on their cards. After 7 minutes at a station, have Work Teams rotate to the next station. This exercise is to familiarize students with the tools and structure of the stations; they will not have time to complete all their cards.


Reflection

Out the door:

Model Notes, Reflection, binders on the shelf, shake hands

Week Five: Day 23 (Wednesday)AFTER HOURS

• Academic extended day individual work (approximately 1 hour)

• Open Computer Lab

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

CFC Day 23

Education

Transcript of CFC Day 23